Description
The purpose of this experimental study was to investigate the effects of textual and visual annotations on Spanish listening comprehension and vocabulary acquisition in the context of an online multimedia listening activity. 95 students who were enrolled in different sections of first year Spanish classes at a community college and a large southwestern university were randomly assigned to one of four versions of an online multimedia listening activity that contained textual and visual annotations of several key words. Students then took a comprehension and vocabulary posttest and a survey to measure cognitive load and general attitudes towards the program. Results indicated that textual annotations had a significant positive effect on listening comprehension and that visual annotations had a significant positive effect on how successful students felt. No statistically significant differences were found for other variables. Participants also reported positive attitudes towards vocabulary annotations and expressed a desire to see more annotations during multimedia listening activities of this type. These findings provide further evidence of the impact that multimedia may have on language acquisition. These findings have implications for multimedia design and for future research. Language listening activities should include a variety of vocabulary annotations that may help students to understand what they hear and to help them learn new vocabulary. Further research is needed outside of the laboratory, in the online and increasingly-mobile language learning environment in order to align the research with the environment in which many students currently study. The incorporation of motivation into multimedia learning theory and cognitive load should be explored, as well as new measures of cognitive load.
Details
Title
- The effects of visual and textual annotations on Spanish listening comprehension, vocabulary acquisition and cognitive load
Contributors
- Cottam, Michael Evan (Author)
- Savenye, Wilhelmina (Thesis advisor)
- Klein, James D. (Committee member)
- Atkinson, Robert (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2010
Subjects
- Education, Technology
- Language, Linguistics
- Educational Psychology
- cognitive load
- Listening comprehension
- Multimedia
- vocabulary acquisition
- Cognitive learning
- Second Language Acquisition
- Spanish language--Computer-assisted instruction.
- Spanish Language
- Spanish language--Study and teaching (Higher)--Foreign speakers.
- Spanish Language
- Instructional systems--Design.
- Spanish language--Vocabulary--Computer-assisted instruction.
- Spanish Language
- Listening comprehension--Computer-assisted instruction.
- Listening comprehension
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ph. D., Arizona State University, 2010
- bibliographyIncludes bibliographical references (p. 78-82)
- Field of study: Educational technology
Citation and reuse
Statement of Responsibility
by Michael Evan Cottam