The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles
The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learn...
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics
2021-06-01
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| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/11020/12935 |
| _version_ | 1818918721265074176 |
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| author | Mojtaba Tadayonifar Mahnaz Entezari Mohammadreza Valizadeh |
| author_facet | Mojtaba Tadayonifar Mahnaz Entezari Mohammadreza Valizadeh |
| author_sort | Mojtaba Tadayonifar |
| collection | DOAJ |
| description | The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests. Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores. |
| first_indexed | 2024-12-20T00:54:28Z |
| format | Article |
| id | doaj.art-905095a1a8aa48799eec066f97d5d0ed |
| institution | Directory Open Access Journal |
| issn | 2411-7390 |
| language | English |
| last_indexed | 2024-12-20T00:54:28Z |
| publishDate | 2021-06-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj.art-905095a1a8aa48799eec066f97d5d0ed2022-12-21T19:59:08ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902021-06-0172233242https://doi.org/10.17323/jle.2021.11020The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning StylesMojtaba Tadayonifar0https://orcid.org/0000-0002-1448-4216Mahnaz Entezari1https://orcid.org/0000-0002-2524-850XMohammadreza Valizadeh2https://orcid.org/0000-0002-4312-9731Victoria University of WellingtonPayame Noor UniversityCappadocia UniversityThe current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests. Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.https://jle.hse.ru/article/view/11020/12935computer-assisted glossinglearning stylesvark questionnairevocabulary learningreading comprehension |
| spellingShingle | Mojtaba Tadayonifar Mahnaz Entezari Mohammadreza Valizadeh The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles Journal of Language and Education computer-assisted glossing learning styles vark questionnaire vocabulary learning reading comprehension |
| title | The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles |
| title_full | The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles |
| title_fullStr | The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles |
| title_full_unstemmed | The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles |
| title_short | The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles |
| title_sort | effects of computer assisted l1 and l2 textual and audio glosses on vocabulary learning and reading comprehension across different learning styles |
| topic | computer-assisted glossing learning styles vark questionnaire vocabulary learning reading comprehension |
| url | https://jle.hse.ru/article/view/11020/12935 |
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