october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Domain Standards Indicators score tradition. Helps students to discover contradictions. Total Domain score (20) evaluatio n self-evaluation student evaluation feedback Ratio Studies and reflects about the results of his action and decisions concerning students and colleagues. Uses different tools and methods to evaluate his performance. Encourages students to evaluate themselves and each other. Designs tools for self-evaluation with the help of students and colleagues. designs new and creative tools for evaluation Utilizes authentic evaluation methods such as student portfolios to know the student’s level. Determines the weaknesses and strengths in students. Designs preventive as well as curative activities to overcome the student’s weak points. Designs rich activities to reinforce the strengths and speed up the educational process. Involving students with special needs as well as the gifted in classroom activities. Involves the family in evaluating the student with the aim to promote learning and performance. Utilizes evaluation results to promote his performance. Utilizes the opinion and evaluation of students to improve his performance. Encourages students to express their views and feelings towards certain situations and educational activities. Total Domain score (14) Ratio Total score (75) Ratio Copyright © The Turkish Online Journal of Educational Technology 345
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 VIDEOS AND ANIMATIONS FOR VOCABULARY LEARNING: A STUDY ON DIFFICULT WORDS Chih-cheng Lin National Taiwan Normal University cclin@ntnu.edu.tw Yi-fang Tseng National Taiwan Normal University yifangzeng@hotmail.com ABSTRACT Studies on using still images and dynamic videos in multimedia annotations produced inconclusive results. A further examination, however, showed that the principle of using videos to explain complex concepts was not observed in the previous studies. This study was intended to investigate whether videos, compared with pictures, better assist English learners to learn difficult words. It adopted a three-group immediate posttest and delayed posttest quasi-experimental design. Ten target words were selected and embedded in a reading text, each of which was annotated by three annotation types: text-only, text and picture, and text and video. Three intact classes, a total of 88 students, were recruited in a junior high school in northern Taiwan, each of which was randomly assigned to one of the three groups. All participants took the pretest two weeks before the experiment, the immediate posttest after reading the text, and the delayed posttest two weeks after the experiment. The result revealed significant differences between the three groups, in which the video group outperformed the other two groups. Pedagogical implications and suggestions for future research are also given. Keywords: multimedia annotations, videos, vocabulary learning 1. INTRODUCTION Annotations, as an instructional design to facilitate reading comprehension, have been employed in multimedia learning for more than a decade. Since their pioneer studies in 1996, Chun and Plass have successfully brought attention to investigate how multimedia annotations could assist language learners in acquiring unknown vocabulary words. A major concern of studies on multimedia annotations was the competitions among media, including texts, pictures, videos and audios, for vocabulary learning. That is, how each annotation type, for example, textual definitions, pictures, animations, films and sound clips, or how combinations of the aforementioned annotation types, could help language learners learn unknown vocabulary words. The combination of textual definitions and pictures has thus far been believed to be more effective for vocabulary learning than single annotations as textual definitions or pictures; it is also more effective than combinations of textual definitions and other types of media (Shahrokni, 2009; Yeh & Wang, 2003; Yoshii, 2006; Yoshii & Flaitz, 2002). One of the inconclusive results is the comparisons between results of textual definitions and still images and those of textual definitions and dynamic videos (Akbulut, 2007; Al-Seghayer, 2001; Chun & Plass, 1996a, 1996b). The reason making animations and films inferior to pictures, based on a further examination done in this study, is that the concepts conveyed by the target words in the previous comparative studies may not have needed such dynamic videos as animations and films. Simple pictures together with textual definitions could have served the purpose of defining the target words. Thus, the purpose of this study is to investigate whether or not dynamic videos, such as animations and films, assist language learners in their learning vocabulary words that entail video presentations, in particular, those that convey meanings difficult for learners to comprehend. The sole research question of the study is: Is there any difference among effectiveness of Taiwanese high school students viewing pictures and animations/films on learning difficult English words? 2. LITERATURE REVIEW 2.1 Vocabulary learning and annotations Annotations embedded in or appended to reading texts were considered beneficial for reading comprehension and vocabulary acquisition. Marginal annotations using short definitions served as bridges connecting learners’ previous knowledge to new information; during their processing of texts, annotated vocabulary words were learned and acquired. Advantages of using annotations in reading tasks were that annotations attracted learners’ attention to reading and learning; their proximity to the reading texts provided minimal interruption of reading flow; their appearances also avoided wrong guessing or improper inferences; and, most importantly, annotations made it easier for learners to comprehend difficult texts, which eventually made them more independent and autonomous learners. (Nation, 2001). Researchers of annotations focused their efforts on three major areas, and they were marginal text annotations, multiple-choice text annotations and annotations in target languages, to which we now turn. Copyright © The Turkish Online Journal of Educational Technology 346
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