Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: effects of assessment methods

2014 ◽  
Vol 29 (2) ◽  
pp. 413-426 ◽  
Author(s):  
I-Jung Chen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Assessment Methods ◽  
Foreign Language Reading

scholarly journals STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Folios ◽  
2019 ◽  
pp. 127-138
Author(s):  
Sergio Alonso Lopera Medina
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Strategy ◽  
Test Field ◽  
Positive Effects ◽  
Foreign Language Reading ◽  
Negative Effect ◽  
Field Notes ◽  
Dictionary Use

This article reports the effects of the integration of dictionary use and the reading strategy approach in a foreign language reading comprehension course. A case study was used as a research method, and three instruments helped gather data: a reading comprehension test, field notes, and an interview. Fifteen undergraduate students from a public university in Medellin, Colombia, participated in the study. Improvement in reading, metacognitive awareness, and selective use of dictionary were found as part of positive effects. In contrast, tiredness appears to be as the negative effect. Conclusions suggest that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course.

scholarly journals Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

2021 ◽  
Vol 11 ◽  
Author(s):  
Shufang Wang ◽  
Chang In Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Interview Data ◽  
The Other ◽  
Reading Texts

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

COGNITIVE STRUCTURE AND FOREIGN LANGUAGE READING COMPREHENSION

2020 ◽  
Author(s):  
Eva Stranovska ◽  
Aniko Ficzere ◽  
Zdenka Gadusova
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Structure ◽  
Foreign Language Reading

The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension

1994 ◽  
Vol 44 (2) ◽  
pp. 189-219 ◽  
Author(s):  
Yasukata Yano ◽  
Michael H. Long ◽  
Steven Ross
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Foreign Language Reading
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