Review of the Studies on Multimedia Annotation in China Over the Past Two Decades

Qiangmei LIANG

Abstract


This paper reviews the studies on multimedia annotation from the following perspectives: theoretical construct on multimedia annotation, the empirical research on different effectiveness of types of multimedia annotation on the reading/listening comprehension and vocabulary acquisition, which aims to help the overseas scholars to know the present situation and the direction for the future research on multimedia annotation in China. The source data is mainly from the articles on multimedia annotation published in CNKI from Jan. 2000 to Jan. 2020 (www.cnki.net), and the situation is as follow: (1) most domestic scholars introduce and verify the multimedia annotation theories through empirical researches; (2) the researchers focus more on the effects of the types of multimedia annotation on the reading comprehension and the vocabulary acquisition compared to the effects on listening comprehension, and it could be classified into three effects: positive, negative and no effect, but the factors causing the above effects have not been systematically studied or summarized; (3) most scholars mainly take intermediate and advanced language level learners as the research subjects, the lower level learners should be also considered; (4) in the research of the types of the multimedia annotation, the theme of the research materials in reading/listening comprehension would be a new prospective which has been rarely studied compared to other types. To sum up, more researches should be done to investigate the effects of different types of multimedia annotation to the reading/listening comprehension and vocabulary acquisition, which should cover wider range of subjects and consider different types of experiment materials. And the author believes that it will enhance the EFL learning and teaching in the future.


Keywords


Multimedia annotations; Vocabulary acquisition; EFL teaching and learning

Full Text:

PDF

References


Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language. InstrSci, 35, 499-517.

Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning Journal, 17(2), 237-259.

Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania. 87(3), 541-552.

Chen, Y. P., Lan, G. S., & Yang, S. N. (2013). The effectiveness of different location of the hypertext annotation on the college student’s reading comprehension and vocabulary acquisition. E-Education Research, (5), 85-89.

Chun, D. M. (2001). L2 reading on the webs: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14,367-403.

Davis, J. N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30(1), 58-72.

Gao, Z. (2009). A literature review of the overseas studies on the effectiveness of the annotation to the incidental vocabulary acquisition. Journal of Southwest Minzu University (Humanities and Social Science), (05), 272-276.

Hüllen, W. (1989). In the beginning was the gloss. In G. James (Ed.), Lexicographers and their works (pp. 100-116). Exeter, UK: University of Exeter.

Jones, L. C. & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86 (4), 546-561.

Jones, L. C. (2009). Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. CALICO Journal, 26(2), 267-289.

Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12, 365-386.

Kim Y.(2003). Effects of input elaboration and enhancement on second language vocabulary acquisition through reading by Korean learners of English. Hawaii: University of Hawaii.

Lan, G. S., & Zhang, Y. C. (2013). An empirical research on application of hypermedia annotation to promote English reading comprehension and vocabulary acquisition. Distance education in China, (17), 40-45.

Laufer, B. & Hulstifjin, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.

Leffa, V. J. (1992). Making foreign language texts comprehensible for beginners: An experiment with an electronic dictionary. System, 20, 63-73.

Li, H., & Li, Y. N. (2007). An empirical study on the effect of two multimedia annotation modes on vocabulary learning and retention. Foreign Languages and Their Teaching, (12), 8-11.

Liu, Z. (2015). An empirical research on application of multimedia annotations to English listening comprehension. Journal of Chengdu Normal University, (12), 43-47.

Liu, Z. (2015). An empirical study on the effect of the multimedia annotation on listening comprehension and vocabulary acquisition. Journal of PLA University of Foreign Languages, (3), 96-104.

Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50.

Marzban, A. (2011). Investigating the role of multimedia annotations in EFL reading comprehension. Procedia-Social and Behavioral Sciences, 28, 72-77.

Mayer, R. E. (2003). Elements of a science of E-learning. Educational computing research, 29(3), 297-313.

Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from contexts. Reading Research Quarterly, 20(2), 233-253.

Paivio, A. (1986). Mental representations: a dual coding approach. Oxford, England: Oxford University Press.

Poel, K., & Swanepoel, P. (2003). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer-Assisted Language Learning, 16(2-3), 173-211.

Roby, W. B. (1999). “What’s in a gloss?” A commentary on Lara L. Lomickas’ ‘To gloss or not to gloss’: An investigation of reading comprehension online. Language Learning & Technology, 2(2), 94-101.

Sakar, A., & Ercetin. G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21, 28-38.

Segler, T. M. (2001). Ph. D. research proposal: second language vocabulary acquisition and learning strategies in ICALL environment [D/OL].

Wang, J. X. (2012). Review of the effectiveness of the multimedia annotation on the second language vocabulary acquisition. Overseas English, (11), 34-36.

Wang, J. Z., Zeng, N., & Zheng, X. D. (2003). The theoretical foundations of Richard Mayer’s Multimedia Learning. Theoretical scope, (2), 15-23.

Wu, W., & Xu, H. (2009). Effects of different types of annotations on incidental vocabulary learning in a multimedia environment. Journal of PLA University of Foreign Languages, (1), 44-49.

Xu, H. (2010). Review of effects of glosses on incidental vocabulary learning and reading comprehension. Chinese Journal of Applied Linguists (Bimonthly), 33(1), 56-73.

Xu, H. (2013). Review of the multimedia annotation. Journal of Sanmenxia Polytechnic, (3), 77-80.

Yang, D. M. (2007). On multimedia and L2 reading competence. Journal of Hotan Normal College, (27), 163-164.

Zhang, X. W. (2015). A review of current foreign literature on whether hypermedia annotations facilitate comprehension in L2 reading. Journal of Hubei Correspondence University, (16), 129-130.

Zhang, Y. Q., & Xu, H. (2014). Effects of multimedia glosses on English incidental vocabulary acquisition and reading comprehension. Foreign Languages in China, (4), 69-74.

Zou, J. (2014). Multimedia annotation and L2 reading comprehension: experimental study based on cognitive theory of multimedia learning. Journal of Chongqing University of Technology (Social Science), 28(6), 114-117.




DOI: http://dx.doi.org/10.3968/11554

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 qiangmei liang

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


Share us to:   


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; sll@cscanada.net; sll@cscanada.org

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada. 
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mailoffice@cscanada.net; office@cscanada.org; caooc@hotmail.com

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture