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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Autores principales:	Mojtaba Tadayonifar, Mahnaz Entezari, Mohammadreza Valizadeh
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	computer-assisted glossing learning styles vark questionnaire vocabulary learning reading comprehension Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11020 https://doaj.org/article/905095a1a8aa48799eec066f97d5d0ed
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spelling	oai:doaj.org-article:905095a1a8aa48799eec066f97d5d0ed2021-11-13T09:23:03ZThe Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styleshttps://doi.org/10.17323/jle.2021.110202411-7390https://doaj.org/article/905095a1a8aa48799eec066f97d5d0ed2021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/11020/12935https://doaj.org/toc/2411-7390The 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.Mojtaba TadayonifarMahnaz EntezariMohammadreza ValizadehNational Research University Higher School of Economicsarticlecomputer-assisted glossinglearning stylesvark questionnairevocabulary learningreading comprehensionEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 233-242 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	computer-assisted glossing learning styles vark questionnaire vocabulary learning reading comprehension Education L Philology. Linguistics P1-1091
spellingShingle	computer-assisted glossing learning styles vark questionnaire vocabulary learning reading comprehension Education L Philology. Linguistics P1-1091 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
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.
format	article
author	Mojtaba Tadayonifar Mahnaz Entezari Mohammadreza Valizadeh
author_facet	Mojtaba Tadayonifar Mahnaz Entezari Mohammadreza Valizadeh
author_sort	Mojtaba Tadayonifar
title	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_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_sort	effects of computer-assisted l1 and l2 textual and audio glosses on vocabulary learning and reading comprehension across different learning styles
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11020 https://doaj.org/article/905095a1a8aa48799eec066f97d5d0ed
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The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles

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