Article A

Second-Language Reading Comprehension and Vocabulary Learning with Multimedia
Author(s): Lee B. Abraham

Source: Hispania, Vol. 90, No. 1 (Mar., 2007), pp. 98-108
Published by: American Association of Teachers of Spanish and Portuguese
Stable URL: http://www.jstor.org/stable/20063468
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Media/Computers
Second-Language Reading Comprehension

and Vocabulary Learning withMultimedia
Lee B.Abraham
Villanova University
Abstract: The World Wide Web and emerging multimedia tools and software provide students with unprece
dented opportunities to comprehend authentic texts and learn new vocabulary by using and creating annotations
with written and spoken text and visual information. The present study examines the effects of pictorial
(videos, images) and verbal (Spanish definitions, English translations) glosses/annotations on vocabulary
learning and comprehension of an authentic literary text. Participants were randomly assigned to one of the
following groups: 1) control (without access to glosses), 2) choice-lookup (access to verbal and pictorial glosses),
3) forced-lookup (required to consult all available verbal and pictorial glosses). Choice and forced-lookup groups
performed significantly better on the vocabulary test and summary than the control group. No statistically
significant differences in performance were found between choice and forced-lookup groups.
Key Words: annotations, CALL (computer-assisted language learning), computer-mediated learning, glosses,
multimedia learning, reading comprehension, second language (L2), Spanish language, vocabulary learning
1.0 Introduction
Second-language (L2) learners have unprecedented access to a range of authentic texts and
lessons on theWorld Wide Web to develop reading skills, strategies, and vocabulary
knowledge (Brandi, 2002; Kern, Ware andWarschauer, 2004; LeLoup andPonterio, 2005,
2006; Lomicka and Cooke-Plagwitz, 2004; Osuna andMeskill, 1998;Walz, 1998). Instructional
software increasingly provides multimedia features, allowing students to look up immediately the
of unknown words and access resources to enhance
meanings designed comprehension
(Aguilar and Oviedo, 2001 ;Learn Spanish Now [version 9.0]). Brandi (2002), Lyman-Hager and
Davis (1996), andMartinez-Lage (1997) discuss the process of developing Web-based lessons
and multimedia annotated texts inGerman, French, and Spanish guided by currentL2 reading
research.1
Despite theprevalence ofmultimedia computer-assisted language learning (CALL) lessons,

tools, and software since themid-1990s, we stillknow very littleabout theprocesses and strate
gies used by second-language learners when approaching texts inmultimedia environments
(Lafford,Collentine and Karp, 2003; Plass and Jones, 2005). As we continue to focus on the inte
gration of authentic textsat all levels of instruction,the effective design of computer-mediated L2
reading tasks will depend upon our continued understanding of learners' interactions with
multimedia (Bernhardt, 2003; Chapelle, 1998; Kern, 2003; Swaffar and Arens, 2005). Computer
mediated reading lessons inmultimedia environments allow learners to develop strategies for
understanding literary texts and afford increased opportunities for students to engage in the
kinds of reflective, interpretive,and collaborative literacy-based tasks proposed by Kern (2000)
and Swaffar and Arens (2005). As Martinez-Lage (1997) points out, "Annotated reading lessons
that include appropriate reading and writing activities, along with supporting information,can
teach readers to cope more effectively with the difficulties they typically encounter in de
a text... come to class to comment on the content and meaning of what
ciphering They prepared
theyhave read because theyhave a solid understanding of the assigned text" (149).
Abraham, Lee B.
"Second Language Reading Comprehension and Vocabulary Learning with Multimedia"
Hispania 90.1 (2007): 98-108
Vocabulary Learning with Multimedia 99
The present study focuses on an unresolved issue in computer-mediated L2 reading by
examining how intermediate-level students use multimedia annotations forvocabulary learning
and comprehension of an authentic L2 text.This article first summarizes previous research on the
relationship between L2 vocabulary knowledge and reading comprehension, followed by a
review of studies ofmultimedia glosses. We then consider a theoretical framework for learning
with multimedia, then briefly describe the current study, itsfindings, and the implications for
future research.2
2.0 Review ofLiterature
Techniques for enhancing comprehension and facilitating vocabulary learningwith authen

tic texts have become the subject of much interest in traditional and computer-mediated L2
literacycontexts (Lafford,Collentine, andKarp 2003). L2 vocabulary is an essential component of
successful reading comprehension but guessing or attempting to infermeanings of unknown
words from context is often difficult (Blake 1992; Frantzen 2003; Haynes 1993; Laufer 1997;
Mecartty 2000). Unknown vocabulary, false cognates, and verb endings generally contribute to
significantmisunderstandings of authentic Spanish texts (Frantzen 2003; Lee andWolf 1997;
Young andNakuma 2002). "When theFL competence of the reader is also inadequate, the reader
will resort towhatever language he/she can understand to constructmeaning and fill in the gaps
with propositions thatwork at thatparticular time, irrespective of whether theymake sense or
follow any cohesive thread" (Young andNakuma 2002,78).
2.01 Multimedia Glosses
In one of thefirst studies ofL2 readingwith multimedia glosses, Chun and Plass ( 1996) found
that studentswho selected a textor picture annotation forGerman vocabulary performed better
on a vocabulary test than learnerswho only had access to text annotations and than those
learnerswith access to text and video annotations.3 In Plass, Chun, Mayer, and Leutner (1998),
studentswho looked up both visual and verbal annotations understood the story better than
learnerswho looked up only visual or only verbal annotations. Yoshii and Flaitz (2002) found that
learners using text combined with pictures significantly outperformed learners on vocabulary
testswith access only to pictorial annotations or only text annotations. Al-Seghayer (2001)
observed that the use of text combined with video annotations brought greater gains in L2
vocabulary learning than the use of text combined with picture annotations.
Davis and Lyman-Hager ( 1997) examined the relationship between the typeof glossed infor
mation used by intermediate-level second language learners and their understanding of an
authentic French short story. English translations were themost common type of annotation
looked up (85%). Students infrequentlyresorted to available grammatical explanations, cultural
notes, French definitions, pronunciation, and pictures. However, the frequent consultation of
English translations and other aids did not result in significantly better comprehension. Davis
and Lyman-Hager (1997) suggest that glosses and other multimedia aids did not enhance
students' understanding because "the quantity of unknown cultural references and unknown
vocabulary may have simply overloaded students' limited comprehension capacities" (62).
Lomicka (1998) found that access to a range of glosses enhanced L2 reading comprehension.
Chun (2001 ) did not find a relationship between thenumber ofwords looked-up and performance
on reading comprehension measures for a German text.Ariew and Ercetin
(2004) and Sakar and
Ercetin (2005) found thatvideo annotations negatively affect comprehension.
2.02 Multimedia Glosses and Individual Differences
Research on reading inmultimedia environments has also focused on the role of other con
tributingfactors such as individual differences inprocessing visual information to determine if
100 Hispania 90March 2007
"going back and forth between hyperlinks (e.g. glosses, audiolinks) is helpful to vocabulary
learning and text comprehension or whether it can be distracting and the source of cognitive
overload" (Chun 2001,392). Plass, Chun, Mayer, and Leutner (2003) found that low-verbal ability
and low-spatial ability learnerswho were required to look up both visual and verbal information
learned fewer vocabulary words than high-verbal ability and high-spatial ability students.Chun
and Payne (2004) found that studentswith lower verbal short-termworking memory looked up
more words when provided with multimedia (pictures, videos, English translations, and German
definitions) than studentswith greater verbal short-termworking memory. However, Chun and
Payne (2004) did not find a relationship between working memory and students' performance on
measures of reading comprehension and vocabulary learning. Consistent with previous studies
ofmultimedia glosses, LI translationswere themost frequently consulted glosses for low and
high verbal short-termworking memory groups but theiruse did not enhance comprehension or
retention of new vocabulary.
As reviewed above, findings from studies on the effectofmultimedia glosses on vocabulary
learning and reading comprehension in a number of languages have been mixed. Studies have
found thata combination of textand visual information ismost effective forvocabulary learning
and, in some cases, for reading comprehension. However, recent research indicates thatL2
learners,when given a choice, select LI (English) translations rather than picture or video
glosses and thatmultimedia information can impose a cognitive load on learners and impede
vocabulary learning and comprehension.
2.03 Theoretical Framework
The Generative Theory ofMultimedia Learning suggests that looking up both visual and
verbal glosses inamultimedia environment enhances retentionof vocabulary and facilitates text
comprehension (Mayer 2001). "The contiguous presentation of two types of informationallows
for their simultaneous storage in short-termmemory and for building referential connections
between both representations. These connections allow formore retrieval routes to access the
vocabulary item and may lead to additive effects in recall. This process is also strongly
dependent on learnervariables, such as preferences and abilities" (Chun and Plass 1997,69-70).
As such, learning new vocabulary and understanding authentic textswith multimedia occurs
when students select, organize, and connect a verbal gloss with the corresponding visual gloss
under conditions which do not overload the limited capacity of short-term/working memory
(Mayer 1997;Miller 1956; Sweller and Chandler 1994).
To date, few studies have looked at the effectiveness of multimedia glosses in compre
hending L2 texts in Spanish (Lafford, Collentine and Karp 2003). As such, the objective of the
study described below is to understand how students use multimedia resources while reading an
authentic Spanish text.
3.0 Method
This study used a pretest-posttest control group design to address the following questions:
1. Do studentswho read an authentic text in Spanish with pictorial and written annota
tions learn more vocabulary words than those students required to look up all
informationprovided in every annotated word or than studentswho do not have access
to annotations?
2. Do studentswho read an authentic text in Spanish with pictorial and written annota
tions recall more main ideas than those students required to look up all information
provided in every annotated word or than students who do not have access to
annotations?
As described below, students used a multimedia software program, completed a productive
vocabulary pretest and posttest (Appendix A), and wrote a summary of the story.
3.1 Participants and Design
102 students (61 females and 41 males) enrolled ina third-semester intermediate-level Span
ish course at a large university in the southwestern United States volunteered to participate in
the study.4All students were non-native speakers of Spanish and were fluent in English.
Students participated in this study as a regular class activity. The mean Grade Point Average at
the timeof testingwas 3.35 (SD = 0.48).5
Each studentwas randomly assigned to one of the following threegroups: 1) control group,
2) choice lookup, or 3) forced (no-choice) lookup. Learners in theforced lookup condition looked
up every piece of informationfor the85 words with annotations (i.e., Spanish definitions, English
translations, pictures, and videos). The forced lookup condition was designed to reflect the
common strategyof L2 readerswho "perceive the textas a series of isolatedwords, each ofwhich
has to be deciphered individually inorder tomove on with reading" (Martinez-Lage 1997, 122)
and also to investigate thepossibility thatgoing back and forthbetween the textand theglosses
would induce a high cognitive load, and thereby,significantly impede students' comprehension
when compared with the control group and students in the free lookup group (Chun 2001).
Students in the choice lookup condition freely looked up any of the verbal or visual information
for the 85 annotated words. Students in the control group read the story in themultimedia
environment but were not able to use any of the glosses. Students were not able to access the
software between laboratory sessions.
3.2 Materials
Students read a 1,012 word version of Gregorio L?pez y Fuentes's Una carta a Dios in
Ciberteca (Chun and Plass, 1998) with eighty-fiveglossed vocabulary words and phrases. All 85
annotated (glossed) words have English and Spanish definitions and pronunciation (audio) in
Spanish available. In addition, 30 of the 85 glossed words have pictures and 15of the 85 glosses
have short video clips available. Students access glosses by clicking on a word or phrase
containing a symbol and move the annotated word to a menu bar located at the top of the screen
(Figure 1).
Figure 1
Word "Ma?z" (Chun and Plass
_Glossed 1998)_
3.3 Tasks
3.31 Vocabulary Pretest and Posttest
All students completed a vocabulary pretest inwhich theywrote an English translation for
twentyof the eighty-five annotated words inUna carta a Dios and indicatedwhether or not they
had guessed a word's meaning (Appendix A). Students were awarded one point for correct
answers regardless of whether or not they guessed themeaning or no points if the responses
were incorrect or if the participant did not respond. Partial credit (0.5 points) was awarded for
minor spelling errors. Students completed a vocabulary posttest which was the same as the
pretest, except that the order of items on the posttest was changed to prevent carryover effects.
The Appendix lists the twentyglossed words of thepretest and posttest for teacher information.
Ten annotations with text (English translation and Spanish definitions), three annotations
with text and pictures, three annotations with text and video, and four annotations with text,
pictures, and video formed the basis of the vocabulary pretest and posttest. Items on the
vocabulary pretest and posttest were selected from the 85 annotated words based on the
following criteria: 1) type of annotation available (text only, text+ picture, text+ video, text+
picture + video), 2) number of times each gloss occurred, 3) part of speech, 4) page number, and
5) importance of the annotated word forunderstanding main ideas.
3.32 Summary (Recall Protocol)
Students wrote or typed a summary inEnglish and were asked to indicate whether or not
theyhad already read the storybefore participating in the study inorder to determine and analyze
any effects of prior knowledge. None of the participants had previously read the story.
Scores for the summaries were derived from a three-stage procedure based on the idea unit,
a widely recognized unit of text analysis (Lee and Ballman 1987; Riley and Lee 1996). Two
experienced instructorsof Spanish, working independently, identified 147 idea units, ranked
themaccording to their importance, and then independently scored each summaryusing tenmain
idea units. One point was awarded for each of themain idea units included in the students' recall
protocols. A studentwho received a score of 10 identifiedall tenmain idea units in the summary
while a score of 0 meant that the student did not include any of the tenmain idea units.6
3.4 Procedure
The studywas conducted in two fifty-minutesessions in a computer laboratory during their

regularly scheduled class. On the first day, participants were randomly assigned to one of the
following groups: 1) control group, 2) choice lookup, or 3) forced lookup. First, all students read,
signed, and submitted a letterof informed consent and then completed a demographic question
naire at their own pace. They were then given tenminutes to complete the vocabulary pretest
(Appendix A). Students were then shown how to select and activate all available visual and
verbal annotations (e.g., English translations, Spanish definitions, pictures, and videos), and
how to turnpages inCiberteca. After a three-minutedemonstration, students had thirty minutes
to read the story.On the second day, participants were given tenminutes towrite a summary of
the story in English and had tenminutes to take the vocabulary posttest. For each student
Ciberteca recorded and stored the following information in a log file: 1) type of information
selected for each annotated word (English translation, Spanish definition, picture, or video), 2)
annotated word(s) selected, 3) timewhen students began and finished reading the story,4) time
atwhich students looked up an annotation, and 5) when participants began reading a new page.
4.0 Results
Statistical analyses indicated thatcontrol, choice-, and forced-lookup groups were equiva
lentwith regard toGrade Point Average (GPA), the number of years of Spanish taken in high
school, and thenumber of semesters of college-level Spanish taken.
In order to adjust for any prior knowledge of vocabulary, a one-way multivariate analysis of
covariance (MANCOVA) was conducted with lookup condition (control, choice, forced) as the
between-subjects factor and vocabulary pretest scores as the covariate. Scores on the vocabu
laryposttest and summarywere the dependent variables and the level of statistical significance
for theMANCOVA was set at .05.
A statistically significant effect for lookup condition was found indicating thatperformance
on the vocabulary posttest and summary accounted for 20% of the variance among the three
lookup conditions when adjusting for differences on the vocabulary pretest (Table 1).
Table 1
Multivariate Analysis ofCovariance of theVocabulary Posttest and Summary
Wilks'Source F Hypothesis Error Significance Partial r|2
_Lambda_df_dj__of F_
Covariate3 .37 83.05 2 97
.000*** .63
Lookup Condition
.64_12.19 4_194_.000***_.20_
Note. Partial r\2= effect size. aCovariate = vocabulary pretest. ***p < .001.
As a result of the significant effect of lookup condition, one-way Analyses of Covariance

(ANCOVA) were conducted on theposttest and summarywith treatmentgroup as the between
subjects factor and vocabulary pretest as the covariate (Table 2)
Table 2
Analysis ofCovariance of theVocabulary Posttest and Summary
F Hypothesis Error Significance Partial r\2
_df__df_o??_
Vocabulary Posttest 23.11 2 98 .000***
.32
m
Sum
ary_9.94 2_98_.000***_.\J__
Note. Partial r\2= effect size. * * *p < .001.
The ANCOVAs for the effect of treatmentgroup on thevocabulary posttest and summary
were significant (Table 2). Post-hoc analyses of theANCOVA for thevocabulary posttest, using
theBonferroni method, indicated that the choice- and forced-lookup groups performed signifi
cantly better than the control group. There were no statistically significant differences in scores
on the vocabulary posttest between the choice-lookup and the forced-lookup groups. For the
summary,post-hoc analyses of theANCOVA showed that the choice and forced lookup groups
performed significantly better than the control group. There were no statistically significant
differences inperformance on the summary between the choice- and forced-lookup conditions
(Table 2 and Table 3).
Table 3
Percentages, Means and Standard Deviations for theVocabulary Pretest, Vocabulary
Posttest, and Summary
Vocabulary Pretest3 Vocabulary Posttest3
Summaryb_
_% M SD % M SD % M SD
Control 31 6.1 2.15 35 6.9 2.77 22 2.2 2.06
ChoiceLookup 29 5.9 2.87 47 9.4 3.27 43 4.3 2.33
Forced Lookup 31 6.2 2.80 49 9.7 3.21 36 3.6 2.31
aMaximum score = 20. bMaximum score = 10.
4.01 Analyses ofLog Files
Log files of the choice-lookup group revealed that studentsmost often consulted English
translations, followed by Spanish definitions, pictures, and videos (Table 4).
Table 4
Glosses Consulted by theChoice-Lookup Group
Glosses Consulted
N %
LI 1981 81
L2 197 8
Picture 7 170
Video 4107
Total 2455100
= = =
Note. N number; LI English translations; L2 Spanish definitions.
Students' log files in the choice-lookup group indicated no statistically significant correla
tions between thenumber of times students consulted LI, L2, picture, and video annotations and
the number ofmain ideas recalled in the summary (Table 5). Such findings are consistent with
previous research inmultimedia and Web-based environments (Chun 2001; Chun and Payne
2004; Davis and Lyman-Hager 1997; Liu 1995; Sakar and Ercetin 2005). A significantnegative
correlation was found between the number of times students looked up video annotations and
their performance on the vocabulary posttest. As students looked up video annotations, their
overall performance worsened. As shown inTable 5, no significant correlations were identified
between the number of times students consulted LI, L2, and picture annotations and
performance on the vocabulary posttest.
Table 5
Correlations between theNumber ofGlosses Consulted by theChoice-Lookup Group
and theVocabulary Posttest and Summary
Number of Glosses Consulted Vocabulary Summary

Posttest
_M_SD_r_p__r_p__
58 LI 21.81 -.12 .51 -.10 .56
6 L2 13.01 .28 .12 .17 .34
Picture5.78
5 -.26 .13 -.10 .72
4.47 -.39* .02 -.23 .19
Video_3
Note. LI =
English translations; L2
=
Spanish definitions; r = Pearson correlation coefficient;
= level. *p < .05.
p probability
5.0 Discussion
The questions addressed in this studywere motivated by previous research conducted on

learners' use ofmultimedia glosses for learning new vocabulary and enhancing comprehension
in languages other than Spanish. To date, this has received little attention in either traditional
pen-and-paper or in computer-mediated reading environments inSpanish (Bowles 2004; Lafford,
Collentine and Karp 2003). Students performed significantly better on a productive vocabulary
test and on a summarywhen theywere able to look up annotated words (choice-lookup group)
and when theywere required to use multimedia resources (forced-lookup group) than students
who did not have access to glosses (control group). However, the number of times students in
the choice lookup group used LI, L2, and picture annotations did not necessarily enhance nor
interfere with performance on a measure of reading a which coincides
comprehension, finding
with earlier studies (Chun and Plass 1996; Chun 2001 ;Chun and Payne 2004; Davis and Lyman
Hager 1997).
Students in theforced-lookup groupmay have experienced cognitive overload while reading
because they devoted limited resources of short-termmemory to trying to understand the text
while also looking up ("clicking on") all L1, L2, picture, and video annotations for 85words (Chun
2001 ;Chun and Plass 1997;Mayer 2001 ;Sweller and Chandler 1994). One learnerstated,"I did not
really get a full understanding of what the storywas really about partly because I was busy
looking up everyword with a symbol next to it.Iwas only able topick a few thingsfrom the story
due to the distraction of looking words up." Another studentpointed out, "I felt like Iwas [so]
overloaded with understanding the new vocabulary words that I could not seem to focus on the
plot of the story. I remember words such as beans, corn, rain, storms, hail, sweet, and so on, but
"
itwas hard to get the essential point of the story."A thirdstudent commented, Una carta a Dios
was a complete blur. I can truthfullysay that Iwas too busy trying to learn the vocabulary and
that I didn't really absorb the story line."
The absence of a statistically significant difference inperformance between the forced- and
choice-lookup groups on thevocabulary posttest and summarymay be due to the complexity of
Una carta a Dios forboth groups. This finding is consistentwith Lyman-Hager and Davis ( 1997)
who found that the large number of unknown words and cultural information imposed a high
cognitive loadwhich, in turn,hindered learners' comprehension. Replications of this studywith
intermediate and advanced learners as well as the use of the research designs proposed below
may shed further lighton thisfinding.
6.0 Limitations
The objective of this studywas to understand how intermediate-level learners use multi
media glosses to enhance comprehension and learn vocabulary. Since students in the choice
lookup group primarily consulted LI translations (81%) and consulted picture (7%) and video
(4%) annotations infrequently (Table 4), we could not find a positive effect of the selection,
organization, and connection of verbal with visual annotations on reading comprehension and
vocabulary learning for thisgroup as proposed by theGenerative Theory ofMultimedia Learning
(Mayer 1997,2001).
7.0 Conclusions
Future research should collect information on the types of annotations accessed (log files)
during students' interactions to understand learners' strategies and processes inmultimedia
CALL environments (Blake 1992; Chapelle 1998; Collentine 2000; Hegelheimer and Tower 2004;
Noblitt and Bland 1991). Short-term and longitudinal studies could compare theperformance of
third-and fourth-semester intermediate learners as well as upper-level studentswith Ciberteca
and with othermultimedia software andWeb sites as suggested by Lafford, Collentine and Karp,
2003. Research incorporating think-aloud protocols would also provide needed informationfor
understanding learners' strategies when interactingwith authentic multimedia texts (Bowles
2004; Chun 2001 ;Lomicka 1998). Studies should also explore the relationship between the type,
length, organization, and genre of texts and incorporate the six types of glosses identified in
Roby's (1999) taxonomy. Research designs involving a visual group, only receiving picture and
video annotations, a verbal group, with access only to English translations and Spanish defi
nitions, a combined group, with visual and verbal annotations available, and a control group
without access to glosses could be implemented to investigate the effects of learners'
preferences forverbal and visual informationon vocabulary learning and comprehension.
With increasing emphasis on literacyat all levels of instruction,replications and exploratory
106 Hispania 90 March 2007
research on learners' use of annotations with multimedia are fundamental forunderstanding the
conditions forwhich current and ever-evolving multimedia technologies can be designed to
enhance second-language literacy. Future studies will provide much needed guidance for L2
instructionas we continue to construct a comprehensive empirical foundation of L2 reading and
vocabulary learningwith existing and emerging computer-mediated multimedia technologies.
NOTES
'The author would like to thank the anonymous reviewers for their valuable feedback. All errors are solely
the author's.
2Multimedia is defined as "the presentation of material in verbal form (printed or spoken text) and in pic
torial form" (static graphics, illustrations, graphs, images, maps, animation, and video) (Mayer 2001, 2). The
terms "glosses" and "annotations" are used interchangeably and refer to supplemental information in the form
of an LI (English) translation, L2 (Spanish) definition, or pictorial information such as video, images or
animation to explain the meaning of a word or phrase.
3Bowles (2004) LI and L2 text glosses in vocabulary
reviews studies of traditional pen-and-paper learning
and reading comprehension and Busch (2003) discusses additional computer-mediated L2 reading projects.
4A pilot study of third- and fourth-semester Spanish classes determined that fourth-semester Spanish
courses were too advanced for measuring the effectiveness of glosses on vocabulary retention and reading
comprehension but appropriate for third-semester students.
5One native speaker of each of the following languages participated in the study: French, Mandarin, Arabic,
and Zuni.
6Inter-rater reliability of the summary, calculated with Cronbach's coefficient alpha, was .83. The internal
consistency estimate of reliability using Cronbach's coefficient alpha for the vocabulary pretest was .69 and .74
for the posttest. Pretest-posttest reliability of the productive vocabulary test was .73.
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AppendixA
Vocabulary Pretest and Posttest
1. cartero _
I guessed the meaning of this word. yes no
2. la cosecha _
I guessed the meaning of this word. yesno
3. pasar hambre _
4. el granizo _
I guessed the meaning of this word. no
yes
5. dulce _
6. la fe
7. sembrar _
8. el sueldo _
9. el buz?n _
10. los ladrones _
I guessed the meaning of this word. no
yes
11. las monedas _
12. el frijol _
13. la mitad _
I guessed the meaning of this word. no yes
14. enfadarse _
15. la ayuda _
16. soplar _
17. afligirse _
18. re?r
19. en medio (de) _
20. arrugar la frente _

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Second-Language Reading Comprehension and Vocabulary Learning with Multimedia

Author(s): Lee B. Abraham

Second-Language Reading Comprehension

Despite theprevalence ofmultimedia computer-assisted language learning (CALL) lessons,

2.0 Review ofLiterature

Techniques for enhancing comprehension and facilitating vocabulary learningwith authen

2.01 Multimedia Glosses

2.02 Multimedia Glosses and Individual Differences

2.03 Theoretical Framework

3.1 Participants and Design

3.31 Vocabulary Pretest and Posttest

3.32 Summary (Recall Protocol)

The studywas conducted in two fifty-minutesessions in a computer laboratory during their

As a result of the significant effect of lookup condition, one-way Analyses of Covariance

aMaximum score = 20. bMaximum score = 10.

Number of Glosses Consulted Vocabulary Summary

The questions addressed in this studywere motivated by previous research conducted on

Chapelle, (1998). "Multimedia CALL:

Learning and Technology 2, 1: 22-34. 1 Aug. 1997 <http://llt.msu.edu/vollnuml/chapelle/default.html>.

Computer Assisted Language Learning 14: 367-403.

Technology 1: 60-81. 1 Aug. 1997 <http://llt.msu.edu/vollnuml/chun_plass/default.html>.

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