The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles

Mojtaba Tadayonifar; Mahnaz Entezari; Mohammadreza Valizadeh

doi:10.17323/jle.2021.11020

Моджтаба Тадайонифар Веллингтонский университет Виктории https://orcid.org/0000-0002-1448-4216
Махназ Энтезари Университет Паяме Нур https://orcid.org/0000-0002-2524-850X
Мохаммадреза Вализаде Каппадокийский университет https://orcid.org/0000-0002-4312-9731

DOI: https://doi.org/10.17323/jle.2021.11020

Ключевые слова: составление глоссария с помощью компьютера, стили обучения, анкетирование VARK, изучение лексики, понимание прочитанного

Аннотация

В данном исследовании было изучено влияние компьютерных текстовых и аудио глосс на родном и иностранном языке на усвоение лексики и понимание прочитанного в различных видах обучения. Используя тест PET, 30 иранских студентов, изучающих английский язык, прошли опросник VARK и были разделены на пять групп по стилю обучения. Для глоссария было отобрано 28 слов из 4 отрывков для чтения. По отобранным отрывкам были составлены глоссарии в четырех различных формах: аудио и тексты на родном и иностранном языках путем создания гиперссылок на целевые слова. Отрывки были представлены участникам на экране компьютера. Все группы прошли через все режимы обучения, а затем сдали пост-тесты. Для изучения влияния стилей обучения, форм и языка, а также их двустороннего и трехстороннего взаимодействия на результаты учащихся в посттестах по лексике и пониманию прочитанного был проведен трехсторонний дисперсионный анализ. Несмотря на то, что значительных различий между языком и способом использования глосс на результаты посттеста для определения понимания прочитанного не наблюдалось, было выявлено, что глоссы на родном языке были более полезны, чем глоссы на иностранном языке для изучения лексики. Исследование также показало, что текстовые глоссы были более эффективны, чем аудиоглоссы для изучения лексики. Результаты также показали значительные различия между стилями обучения по результатам посттеста на усвоение лексики и понимание прочитанного.

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