Abstract:
This study aims at exploring the effects of presentation mode of multimedia annotations on reading comprehension and incidental vocabulary learning of intermediate level learners of English. There were two types of presentation mode: simultaneous and successive. In the simultaneous mode, learners received verbal (definitions) and visual (pictures) annotations at the same time by just one click while in the successive mode, annotations were presented one after another. 82 intermediate level learners of English at a state high school were required to read an annotated expository text with a view to comprehending it. Learners were administered a prior knowledge test one day before the treatment to ensure that they did not differ in terms of topical knowledge. Participants were randomly assigned to groups and treatment conditions. They were given reading comprehension and vocabulary tests immediately after reading. Data were collected using a tracking tool and analyzed using a multivariate analysis of variance (MANOVA). Results indicated that the group that received both types of annotations simultaneously performed better on multiple choice reading comprehension test while no significant difference was found between the groups in recall. Vocabulary tests revealed similar results. Simultaneous group scored higher on tests of form recognition, meaning production and active meaning recognition but passive vi meaning recognition. No significant differences were observed between the performances of the groups on bilingual passive meaning recognition test. Results were in line with the contiguity principle of Generative Theory of Multimedia Learning according to which presenting verbal and visual information at the same time results in better learning. The rationale behind that assertion is that simultaneous presentation makes it easier for learners to build connections between verbal and visual mental representations as they are held in the working memory at the same time, which reduces cognitive load. Therefore it is suggested that learners could benefit from simultaneous presentation of information in dual mode as it facilitates reading comprehension and incidental vocabulary learning.
