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Purpose and Objective of Study

In view of the existing gap in multimedia annotations studies, the purpose of this

study is to broaden our understanding of the application of different types of

multimedia annotations in facilitating L2 reading comprehension and incidental

vocabulary acquisition. As such, the following research objectives are drawn.

1. To investigate the effects of different multimedia annotations on the reading

comprehension of ESL students.

2. To investigate the effects of different multimedia annotations on the incidental

vocabulary acquisition of ESL students.

Research Questions and Hypotheses

Specifically, the researcher will examine the use of multimedia annotation in a single

mode (audio only) single annotation format (sound only), dual mode (audio-visual)

dual annotation format (sound and text; sound and pictures), and dual mode (audio-

visual) multiple annotation format (sound, text and pictures). The sound-only format,

and sound plus text format require a single coding system (verbal). The sound and

pictures format, and the sound, text and pictures format require dual-coding (verbal

and visual). As for incidental vocabulary learning, specifically, this study will

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examine the participants acquisition of vocabulary breadth. This study therefore,

addresses the following research questions (RQ). To answer each research question,

null hypotheses are derived.

RQ1: Will there be any significant difference in the pretest and immediate

posttest reading comprehension scores of the participants?

Ho1: There will be no significant difference in the pretest and immediate posttest

reading comprehension scores of participants who are in the control group.


reading comprehension scores of participants who are in the audio annotation

group.


reading comprehension scores of participants who are in the audio-text

annotation group.


reading comprehension scores of participants who are in the audio-picture

annotation group.


reading comprehension scores of participants who are in the audio-text-picture

annotation group.

RQ2: Will there be any significant difference in the immediate posttest and

delayed posttest reading comprehension scores of the participants?

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Ho6: There will be no significant difference in the immediate posttest and delayed

posttest reading comprehension scores of participants who are in the control

group.


posttest reading comprehension scores of participants who are in the audio

annotation group.


posttest reading comprehension scores of participants who are in the audio-text

annotation group.


posttest reading comprehension scores of participants who are in the audio-

picture annotation group.


posttest reading comprehension scores of participants who are in the audio-

text-picture annotation group.

RQ3: Will there be any significant difference in the pretest and immediate

posttest vocabulary scores of the participants?


vocabulary scores of participants who are in the control group.


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vocabulary scores of participants who are in the audio annotation group.


vocabulary scores of participants who are in the audio-text annotation group.


vocabulary scores of participants who are in the audio-picture annotation

group.


vocabulary scores of participants who are in the audio-text-picture annotation

group.

RQ4: Will there be any significant difference in the immediate posttest and

delayed posttest vocabulary scores of the participants?


posttest vocabulary scores of participants who are in the control group.


posttest vocabulary scores of participants who are in the audio annotation

group.


posttest vocabulary scores of participants who are in the audio-text

annotation group.

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posttest vocabulary scores of participants who are in the audio- picture

annotation group.


posttest vocabulary scores of participants who are in the audio-text-picture

annotation group.

RQ 5: Will participants who have access to different types of multimedia

annotations have significantly higher immediate posttest comprehension scores

than participants who have no access to multimedia annotations?

Ho21: Participants who have access to audio only annotations will not have

significantly higher immediate posttest comprehension scores than participants

who have no access to multimedia annotations.



who have access to audio-picture annotations.



who have access to audio-text annotations.



who have access to audio-picture-text annotations.

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Ho25: Participants who have access to audio-picture annotations will not have





who have access to audio-text annotations. .




Ho28: Participants who have access to audio-text annotations will not have






Ho30: Participants who have access to audio-text-picture annotations will not have



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annotations have significantly higher delayed posttest comprehension scores



significantly higher delayed posttest comprehension scores than participants


















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annotations have significantly higher immediate posttest vocabulary retention



significantly higher immediate posttest vocabulary recall than participants






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annotations have significantly higher delayed posttest vocabulary retention than

participants who have no access to multimedia annotations?


significantly higher delayed posttest vocabulary recall than participants












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Definition of Terms

The important terms used in this study are defined conceptually and operationally.

Clearly defined key terms will guide the researcher in data collection, data analysis

and in reporting the findings.

Multimedia annotations

Multimedia refers to the presentation of materials using both words and pictures via

a computer (Mayer, 2001). Greenlaw and Hepp (1999) define multimedia as

information in the form of graphics, audio, video or movies, and a multimedia

document contains a media element other than plain text (p. 44). In multimedia

annotation, words are linked to pictures, audio, videos by annotating them through a

multimedia programme. When the learners encounter a difficult word while reading

via the computer, and if the word is provided with a multimedia annotation, the

learners can click on the word and access a provided annotation. In this study, the

multimedia annotation follows the definition discussed above. Moreover, the word

annotations and glosses are used interchangeably.

Annotation format, annotation mode and coding system

In multimedia annotations, the terms annotation format, annotation mode and coding

system are often used to mean different things. Annotation format refers to the

manner through which the information is presented, which can be in the forms of

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texts, pictures, sound recordings or videos. If an annotation presents the information

through the use of written text only, sound only, picture only, or video only, then a

single annotation format is used. If an annotation combines any two of the above

forms, then a dual annotation format is used. A multiple annotation format combines

more than two forms of annotations.

Multimedia annotation also employs the use of different presentation modes such as

auditory (sounds, spoken texts) and visual (printed texts, graphics, videos). Single

mode presentation engages either only the auditory mode or only the visual mode.

Dual mode annotations combine both the auditory mode and the visual mode.

The use of multimedia annotations is drawn upon the assumptions of the dual-coding

theory (Paivio, 1990; Sadoski & Paivio, 2001) which claims that the human mental

process derives perceptions from various sensory modalities. Accordingly,

multimedia annotations are presented through two different coding systems verbal

and visual. Printed and spoken texts are processed by the verbal system whereas

pictures and illustrations are processed by the visual system. In the present study,

the terms annotation format, annotation mode and coding system take on the above

definitions.

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Theoretical Basis of the Study

This study investigates the effects of multimedia annotation on the reading

comprehension and vocabulary acquisition of ESL learners. This study is carried out

based on the schema theory of reading which explains the acquisition of knowledge

and the interpretation of text by the readers while utilizing their built-in schemata.

The interactive model of reading which views reading as a cognitive process

involving the simultaneous interaction of information obtained through bottom-up

decoding and top-down analysis, and the constructivist theory of learning which

recognizes the learners active role in collaboratively creating knowledge through

social negotiations from multiple perspectives also provide the theoretical bases for

this study. Since this study focuses on the use of multimedia annotation in ESL

reading comprehension and vocabulary learning, the cognitive theory of multimedia

learning (Mayer, 1997, 2001) is also used as its theoretical framework. The

theoretical framework is presented in Figure 2.1.

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Conceptual Framework

Based on the theoretical foundations discussed above, the conceptual framework is

built. Figure 2.2 shows the conceptual framework which will be used to answer the

research questions in this research. This conceptual framework provides the structure

of the research by specifying the relationship between the research variables, besides

identifying the boundaries of the research.

Figure 2.2: Conceptual Framework

Audio Textualfacilitated by

Picture

Text Extratextual

Symbols

RC : Reading Comprehension

VA : Vocabulary Acquisition

DV : Dependent Variable

TA : Text Annotation

In this conceptual framework, reading comprehension and vocabulary acquisition are

the two dependent variables whereas text glossing and language proficiency are the

independent variables. The different types of text glossing will be able to help the

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RC

(DV 1)

Outcome

1. Autonomous

Learning

2. Bottom-up and

Top-down

processing

3. Visual and

Verbal processing

T A

VA

(DV 2)

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CHAPTER III

RESEARCH METHOD

Introduction

The objective of this study was to examine the effects of multimedia annotations on

the reading comprehension and incidental vocabulary acquisition of ESL students.

The research design employed in this study was a true-experimental design. This

design was used because the subjects were randomly assigned to the different

treatment groups.

Research Design

Specifically, this research study employed the pretest posttest control group design.

The design notation for this study is shown in Figure 3.1.

Figure 3.1: Pretest Posttest Control Group Design

RA Pretest Immediate Posttest Delayed Posttest

CG O1 . O2 . O3

EG 1 O1 . X1 O2 . O3

EG 2 O1 . X2 O2 . O3

EG 3 O1 . X3 O2 .. O3

EG 4 O1 . X4 O2 .. O3

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Symbols

RA : Randomized Assignment of subjects

CG : Control Group

EG 1 - EG 4 : Experimental Groups

X1 X4 : Research treatment conditions

X1 : Audio only annotation

X2 : Audio and picture annotation

X3 : Audio and text annotation

X4 : Audio, picture and text annotation

O1 : Observation 1

O 2 : Observation 2

O3 : Observation 3

Subscripts indicate time (two months)

Data Analysis

The data in this study was analyzed quantitatively. Descriptive statistics for the

reading comprehension and vocabulary tests were carried out. Since this was an

experimental study, and the total subjects were more than 15, parametric tests were

used. Statistical significance was accepted at the .05 level of confidence.

In this study, the researcher had hypothesized that group means did not differ for the

two dependent variables, which were reading comprehension and incidental

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vocabulary acquisition. As such, the statistical tests used to test all the null

hypotheses was the multivariate analysis of variance (MANOVA). MANOVA was

preferred over the analysis of variance test (ANOVA) because MANOVA bypassed

the assumption of compound symmetry and sphericity. The MANOVA could also be

used to uncover the main and interaction effects of categorical independent variables

(called factors) on an interval dependent variable. A main effect is the direct effect

of an independent variable on the dependent variable. An interaction effect is the

joint effect of two or more independent variables on the dependent variable. Whereas

regression models cannot handle interaction unless explicit crossproduct interaction

terms are added, MANOVA uncovers interaction effects on a built-in basis. In

interpreting the results of MANOVA, one can conclude that the respective effects are

significant if the overall multivariate test is significant.

After obtaining a significant multivariate test for a particular main effect or

interaction, a multivariate F value (Wilks lambda) based on a comparison of the

error variance/covariance matrix and the effect variance/covariance matrix could be

obtained. The covariance was included because the two measures were probably

correlated and this correlation must be taken into account when the significance test

was performed.

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