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The Effect of Hypermedia Assisted Instruction on Second Language Learning through a Semantic-Network-Based Approach
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Abstract

This study investigated the effect of hypermedia on enhancing vocabulary learning among non-native English speakers. Participants were 63 volunteer, international graduate students, enrolled in an Intensive English Program, English as a Foreign Language, or graduate program at a mid-Atlantic university. Variables measured included vocabulary learning, computer anxiety and attitude, and learning patterns. Treatment consisted of five sessions using hypermedia courseware, followed by a posttest and retention test 2 weeks later. A statistical analysis of the data showed that the participants' performance in achievement increased significantly; computer anxiety decreased; performance in achievement was found to be related to the levels of computer anxiety; and findings on the effects of field dependence/independence were conflicting. The paper provides the theoretical assumptions for a semantic network-based hypermedia learning environment. Tables and figures illustrate the statistical findings. (Contains 30 references.) (ALF)

Citation

Liu, M. The Effect of Hypermedia Assisted Instruction on Second Language Learning through a Semantic-Network-Based Approach. Retrieved April 19, 2019 from .

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Cited By

  1. Assessment Measures for Hypermedia: Development of the IAHK

    W Michael Reed, West Virginia University

    Society for Information Technology & Teacher Education International Conference 1994 (1994) pp. 412–415

  2. Individual Differences, Hypermedia Navigation,and Learning: An Empirical Study

    Nigel Ford & Sherry Y. Chen, University of Sheffield, United Kingdom

    Journal of Educational Multimedia and Hypermedia Vol. 9, No. 4 (2000) pp. 281–311

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