Effects of Multimedia Annotations on Chinese Comprehension and Vocabulary Acquisition PROCEEDINGS
Zhengbin Lu, Texas Tech University, United States ; Fethi Inan, Nancy Maushak, Steven Crooks, Textas Tech University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study aims to investigate the effects of different input modifications on reading comprehension and vocabulary acquisition in learning Chinese. A multimedia instruction with various annotation techniques is to be implemented in teaching Chinese language. Participants will be students enrolled in the three levels of Chinese classes in a major mid-western university in the United States. The data obtained from this study will be analyzed with various statistical techniques including correlation, frequencies, percentages, means and standard deviations. Multivariate analysis of covariance (MANCOVA) will be performed to test differences between annotation groups. Due to the paucity of similar studies on Chinese language learning, this study will have important implications for both Chinese language learners and educators.
Lu, Z., Inan, F., Maushak, N. & Crooks, S. (2008). Effects of Multimedia Annotations on Chinese Comprehension and Vocabulary Acquisition. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2348-2354). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2017 from https://www.learntechlib.org/p/27561/.
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