The effect of hypermedia annotation presentation on reading achievement and vocabulary retention of EFL learners

العناوين الأخرى

أثر استخدام المسرد الالكتروني على تحصيل دارسي اللغة الإنجليزية كلغة أجنبية في استيعاب القراءة و اكتساب الكلمات و الاحتفاظ بها

مقدم أطروحة جامعية

al-Zayyud, Azizah Nasir Ali

مشرف أطروحة جامعية

Abu Seilik, Ali Farhan

أعضاء اللجنة

Abu al-Shar, Awatif Mazal
Abd al-Haqq, Fawwaz Abd al-Khaliq
al-Qatawinah, Khalil Shihadah

الجامعة

جامعة آل البيت

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2013

الملخص الإنجليزي

This study investigated '.he effect of hypermedia annotation presentation on EFL learners' achievement and retention in reading comprehension and vocabulary acquisition.

It attempted to answer the following questions : 1.

Are there any significant differences between the experimental and control group due to method (computerized and traditional) on the reading comprehension and vocabulary acquisition post-test? 2.

Are there any significant differences between the experimental and control group due to method in students' achievement on the post-test? 3.

Are there any signifies it differences between the experimental groups for using hypermedia annotations in different locations (in-line vs.

marginal) for teaching and learning reading comprehension and vocabulary acquisition on the post-test? 4.

Are there any significant differences between the vocabulary post-test and delayed test due to the effect of hypermedia location on EFL learners' vocabulary retention? The sample of this study consisted of 50 11th grade female students at Rehab Secondary School for Girls.

They were assigned randomly into two groups : the experimental groups which studied under two conditions (inline and marginal) and the control group which used the traditional method. The instrument of this study was an achievement test that aimed at measuring students' performance in reading comprehension and Voc abu acquisition. The findings of the study revealed that there were significant differences in the mean scores between the control and the experimental groups in favor of the experimental group.

In addition, there were statistically significant differences between the mean scores of the experimental groups and control group on the post-test in reading comprehension and vocabulary acquisition in favor of the experimental group which used the computerized method (in-line and marginal hypermedia annotation).

Furthermore, the findings revealed that there were significant differences between the mean scores of the marginal and in-line groups, in favor of the in-line technique.

Finally, the findings of this study revealed that students who worked with hypermedia annotation were better in retaining vocabulary than students who worked with the traditional method.

Based on the findings of the study the researcher presented some recommendations to the Ministry of Education, EFL teachers, and researchers.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• الأردن
• المفرق
• اللغة الإنجليزية

عدد الصفحات

59

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-321999