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

Other Title(s)

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

Dissertant

al-Zayyud, Azizah Nasir Ali

Thesis advisor

Abu Seilik, Ali Farhan

Comitee Members

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

University

Al albayt University

Faculty

Faculty of Educational Sciences

Department

Department of Curricula and Instruction

University Country

Jordan

Degree

Master

Degree Date

2013

English Abstract

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.

Main Subjects

Educational Sciences

Topics

• Education
• Learning
• Secondary education
• Second language learning
• Jordan
• Mafraq
• English language

No. of Pages

59

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-321999