Effects of Collaboration and Multimedia Annotations on Vocabulary Learning and Listening Comprehension
DOI:
https://doi.org/10.1558/cj.v24i1.33-58Keywords:
Listening Comprehension, Multimedia, Text Annotations, Picture Annotations, Collaborative LearningAbstract
Sixty-eight college students enrolled in a French course listened to a multimedia-based French passage in one of four groups to which they were randomly assigned: the listening text (a) alone, with no annotations; (b) in pairs, with no annotations; (c) alone, with written and pictorial annotations; and (d) in pairs, with written and pictorial annotations. The students identified or recalled vocabulary best when working with both annotation types either alone or in pairs. However, when they worked collaboratively with annotations available, they showed the highest level of aural comprehension. These outcomes suggest that accessing pictorial and written annotations in multimedia listening comprehension activities, while one is collaborating with a peer, results in relatively high vocabulary recall and recognition, as well as improved aural comprehension.
References
Adobe. (1994). Premiere [Computer program]. Mountain View, CA: Adobe Systems.
Barnes, D., & Todd, F. (1977). Communication and learning in small groups. Boston: Routledge & Kegan Paul.
Bejarano, Y. (1987). A cooperative small-group methodology in the language classroom. TESOL Quarterly, 21 (3), 483-501.
Blaye, A., Light, P., & Rubtsov, V. (1992). Collaborative learning at the computer: How social processes ‘interface’ with human-computer interaction. European Journal of Psychology of Education, 7 (2), 257-267.
Bueno, K., & Nelson, W. (1993). Collaborative second language learning with a contextualized computer environment. Journal of Educational Multimedia and Hypermedia, 4 (2), 177-208.
Buzhardt, G. A., & Hawthorne, M. (1993). Rencontres sur le Mississippi, 1682-1763 [Encounters on the Mississippi, 1682-1763]. Jackson, MS: University Press of Mississippi.
Cennamo, K. (1993). Learning from video: Factors influencing learners’ preconceptions and invested mental effort. Educational Technology Research and Design, 41 (3), 33-45.
Chang, K. R., & Smith, W. F. (1991). Cooperative learning and CALL/IVD in beginning Spanish: An experiment. Modern Language Journal, 75 (2), 205-211.
Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1 (1), 19-43. Retrieved April 20, 2006, from http://llt.msu.edu/vol1num1/chapelle
Chapelle, C. (1998). Multimedia call: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34. Retrieved April 20, 2006, from http://llt.msu.edu/vol2num1/article1/index.html
Chun, D. M., & Plass, J. L. (1996a). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80 (2), 183-198.
Chun, D. M., & Plass, J. L. (1996b). Facilitating reading comprehension with multimedia. System, 24 (4), 503-519.
Chun, D. M., & Plass, J. L. (1997). Cyberbuch [Computer program]. New York: St. Martin’s Press.
Crook, C. (1994). Computers and collaborative experience of learning. London: Routledge.
Devillar, R. A., & Faltis, C. J. (1991). Computers and cultural diversity: Restructuring for school success, (SUNY Series, Computers in Education). Albany: State University of New York Press.
Devitt, S. (1997). Interacting with authentic texts: Multilayered processes. Modern Language Journal, 81 (4), 457-469.
Ede, L., & Lunsford, A. (1990). Singular texts, plural authors: Perspectives on collaborative writing. Carbondale, IL: Southern Illinois University Press.
Englander, K. (2002, January). Real life problem solving: A collaborative learning activity. English Teaching Forum, 8-11.
Enright, D. S., & McCloskey, M. (1988). Integrating English: Developing English language and literacy in the multicultural classroom. Reading, MA: Addison-Wesley.
Ewing, J. M., Dowling, J. D., & Coutts, N. (1998). Learning using the World Wide Web: A collaborative learning event. Journal of Educational Multimedia and Hypermedia, 8 (1), 3-22.
Farquhar, J., McGinty, B., & Kotcho, C. (1996). The Internet as a tool for the social construction of knowledge. In Proceedings of selected research and development presentations at the 1996 National Convention of the Association for Educational Communications and Technology, Indianapolis, IN. (ERIC Document Reproduction Service No. ED 397793).
Fathman, A., & Kessler, C. (1993). Cooperative language learning in school contexts. Annual Review of Applied Linguistics, 13, 127-140.
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
Grace, C. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. Modern Language Journal, 82 (4), 533-544.
Gunderson, B., & Johnson, D. (1980). Building positive attitudes by using cooperative learning groups. Foreign Language Annals, 13 (1), 39-43.
Gutiérrez, K. D., Baquedano-López, P., Alvarez, H. H., & Chiu, M. M. (1999). Building a culture of collaboration through hybrid language practices. Theory Into Practice, 38 (1), 87-93.
Herron, C. (1994). An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern Language Journal, 78 (2), 190-198.
Hoyles, C., Healy, L., & Pozzi, S. (1994). Groupwork with computers: An overview of findings. Journal of Computer Assisted Learning, 10 (2), 202-215.
Hudson, J. M., & Bruckman, A. S. (2002). IRC Français: The creation of an Internet-based SLA community. Computer Assisted Language Learning, 15 (1), 109-134.
Hulstijn, J. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: MacMillan.
Johnson, D. W., & Johnson, R. T. (1984). Cooperation in the classroom. New Brighton, MN: Interaction Book Company.
Jones, L. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students’ voice. CALICO Journal, 21 (1), 41-65.
Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning and Technology, 8(3), 122-143. Retrieved April 20, 2006, from http://llt.msu.edu/vol8num3/jones
Jones, L., & Plass, J. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. Modern Language Journal, 86 (4), 546-561.
Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79 (4), 457-476.
Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32 (1), 89-113.
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon.
Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.
Looi, C.-K., & Ang, D. (2000). A multimedia-enhanced collaborative learning environment. Journal of Computer Assisted Learning, 16 (1), 2-13.
Macromedia. (1997). Authorware 4.0 [Computer program]. San Francisco, CA: Macromedia.
Mayer, R. (2001). Multimedia learning. Cambridge, England: Cambridge University Press.
McGroarty, M. (1989). The benefits of cooperative learning arrangements in second language instruction. Journal of the National Association for Bilingual Education, 13 (2), 127-143.
Meskill, C. (1993). ESL and multimedia: A study of the dynamics of paired student discourse. System, 21 (3), 323-342.
Meskill, C. (1999). Computers as tools for sociocollaborative language learning. In K. Cameron (Ed.), CALL: Media, design & applications (pp. 141-162). Lisse, the Netherlands: Swets & Zeitlinger.
Mohan, B. (1992). Models of the role of the computer in second language development. In M. C. Pennington & V. Stevens (Eds.), Computers in applied linguistics: An international perspective (pp. 110-126). Clevedon, England: Multilingual Matters.
Mydlarski, D. (1987). Cooperative computer-assisted language learning: Is it living up to its promise? Journal of Educational Techniques and Technologies, 20 (1), 26-29.
Mydlarski, D. (1998). Shall we dance? Applying the cooperative model to CALL. The Canadian Modern Language Review, 55 (2), 124-138.
Neo, M. (2003). Developing a collaborative learning environment using a web-based design. Journal of Computer Assisted Learning, 19 (4), 462-473.
Neves, A. (1984). Talking in the classroom and second language acquisition. Unpublished doctorial dissertation, Stanford University, Stanford, CA.
Ohl, T. M. (2001). An interaction-centric learning model. Journal of Educational Multimedia and Hypermedia, 10 (4), 311-332.
Oliver, R., Omari, A., & Herrington, J. (1998). Exploring student interactions in collaborative World Wide Web computer-based learning environments. Journal of Educational Multimedia and Hypermedia, 7 (3), 263-287.
Olsen, R., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning (pp. 1-30). Englewood Cliffs, NJ: Prentice Hall Regents.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81 (4), 443-456.
Piper, A. (1986). Conversation and the computer: A study of the conversational spin-off generated among learners of English as a foreign language working in groups. System, 14 (2), 187-198.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90 (1), 25-36.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19 (3), 221-243.
Plass, J. L., & Jones, L. C. (2005). Second language acquisition with multimedia. In. R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 476-488). New York: Cambridge University Press.
Reagan, S., Fox, T., & Bleich, D. (1994). Writing with: New directions in collaborative teaching, learning and research. Albany, NY: State University of New York Press.
Reinert, H. (1976). One picture is worth a thousand words? Not necessarily. Modern Language Journal, 60 (2), 160-168.
Renié, D., & Chanier, T. (1995). Collaboration and computer-assisted acquisition of a second language. Computer Assisted Language Learning, 8 (1), 3-29.
Richard-Amato, P. (1996). Making it happen (2nd ed.). White Plains, NY: Addison-Wesley.
Rowell, P. M. (2002). Peer interactions in shared technological activity: A study of participation. International Journal of Technology and Design Education, 12 (1), 1-22.
Sabo, G., Restrepo, L. F., & Jones, L. (2000). First encounters: Native Americans and Europeans in the Mississippi Valley [Computer program]. Fayetteville, AR: Arkansas Archeological Survey.
Sharan, S. (1990). Cooperative learning: Theory and practice. New York: Praeger.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn & Bacon.
Sparks, K., & Simonson, M. R. (2000). Annual proceedings of selected research and development papers presented at the National Convention of the Association for Educational Communications and Technology (AECT), Long Beach, CA. (ERIC Document Reproduction Service No. ED444595).
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
Szostek, C. (1994). Assessing the effects of cooperative learning in an honors foreign language classroom. Foreign Language Annals, 27 (3), 252-261.
University of Texas. (2004). Français interactif. [Web site]. http://www.laits.utexas.edu/fi
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening. Modern Language Journal, 81 (4), 494-505.
Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13 (2-3), 7-26.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81 (4), 470-481.
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19 (3), 287-307.
Wells, C. G., & Chang-Wells, G. L. (1992). Constructing knowledge together. Portsmouth, NH: Heinemann.
Wertsch, J., & Bivens, J. A. (1992). The social origins of individual mental functioning: Alternatives and perspectives. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14 (1), 35-44.
Wyatt, D. H. (1984). Computers and ESL. New York: Harcourt Brace Jovanovich.
Yano, Y., Long, M., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44 (2), 189-219.
Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of picture and annotation types. CALICO Journal, 20 (1), 33-58.
