Multimedia Glosses for Enhancing Specific English Vocabulary: Saudi Vision 2030 and Transformation of Learning
الكلمات المفتاحية:
English for specific purposes, medical English, multimedia glosses, vocabulary learning
الملخص
The present study investigated the role and influence of multimedia glosses on the learning of specific English vocabulary. This is in exact line with the recommendations of Saudi vision-2030 regarding technology integration for education. The vision advocates transformation of curricula and methods of teaching. Covid-19 pandemic taught us many lessons regarding limitations of traditional classrooms and routine teaching methods. In total, 52 learners of English for Specific purposes (ESP) were chosen following purposive-convenient sampling and grouped into control and experimental groups: n=25 and n=27 respectively. A test of specific English vocabulary was given to both the groups to further test them and ensure they were equal in level. Later, the learners were asked to attend 8 week reading sessions which utilised the experimental group in which the learners were exposed to practice reading computerized texts that integrated glosses. On the other hand, the controlled group took same reading texts, however without any glosses. When the training session (treatment) got over, the Specific English vocabulary test was given to both groups to investigate if there existed and significant difference in the learning of Specific English. Data analysis showed a significant difference between the learning of the two groups. Findings of the study demonstrated that multimedia glosses were helpful in enhancing learning of English for specific purposes (Medical English).
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DOI: https://dx.doi.org/10.24093/awej/vol11no4.3
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7. Barrot, J.(2013). Revisiting the role of linguistic complexity in ESL reading comprehension: Language, linguistics & literature. The South east Asian Journal of English Language Studies, 19(1),5-18.
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12. Chen, I-J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: Effects of assessment methods. Computer Assisted Language Learning, 29(2), 413–426. https://doi.org/10.1080/09588221.2014.983935
13. Cheng, Y., & Good, R.L. (2009). L1 Glosses: Effects on EFL Learners' Reading Comprehension and Vocabulary Retention. Reading in a foreign language, 21, 119-142.
14. Chih-cheng, L. I. N., & Yi-fang, T. S. E. N. G. (2012). Videos and animations for vocabulary learning: A study on difficult words. TOJET: The Turkish Online Journal of Educational Technology, 11(4).
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17. Chiu, Y. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal ofEducationalTechnology,44(2),52-56.https://doi.org/10.1111/j.1467-8535.2012.01342.x
18. Faghfouri, Aliasin and Mohammadi. (2022). Computer-Mediated Immediate and Delayed L1 and L2 Glosses and Vocabulary Learning and Reading Comprehension of an ESP Text. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), 445-465
19. Farvardin, M. T. & Biria, R. (2011). The Impact of Gloss Types On Iranian EFL Students’ Reading Comprehension of Narrative and Expository Texts . International Journal of Instruction, 5 (1). Retrieved from https://dergipark.org.tr/en/pub/eiji/issue/5140/70046
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منشور
2023-04-22
كيفية الاقتباس
Intakhab Alam Khan, & Haifaa J Alabbad. (2023). Multimedia Glosses for Enhancing Specific English Vocabulary: Saudi Vision 2030 and Transformation of Learning. Journal of Arts, Literature, Humanities and Social Sciences, (90), 145-163. https://doi.org/10.33193/JALHSS.90.2023.816
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