{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125924"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125924","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effects of hypermedia annotations on incidental vocabulary learning and reading comprehension","abstract":"Recent research on the effectiveness of glossing lexical items in computer-based reading materials has examined the role of hypermedia annotations on incidental vocabulary learning and reading comprehension (AI-Seghayer, 2001; Chun & Plass, 1996; Gettys, Imhof & Kautz, 2001; Laufer & Hill, 2000; Lomicka, 1998). Of particular interest has been the effect of multiple-choice glosses with computer feedback, which may engage learners in inferential processes that affect the encoding and storage of lexical information in memory (Nagata, 1999). Researchers have argued that providing contextual support through pre-modified input (Yano, Long & Ross, 1994) and pictorial information in the form of an illustration (Chun & Plass, 1997; Kost, Foss, & Lenzini, 1999) may optimize conditions for inferring words that were requested through hypermedia annotations. The current study examined the effect of hypermedia annotations on incidental vocabulary acquisition by learners of Spanish as a foreign language. The textual support gloss condition provided a pre­ modified sentence context which gave a definition or described situations when the word is used. The pictorial support gloss condition provided an illustration coupled with the pre-modified sentence context. Both gloss conditions included a multiple choice format with computer feedback. The control condition did not provide any textual or pictorial support, but had the multiple-choice format with computer feedback. The learners read the passage on line, consulting the annotations as needed. Immediately following the reading task, they completed a vocabulary recognition test and a reading comprehension test. The results showed a significant effect for the pictorial support gloss coupled with the sentence context. No significant differences were found between the other gloss conditions. The implications of the study for materials development and L2 reading instruction are discussed.","abstract_html":"Recent research on the effectiveness of glossing lexical items in computer-based reading materials has examined the role of hypermedia annotations on incidental vocabulary learning and reading comprehension (AI-Seghayer, 2001; Chun & Plass, 1996; Gettys, Imhof & Kautz, 2001; Laufer & Hill, 2000; Lomicka, 1998). Of particular interest has been the effect of multiple-choice glosses with computer feedback, which may engage learners in inferential processes that affect the encoding and storage of lexical information in memory (Nagata, 1999). Researchers have argued that providing contextual support through pre-modified input (Yano, Long & Ross, 1994) and pictorial information in the form of an illustration (Chun & Plass, 1997; Kost, Foss, & Lenzini, 1999) may optimize conditions for inferring words that were requested through hypermedia annotations. The current study examined the effect of hypermedia annotations on incidental vocabulary acquisition by learners of Spanish as a foreign language. The textual support gloss condition provided a pre­ modified sentence context which gave a definition or described situations when the word is used. The pictorial support gloss condition provided an illustration coupled with the pre-modified sentence context. Both gloss conditions included a multiple choice format with computer feedback. The control condition did not provide any textual or pictorial support, but had the multiple-choice format with computer feedback. The learners read the passage on line, consulting the annotations as needed. Immediately following the reading task, they completed a vocabulary recognition test and a reading comprehension test. The results showed a significant effect for the pictorial support gloss coupled with the sentence context. No significant differences were found between the other gloss conditions. The implications of the study for materials development and L2 reading instruction are discussed.","abstract_has_math":false,"creators":["Torres, Roberto Andres Silva"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["McDonough, Kim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Computer-based reading materials Hypermedia annotations","Incidental vocabulary learning","Multiple-choice glosses and feedback"],"languages":["eng"],"rights":["Copyright owned by the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125924","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McDonough, Kim"]},{"key":"dc:creator","label":"Author","values":["Torres, Roberto Andres Silva"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2002"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Computer-based reading materials Hypermedia annotations","Incidental vocabulary learning","Multiple-choice glosses and feedback"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright owned by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125924"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Recent research on the effectiveness of glossing lexical items in computer-based reading materials has examined the role of hypermedia annotations on incidental vocabulary learning and reading comprehension (AI-Seghayer, 2001; Chun & Plass, 1996; Gettys, Imhof & Kautz, 2001; Laufer & Hill, 2000; Lomicka, 1998). Of particular interest has been the effect of multiple-choice glosses with computer feedback, which may engage learners in inferential processes that affect the encoding and storage of lexical information in memory (Nagata, 1999). Researchers have argued that providing contextual support through pre-modified input (Yano, Long & Ross, 1994) and pictorial information in the form of an illustration (Chun & Plass, 1997; Kost, Foss, & Lenzini, 1999) may optimize conditions for inferring words that were requested through hypermedia annotations. The current study examined the effect of hypermedia annotations on incidental vocabulary acquisition by learners of Spanish as a foreign language. The textual support gloss condition provided a pre­ modified sentence context which gave a definition or described situations when the word is used. The pictorial support gloss condition provided an illustration coupled with the pre-modified sentence context. Both gloss conditions included a multiple choice format with computer feedback. The control condition did not provide any textual or pictorial support, but had the multiple-choice format with computer feedback. The learners read the passage on line, consulting the annotations as needed. Immediately following the reading task, they completed a vocabulary recognition test and a reading comprehension test. The results showed a significant effect for the pictorial support gloss coupled with the sentence context. No significant differences were found between the other gloss conditions. The implications of the study for materials development and L2 reading instruction are discussed."]},{"key":"dc:title","label":"Title","values":["The effects of hypermedia annotations on incidental vocabulary learning and reading comprehension"]}]}],"canonical_facts":{"dc:contributor":["McDonough, Kim"],"dc:creator":["Torres, Roberto Andres Silva"],"dc:date":["2002"],"dc:description":["Recent research on the effectiveness of glossing lexical items in computer-based reading materials has examined the role of hypermedia annotations on incidental vocabulary learning and reading comprehension (AI-Seghayer, 2001; Chun & Plass, 1996; Gettys, Imhof & Kautz, 2001; Laufer & Hill, 2000; Lomicka, 1998). Of particular interest has been the effect of multiple-choice glosses with computer feedback, which may engage learners in inferential processes that affect the encoding and storage of lexical information in memory (Nagata, 1999). Researchers have argued that providing contextual support through pre-modified input (Yano, Long & Ross, 1994) and pictorial information in the form of an illustration (Chun & Plass, 1997; Kost, Foss, & Lenzini, 1999) may optimize conditions for inferring words that were requested through hypermedia annotations. The current study examined the effect of hypermedia annotations on incidental vocabulary acquisition by learners of Spanish as a foreign language. The textual support gloss condition provided a pre­ modified sentence context which gave a definition or described situations when the word is used. The pictorial support gloss condition provided an illustration coupled with the pre-modified sentence context. Both gloss conditions included a multiple choice format with computer feedback. The control condition did not provide any textual or pictorial support, but had the multiple-choice format with computer feedback. The learners read the passage on line, consulting the annotations as needed. Immediately following the reading task, they completed a vocabulary recognition test and a reading comprehension test. The results showed a significant effect for the pictorial support gloss coupled with the sentence context. No significant differences were found between the other gloss conditions. The implications of the study for materials development and L2 reading instruction are discussed."],"dc:identifier":["https://hdl.handle.net/2142/125924"],"dc:language":["eng"],"dc:rights":["Copyright owned by the author."],"dc:subject":["Teaching English as Second Language","Computer-based reading materials Hypermedia annotations","Incidental vocabulary learning","Multiple-choice glosses and feedback"],"dc:title":["The effects of hypermedia annotations on incidental vocabulary learning and reading comprehension"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}