A Comparative Study of Using Multimedia Annotation and Printed Textual Glossary in Learning Vocabulary

Abstract

This study intends to evaluate the effectiveness of Electronic Glossary and Non-electronic Glossary in L2 vocabulary learning among a group of low proficiency learners of English. It also seeks to determine which glossary mode is effective to help learners in the recall and retention of the meanings learned. A multiple time-series design was adopted as the study involved the use of two sets of treatments as well as using three measurements in the forms of a pretest, a posttest and a delayed posttest. It was conducted over 4 weeks and 120 students from 2 different schools participated. Results suggest that Electronic Glossary in the form of Multimedia Annotation is more effective in the acquisition and learning of unknown vocabulary than Non-electronic Glossary in the form of Printed Textual Glossary. In addition, it is also figured out that both modes of glossaries have some positive effects on the recall and retention rate of low proficiency students. The results are also discussed and some recommendations are finally provided.