Vocab for LRC 530 at UA
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Date Created: 02/06/15
Erin Smialek LRC 530 Re ection One Kim D amp Gilman D A 2008 Effects of Text Audio and Graphic Aids in Multimedia Instruction for Vocabulary Learning Educational Technology amp Socie Q 3 114126 Topic an investigation of the use of multimedia components such as visual text spoken text and graphics in a Webbased selfinstruction program for students to increase their English vocabulary learning at Myungin Middle School in Seoul South Korea II III Research Questions 1 What are the differences in original learning among students who are taught under the six methods of instruction 2 What are the differences in students attitude toward instruction among students who are taught under the six methods of instruction conditions as measured by their scores on the attitude inventory Subjects Atotal of 172 middle school students 14 years of age in ve class participated in this study The students had no previous experience with computerassisted instruction in English vocabulary learning All participants were separated into six groups 43 students Group A visual text 22 students Group B visual text amp added spoken text 34 students Groups C visual text amp added graphics 24 students Group D visual text added spoken text amp added graphics 24 students Group E reduced visual text amp added spoken text and 25 students Group F reduced visual text added graphics amp added spoken text The groups that used spoken text format were groups B D E and F because the group s sizes were not only smaller than the nonspoken groups A and C but because many computers in the classroom did not have sound systems with headsets or speakers Instrument In this study the Shuford s Admissible Probability Measurement APM procedure was used This procedure was used to reduce the guessing scores of multiple choice tests The APM procedure guarantees that any student can maximize their expected score if and only if the student honestly re ects their degree of certainty Each participant not only answered 30 multiple choice questions for the pre and post tests but they had to follow up each question with a 0100 percent certainty score for each answer Erin Smialek LRC 530 IV Re ection One Procedure Each participant was required to complete a pretest posttest retention test and attitude inventory The pretest was administered one week before prior to the study This involved all 172 students were required to respond to 30 questions regarding the vocabulary with a number form 0100 to indicate their degree of certainty One week later all students received multimedia instruction through a Webbased self instruction program The instruction program would project vocabulary words on the computer screen Once they complete the selfinstructed program each student completed the same test as the pretest for the posttest In addition to the posttest students had to complete a 40 question attitude inventory Findings The ndings of this study do show an increase with the learning and retaining of English vocabulary for students who received multimedia instruction vs those who receive reduced multimedia instruction The posttest for groups C D and F averaged a raw score of 2635 while the average raw scores for groups A B and E was 2275 The evidence does support the use of visual media with vocabulary acquisition and shows an increase in achievement scores In addition the use of multimedia students showed an increase in con dence from the pretest to the posttest The posttest for groups C D and F averaged a raw score of 89 while the average raw scores for groups A B and E was 77 Students were more motivated to succeed and achieve in vocabulary learning when visual text was presented with graphics The graphics allowed students to visualize the de nition in a more meaningful way VI Usefulness of this research Though the research ndings were nothing new to me it does provide statistical evidence to support the idea of incorporating multimedia within vocabulary learning for EFL students
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