國立虎尾科技大學 |

Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment./
作者:	Xue, Xinrong.
面頁冊數:	1 online resource (93 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9780355327014

Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment.
Xue, Xinrong.

Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment. - 1 online resource (93 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2017.

Includes bibliographical references

The purpose of this stud y was to examine the effects of different types of annotations on college students' foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform students who had no access to any annotations on information comprehension and vocabulary learning. However, no significant differences between the two annotations groups were found. The findings, when examined in light of the previous research about computer-based multimedia learning, call into questions of instructional materials design and instructional support that should be provided to students during instruction. The study extended research on applying multimedia principles to different teaching and learning situations, specifically, the synchronous multimodal computer-mediated communication environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355327014Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment.
LDR:02337ntm a2200313K 4500 001 914424
005 20180712070704.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355327014
035 $a (MiAaPQ)AAI10289157
035 $a (MiAaPQ)fsu:13984
035 $a AAI10289157
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Xue, Xinrong. $3 1187681
245 1 0 $a Effects Of Different Types Of Annotations On College Students' Foreign Language Learning In The Synchronous Multimodal Computer-Mediated Communication Environment.
264 0 $c 2017
300 $a 1 online resource (93 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Vanessa Dennen.
502 $a Thesis (Ph.D.)--The Florida State University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this stud y was to examine the effects of different types of annotations on college students' foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform students who had no access to any annotations on information comprehension and vocabulary learning. However, no significant differences between the two annotations groups were found. The findings, when examined in light of the previous research about computer-based multimedia learning, call into questions of instructional materials design and instructional support that should be provided to students during instruction. The study extended research on applying multimedia principles to different teaching and learning situations, specifically, the synchronous multimodal computer-mediated communication environment.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Florida State University. $b Educational Psychology and Learning Systems. $3 1184852
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10289157 $z click for full text (PQDT)