The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning

با هدف بررسي منشا خطاهاي املايي دانش آموزان ايراني در درس زبان انگليسي، در تحقيق حاضر 51 نمونه حاصل از آزمون املا دانش آموزان پسر و دختر مقطع راهنمايي و دبيرستان مجتمع آموزشي جمهوري اسلامي ايران در باكو مورد تجزيه و تحليل قرار گرفت. تحليل محتوايي داده ها سه منشا اصلي و هفت الگوي خطاهاي درون زباني ، ميان زباني و خاص را مشخص ساخت. فراواني خطاهاي درون زباني بيشتر از فراواني خطاهاي ميان زباني بود و فراواني خطاهاي خاص كمتر از هر دوي آنها بود. بنابراين، پيشنهاد مي شود دوره هاي ضمن خدمت اين خصوص را در برنامه آموزشي خود لحاظ كنند طوريكه آگاهي معلمان و دبيران زبان انگليسي از منشا و الگوهاي انواع خطاهاي املايي بيشتر شود.

In our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received: still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of each annotation. First for each group a paired t-test was conducted between their pre and post test scores in order to observe their improvement; then through an ANCOVA test the performance of four groups was compared. The results showed that using multimedia annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy.