The Impact of Multimedia Annotations on Second Language Vocabulary Acquisition and Reading Comprehension

Abstract

Abstract The purpose of this study is to review research literature regarding the impact of multimedia annotations on second language (L2) vocabulary acquisition and reading comprehension. Many studies have endeavored to show how different types of multimedia annotations facilitate L2 reading comprehension and vocabulary acquisition, including multiple multimedia annotations, coupled multimedia annotations, and single multimedia annotations. The studies discussed compared traditional glosses with multimedia glosses on one hand, and compared the use of various types of multimedia gloss on the other hand. This research showed that multimedia annotations facilitate L2 reading comprehension and vocabulary acquisition. In addition, the research concluded that implementing multimedia verbal glosses coupled with textual glosses is more effective for second language learners’ performance in reading and vocabulary learning. The research participants included only adult students, who ranged from high school to college age. Limitations and pedagogical implications are mentioned for further studies in this field.