标题：A COMPARISON OF THE EFFECT OF TEXTUAL, AUDIO AND TEXTUAL-PICTORIAL AND AUDIO–PICTORIAL ANNOTATIONS ON ENHANCING READING COMPREHENSION AMONG IRANIAN EFL LEARNERS
期刊名称：The Journal of Teaching English With Technology
印刷版ISSN：1642-1027
出版年度：2019
卷号：19
期号：3
页码：40-67
出版社：IATEFL Poland Computer Special Interest Group
摘要：This study aimed to investigate the interaction between L2 readers and the reading textequipped with four different annotations or glosses including text-only, audio-only, text-pictureand audio-picture annotations. The participants in the study were selected from four intactclasses consisting of 100 students studying English at intermediate level in Kish Institute ofScience & technology (olom va fonon), in Iran. After they were given a reading comprehensiontext, the four experimental groups were given the same reading comprehension texts withdifferent annotations. Then, they were asked to take the same reading test as posttest.The results of the study demonstrated that text-only and audio-only were moreeffective than other kinds of annotation. The results suggested that providing the new wordswhether in audio or text annotation during reading comprehension can help students tocomprehend reading in an effective way. Educational implications suggest that provision ofdifferent kinds of glosses is beneficial for L2 students although they need some scaffolding forutilizing glosses in a beneficial way.
