하이퍼링크 어휘 주석의 가시성 및 웹기반어휘 후행 활동이 어휘 학습에 미치는 영향
The effects of the visuality of hyperlink annotation and web-based post vocabulary learning activities on L2 vocabulary acquisition.
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Abstract
The purpose of this study is to investigate the effects of the visuality of hyperlink annotation and web-based post vocabulary learning on Korean EFL learners’ vocabulary acquisition. The subjects of the study were 102 second-year high school students in Korea. They were divided into three groups: first, group A, using unhighlighted hyperlink annotation and vocabulary learning through reading; second, group B, using highlighted hyperlink annotation and vocabulary learning through reading; and finally, group C, using highlighted hyperlink annotation and web-based post vocabulary activities. The major results of the study were as follows: First, the results did not show a significant effect for the visual hyperlink annotation group. In addition, its effects on retention were not significant compared to the unhighlighted hyperlink annotation group. Second, the web-based post vocabulary activities group performed significantly better on vocabulary recognition than the vocabulary learning through reading groups did. This result provides evidence that more explicit vocabulary learning though web-based vocabulary activities is required to achieve highly effective vocabulary acquisition. Moreover, both groups(A and B) demonstrate a highly significant difference in terms of vocabulary retention. Third, the results of the questionnaire and in-depth interviews indicated that learners' responses to hyperlink annotations and web-based post activities were significantly positive. Students answered that web-based activities were helpful in remembering vocabulary meanings. Based on these results, some pedagogical suggestions have been made for the effective use of web-based activities in English classes in Korea.
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