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Effects of Static Visuals and Computer-Generated Animations in Facilitating Immediate and Delayed Achievement in the EFL Classroom
ARTICLE

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Foreign Language Annals Volume 39, Number 2, ISSN 0015-718X

Abstract

The purpose of this experimental study was to compare the effects of using static visuals versus computer-generated animation to enhance learners' comprehension and retention of a content-based lesson in a computer-based learning environment for learning English as a foreign language (EFL). Fifty-eight students from two EFL reading sections were randomly assigned to one of two computer-based instructional modules developed for this study. Once having interacted with their respective instructional materials, students then took four criterion tests both immediately afterward and again four weeks later. The results showed that the animation group outperformed the static visuals group in only one of the four tests, consistent for both the immediate and delayed posttests, indicating comparatively less positive effect from animation use in an EFL context. (Contains 2 figures and 2 tables.)

Citation

Lin, H., Chen, T. & Dwyer, F.M. (2006). Effects of Static Visuals and Computer-Generated Animations in Facilitating Immediate and Delayed Achievement in the EFL Classroom. Foreign Language Annals, 39(2), 203-219. Retrieved September 23, 2019 from .

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