Journal of Educational Multimedia and Hypermedia Volume 10, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigated the effects of learner control, English learning strategies, and the use of advance organizers on En-glish as a Foreign Language (EFL) learning from interactive hypermedia lessons. The experiment used 150 EFL subjects in Taiwan who studied English using one of several alternate versions of a hypermedia-based interactive video program. A 2 X 2 X 2 factorial experimental design was employed. The independent variables were: (a) variations of control-learn-er control or program control, (b) the use of advance organiz-ers- presence or absence of advance organizers, and (c) stu-dents' English learning strategy ability-high ability or low ability as measured by Oxford's Strategy Inventory for Lan-guage Learning (S.I.L.L.). The dependent variables in this study included: (a) scores on immediate recall protocols, and (b) students' attitudes toward learning English from interac-tive hypermedia lessons. Results of this study revealed sig-nificant effects of the learner control treatment and the use of advance organizers. Learner control was especially beneficial for students with lower ability in English learning strategy use. Students' attitudes were very positive toward learning English from interactive multimedia regardless of the treatments.
Yeh, S.w. & Lehman, J.D. (2001). Effects of Learner Control and Learning Strategies on English as a Foreign Language (EFL) Learning from Interactive Hypermedia Lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141-159. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/8413/.
© 2001 Association for the Advancement of Computing in Education (AACE)
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