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This pilot study investigated the effects of multimedia reading software on reading comprehension. Specifically, the study aimed to explore how multimedia annotations influence the level of comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during the reading of text on the computer screen. Participants read the text under one of three conditions: full glossing, limited glossing, or no glossing. In addition, a tracker was set up in the software to record the amount and type of glosses, and length of time that each was consulted. The raw data clearly indicate an increase in the number of causal inferences generated for students who had access to full glossing. Computerized reading with full glossing may promote a deeper level of text comprehension. Pedagogical suggestions for second language (L2) teaching and research will be discussed.

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