Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment.

Despite the overwhelming excitement for animated visualization, research studies have not been able to conclude that it is any more effective than static visualization. Szabo and Poohkay (1996) reviewed 20 studies that investigated animation in the CBI environment and found that half of the studies show a significant effect in favor of animation (Alesandrini & Rigney, 1981; Kaiser, Proffitt, & Anderson, 1985; Rieber, 1989; Rieber, Boyce & Assad, 1990) while the other half showed no significant differences (Caraballo, 1985; King, 1975; Moore, Nawrocki, & Simutis, 1979; Reed, 1985; Rieber & Hannafin, 1988). Visuals, such as pictures/static images or video, have gained popularity in foreign/second language teaching for purposes of teaching reading comprehension. Rieber (1996), after conducting a review of static versus animated visualization studies, indicates that animation has been used "... with the intent to impress rather than to teach...." (p. 77). He strongly suggests animation be used only when its attributes are congruent to the learning task. He also cautioned that complex animation may be confusing for novice learners without prior knowledge in the content area, i.e., they may not know how to attend to critical information delivered by the animation (Rieber, 1996; Reed, 1985).

Omaggio (1979) investigated the effect of various types of visuals as context in the reading comprehension of a French text. The results suggested that providing visual contexts effectively enhanced the recall of factual knowledge. Students also demonstrated better performance in reading comprehension than their counterparts who received only the text. To place foreign-text reading in a comprehensible context, ESL/EFL teachers also utilized supplemental material such as news programs, TV programs, or videotapes. Di Carlo (1994) suggested that visuals and specifically, videotexts such as TV commercials, movies, and dramas can enhance language acquisition by providing students various discourse contexts and reducing the anxiety typically experienced in second/foreign language learning.

A relatively large body of similar research has also been conducted with native speakers on different types of learning in a multimedia learning environment. Since the present study draws heavily on Mayer's generative theory of multimedia learning, a brief review of similar research conducted by Mayer and his colleagues is provided here. Mayer, Hegarty, Mayer and Campbell (2005) investigated the effect of annotated illustrations versus narrated animation in multimedia instruction on students' retention and transfer test performance. Students either received a static diagram with explanatory text or animation with narration explaining the process of how lightning, a toilet tank, ocean waves and a car's braking system work. The results indicated that students receiving static diagrams with text scored significantly higher than those receiving animation with narration on four of the eight tests. The study supported the idea that static illustration effectively reduce extraneous cognitive load possibly induced by animation and narration, and on the other hand promotes germane processing.

In another study by Mautone and Mayer (2001), students received a short science lesson on how airplanes lift. Four lessons were prepared for the research. One lesson employed signals including a preview summary, section headings, and pointer words. The other three lessons included explanations presented as printed text, spoken text, and spoken text with corresponding animation, respectively. Results suggested that students receiving the lesson with signals performed significantly better in the problem-solving task than those who did not. Research on animation has looked into the effect of animated instruction with various types of strategies. Mayer and Moreno (1998) investigated the relative effectiveness of concurrent narration versus on-screen text when they were used to accompany computer-generated animation. Results indicated that learners identified factual knowledge better when explanations were presented via concurrent narration than by on-screen text. Learners also generated more solutions to problems when animated instruction was accompanied with spoken narration than with on-screen text. To sum up, previous studies on visualization have documented the related effectiveness of various types of visualizations and strategies used to accompanying them either with native or non-native speakers of English in different types of learning material and outcomes. However, the authors believe that few studies have compared the learning effects of static and animated visuals, as well as strategies embedded to foster learning from animation in a foreign language context. The only study that we can identify was Xiao and Jones' (1995) study. When investigating potential ways to integrate animation in ComputerBased Instruction (CBI) programs into a language learning environment, Xiao and Jones have suggested that animation be used to teach phonetics, action verbs, and cultural elements.

STATEMENT OF THE PROBLEM

Built on cognitive psychology theories underpinning the use of multimedia to facilitate L2 learners' reading comprehension, this study first examined the effect of cognitive strategies on language learners' comprehension of authentic reading material. The strategies included a combination of advance organizers (questions versus descriptive statements) and visualizations (static versus dynamic). Since learners' reading comprehension level might also affect the strategies that they will employ in the reading process, this study also investigated the relationship of the reading proficiency level and the proposed cognitive strategies on L2 learners' reading comprehension.

Specifically this study addressed the following research questions:

1) What are the relative effects of different cognitive strategies combining advance organizers and visualizations on ESL/EFL learners' reading comprehension of a multimedia-based authentic text?

2) Can cognitive strategies, visuals embedded with advance organizers in a multimedia-based authentic text, compensate for low reading ability?

METHODOLOGY

The Participants

The participants of the study were 115 sophomores (20 males and 95 females) drawn from two sections of an intermediate EFL reading course at a private technical/vocational university in Taiwan. The students were English majors for practical purposes with an age range of 19-24 ([bar].M =20.0; SD=1.25). At the time of the study, students had been learning English for approximately seven years since English is a required course from the seventh grade up in Taiwan. Participants in this study have not had the experience of studying or living in any English-speaking countries.

Computer-Based Instructional Material

The material used in the current study is a paper-based reading material developed by Dwyer and Lamberski (1977) that describes the parts of the human heart, the circulation of blood flow, and blood pressure. This text contains both general physiology knowledge that English native speakers typically learn in their high school as well as more complex concepts likely learnt in a college freshman biology class. The lesson consisted of 1,821 words split into 20 pages covering a range of learning tasks in increasing complexity. Each page is accompanied by a contextual visual of a simple line drawing. The material was further developed into a computer-based instructional format with static or animated visuals and advance organizers.

To be consistent across all treatments, all instructional web pages were split into five sections with the title of each page on top and an image of the heart on the right to illustrate the corresponding text in the middle. Supplementary review links were placed on the left-hand side of the screen. At the bottom was a navigation bar that allowed students to go back or move forward.

Treatments

Four computer-based modules were developed respectively for the study. All modules contained identical instructional content. The description of each treatment material is described in the following.

1. Static Visuals Alone (SV)

Students in this group received the instructional material described above accompanied by 20 contextual static visuals. The visuals contained simple line drawings of the part of the human heart. See Figure 1 for a sample screenshot of this treatment.

[FIGURE 1 OMITTED]

2. Animated Visuals Alone (AN)

Students in this group received an instructional module that contained animated visuals on selected web pages according to a pilot study, which was conducted to determine the parts of the instruction material with which students had difficulties and where animation could be positioned to resolve these difficulties. Students in this group were asked to look at the heart image at the right and read the pertaining text in the middle. Students were encouraged to interact with the animated visuals and associate them with the text. The animation used in the study is of three major types: zoom in/out, motions, and focusing. The purpose of the animated visuals is to illustrate concepts and rules/procedures related to the instructional material that are hard to demonstrate using such static visuals. Students were allowed to review the animated visuals as many times as they wanted by clicking on the animation button. A sample screenshot of the animated instruction is presented in Figure 2.

[FIGURE 2 OMITTED]

3. Animated Visuals + Descriptive Advance Organizer (A+D)