ERIC Number: ED355909
Record Type: RIE
Publication Date: 1993-Feb
Reference Count: N/A
The Effect of Hypermedia Assisted Instruction on Second Language Learning through a Semantic-Network-Based Approach.
This study investigated the effect of hypermedia on enhancing vocabulary learning among non-native English speakers. Participants were 63 volunteer, international graduate students, enrolled in an Intensive English Program, English as a Foreign Language, or graduate program at a mid-Atlantic university. Variables measured included vocabulary learning, computer anxiety and attitude, and learning patterns. Treatment consisted of five sessions using hypermedia courseware, followed by a posttest and retention test 2 weeks later. A statistical analysis of the data showed that the participants' performance in achievement increased significantly; computer anxiety decreased; performance in achievement was found to be related to the levels of computer anxiety; and findings on the effects of field dependence/independence were conflicting. The paper provides the theoretical assumptions for a semantic network-based hypermedia learning environment. Tables and figures illustrate the statistical findings. (Contains 30 references.) (ALF)
Descriptors: Cognitive Processes, College Students, Computer Assisted Instruction, Educational Environment, Educational Research, English (Second Language), Field Dependence Independence, Foreign Students, Graduate Students, Higher Education, Hypermedia, Learning Strategies, Pretests Posttests, Schemata (Cognition), Second Language Instruction, Semantics, Statistical Analysis, Student Attitudes, Tables (Data), Vocabulary Development
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Computer Anxiety
Note: Paper presented at the Annual Conference of the Eastern Educational Research Association (Clearwater, FL, February 17-23, 1993).