ERIC Number: ED366218
Record Type: RIE
Publication Date: 1993-Nov
The Effects of Computer-Mediated Reading Supports on the Reading Comprehension and the Reading Behavior of Beginning American Readers of Arabic as a Foreign Language (AFL).
A study investigated the relative effectiveness of three kinds of computer-mediated support for developing reading comprehension among learners of Arabic as a Foreign Language (AFL). Subjects were 24 first-year students of AFL at the college level. The students were given computer-assisted reading instruction at four levels of treatment: control (use of text only); access to a glossary; access to conjugations of selected verbs in the text; and access to background information about the text. Treatments were combined in a Greco-Roman square research design. Post-treatment reading comprehension was measured by an immediate recall protocol. Results suggest that of the three-computer-mediated reading supports used, the glossary was the primary contributor to enhancement of comprehension. Further research is recommended to address different populations, different languages and language skill levels, text length, text type, degree of student control over computer supports, and transfer of learning. (MSE)
Descriptors: Access to Information, Arabic, Classroom Techniques, Comparative Analysis, Computer Assisted Instruction, Grammar, Higher Education, Instructional Effectiveness, Introductory Courses, Reading Comprehension, Reading Instruction, Second Language Instruction, Second Language Learning, Uncommonly Taught Languages, Verbs, Vocabulary Development
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Council on the Teaching of Foreign Languages (San Antonio, TX, November 19-21, 1993).