The Effects of Hypertext Gloss on Comprehension and Vocabulary Retention under Incidental and Intentional Learning Conditions

Zeinab Zandieh, Manoochehr Jafarigohar

Abstract


The present study investigated comprehension, immediate and delayed vocabulary retention under incidental and intentional learning conditions via computer mediated hypertext gloss. One hundred and eighty four (N= 184) intermediate students of English as a foreign language at an English school participated in the study. They were randomly assigned to either the incidental or the intentional conditions, and received differential treatments. The participants read the same enhanced electronic text with permanently highlighted target vocabularies in the intentional condition, and temporarily highlighted target ones in the incidental condition. The target items were hyperlinked to the same textual enhancements. The results presented the strong and the weak points of the two learning conditions with regards to immediate and delayed retention; as the intentional modality enhanced immediate gain and the incidental one facilitated retention. Consequently, it is recommended that both methods of vocabulary learning can be implemented jointly in a virtual Learning environment in order to improve comprehension and vocabulary retention.


Full Text: PDF DOI: 10.5539/elt.v5n6p60

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.