Literature on hypermedia has been growing. Although its potentials and educational implications are being explored, not much empirical research has been done to substantiate its rich theoretical assumptions and verify its promises. The purpose of this study was to provide some results on the practical application of the technology. It intended to investigate the effect of hypermedia technology on enhancing vocabulary learning among non-native English speakers.
Get full access to this article
View all access options for this article.
References
1.
ConklinJ., Hypertext: An Introduction and Survey, Computer, 2: 9, pp. 17–41, 1987.
HammondN., Hypermedia and Learning: Who Guides Whom?, in Computer Assisted Learning, MaurerH. (ed.), Springer Verlag, pp. 167–181, 1989.
4.
JonassenD. H., Semantic Network Elicitation: Tools for Structuring Hypertext, in Hypertext: State of the Art, McAleeseR. and GreenC. (eds.), Intellect, Oxford, England, pp. 142–153, 1990.
5.
CraikF. I. M. and LockhartR. S., Levels of Processing: A Framework for Memory Research, Journal of Verbal Learning and Verbal Behavior, 11, pp. 671–684, 1972.
6.
RumelhartD. E. and NormanD. A., Accretion, Tuning, and Restructuring: Three Modes of Learning, in Semantic Factors in Cognition, CottonJ. W. and KlatzkyR. L. (eds.), Lawrence Erlbaum, Hillsdale, New Jersey, pp. 37–53, 1978.
7.
LiuM., Hypermedia-assisted-instruction and Second Language Learning: A Semantic-network-based Approach, Computers in the Schools, 10: 3/4, pp. 293–312, 1994.
8.
NelsonW. A. and PalumboD. B., Learning, Instruction, and Hypermedia, Journal of Educational Multimedia and Hypermedia, 1: 3, pp. 287–299, 1992.
9.
HynesD. H., On Communicative Competence, University of Pennsylvania, Philadelphia, Pennsylvania, 1971.
10.
WiddowsonH. G., The Teaching of English as Communication, in The Communicative Approach to Language Teaching, BrumfitC. J. and JohnsonK. (eds.), Oxford University Press, London, 1981.
11.
HowardG. S.MurphyC. M., and ThomasG. N., Computer Anxiety Considerations for Design of Introductory Computer Courses, Educational Research Quarterly, 11: 4, pp. 13–23, 1987.
12.
LoydB. H. and GressardC., The Effect of Sex, Age, and Computer Experience on Computer Attitudes, Association for Educational Data Systems, 18: 2, pp. 67–77, 1984.
13.
MarcoulidesG. A., The Relationship between Computer Anxiety and Computer Achievement, Journal of Educational Computing Research, 4: 2, pp. 151–158, 1988.
14.
HayekL. M. and StephensL., Factors Affecting Computer Anxiety in High School Computer Science Students, Journal of Computers in Mathematics and Science Teaching, 8: 4, pp. 73–76, 1989.
15.
ReedW. M. and PalumboD. B., The Effect of the BASIC Programming Language on Problem-Solving Skills and Computer Anxiety, Computers in the Schools, 4: 3/4, pp. 91–104, 1987/1988.
16.
RosenL. D.SearsD. C., and WeilM. M., Treating Technophobia: A Longitudinal Evaluation of the Computerphobia Reduction Program, Computers in Human Behavior, 9: 1, pp. 27–50, 1993.
17.
OverbaughR. and ReedW. M., The Comparative Effects of an Introductory versus a Content-Specific Computer Course for Educators on Computer Anxiety and Stages of Concern, Journal of Research on Computing in Education, in press.
18.
HigniteM. A. and EchternachtL. J., Assessment of the Relationships between Computer Attitudes and Computer Literacy Levels of Prospective Educators, Journal of Research on Computing in Education, 24: 3, pp. 381–391, 1992.
19.
RichardsP. S.JohnsonD. W., and JohnsonR. T., A Scale for Assessing Student Attitudes toward Computers: Preliminary Findings, Computers in the Schools, 3: 2, pp. 31–38, 1986.
20.
KoohangA. A., A Study of Attitudes toward Computers: Anxiety, Confidence, Liking, and Perception of Usefulness, Journal of Research on Computing in Education, 22: 2, pp. 137–150, 1989.
21.
BearG. G.RichardsH. C., and LancasterP., Attitudes toward Computers: Validation of a Computer Attitudes Scale, Journal of Educational Computing Research, 3: 2, pp. 207–218, 1987.
22.
MertensD. M. and RabiuJ., The Influence of Computer Experience on Attitudes and Learning for Preservice Deaf Teachers, paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, 1991.
23.
SnelbeckerG. E.Bhote-EduljeeN.AikenR. M., and WilsonJ. D., Demographic Variables, Experience, Aptitudes and Attitudes as Predictors of Teachers' Learning about Computers, paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, ERIC Document Reproduction Service No. ED 344 877, 1992.
24.
AikenL. R., Update of Attitudes and Other Affective Variables in Learning Mathematics, Review of Educational Research, 46, pp. 293–311, 1976.
25.
RoettgerD.SzymezukM., and MillardJ., Validation of a Reading Attitude Scale for Elementary Students and an Investigation of the Relationship between Attitude and Achievement, Journal of Educational Research, 72: 3, pp. 138–142, 1980.
26.
MungerG. F. and LoydB. H., Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance, Journal of Educational Computing Research, 5: 2, pp. 167–177, 1989.
27.
OmaggioA. C., Teaching Language in Context, Heinle & Heinle, Boston, Massachusetts, 1986.
28.
BrownH. D., Principles of Language Learning and Teaching (2nd Edition), Prentice-Hall, Englewood Cliffs, New Jersey, 1987.
29.
AbrahamR. G., Field Independence-dependence and the Teaching of Grammar, TESOL Quarterly, 19, pp. 689–702, 1985.
30.
HansenJ. and StansfieldC., The Relationship of Field Dependent-independent Cognitive Styles to Foreign Language Achievement, Language Learning, 31, pp. 349–367, 1981.
31.
RobertsC., Field Independence as a Predictor of Second Language Learning for Adult ESL Learners in the U.S., unpublished doctoral dissertation, University of Illinois, Urbana, 1983.
32.
ReedW. M. and PalumboD. B., Computer Anxiety: Its Relationship with Computer Experience and Locus of Control, paper presented at the Annual Conference of the Eastern Educational Research Association, Boston, Massachusetts, 1987.
33.
OltmanP. K.RaskinE., and WitkinH. A., Group Embedded Figures Test, Consulting Psychologists Press, Palo Alto, California, 1971.
34.
RobinsonG., Computer-assisted Instruction in Foreign Language Education: A Comparison of the Effectiveness of Different Methodologies and Different Forms of Error Correction, Center for Language & Cross Cultural Skills, San Francisco, California, ERIC Document Reproduction Service No. ED 262 626, 1985.
35.
SchaefferR. H., Meaningful Practice on the Computer: Is it Possible?, Foreign Language Annals, 14: 2, pp. 133–137, 1981.
36.
BurgerK., Computer Assisted Instruction: Learning Style and Academic Achievement, Journal of Computer-Based Instruction, 12: 1, pp. 21–22, 1985.
37.
AnnisL. F., Effect of Cognitive Style and Learning Passage Organization on Study Technique Effectiveness, Journal of Educational Psychology, 71, pp. 620–626, 1979.
38.
MooreD. M. and DwyerF. M., Effects of Color Coding on Cognitive Style, paper presented at the annual meeting of the Eastern Education Research Association, Hilton Head, South Carolina, 1992.
39.
WellerH. G.RepmanJ., and RoozeG. E., Relationship of Learning, Behavior, and Cognitive Style in Hypermedia-based Instruction: Implications for Design of HBI, Computers in the Schools, 10: 3/4, pp. 401–420, 1994.
