Effects of Learner Control and Learning Strategies on English as a Foreign Language (EFL) Learning from Interactive Hypermedia Lessons

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Yeh, S.w. & Lehman, J.D. (2001). Effects of Learner Control and Learning Strategies on English as a Foreign Language (EFL) Learning from Interactive Hypermedia Lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141-159. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8413.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 2, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Authors

Shiou-wen Yeh, Fu-Jen Catholic University, ; James D. Lehman, Purdue University, USA

Abstract

This study investigated the effects of learner control, English learning strategies, and the use of advance organizers on En-glish as a Foreign Language (EFL) learning from interactive hypermedia lessons. The experiment used 150 EFL subjects in Taiwan who studied English using one of several alternate versions of a hypermedia-based interactive video program. A 2 X 2 X 2 factorial experimental design was employed. The independent variables were: (a) variations of control-learn-er control or program control, (b) the use of advance organiz-ers- presence or absence of advance organizers, and (c) stu-dents' English learning strategy ability-high ability or low ability as measured by Oxford's Strategy Inventory for Lan-guage Learning (S.I.L.L.). The dependent variables in this study included: (a) scores on immediate recall protocols, and (b) students' attitudes toward learning English from interac-tive hypermedia lessons. Results of this study revealed sig-nificant effects of the learner control treatment and the use of advance organizers. Learner control was especially beneficial for students with lower ability in English learning strategy use. Students' attitudes were very positive toward learning English from interactive multimedia regardless of the treatments.

Keywords

• Interaction
• Multimedia

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