Abstract
This study investigated the impact of authoring hypermedia projects on the academic vocabulary development of middle school, ESL students. Vocabulary definitions, inprocess verbalizations, observations and semi-structured interviews were the primary means of collecting data and assessing vocabulary growth. The results of this study indicate that hypermedia authoring had a positive impact on students' understanding of grade level, science concepts as well as on student engagement in and attitudes toward vocabulary building activities. Thus, the procedures implemented in this study provide a potential model for teachers to follow as they attempt to facilitate their students' vocabulary and concept development.
Recommended Citation
Pritchard, Robert and O'Hara, Susan
(2009)
"Vocabulary Development in the Science Classroom: Using Hypermedia Authoring to Support English Learners,"
TAPESTRY: Vol. 1:
Iss.
1, Article 3.
Available at:
https://stars.library.ucf.edu/tapestry/vol1/iss1/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
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