استاد مشاور
دکتر شعبان بریمانی ورندی
 
آبان 1392

(در فایل دانلودی نام نویسنده موجود است)

Table of Contents

Title page. II

Acknowledgement IV

Dedication. V

Table of content. VI

List of tables XI

List of figures XIII

Abstract 1

CHAPTER ONE: INTRODUCTION

1.1. Introduction. 2

1.2. Statement of the problem. 5

1.3. Significance of the study. 6

1.4. Research question. 7

1.5. Research hypothesis. 7

1.6. Definition of key terms 8

1.7. Purpose and objective of the study 9

1.8. Limitations and delimitations of the study. 10

CHAPTER TWO: Review of the Related Literature

2.1. Introduction. 12

2.2. Research related to reading comprehension. 12

2.2.1 Theoreticalbackground of reading comprehension. 13

2.2.2. Vocabulary acquisition and L2/FL reading comprehension. 14

2.2.3. Empirical studies of reading comprehension 14

2.3. Multimedia device 15

3. 1. Multimedia definition 16
2.3.2. Multimedia and education 17

3. 2.1. Strength of multimedia English teaching 17
3. 2. 2.Effect of multimedia on learning. 18
3. 4. Cognitive theory of multimedia learning 21
2.3. 4. 1. Extension of the cognitive theory of multimedia learning. 26

3. 5. Benefits of multimedia for reading comprehension. 27
3. 6. A Cognitive theory of multimedia learning implication for design. 28
3. 7. Advance organizers and meaningful learning. 30
3. 8. Instructional visualizations 32
3. 9. Application of multimedia to language instruction 34
3. 10. Advantages of learning by multimedia instruction 36
3. 11. Multimedia aids for text comprehensions. 36
3. 12. Krashens affective filter hypotheses 37
3. 13. Concerns of multimedia English teaching. 37
3. 14. Implications of multimedia in language learning and teaching 38
3. 15 Computer assisted instruction for students 39
3. 16. Benefit of CALL for reading comprehension . 46
Vocabulary development software without multimedia components. 47
Benefits of multimedia for reading comprehension. 47
3. 17. The role of prior knowledge in the process of multimedia learning 48
3.18. How we can improve the teaching learning interaction. 49
Dual code and multimedia effects. 49
Manageable cognitive load 49
Segmentation principle. 50
3. 19. Using computers in ESL classroom. 50
2.3.20. Theoretical research about computer-based reading. 51

CHAPTER THREE: METHODOLOGY

3.1. Introduction. 55

3.2. Subjects 55

3.3. Instrumentation. 57

   3.3.1. Nelson test. 57

   3.3.2. Reading comprehension test. 57

3.4. Data collection 58

3.5. Materials. 59

3.6. Procedure 59

3.7. Sampling and population. 62

3.8. Design. 62

3.9. Data analysis 62

CHAPTER FOUR: Results & Discussions

4.1. Introduction. 64

4.2. Restatement of the Research Question and Hypothesis 64

4.3. Analysis of Scores on Nelson test 65

4.4. Homogeneity analysis 65

5. Piloting: pretest and posttest 76
4.6. Pretest analysis 78

4.7. Posttest analysis 87

4.8. Analysis of the data related to the Research Hypotheses 90

4.8. Findings of the data analysis. 94

4.9. Interpretation of data analysis . 95

CHAPTER FIVE: Discussion, Conclusion& Pedagogical Implications

5.1. Introduction. 96

5.2. Findings and conclusions 97

5.3. Implications and applications. 100

Suggestion for further study. 100
 

REFERENCES. 102

APPENDIXES 115

APPENDIX 1: NELSON Test 116

APPENDIX 2: Reading comprehension test (pre-test and post-test) 129

APPENDIX 3: pretest and posttest and homogeneity raw scores 165