Language learning and technology has now become an interesting field of inquiry for many research scholars and professionals in the field of second language acquisition. Advances in information technology have affected second language teaching and learn ing as well. A plethora of research on the development of second language skills has surged especially in the last two decades. A number of studies employing various research designs and methodological approaches have provided some evidence on the effectiveness of technology on second language learning and teaching. However, much of research has shown mixed findings and inconclusive results. Hence, research community is encouraging further studies on the pursuit of finding out for whom and under what condition s is technology rather effective in language learning and teaching. This paper presents a brief review of previous studies and some preliminary research on the effects of technology, i.e. multimedia annotations/glossing on second language vocabulary learning. This paper draws on Mayer’s Cognitive Theory of Multimedia Learning (2009) and examines the impact of multimedia annotations on second language vocabulary learning. Prelimin ary research shows that certain multimedia annotation modes yield positive evidence on enhancing second language reading comprehension and vocabulary learning.
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