Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language Yavuz Akbulut Received: 7 August 2006 / Accepted: 13 March 2007 / Published online: 12 April 2007 Ó Springer Science+Business Media B.V. 2007 Abstract The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) defi- nitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post- tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning. Keywords Multimedia/hypermedia systems Á Media in education Á Generative Theory of multimedia learning Á Second/foreign language learning Á Incidental vocabulary learning Á Reading comprehension Yavuz Akbulut is an instructor and PhD candidate at the Department of Computer Education and Instructional Technologies at Anadolu University, Turkey. He has an M.A. in English language education with an emphasis on the use of computers in second language teaching. Y. Akbulut (&) Faculty of Education, Department of Computer Education and Instructional Technologies, Anadolu University, 26470 Eskisehir, Turkey e-mail: yavuzakbulut@anadolu.edu.tr 123 Instr Sci (2007) 35:499–517 DOI 10.1007/s11251-007-9016-7