The Use of Technology in Second Language Acquisition for Acquiring Vocabulary: A Review Article (original) (raw)
Related papers
Enhancing Second Language Incidental Vocabulary Learning Through Technology
Journal of Educational and Social Research, 2021
The emergence of digital learning environments has resulted in remarkable interest to researchers and professionals in pursuit of finding effective second language learning and teaching methodologies with the help of technology. Hence, this study intended to investigate whether different multimedia annotation modalities (i.e., L1 definition, L2 definition + audio, L2 definition + image) have different effects on enhancing L2 incidental vocabulary learning. Language learning and technology have received particular attention for quite some time now, yet, a critical review of earlier research led to the identification of a research gap as there was no previous research on settings where participants' first language was Albanian. The nature and focus of research questions required the use of a quantitative deductive approach. More specifically, the study employed a quantitative quasi-experimental design with the utilization of a pre-test and an immediate post-test. Fifteenyear-old pupils at a secondary school read a second language text under different annotation conditions. Independent and paired samples t-tests were utilized in analyzing data collected through an immediate word recognition test. The findings yielded evidence that L1 definition and L2 definition + image is more effective in enhancing L2 incidental vocabulary learning compared to non-multimedia reading environment and L2 definition + audio, therefore providing positive pedagogical implications for the application of technology in developing second language incidental vocabulary learning.
Heliyon , 2022
Mobile technologies have drawn the attention of the researchers and are gaining popularity in a variety of academic backgrounds. However, there is currently unavailability of studies on the benefits that various mobile technologies give to learning results. The objective of this current study was to examine how the mobile assisted language programme, WhatsApp affected Bangladeshi tertiary level EFL learners' vocabulary learning. The study included sixty-four EFL students who had intermediate level of English competency, and they were chosen using random sampling. After establishing the learners' homogeneity with a vocabulary examination/test, the researchers separated the participants into two categories, namely experimental group (N ¼ 34) and control (N ¼ 30) group, and then their vocabulary knowledge (i.e., synonyms and antonyms) was assessed. The research involved 14 session treatment with the control group using the usual traditional method and the experimental section using WhatsApp to teach new words. A vocabulary post-test for the both classes was conducted after the completion of the course. In addition, both groups were given an attitude questionnaire to see how they felt about the traditional vocabulary acquisition method and utilizing the WhatsApp approach. According to the findings of this study, the experimental group performed better than the control group. Furthermore, as compared to the other group, learners who utilized WhatsApp to improve their vocabulary skills showed a more favourable attitude toward learning foreign language vocabulary. The current research would have further ramifications for English instructors, learners, researchers, and other stakeholders as well.
Technology-mediated vocabulary development in a second or foreign language: A critical review
CALICO Journal, 2018
Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts and technologies, and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in second language research in many different ways. This review identifies methodological practices in research into L2 TMVD and provides a synthesis of learning and instructional approaches, aspects of vocabulary knowledge being investigated and measures of vocabulary development used in this research. A sample of 82 primary studies from 2010 to 2017 was selected and coded for target methodological features. The results of the review show that TMVD research has achieved a certain degree of methodological maturity, while a number of issues have also been identified. These issues include: the practice of comparing technology-mediated instruction with ‘traditional’ instruction without technology; insufficient reporting of participants’ L2 proficiency; and a dearth of treatments targeting fluency development. The review also showed a preference for evaluating the knowledge of individual vocabulary items rather than the development of the L2 lexicon, and insufficient use of online and implicit measures of vocabulary knowledge. Recommendations for future TMVD research are provided.
Second Language Vocabulary Acquisition through Mobile Assisted Language Learning
Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner.
Foreign Language Vocabulary Learning with Mobile Technologies
Procedia - Social and Behavioral Sciences, 2013
The importance given to foreign language with the development of information and communication technologies has led innovations in teaching activities. New modern ways have been sought for the use of information technologies in foreign language courses and how these technologies to be transferred in more effective and engaging way. In this study, the effect of the multimedia content integrated to learning materials using 2D barcode technology to vocabulary learning and students' ideas about this new learning environment were investigated. 40 students from Gazi University, Department of English Language Teaching participated to the study and they separated to 2 groups randomly. Learning content is limited with the 84 words contained in course book. Mobile content has been presented to the students with 2D barcodes placed to the pages of the book. The achievement test that measures the vocabulary learned was applied to the students before the study as pre-test and after the study as post-test. Participants have used the course book and mobile learning material for two weeks. In conclusion, mobile assisted learning environment has increased students' level of vocabulary for the target words. Students' opinions about this new environment supported the results. Selection and/or peer review under responsibility of Prof. Dr. Hafize Keser.
Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners
The study was conducted to investigate the impact of a model, created with the help of computer and mobile phone, on the EFL vocabulary learning of the students at a public university on a Preparatory Year Program. The study used a quasi-experimental pretest posttest control group design. The participants were 122 students in their first year at a public university. Half of them (N = 61) were male and half were female (N = 61). Six weeks treatment period involved vocabulary learning activities presented through PCs in the language laboratory and receiving multi-glossed vocabulary cards on the mobile phones through a social networking mobile phone application WhatsApp. Findings suggested that performance of treatment group was significantly better than that of control group on achievement posttest. The impact of treatment was found gender neutral as male and female participants benefitted from it alike.
TECHNOLOGY AS A FACILITATOR IN LEARNING OF A LANGUAGE
This is a " technology-based era " where technological innovations are the order of the day. The role of language teachers/learners in the language learning process has been largely redefined thanks to the rapid technological advancements. As facilitators, the teachers " facilitate " the language acquisition of the learners and help them to equip themselves with effective language skills. The rapid technological strides have necessitated the teachers to be tech-savvy and integrate technology with the teaching and learning of a language. Technology assisted language teaching makes language learning a wholesome and enriching experience. With technology being the buzzword of the day, it has become imperative to enhance the teaching learning methods so as to make language learning " effective, appealing and interesting. " Technology, as a " tool " , provides the learners with updated learning material for language acquisition.
Technology in Language Learning: An Effective Innovation but Not Without Its Challenges
2020
This paper reviews some of the significant issues pertinent to the use of technology in the learning and teaching of language. It discusses definition of technology, the use of technology in language classroom, the paper further explore the discussion of necessity of application of multimedia technologies to language teaching and previous studies on using technologies in improving language learning skills, the paper also highlights some challenges of using technology in the language class and finally, gives recommendations for using technologies in the language class.
The current study concentrates on the core ideas of vocabulary learning and how they guide and shape the current vocabulary pedagogy. It also focuses on vocabulary acquisition concerns, such as the general neglect of vocabulary education throughout the years, the value of acquiring many words, the need to understand diverse facets of these terms, and responsive and productive mastery. A heterogenous group of L2 learners who were admitted in I BA English at Lady Doak College were given a diagnostic test to assess their grammar, sentence structure and vocabulary. Based on the results of the test the learners were streamlined into two levels viz., Level A (Advanced) and Level B (Basic). To assure a better level of involvement, the heterogeneous group needed to be equipped to overcome their prior hesitation, fear, and poor motivation. The findings assisted the educators to adopt and implement different simple and innovative pedagogical strategies to help them improve their English vocabulary. Activities like oral presentations and reading tests came handy in the assessment process. Mobile Assisted Language Learning (MALL), Computer Assisted Language Learning (CALL), Task Based Language Teaching (TBLT) were few strategies to mention. The focus of TBLT is on meaningful, all-encompassing language practice, where learners must use all four language skills-listening, reading, speaking, and writing-to complete a task. The results after implementation revealed that students not only improved their English vocabulary but also harboured interest in participating in all the Task Based activities using CALL method which is a major step towards language acquisition.
Using Internet for Learning Vocabulary among Second Language Learners in a Suburban School
Procedia - Social and Behavioral Sciences Volume 66, Pages 1-570 (7 December 2012)
Vocabulary learning is usually dealt with when learners come across new words while doing reading or listening tasks in class. Different techniques have been adopted by second language learners in order to learn vocabulary. This paper investigated whether the technique of using computer as a tool assist the learning of vocabulary among second language learners in a suburban secondary school in Malaysia. The method involved pre-test and post-test for both experimental and control group of second language learners. Findings suggested that the experimental group showed great result in learning vocabulary using computer.