Enhancing Second Language Incidental Vocabulary Learning Through Technology (original) (raw)
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The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning
2010
In our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received: still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of e...
Instructional Science, 2007
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) definitions 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 posttests 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.
The Use of Technology in Second Language Acquisition for Acquiring Vocabulary: A Review Article
Asmaa Khoshmer Azeez, 2021
Foreign language learning differs from one technique to another and even from its productivity. Inserting technology is a technique used for education, particularly in Second language vocabulary learning (SLVL), which this work seeks to expose by reviewing 5 research studies. It tries to ask 2 research questions, which are: Can technology be considered a useful technique for vocabulary acquisition? And how technology can interfere with language teaching in order to improve and learn more vocabulary. It aims to research the impact of various types of technology that help in promoting SLVL, such as (Computer-Assisted Language learning, Computer-Aided Language Instruction and smartphone applications or Mobile Assisted Language Learning). It concluded that the technologies use can be considered as important tools for promoting vocabulary teaching and learning in any foreign language.
Second Language Incidental Vocabulary Retention: The Effect of Text and Picture Annotation Types
The present study examines the effect that annotation type has on L2 incidental vocabulary retention in a multimedia reading setting. Three annotation types were compared: text-only, picture-only, and a combination of the two. The participants were 151 adult ESL learners at beginning and intermediate language proficiency levels. The participants read a story for comprehension purposes using the Internet. Three types of instruments were used for vocabulary retention assessment: Picture recognition, Word recognition, and Definition Supply tests. The results ANOVA analyses indicate that the Combination group (annotations with text and picture) outperformed the Text-only and Picture-only groups on the immediate tests. The Combination group also outperformed the other two groups on the delayed tests, however, the differences were smaller than those for the immediate tests. There was no significant interaction between annotation type and proficiency level for either the immediate or the delayed tests. Repeated measure ANOVAs revealed no significant differences among the groups in the rate of change between the immediate test scores and delayed test scores. The participants' scores on the delayed tests, regardless of the group to which they were assigned, declined equally from those of the immediate tests.
Effects of Multimedia Annotations on Vocabulary Acquisition
The Modern Language Journal, 1996
Research on second language (L2) vocabulary acquisition has revealed that words associated with actual objects or imagery techniques are learned more easily than those without. With multimedia applications, it is possible to provide, in addition to traditional definitions of words, different types of information, such as pictures and videos. Thus, one of the fundamental research questions posed in the use of multimedia systems is: How effective are annotations with different media types for vocabulary acquisition? This article discusses the results of three studies done with 160 university German students using C'berBuch, a hypermedia application for reading German texts that contains a variety of annotations for words in the form of text, pictures, and video. The issues examined are related to (a) how well vocabulary is learned incidentally when the goal is reading comprehension, (b) the effectiveness of different types of annotations for vocabulary acquisition, and (c) the relationship between look-up behavior and performance on vocabulary tests. The results showed a higher rate of incidental learning than expected (25% accuracy on production tests, 77% on recognition tests), significantly higher scores for words that were annotated with pictures + text than for those with video + text or text only, and a correlation between looking up a certain annotation type and using this type as the retrieval cue for remembering words.
Advances in digital technology have recently allowed for richer text annotation in combination with authentic second language video media. As a result, many educational researchers are focusing increased attention on the effect this application of technology can have on second language acquisition. This study examines the comparative effectiveness of target vocabulary treatments with either native language (L1) definitions or target language (L2) definitions when target vocabulary is presented in either kana or kanji as a part of the subtitles of an L2 film based on participant performance on vocabulary assessments. This study also examines the participants perceived levels of helpfulness of the varying word treatments. The results of the study suggest that providing annotations for target words in the L2 increases learning of that word more than L1 annotations for intermediate learners of Japanese. On the other hand, learners rated access to definitions in L1 as more helpful than L2 definitions, and they expressed their preference for understanding the story more than learning the target vocabulary.
The study talks about the word annotation on incidental vocabulary acquisition of English reading written by Mengqing Han and Shanshan Niu. The topic focused on the word annotation that aimed to research the effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of English reading of Chinese students. The subject here is English reading where the authors' aimed to see how the word annotation assisted by computer multimedia affect the incidental vocabulary acquisition. The authors' has the authority of expertise to write on thus subject that both are English teacher from different universities, Mengqing Han is an English teacher from Shianzhuang University of Applied Technology and both the authors has been written some studies related to English teaching, English translation, and English language and literature. While the second author which is Shanshan Niu is an English teacher from Huaxin College of Hebei GEO University. In reviewing this paper, I agree with the results that the computer assisted annotation have a positive effect on the different English level of the students.
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.
The effect of multimedia modes on L2 vocabulary learning
The present study sought to investigate the effect of various multimedia modes on L2 vocabulary comprehension and production. To this end, 52 male and female B.A level students at Imam Khomeini International University in Qazvin majoring in English translation and English language teaching in three groups were selected. A general proficiency test was administered to homogenize the participants. The same movie was presented to each group with different combinations of multimedia: the first group received video, audio, and captions (VAC), the second group were presented with video and captions (VC), and the third group received video and audio (VA). At the end of the experimental period, the participants received vocabulary comprehension and production post tests. Two separate one-way ANOVA procedures were used to analyze the obtained data. The results indicated no significant differences among the effects of various multimedia combinations on L2 vocabulary comprehension and production. The findings of the present study may have implications for L2 learners and teachers.
Second Language Vocabulary Learning Through Visual and Textual Representation
a F aculty of foreign L anguages, Islamic A zad U niversity Isfahan (K horasgan) B ranch, U niversity B olvard,A rqavanieh,J ey S harqi street,Isfahan,81551-39998,Iran b Young Researchers' and Elite Club, Islamic A zad U niversity Isfahan (K horasgan) B ranch, U niversity B olvard,A rqavanieh,J ey S harqi street, Abstract Vocabulary functions as an existential foundation for language. Furthermore, vocabulary learning is one of the most problematic fields in second language learning. It has attracted cynosure of a wealth of studies in recent years. However, the fact that majority of Iranian second language (L2) learners have learnt English through traditional methods has compounded the problem. To arrive at a better understanding of this problem, this study compared the effect of visual cues versus textual input-enhancement on vocabulary learning of Iranian intermediate EFL learners. A predominantly quantitative approach, along with a quasi-experimental design, was used. 90 EFL learners were selected and, following a pre-test, were randomly assigned to two experimental groups (visual cues and textual input-enhancement) and a control group. After the treatment, a post-test was administered for all groups. Thorough analysis of the data obtained using paired t-test and one-way ANOVA, it was indicated that visual cues have a significant impact on vocabulary learning of Iranian intermediate EFL learners.