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Study on computer-based systematic foreign language vocabulary teaching
No full textSince ineffective FL vocabulary teaching has been currently shown in the higher education of Mainland China, this study aims to achieve a satisfactory vocabulary teaching outcome through the construction of a systematic computer-based vocabulary teaching mode. Based on constructivism, the mode was established with three essential teaching phases, which were incorporated with systematic cognitive processes of vocabulary learning, supported by appropriate vocabulary teaching strategies, and also facilitated by computer technologies. To illustrate its efficacy, altogether 58 non-English major undergraduate students in two classes were selected randomly from a university in Mainland China. The participants were divided into two groups by class, which were taught target words under the computer-based systematic vocabulary teaching mode and the traditional paper-based one, respectively. Under the traditional mode, the same teacher adopted the teaching methods as they had normally done in the past, such as rote memorization and mechanical practice mainly with paper-based materials. Through the achievement comparisons, it was ultimately revealed that the systematic computer-based vocabulary teaching mode was superior to the traditional with a detectable difference either immediately after or one month after the treatment. The significance was further reinforced by the results from a questionnaire survey conducted among the group taught under the systematic computer-based vocabulary teaching mode
Digital literacy and EFL teachers’ anxiety with teaching online via a virtual classroom software
No full textThis study employed qualitative analysis to investigate the technology anxiety experienced by Iranian EFL teachers conducting online classes, taking into account their digital literacy levels. A digital literacy questionnaire was administered to a group of EFL teachers teaching English online at two branches of a language institute in Iran using the virtual classroom software BigBlueButton. Based on the questionnaire responses, 12 teachers were categorized as high (N=6) and low (N=6) digital literates. Through semi-structured interviews and reflective journals, the study delved into teachers’ anxiety regarding online teaching, identifying three primary types of anxiety: pedagogical anxiety, technological anxiety, and social anxiety. The findings revealed that pedagogical anxiety stemmed from disruptions in teaching and learning processes, technological anxiety arose from challenges such as internet disconnections, and social anxiety related to judgments based on technological proficiency. While effective language instruction was a shared concern among high and low digital literate teachers, their approaches to managing anxiety varied significantly. High digital literate teachers demonstrated greater resilience in addressing online teaching challenges, whereas low digital literate teachers experienced reduced confidence and struggled with virtual classroom management. The study emphasizes the importance of addressing technology-related anxiety among language teachers in online education to enhance teaching efficacy and student outcomes. It suggests integrating digital literacy courses and providing expert support to alleviate teaching and technology-related anxiety and stress among EFL teachers, leading to more effective teaching practices
An analysis of turn-taking behaviors of Japanese learners of English in videoconferencing discussions
No full textTo successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond makes learning to manage the floor in virtual spaces a useful skill for everyone, including language learners. To analyze the turn-taking behaviors of first language (L1) speakers of Japanese using English in videoconferencing interactions, three classes of first-year university students with intermediate level English skills were selected to have their in-class videoconferencing discussions recorded. Three of the recorded discussions were selected and analyzed to identify turn-taking behaviors and to analyze the techniques that influenced the speakers’ ability to succeed. Participants were observed to leave long gaps between speakers at turn transitions and rarely extended discussion topics to include multiple turns per speaker. There were three behaviors that were observed that helped some participants to reduce the gap between speakers. Clearly marking the end of a turn, energetic use of verbal backchannels, and comfort with unintentional overlap all seemed to be correlated with improved transition speed. Increased use of questions did lead to some topics being discussed beyond a single turn per speaker, but the difference was relatively small
A case study on reducing language anxiety and enhancing speaking skills through online conversation lessons
No full textSecond language learners, particularly those with lower proficiency, often struggle with insufficient practice and heightened anxiety when speaking. This case study investigates the impact of one-onone online conversation lessons on a university student’s speaking skills and language anxiety. The participant, a university student with low proficiency in the target language, engaged in eight online lessons. Quantitative measurements of speaking skills and anxiety levels were taken using pre- and post-tests. Results indicated that the online lessons effectively improved the participant’s speaking abilities and reduced their anxiety. Qualitative analysis of lesson and interview transcripts highlighted specific factors contributing to these changes, such as the role of feedback. This study adds to the field of technology in language learning by demonstrating the potential of online conversation lessons with corrective feedback as an effective individual learning modality for lower-level second language learners
Do self-efficacy belief and emotional adjustment matter for social support and anxiety in online English learning in the digital era?
No full textThe advent of digital technologies has revolutionized the education landscape, ushering in a new era of online learning. This transformative shift has opened unprecedented opportunities for learners in a foreign language context, redefining the boundaries of traditional classroom settings. Emotional adjustment, social support, self-efficacy belief, and anxiety are four important constructs to traditional foreign language classroom settings. The present study aimed at exploring the mediating roles of self-efficacy belief and emotional adjustment on the relationship between social support and anxiety related to online English learning. A total of 585 university students in mainland China participated in this study. They completed surveys on self-efficacy, emotional adjustment, social support, and foreign language anxiety. Structural Equation Modelling (SEM) was adopted to explore the relationships among the four variables. Results lent support to the mediating role of self-efficacy belief on the effects of social support on foreign language learning anxiety. Findings shed light on the importance of self-efficacy belief on reducing students’ English learning anxiety. In addition, social support predicted emotional adjustment and self-efficacy belief. Relevant implications based on the findings were discussed
The effects of multimedia gloss on incidental vocabulary learning: A meta-analysis
No full textTechnological advancements have heightened interest in multimedia glosses, including pictorial and audio glosses. However, debates persist regarding their impact on incidental vocabulary learning. While many studies highlight the positive effects of multimedia glosses, others offer opposing views. To address these conflicting findings, a comprehensive approach like meta-analysis is necessary, as it can synthesize varying results from multiple studies to provide a more definitive conclusion. The present study employs meta-analysis to assess the overall impact of multimedia glosses on incidental vocabulary learning and identify factors that might moderate these effects. Analyzing 22 studies with 84 effect sizes, the results reveal an overall effect size of 0.727 from a random effects analysis. When combining immediate and delayed tests, this effect size increases to 0.941. The heterogeneity test indicates that studies using L2 glosses, receptive tests, distractors, and nonwords tend to yield larger effect sizes. Furthermore, meta-regression results show that only the nonword condition and glosses language significantly influences the model. The study discusses implications and limitations, providing insights for future research
The effects of shared book reading on the emotional vocabulary development of preschool children
No full textEmotion vocabulary development is a skill that can be targeted in preschools using shared book reading. The purpose of this study was to examine the effects of a shared book reading intervention on the development of preschool children’s emotional vocabulary. Five typically developing 4-year-old children participated in the study. A single-case research design (SCRD) was employed; specifically, a multiple probe across behaviors. The primary dependent variable was the children’s ability to receptively identify emotion vocabulary depicted in Google images as well as provide correct responses to inference questions targeting emotion vocabulary. Results indicate that while all five children increased their ability to receptively identify emotion vocabulary and provide correct responses to questions targeting emotional vocabulary during instructional sessions, probe results were variable for both measures. Implications for research and practice are provided
An exploratory criterion validation of three meaning-recall vocabulary test item formats
No full textIn an upcoming coverage-comprehension study, we plan to assess learners’ meaning-recall knowledge of words as they occur in the study’s reading passage. As several meaning-recall test formats exist, the purpose of this small-scale study (N = 10) was to determine which of three formats was most similar to a criterion interview regarding mean score and the consistency of correct/incorrect classifications (match rate, k = 30). In Test 1, the prompt consisted of only the target item, and a written translation of its meaning was elicited. In Test 2, the prompt was a short sentence containing the highlighted target item, and again a written translation of only the target item was requested. In Test 3, the prompt was the same sentence as in Test 2, but the target item was unhighlighted, and participants translated the entire sentence. In the criterion interview, knowledge of the target items in the same prompt sentences as in Tests 2-3 was ascertained. The results indicated that the Test 3 format produced a mean score and match rate most similar to the interview. Test 2 also performed well. The paper discusses several factors explaining differences in test performance that were explored during the interview
Key issues and considerations in measuring vocabulary growth: A methodological review
No full textDespite the substantial expansion in vocabulary research since the 1980s, we still know very little about how vocabulary develops over time and what factors influence this development. This methodological review discusses key issues and considerations in vocabulary breadth growth assessment to help advance research in this area. The review begins by discussing general issues in vocabulary assessment such as sampling rate and the effect of cognates. This is followed by an overview and an evaluation of common vocabulary breadth tests. The review ends with recommendations for choosing vocabulary tests for vocabulary growth research
E-peer feedback training on L2 writing: A case study of inexperienced learners
No full textOnline peer feedback has been widely applied to teaching L2 writing because of its potential benefits. Accordingly, training is one of the prominent factors contributing to the effectiveness of the activity, especially for inexperienced learners. Acknowledging this significant issue, the current study aims to develop a specific online peer feedback training for inexperienced learners based on their performance naturally during the online peer feedback process, followed by an assessment of its effectiveness. Using the qualitative method design that draws upon the sources of data, including students’ online written comments (Google Docs), oral feedback (Zoom recorded), observations, their drafts, and their reflections and responses through semi-structured interviews, this study presents an in-depth analysis of students’ performance toward peer feedback (without training), how the training is developed, and the impacts of training on the students’ practice. Finally, the study discusses pedagogical implications regarding the instructions and training for online peer feedback in teaching L2 writing, which can be applicably adapted for similar EFL or ESL contexts and learner backgrounds