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A lexical network approach to the acquisition of English verbs of memory: The case of Japanese learners
No full textAbstract
The present study investigated the acquisition of L2 English memory verbs, memorize, remember, and recall, by Japanese learners within the framework of a lexical network. In the fields of psychology and cognitive science, the human memory has been conceptualized as consisting of three cognitive phases, namely input, retention, and output. In English, memorize and recall are used for the input and the output phases, respectively, while remember can be used across the three phases. In order to investigate the extent to which Japanese learners of English can appropriately make differential use of these verbs in relation to the above cognitive phases, a test called ”the Memory Verb Acceptability Judgment Test” was administered on 173 Japanese university students grouped into three proficiency levels. The results showed that while they were able to accept memorize and recall with high accuracy for the input and the output phases, respectively, they tended to accept remember primarily for the retention phase, failing to fully accept it in the remaining two phases. This tendency was observed even among those learners whose average length of stay in English-speaking countries was 5 years. It was also revealed that basic-level learners tended to over-generalize memorize for the retention phase. Based on the overall results, theoretical and pedagogical implications of the lexical network approach are discussed
Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook
No full textMobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities outside of the classroom (Kim et al., 2013). Recent research has suggested that providing training to learners that includes not only how but also why activities are important can improve learner engagement in mobile-based activities (Stockwell & Hubbard, 2014). In this paper, Vietnamese learners of English engaged in vocabulary and grammar tasks using the Quizlet app on their mobile phones outside of class time. Learners were provided with technical training in class, while ongoing strategic and pedagogical training were provided through a combination of in-class activities and interactions through a dedicated Facebook page over a 5-week period. Usage patterns of the site were recorded through a learning journal and interactions on the Facebook page were analysed to determine the nature of the discussions that took place. Learner attitudes towards the tasks and the training were examined through pre- and post-questionnaires and a focus group discussion. The results are discussed in terms of the problems encountered, and some suggestions for providing appropriate training to learning through mobile phones outside of class through social networking
The effect of task types on foreign language learners’ social presence in synchronous computer mediated communication (SCMC)
No full textThis study aims to clarify the relationship between task types and foreign language learners’ social presence (sp) in text-based scmc learning modes. The participants in this study comprised 38 high-intermediate level English as a foreign language (efl) learners from different disciplines of a university in Taiwan. They were divided into two groups (text-chat without webcam, text-chat with webcam). The task types selected for this study included jigsaw tasks (jts) and decisionmaking tasks (dmts). The empirical data for this study were collected from students’ sp surveys, interview transcripts, learning journals, and online discussion records. The findings of this study suggest that the task types could affect efl learners’ sp development in scmc. The dmts in this study enhanced learners’ sp development better. In addition, the learners’ image provided by the webcam seemed to enhance learners’ sp perception. The learners perceived the highest sp in the dmt-webcam condition, and the lowest sp in the jt-nonwebcam condition. However, the learners did not recognize the advantage of the webcam image. Therefore, it is highly recommended that learners be trained to adapt to learning environments in order to enhance sp before the start of learnin
Listening diary in the digital age: Students’ material selection, listening problems, and perceived usefulness
No full textThe current study reports on a group of Taiwanese college students’ first-person diary accounts of their private, transactional listening activities outside the classroom. Issues related to students’ material selection, listening problems, and perceived usefulness of keeping a listening diary were explored. It was found that most students chose audiovisual materials to listen to, and the most frequently chosen material was ted talks. In their diaries, the most frequently reported listening problems were unknown vocabulary and speed. Most students perceived the experience of keeping a listening diary positively. It was found that keeping a listening diary facilitated the development of future study plans, linguistic knowledge, listening and writing skills, and self-confidence. Data also suggest that students need to take more responsibility of their own learning to be able to benefit from the abundant resources available in the digital age. The study concludes with a set of recommendations to further the research on using listening diary as a pedagogical and research tool
Trends in EFL technology and educational coding: A case study of an evaluation application developed on LiveCode
No full textThe availability of user-friendly coding software is increasing, yet teachers might hesitate to use this technology to develop for educational needs. This paper discusses studies related to technology for educational uses and introduces an evaluation application being developed. Through questionnaires by student users and open-ended discussion by the developers, the feasibility of educators to be involved in developing a new evaluation application is discussed. Results showed user satisfaction level of the application was high overall, although application updates incorporating feedback from users should be considered. Developing an evaluation application was achieved, and recommendations of design and software development are provided
Using different types of dictionaries for improving EFL reading comprehension and vocabulary learning
No full textThis study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an efl program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in dictionary (experimental group 2); (3) book dictionary (experimental group 3); and (4) no dictionary aid (control group). Following training on different types of paper and electronic dictionaries, posttests were given to the participants. Findings showed differential effects produced by the three treatments compared with the control group. Results indicated that the pop-up dictionary group had the shortest average vocabulary searching time, vocabulary and text reading time, and more “look-ups” (p<.0001) than other dictionary groups. In addition, anova analyses showed that text reading time was significantly longer for the book dictionary group. Reading comprehension and vocabulary learning were higher for the pop-up dictionary group than for other dictionary groups. Furthermore, survey data indicated that popup dictionary participants had slightly more positive attitudes toward dictionary use than the type-in group, and both had significantly more positive attitudes than book dictionary participants. Discussion of findings according to cognitive load theory followed, eventually leading to recommendations for teaching and research
Effects of captions and subtitles on the listening process: Insights from EFL learners’ listening strategies
No full textCaptions and subtitles as a form of scaffolding for audiovisual materials has gained much attention in second or foreign language (l2) learning in recent years and various studies report their positive effects on learners’ listening comprehension. However, few attempts have been made to investigate how textual information specifically affects the listening process. The present study aims to examine the relationship between on-screen text and the listening process with special reference to 11 distinct listening strategies. A total of 114 first-year Japanese-speaking efl learners were divided into three groups: no-text group, English caption group, and Japanese subtitle group. Each group was instructed to watch a university lecture video in English under its assigned condition and to answer a questionnaire about the listening strategies employed during the listening activity. The major findings obtained from the present study include (1) the degree of use of imagery and summarization strategies was significantly higher in the subtitle group, and (2) most of the listening strategies relevant to each listening process showed more inter-correlation in the no-text and the caption groups than in the subtitle group throughout the listening process. Pedagogical implications concerning when to use captions and subtitles for l2 listening instruction are discussed
Sustaining motivation for Japanese kanji learning: Can digital games help?
No full textEducational digital games are often presented at Technology in Language Education conferences. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. The authors, inspired by such presentations, were interested in creating digital games to mitigate problems of demotivation in a beginner Japanese kanji (non-alphabetic script) class at Auckland University of Technology but found there was no body of research on digital games for learning non-alphabetic scripts. This paper contributes to filling this gap by describing the creation of three digital games for kanji learning. Difficulties were experienced during the development of the games and these are described with reference to the divide, discussed in gaming literature, between the type of digital games being showcased at conferences and the reality for teachers wishing to emulate the practice by developing their own digital games. Questionnaire responses and the game-related journal entries of three cohorts of learners were analysed, and teacher reflections on the action research project were used to answer the questions “Should we be leaving this field to the experts?” and “Other than high-end multi-level curriculum-centred digital games, are there different gaming scenarios worth exploring?
