Partial versus full captioning mode to improve L2 vocabulary acquisition in a mobile-assisted language learning setting: words pronunciation domain

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

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L2 VOCABULARY INSTRUCTION

Diacrítica ◽

10.21814/diacritica.303 ◽

2020 ◽

Vol 34 (1) ◽

pp. 225-247

Author(s):

Daniel Reschke Pires ◽

Celso Henrique Soufen Tumolo

Keyword(s):

Language Learning ◽

Mobile Technology ◽

Language Production ◽

Vocabulary Instruction ◽

Word Knowledge ◽

English Learning ◽

Smartphone Applications ◽

Mobile Assisted Language Learning ◽

Written Form ◽

L2 Vocabulary

The advancements in mobile technology have made smartphones more accessible and more powerful, and this has led to the growth of the field of Mobile Assisted Language Learning (MALL). Because of this and considering that most smartphone applications for English learning have activities designed to instruct vocabulary (Kim & Kwon, 2012), this study aimed at analyzing the instruction of vocabulary in the three most used applications for language learning until the end of 2018. More specifically, it investigated: a) what aspects of word-knowledge the applications develop; b) whether they provide a number of encounters with the target vocabulary and whether they are massed or spaced; and c) the nonverbal representations employed by the applications. The results showed that the applications: a) instruct the spoken and written form of words, but often neglect other aspects of word knowledge; b) provide multiple, massed encounters with the target vocabulary; and c) employ images and videos as nonverbal representations that are not always relevant to the instruction of target vocabulary. From the analysis, we concluded that the applications can be used as a tool to assist the instruction of vocabulary in spite of limitations such as the lack of chances for language production and decontextualized instruction.

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A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽

10.1017/s095834401100005x ◽

2011 ◽

Vol 23 (2) ◽

pp. 135-159 ◽

Cited By ~ 25

Author(s):

Mohammed Ali Mohsen ◽

M. Balakumar

Keyword(s):

Second Language ◽

Language Learning ◽

Listening Comprehension ◽

Vocabulary Acquisition ◽

Empirical Studies ◽

Future Research ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

The Past ◽

L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

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Why do sparkles make a sound in English?

Jezikoslovlje ◽

10.29162/jez.2019.16 ◽

2019 ◽

Vol 20 (3) ◽

pp. 447-473

Author(s):

Mateja Hendrih ◽

Stela Letica Krevelj

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

English Language ◽

Vocabulary Acquisition ◽

Language Learner ◽

The Media ◽

High Competence ◽

L2 Vocabulary

Due to their features of multi-modal presentation and their abundance in terms of availability and diversity, the media have been assumed to have a distinct effect on second language acquisition (SLA). Although their beneficial effect on overall SLA has been found in various studies, very few of them examined the characteristics of different types of media in relation to how they may influence second language (L2) vocabulary acquisition at an early age. We present a case study of a 9-year-old Croatian girl who had achieved high competence in the English language primarily through exposure to television (TV) content in English. We examined her production for the evidence that some features of television as a medium might have influenced the development of her vocabulary and the way she experienced and used the L2. The production data was collected in a series of unstructured conversations in the informal atmosphere of the participant’s home. Additional data on the participant’s language learning background were collected in interviews with the participant and her parents. The results suggest that exposure to TV as a medium, which provides opportunities for repeated exposure to rich input, contextualized language, and a combination of visual and aural stimuli, may have an important influence on L2 vocabulary acquisition. However, it has to be emphasized that the influence was evidenced in the production of a highly motivated language learner in an environment that was truly supportive of her language development.

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The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3774 ◽

2017 ◽

Author(s):

Kham Sila Ahmad ◽

Jocelyn Armarego ◽

Fay Sudweeks

Keyword(s):

Language Learning ◽

English Learners ◽

Vocabulary Acquisition ◽

Learning Experience ◽

Forced Migration ◽

Future Research ◽

Migrant Women ◽

Structured Interviews ◽

Mobile Assisted Language Learning ◽

The Impact

[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose : To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology : A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Impact on Society: MALL offers an enriched and interactive medium of learning, and positive, enriched learning experience Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting.

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The Effect of a Suggested In-service Teacher Training Program Based on MALL Applications on Developing EFL Students' Vocabulary Acquisition

Journal of Language Teaching and Research ◽

10.17507/jltr.0902.05 ◽

2018 ◽

Vol 9 (2) ◽

pp. 250 ◽

Cited By ~ 1

Author(s):

Mohamed Ali Mohamed Kassem

Keyword(s):

Teacher Training ◽

Language Learning ◽

Training Program ◽

Vocabulary Acquisition ◽

Secondary School Teachers ◽

School Teachers ◽

Teacher Training Program ◽

Mobile Assisted Language Learning ◽

Efl Students ◽

New Applications

Recently, Mobile Assisted Language Learning (MALL) has received much attention as a means to improve the performance of students in all language aspects. Learning vocabulary is not an exception as many applications have been designed to foster students' vocabulary acquisition. However, little attention has been paid to the preparation of teachers who should be aware of and competent in using such applications in order to attain the intended educational objectives. Consequently, the present study sought to train ten EFL secondary school teachers on the use of some MALL vocabulary applications and to investigate the effect of the teachers' use of such applications on their students' vocabulary acquisition. The training program entailed the use of four outstanding vocabulary learning applications: Quizlet, Digital Vocabulary Notebook, Digital Video Games and Online Dictionaries. A pre-post vocabulary test and an observation checklist were designed and implemented to measure the effect of the suggested training program. Results of the study indicated (1) the effectiveness of the suggested in-service teacher training program as teachers successfully integrated these applications in their vocabulary instruction and (2) a significant improvement in the students' vocabulary acquisition as a result of using MALL applications. It was recommended to provide teachers with an adequate training on the use of MALL technology to enable them to exploit the potentialities of such new applications and, eventually, to improve the students' vocabulary acquisition.

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The Perceptions about Computer Assisted Language Learning for L2 Vocabulary Acquisition

Journal of Language Teaching and Research ◽

10.17507/jltr.1005.04 ◽

2019 ◽

Vol 10 (5) ◽

pp. 926

Author(s):

Md. Zahangir Alam ◽

Farhana Binte Mizan

Keyword(s):

Language Learning ◽

Vocabulary Acquisition ◽

Modern Science ◽

Computer Assisted ◽

Teaching Process ◽

Learning And Teaching ◽

Teachers And Students ◽

Special Children ◽

Negative Feelings ◽

L2 Vocabulary

Being the digital natives, instructors and learners of this cutting edge era largely depend on technology to intensify their learning and teaching process inside and outside the classroom. Many devices are found to make language teaching more effecting and alluring for the learners. Arguably, both parties’ teachers and students are receiving some benefits after including this addition of modern science in their learning and teaching process. This study focuses on how CALL aids learning and teaching to this integral component of the language. It is found that certain software which were installed in the computer offer learners help immensely to internalize ESL vocabulary. Indeed, accesses of visual imagery on computer screen aids learners make concrete images of uncommon vocabulary which support very effectively L2 vocabulary acquisition. Most notably the study has found that CALL eases learning points for the special children besides it helps learners retain the vocabulary which they learn. With the availability, teachers can present lesson in realistic fashion which guide learners internalize the L2 vocabulary. Teachers are found ambivalent about including CALL tools in their daily taught lessons as technology always carries some fringe crisis though none expressed any negative feelings about the worth of CALL in case of vocabulary acquisition.

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Second Language Vocabulary Acquisition through Mobile Assisted Language Learning

Think India ◽

10.26643/think-india.v22i2.8746 ◽

2019 ◽

Vol 22 (2) ◽

pp. 439-444

Author(s):

ASHA MADHAVI PAGADALA

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Mobile Devices ◽

Vocabulary Acquisition ◽

Vocabulary Learning ◽

Learning Approach ◽

Ubiquitous Learning ◽

Mobile Assisted Language Learning ◽

Foreign Language Acquisition

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.

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