scholarly journals The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners

2020 ◽  
Vol 7 (1) ◽  
pp. 1726606 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Ehsan Rezvani ◽  
Anna Polemikou
Keyword(s):  
Visual Input ◽  
Efl Learners ◽  
Input Enhancement ◽  
L2 Vocabulary

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

scholarly journals Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

2016 ◽  
Vol 9 (4) ◽  
pp. 239 ◽  
Author(s):  
Mehmet Bardakci
Keyword(s):  
Vocabulary Knowledge ◽  
Online Database ◽  
Efl Learners ◽  
Related Literature ◽  
L2 Vocabulary ◽  
Different Levels

<p class="Abstract">Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles were analysed. In the first stage of the study, learner essays (n=84) and native essays (n=75) were compared in terms of vocabulary profiles through the use of an online database, and each participant obtained vocabulary profile scores from four different levels. In the next stage, the learners’ depth and breadth of vocabulary knowledge were measured by using two different vocabulary tests, and then the scores they obtained on these tests were hierarchically regressed on their profile scores. The results suggested that both breadth and depth of vocabulary knowledge had significant and robust effects on the L2 vocabulary profiles of the EFL learners; however, depth of vocabulary knowledge appeared to be a better predictor of vocabulary profiles than breadth of vocabulary knowledge.</p>

OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS

2002 ◽  
Vol 24 (4) ◽  
pp. 541-577 ◽  
Author(s):  
Shinichi Izumi
Keyword(s):  
Positive Impact ◽  
Visual Input ◽  
Target Language ◽  
Computer Assisted ◽  
Learning Gains ◽  
Input Enhancement ◽  
Target Form ◽  
Subsequent Discussion ◽  
Form Features ◽  
Esl Learners

This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review

2008 ◽  
Vol 30 (3) ◽  
pp. 307-331 ◽  
Author(s):  
Sang-Ki Lee ◽  
Hung-Tzu Huang
Keyword(s):  
Effect Size ◽  
Visual Input ◽  
Input Enhancement ◽  
Related Information ◽  
Grammar Learning ◽  
Analytic Review ◽  
Negative Effect ◽  
Unique Study ◽  
Research Domain ◽  
Systematic Synthesis

Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect sizedvalues. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (d= 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (d= −0.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.

Guessing and risk attitude in L2 vocabulary tests

2011 ◽  
Vol 11 ◽  
pp. 53-74 ◽  
Author(s):  
Dieter Thoma
Keyword(s):  
Stepwise Regression ◽  
Risk Attitude ◽  
Word Knowledge ◽  
Systematic Effect ◽  
Regression Analyses ◽  
Efl Learners ◽  
Proficiency Level ◽  
Computer Based ◽  
Unknown Words ◽  
L2 Vocabulary

Guessing the meaning of unknown words is an essential process in L2 comprehension. At the same time, guessing is considered a nuisance in L2 vocabulary tests. This raises the question of the nature and causes of guessing in L2 vocabulary tests. The traditional claims in language testing are that guessing is (1) a function of proficiency and (2) a function of the test taker’s risk attitude. To investigate these claims in the context of standardized vocabulary testing, 135 advanced EFL learners participated in a computer-based yes/no vocabulary test combined with a translation task and a risk test. Stepwise regression analyses suggest that about 60% of the variation in yes/no test guesses are attributable to inappropriate or lack of semantic word knowledge. However, there was no systematic effect of risk attitude and guessing was largely independent of general lexical proficiency level. Methodological and inferential consequences for L2 vocabulary testing are discussed.

Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

2016 ◽  
Vol 7 (2) ◽  
pp. 370
Author(s):  
Ayda Rahmani
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Control Male ◽  
Control Female ◽  
Efl Learners ◽  
Input Enhancement ◽  
Paired Samples ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest.  Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

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