scholarly journals The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

2019 ◽  
pp. 136216881987285
Author(s):  
Simón Ruiz ◽  
Patrick Rebuschat ◽  
Detmar Meurers
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vocabulary Acquisition ◽  
Declarative Memory ◽  
Memory Task ◽  
Computer Assisted ◽  
Instructional Condition ◽  
The Relationship

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

scholarly journals Working Memory, Processing Speed, and Executive Memory Contributions to Computer-Assisted Second Language Learning

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Keith E. Nelson ◽  
Aran Barlieb ◽  
Kiren Khan ◽  
Elisabeth M. Vance Trup ◽  
Mikael Heimann ◽  
...  
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Processing Speed ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Memory Processing

Variability in the learning of complex morphophonology

2012 ◽  
Vol 35 (4) ◽  
pp. 807-831 ◽  
Author(s):  
MARC ETTLINGER ◽  
ANN R. BRADLOW ◽  
PATRICK C. M. WONG
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Standardized Tests ◽  
Second Language Learning ◽  
Declarative Memory ◽  
Memory Function ◽  
Word Formation ◽  
Standardized Measures ◽  
Learning Success ◽  
The Relationship

ABSTRACTThis paper explores how theories on the relationship between language and domain-general cognitive capabilities might account for individual variation in second language learning. We investigated the acquisition of a morphophonological grammar paired with standardized tests of memory function. The language learned had simple and complex morphophonological patterns of word formation, which are hypothesized to correlate with standardized measures of procedural and declarative memory, respectively. The results show a significant amount of variation in learning success is accounted for by these measures of memory in accordance with the hypothesis. These findings help explain why some adults are able to learn a second language more easily than others while also advancing a model of second language learning motivated by linguistic theory.

A Review of CALL and L2 Reading

2011 ◽  
Vol 1 (4) ◽  
pp. 49-58 ◽  
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

scholarly journals The Relationship Between Artificial and Second Language Learning

2015 ◽  
Vol 40 (4) ◽  
pp. 822-847 ◽  
Author(s):  
Marc Ettlinger ◽  
Kara Morgan-Short ◽  
Mandy Faretta-Stutenberg ◽  
Patrick C.M. Wong
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
The Relationship

CALL research archive: How can an online knowledge base further communication among second language professionals

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Keyword Search ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Journal Articles ◽  
Research Findings ◽  
Search Index

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

scholarly journals Collaborative Instructional Strategies and Attitudes toward Second Language Learning

2020 ◽  
Vol 3 (5) ◽  
pp. 60-67
Author(s):  
Carolyn F. Pardo-Tolentino ◽  
Rischelle G. Aggabao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Collaborative Strategies ◽  
The Relationship ◽  
Experimental Group

This paper examines the effectiveness of using collaborative instructional strategies in teaching second language and presents the attitudes toward using these collaborative strategies among Grade 8 students. To determine the results, the experimental research design was used to test the relationship between the variables. Findings revealed that five collaborative learning strategies namely think-pair-share, jigsaw puzzle, mind mapping, round robin, and send a problem were assessed as satisfactory by the respondents. Though the data show these collaborative strategies received the same assessment, “send a problem” has the highest average mean. With regard to the respondents’ performance in the pretest and posttest, students who belong in the experimental group show a slight increase in scores than those students in the control group. Students from both groups have the same perception in using these collaborative strategies. Thus, the researchers believe that using collaborative instructional strategies help learners understand better the second language.

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