Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition

2021 ◽  
pp. 136216882110087
Author(s):  
Mark Feng Teng ◽  
Danyang Zhang
Keyword(s):  
Foreign Language ◽  
Structural Equation ◽  
Vocabulary Learning ◽  
Task Type ◽  
Metacognitive Knowledge ◽  
Vocabulary Knowledge ◽  
Writing Group ◽  
Task Effects ◽  
Involvement Load ◽  
Task Conditions

This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners’ metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to four task conditions: (1) reading; (2) reading + gap-fill; (3) reading + writing; and (4) reading + writing with the use of a digital dictionary. The Vocabulary Knowledge Scale was adapted to measure condition effects. The Metacognitive Awareness Inventory was used to examine learners’ metacognitive knowledge and regulation. Results revealed that the group of learners who completed reading + writing tasks with the use of a digital dictionary demonstrated the best performance in acquiring receptive and productive vocabulary knowledge, followed by the reading + writing group, the reading + gap-fill group, and, finally, the reading only group. Multiple regression analysis supported the predictive effects of metacognitive regulation on task-based vocabulary learning. Structural equation modelling presented an overall profile of task-based vocabulary learning and metacognition. Based on the findings, we proposed a framework to understand the relationship between learners’ metacognition, task type, and L2 vocabulary learning.

scholarly journals Investigating the Relationship Between Vocabulary Knowledge and FL Speaking Performance

2019 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Thamer Alharthi
Keyword(s):  
Foreign Language ◽  
Test Scores ◽  
Vocabulary Learning ◽  
Empirical Studies ◽  
Relative Strength ◽  
Vocabulary Knowledge ◽  
Descriptive Statistics ◽  
Future Studies ◽  
The Relationship ◽  
Practical Implications

Research has highlighted the importance of vocabulary learning in order for L2 learners to cope with the linguistic demands of fundamental skills such as reading and listening. However, few empirical studies have investigated the relative strength of the association of a specific construct of vocabulary knowledge has on the skill of speaking. To understand more fully the practical implications of such a relationship, this paper presents empirical evidence gathered to explore a measure of productive vocabulary knowledge and the degree to which this measure correlates with and is able to predict speaking success. A cohort of 18 sophomore university learners of English as a foreign language (EFL) in Saudi Arabia (SA) completed the Productive Vocabulary Levels Test (PVLT), an oral interview and a speaking task. Test scores derived from PVLT were analyzed to produce a range of descriptive statistics, which underwent correlational analyses to determine the relationship between the measure of PVLT and speaking success. Analyses revealed a consistent pattern of declining scores from the highest to the least frequent word levels. A closer examination of the data showed that the participants’ success across the five-word levels of the PVLT showed better performance on the 2,000 and 3,000-word levels, in fact, the results indicated that only these word levels made a contribution to predicting speaking scores. Based on these findings, we draw implications for vocabulary teaching contexts and provide suggestions for future studies on vocabulary and speaking link.

scholarly journals Vocabulary learning strategies for Second or Foreign Language (SFL) Students of Missionary-run Colleges in Bangladesh

2021 ◽  
pp. 35-45
Author(s):  
Dr. Leonard Shankar Rozario
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Use ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Slow Process ◽  
Vocabulary Learning Strategies

One of the crucial challenges that learners face for processing second or foreign language (SFL) learning is learning vocabulary. Vocabulary is recognized as vital to language use in which insufficient vocabulary knowledge of the learners led to difficulties a SFL learning. Thus, in the case of learning the vocabulary in a SFL, students need to be educated with vocabulary learning strategies. Investigation for learning vocabulary and its connection to reading has become significant in the field of research in SFL acquisition. Since reading requires precise and spontaneous word recognition skills, learners need to be equipped with sufficient vocabulary knowledge to read fluently. Yet, for many SFL learners, reading is a 'suffocating slow process' (Anderson, 1991). One of the causes or often experienced by the students is that they don’t have enough vocabulary knowledge. As a result, they tend to surrender to understand the semantics of the text or skip reading the word, sentence and even the paragraph due to the unfamiliar words. These circumstances propose that some learners may not have enough skills to handle the unfamiliar words.

Effects of three forms of reading-based output activity on L2 vocabulary learning

2016 ◽  
Vol 21 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Foreign Language ◽  
Recognition Test ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Production Test ◽  
Narrative Texts ◽  
Significant Development ◽  
Efl Learners ◽  
Treatment Conditions ◽  
L2 Vocabulary

The current study investigated the effects of three forms of output activity on EFL learners’ recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the texts and incorporating target vocabulary in the summary; (2) generating several general comprehension questions out of reading texts and answering those questions while incorporating target vocabulary; and (3) making predictions about what is to occur in the texts and including target vocabulary in the prediction. The results of a cued response production test and a multiple choice recognition test indicated that the three treatment conditions resulted in significant development of vocabulary knowledge. Moreover, the results revealed that making predictions and questioning/answering were more effective than summarizing for promoting L2 words knowledge.

scholarly journals INTEGRATING QUIZLET INTO AVIATION ENGLISH COURSE

2021 ◽  
Vol 8 (18) ◽  
pp. 118-127
Author(s):  
Tetiana Fursenko ◽  
Bohdana Bystrova ◽  
Yurii Druz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mixed Method Research ◽  
Important Conclusion ◽  
Computer Based ◽  
Aviation English

The research aims to study and experimentally verify the effectiveness of the use of the Quizlet computer-based flashcard program for teaching future air traffic controllers (ATCs) profession-related vocabulary. In this research, we applied a mixed-method research design. The sample of the experiment participants was 57 first-year students majoring in “Aviation transport”. To evaluate the efficiency of Quizlet incorporation into aviation English learning, we used tests, speaking activities, observations, and questionnaires (the former two to assess passive and active vocabulary knowledge and the latter to evaluate the students` engagement and motivation). The empirical data proved Quizlet to be an effective vocabulary learning tool that positively influences students` proficiency in speaking skills and interest in learning aviation English. Based on the obtained findings, we claim vocabulary acquisition to be the basis for foreign language learners` general language proficiency contributing to the development of voice communication skills. An important conclusion is made on the need to include in aviation English courses the intentional vocabulary learning component implying explicit vocabulary teaching, which then should be complemented with speaking practice and incidental vocabulary acquisition techniques. The research findings can be implied in aviation English and foreign language teaching presenting an experimental verification of computer-based flashcard program efficiency in the language learning process.

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