scholarly journals An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning

2021 ◽  
Vol 13 (2) ◽  
pp. 102-113
Author(s):  
Ali Jahangard
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Intentional Learning ◽  
Gap Filling ◽  
New Words ◽  
Task Groups ◽  
Proficiency Level ◽  
Word Retention ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning.   Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.

FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS

2018 ◽  
Vol 6 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Mariko Matsubara ◽  
Haruyo Yoshida
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Year ◽  
New Words ◽  
Effective Pedagogy ◽  
Vocabulary Building ◽  
Effective Use ◽  
Reading Activities

Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class. Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform. Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning. Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms. Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.

Second Language Reading in Hypertext Environments

2011 ◽  
pp. 48-63
Author(s):  
Robert Ariew ◽  
Gulcan Erçetin ◽  
Susan Cooledge
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Learning Environments ◽  
Vocabulary Learning ◽  
Second Language Reading ◽  
Learning Theories ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Learners

This chapter introduces second language reading in hypertext/hypermedia environments. It discusses the development of a template to annotate reading texts with multiple types of media such as text, sound, graphics, and video so as to aid reading comprehension for L2 readers. The chapter also reports on a series of studies conducted using the template in a variety of L2 learning environments in order to explore L2 learners’ reading behavior and the effects of multimedia annotations on L2 reading and vocabulary learning. The chapter synthesizes the results according to multimedia learning theories and discusses the role of proficiency level and prior knowledge in relation to L2 learners’ reading comprehension in hypertext environments.

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

scholarly journals INVOLVEMENT LOAD HYPOTHESIS PLUS

2021 ◽  
pp. 1-30
Author(s):  
Akifumi Yanagisawa ◽  
Stuart Webb
Keyword(s):  
Vocabulary Learning ◽  
Meta Analysis ◽  
Relative Effectiveness ◽  
Learning Gains ◽  
Model Selection Approach ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Involvement Load ◽  
Effectiveness Index ◽  
Involvement Load Hypothesis

Abstract The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following previous findings, we investigated whether the prediction of the ILH improved by (a) examining the influence of each level of individual ILH components (need, search, and evaluation), (b) adopting optimal operationalization of the ILH components and test format grouping, and (c) including other empirically motivated variables. Results showed that the resulting models explained a greater variance in learning gains. Based on the models, we created incidental vocabulary learning formulas. Using these formulas, one can calculate the effectiveness index of activities to predict their relative effectiveness more accurately on incidental vocabulary learning.

scholarly journals Evaluating the Reading Section of English National Standardized School Exams (USBN): (A Field Study in SMK NU Ungaran)

2019 ◽  
Vol 14 (1) ◽  
pp. 67-76
Author(s):  
Rizky Mega Susanti
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Educational Institution ◽  
Gap Filling ◽  
Comprehension Skill ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Listening And Speaking ◽  
Reading Comprehension Skills

With regard to the role of English in Indonesia that is mainly used for academic purpose, it is important to sharpen the two skills, reading and writing, more than the other two skills, listening and speaking. Based on that fact, this study focuses on reading skills, especially in reading comprehension skills. Reading comprehension skill is closely related to literacy levels that nowadays considered important by educational institution. The data was taken from reading comprehension questions in English USBN question sheet and the students’ answer sheets. The participants are students of XII grade of SMK NU Ungaran that are randomly chosen. The result of this study showed that Out of 50 students, 59% of them are best cope with editing task, followed by 56% in dealing with reading comprehension task, 50% of gap-filling task, 48% with short answer task and the least is 22% in vocabulary task. This meant that the proficiency level of reading comprehension of students in XII grade SMK NU Ungaran still needs to elevate. They were still lack in term of vocabulary and understanding the ideas implicitly delivered in the text.

scholarly journals Using Authentic Materials and Vocabulary Profiler to Enhance Vocabulary Learning

2018 ◽  
Vol 2 (01) ◽  
pp. 1-13
Author(s):  
Patrisius Djiwandono
Keyword(s):  
Positive Attitude ◽  
Vocabulary Learning ◽  
Intentional Learning ◽  
Class Session ◽  
Authentic Materials ◽  
Efl Learners ◽  
New Words ◽  
Teaching Technique ◽  
Post Test

The paper reports a research about the effect of authentic materials and the use of vocabulary profiler on some EFL learners’ master of vocabulary. An intact class of 21 students was taught Vocabulary lesson, which amounted to 100 minutes of class session every week. In addition to this regular intentional learning, they were instructed to read authentic materials and utilize a vocabulary profiler to obtain a vocabulary profile of the materials. They were taught how to interpret the result of the profiling. Next, they were asked to show their texts on a blog so as to allow their classmates to learn new words from the texts. Questionnaires were used to elicit their opinions on this teaching technique. At the end of the semester a post-test was administered to determine the gains in their vocabulary mastery. While there was an apparent gain in their command of 5000-level English words, they did not make a similarly encouraging achievement in the new words from the texts. An explanation that accounts for the finding was offered. Meanwhile, the answers from the questionnaires seemed to reflect their positive attitude toward the use of authentic materials in this fashion.

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