Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

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.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

scholarly journals Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985323
Author(s):  
Preeti G. Samudra ◽  
Rachel M. Flynn ◽  
Kevin M. Wong
Keyword(s):  
Young Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Educational Media ◽  
Children’S Learning ◽  
Children's Learning

Coviewing media is a practice commonly recommended to parents of young children. However, little is known about how coviewing might scaffold the vocabulary learning of low-income preschoolers. The present study focused on how coviewing educational media influences children’s learning of two different vocabulary associations—auditory-only and audiovisual vocabulary associations. We additionally studied whether children with weaker baseline vocabularies might particularly benefit from coviewing. One hundred twenty-eight low-income preschoolers viewed five educational media clips either with an adult coviewer or alone. Audiovisual and auditory vocabulary associations were then assessed. Results show that coviewing did not support vocabulary learning overall but did specifically support the development of auditory-only vocabulary associations for children with weaker baseline vocabularies. This suggests that coviewing may not provide a ubiquitous benefit but rather predicts learning in the mode of coviewer input (auditory) specifically for the children who need additional supports the most.

scholarly journals When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

2018 ◽  
Vol 8 (4) ◽  
pp. 169 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Dan Reynolds ◽  
Tess Lantos ◽  
Sara Gould ◽  
...  
Keyword(s):  
Complex Problem ◽  
Vocabulary Knowledge ◽  
Research Assessment ◽  
Word Knowledge ◽  
Problem Space ◽  
Confirmatory Factor ◽  
History Of ◽  
Standardized Measure ◽  
Theory Research ◽  
Vocabulary Assessment

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed.

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.

scholarly journals Secondary School Students’ Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning

2018 ◽  
Vol 9 (5) ◽  
pp. 895 ◽  
Author(s):  
Cathrine Norberg ◽  
Anna Vikström ◽  
Emma Palola Kirby
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Word Knowledge ◽  
Learning Context ◽  
School Students ◽  
New Words ◽  
How People Learn

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.

Woordleerstrategieen Van Leerlingen In De Onderbouw Van Het Voortgezet Onderwijs

2007 ◽  
Vol 77 ◽  
pp. 21-31
Author(s):  
Carla Driessen
Keyword(s):  
Secondary Education ◽  
Learning Strategies ◽  
Help Seeking ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Word Knowledge ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Word Forms ◽  
On Line

To gain more insight into intentional vocabulary learning by students at secondary education three research questions wTere addressed: 1) According to students in the lower grades of secondary education, w7hat are good strategies for intentional vocabulary learning? 2) What vocabulary learning strategies do these students actually use? 3) How effective are the vocabulary learning strategies used? The research sfunved that the students value and demonstrate a variety of cognitive and meta-cognitive vocabulary learning strategies pertaining to 'non-elaboration of words', 'elaboration of words', 'planning', 'evaluation and self-regulation', and 'help seeking'. Differences were found between the students, but on the whole the quality of word knowledge is not optimal. Based on the research findings, several recommendations were formulated such as the exchange of learning strategies between students, the use of an on-line vocabulary learning programme with special attention to word forms, and the organisation of learning experiences in which students draw pictures of new words and invent ludicrous, bizarre or emotionally significant sentences for the words in order to promote vocabulary acquisition.

HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?

2015 ◽  
Vol 37 (4) ◽  
pp. 651-675 ◽  
Author(s):  
Stuart Webb ◽  
Anna C.-S. Chang
Keyword(s):  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Extensive Reading ◽  
Low Level ◽  
Graded Readers ◽  
High Level ◽  
Relative Gains ◽  
Level Group

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of graded readers and were tested on three occasions. The results showed that the relative gains from pretest to immediate posttest were 63.18%, 44.64%, and 28.12% for the high-, intermediate-, and low-level groups, respectively. There was little decay in knowledge on the Term 1 three-month delayed posttest; relative gains ranged from 21.05% for the low-level group to 59.01% for the high-level group. The learning gains in Term 2 were consistent with those from Term 1. The results indicate that prior vocabulary knowledge may have a large impact on the amount of vocabulary learning made through extensive reading.

scholarly journals Investigating the Effects of Learning Tasks on Vocabulary Knowledge

2021 ◽  
Author(s):  
◽  
Stuart Alexander Webb
Keyword(s):  
High Frequency ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Explicit Learning ◽  
Partial Knowledge ◽  
Learning Tasks ◽  
Different Types ◽  
Unknown Words

<p>This thesis looks at whether different kinds of vocabulary learning tasks result in different types of word knowledge. In almost every study that has investigated the effects of tasks on vocabulary learning; the only aspect of word knowledge that was tested was meaning and form. Since researchers agree that knowing a word involves much more than knowing its meaning and form, prior research may have measured partial knowledge of only one of several aspects of knowledge. In order to determine the effects of vocabulary learning tasks, several aspects of knowledge should be tested. The experiments in this thesis investigated how vocabulary learning tasks affect both receptive and productive knowledge of five aspects of word knowledge: orthography, association, syntax, meaning and form, and grammatical functions. In the first of six experiments, the effects of incidental learning from reading and explicit learning from word pairs on word knowledge were compared. The results indicated that gains in knowledge tend to increase as the number of repetitions increases; however, partial gains from an informative context may be reduced or eliminated if followed by a less informative context. The results also showed that learning from word pairs contributed to surprisingly greater gains in all of the aspects. In the second experiment, two tasks (learning from glossed sentences, and learning from word pairs) were compared to determine the effects of context and synonymy on vocabulary knowledge. It was found that the subjects gained greater knowledge of unknown words that had high frequency synonyms than for those with less frequent synonyms. The results also indicated that a single context may have little effect on acquisition. In the third, fourth and fifth experiments, the effects of receptive and productive learning tasks on vocabulary knowledge were examined. The results indicated that productive learning from word pairs may be more effective at developing productive knowledge while receptive learning from word pairs may be more effective at increasing receptive knowledge. The sixth experiment investigated the effects of receptive and productive learning from word pairs on communication. It was found that the receptive task may be superior in improving comprehension, and the productive task may be better suited to facilitating writing. Taken as a whole, this thesis indicates that measuring multiple aspects of vocabulary knowledge both receptively and productively may provide a much more accurate assessment of the relative efficacy of vocabulary learning tasks. Moreover, it suggests that different tasks may have a different effect on vocabulary knowledge.</p>

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