Informal acquisition of L2 English vocabulary

Niitemaa, Marja-Leena

doi:10.18261/issn.1891-943x-2020-02-02

Cited by 6 publications

(5 citation statements)

References 45 publications

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“…This study further revealed that the purpose of informal digital activities accounted for a greater proportion of the variance in receptive knowledge of low-frequency vocabulary compared to highfrequency vocabulary. The finding that the purpose of informal digital activities played a more critical role in the development of less frequently encountered words aligns with previous research indicating a stronger relationship between informal digital activities and low-frequency vocabulary knowledge (Nation, 2015;Niitemaa, 2020). The finding on the stronger association of informal digital activities with low-frequency vocabulary knowledge suggests the importance of informal digital English learning, especially in the Chinese context, where college English syllabus centers around the 5,000 high-frequency word families (Wang & Fan, 2011;Zhao & Ji, 2018).…”

Section: Relative Associations Of Purpose Of Informal Digital Activit...supporting

confidence: 89%

“…OILE has the potential to meet the cognitive and motivational conditions necessary for incidental vocabulary learning. This is because such experiences often involve interest-driven, self-selected digital activities that provide learners with access to a wide range of multimodal materials (Niitemaa, 2020). In effect, Webb and colleagues' (2023) meta-analysis revealed that incidental vocabulary learning does take place in meaning-focused input activities.…”

Section: Oile and Incidental Vocabulary Learningmentioning

confidence: 99%

“…In our model, we distinguished between high-frequency and low-frequency vocabulary knowledge, as informal digital activities contribute differently to vocabulary knowledge at different frequency levels (Nation, 2015;Niitemaa, 2020). A conceptual framework (Figure 1) was proposed based on the literature review.…”

Section: The Studymentioning

confidence: 99%

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Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Lai,

Wang

2024

ReCALL

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The research field of online informal English learning has revealed associations of various informal digital English activities and second language vocabulary development. However, most of these studies have regarded digital resources as uniform entities when investigating their potential for vocabulary development and have failed to consider learners’ idiosyncratic interaction with the resources driven by self-defined purposes of use. Informed by the uses and gratifications theory, this study explored how three purposes of extramural digital experience (entertainment, socialization and information) relate to vocabulary knowledge, based on the survey responses from 322 undergraduate Chinese EFL learners and their receptive vocabulary knowledge. PLS-SEM analysis uncovered differential associations of the three media use purposes with receptive vocabulary knowledge. The study also revealed that the associations between the purposes of informal digital activities and vocabulary knowledge differed depending on whether the vocabulary was high frequency or low frequency. Additionally, it was found that the strategic use of digital resources, in terms of cognitive attention to and processing of lexical information that are facilitative of vocabulary learning during and/or after the interaction, played a significant moderating role in the relationship between digital activities for information purposes and receptive knowledge of high-frequency vocabulary. The findings highlight the importance of considering media use purposes in future research and pedagogical practices.

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Section: Relative Associations Of Purpose Of Informal Digital Activit...supporting

confidence: 89%

Section: Oile and Incidental Vocabulary Learningmentioning

confidence: 99%

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Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Lai,

Wang

2024

ReCALL

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“…In relation to pedagogical implications, the findings demonstrate, firstly, that EFL learners need to be taught which properties different online dictionaries and translation tools provide and how they function. Although EFL learners encounter English in multiple digital environments in their free time, they mostly participate in activities which do not require consulting online dictionaries (Niitemaa, 2020). Thus, EFL students also need opportunities to practise using online reference sources in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Cohesion in Finnish EFL essays

Niitemaa

2022

EduLingua

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The study investigated cohesion in Finnish upper-secondary school EFL learners’ essays (N=46). Cohesive devices were digitally identified using TAACO 2.0.4, and robust correlations were run to examine how the devices related to human-rated holistic essay quality. The analyses found that the two most important predictors of writing quality were the use of modifying adverbs and adverbials as referential devices across paragraphs, and a wide array of connectives to organise the text. Further, the writing sessions were video-recorded to examine the role of consulting digital sources in cohesionbuilding. The recorded data suggested that consulting online dictionaries and informational pages assisted cohesion-building if the writer possessed adequate vocabulary knowledge and computer skills and knew how to exploit the sources efficiently. Pedagogically, the findings indicated that learners need more instruction and practice not only on writing cohesive texts but also on how to search for information and lexis effectively.

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“…However, some recent studies can cast some light on informal learning in today's schooling. For example, Brevik (2016) and Niitemaa (2020) revealed that young peoples' language learning (English) in informal learning outside school contexts seemed to have a certain impact on school achievement in English. Krumsvik et al (2021) found that informal learning in English in leisure time can be one of the main factors for the significantly positive results for boys in fifth grade in English (national tests).…”

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confidence: 99%

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Krumsvik¹

2021

NJDL

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Several longitudinal studies show that "the best predictor of health, wealth, and happiness in later life is not school achievement, but the number of years in schooling" (Hattie 2012, pp. 229-230). And we have known for many decades that there is a clear connection between mastery experiences and school motivation, and that this might also affect the length of schooling and school achievement. At the same time, it has been seen that it is school achievement that dominates in the public discourse, and this is most often associated with school grades in the subjects (especially in theoretical subjects). But this is a somewhat simplified and narrow understanding. School achievement actually means achievement in all school subjects, and grades only form part of the concept. This is most clearly seen at primary school level (1st-5th grade) and the intermediate level (5th-7th grade), where no grades are given at all. In fact, grades are only given for three of the ten years of compulsory school in Norway (lower secondary school). So, our general perception of school achievement is important to shed light on what school's societal mandate is, and how we can understand this in light of schooling.This brings us towards students not only learning in terms of school achievement for further education and for working life, but also in terms of life in general. In this pedagogical perspective, our semantic understanding of school achievement is important, as it must be balanced against the school having both an utdanningsoppdrag (educational assignment) and a danningsoppdrag (Bildung assignment) (Kunnskapsdepartementet (KD) 2020). It is stated intentionally that "By using varied learning arenas, school can provide students with practical and lifelong experiences that promote motivation and insights" (KD 2020, p. 16). This includes both formal and informal learning contexts, but it is easier said than done to incorporate both in teaching, adapted education and inclusion, in assessment forms, in everyday practices, and so on. One of the reasons for that is that, for example, the concept of inclusion is strongly anchored to schools' physical context, and very limited in informal learning arenas (homes, etc.) (Øen & Krumsvik 2021). The corona pandemic has shown us that this needs to be reconsidered in light of home schooling and digital teaching, which have created a situation where the main school context for teaching has actually been the home. This might raise attention to the valuing of informal learning. Sefton-Green (2013) and Lewin and Charania (2018) point out that building bridges between formal and informal learning arenas is something that digitalization has potential for, and such informal learning can be defined as "any activity involving the pursuit of understanding, knowledge or skill which occurs outside the curricula of educational insti-

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Informal acquisition of L2 English vocabulary

Cited by 6 publications

References 45 publications

Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Cohesion in Finnish EFL essays

Editorial

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