Online Approaches to Learning Vocabulary

Abstract

Examples of learning vocabulary through the computer are appearing with increasing regularity in the recent CALL literature. Much of this learning, however, tends to be teacher-centred in that learners often rely on teachers to select the vocabulary items that they are to study. In the current study, pre-intermediate learners of English studying at a university in Japan were divided into two groups: a teacher-centred (TC) group where the learners were provided with online vocabulary learning activities composed of items selected by the teacher and a learner-centred (LC) group where the learners were required to compile their own vocabulary lists which were then entered by the learners themselves into a specially designed online system that would then create the vocabulary learning activities from these items. Data were collected in the form of pre- and post-testing of vocabulary items that appeared in the teaching materials and through questionnaires regarding their perceptions of the system.

Learner Autonomy and Vocabulary Development for Female Learners of English as a Foreign Language: Teachers’ Perspectives

“…They stressed the importance of providing the students with basic knowledge through a series of long lectures. Their assumptions are not inconsistent with Du's (2013) Shams's (2013), and Stockwell's (2011) arguments that a significant motive of inadequate vocabulary learning is related to a teacher-dominant classroom, in which student-as-passive listener and an absence of students' self-exportation and self-decision making exist regarding vocabulary learning. It appears that, while Drs.…”

EFL Teacher's and Learners' Perspectives Towards ATODJ

“…The other reason ATODJ seemed to be helpful was that, as Lazaraton (2001) pointed out, ATODJ is a fluency activity. And as Nation (2005) expounded, fluency activities help learners review and repeat previously learned material (See also Marefat & Moladoust, 2011;Stockwell, 2011). Nation (2005, last para) argued that a need for more learner-centered approaches that help both the retention and usage of vocabulary in a progressive fashion (going beyond rote memorization) is really needed in Asian contexts.…”

“…Despite a general lack of research into the use of CMC in language learning, however, it is worthwhile to mention that various studies do address this topic (e.g. Butler-Pascoe, 2011;Darhower, 2002;Egbert, Akasha, Huff, & Lee, 2011;Garrett, 2009;Herring, 2010;Lee, 2009;Li, 2013;Perez, 2003;Peterson, 2009;Recuero, 2007;Spitzberg, 2006;Stockwell, 2011).…”

Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students

“…The freedom of content, time, and place that VLEs offer (Stockwell, 2011) may, in particular, be misinterpreted by Chinese students who are accustomed to highly structured, teacher-directed study from high school experiences such as those described in the previous section. It seems likely that such students will need considerable guidance on how to study autonomously using the VLE, with active monitoring of student usage (the importance of which is highlighted by Reinders, 2007) and facilitation of reflection and self-evaluation (the importance of which is noted by Schwienhorst, 2003).…”