Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis

Hao, Tao; Wang, Zhe; Ardasheva, Yuliya

doi:10.1080/19345747.2021.1917028

Cited by 39 publications

(26 citation statements)

References 55 publications

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“…With the growing appeal of MOOCs for delivering high-quality education for diverse populations and life-long learners around the world, there is an increasing need to prepare learners for dealing with the vocabulary demands of the video lectures. Among the various pedagogical interventions used for addressing vocabulary learning needs of foreign language learners, technology assisted vocabulary learning holds considerable potential ( Lin and Lin, 2019 ; Xodabande and Atai, 2020 ; Hao et al, 2021 ). Accordingly, incorporating various technologies to augment vocabulary knowledge development might be a practical strategy for dealing with vocabulary demands of MOOCs.…”

Section: Discussionmentioning

confidence: 99%

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study

2022

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Over the past years, Massive Open Online Courses (MOOCs) have emerged as new competitive advantages in the digital economy of higher education globally. Accordingly, an increasing number of individuals are attracted to these new learning environments for developing their knowledge and skills in a variety of subject areas. Despite these developments, research on linguistic features of MOOCs lectures as the main mediums for delivering the course contents remained limited. To address this gap, the present study analyzed a corpus of MOOCs lectures with around 4.45 million words to determine the size of vocabulary knowledge needed for 95 and 98% coverages. The findings revealed that sufficient coverage of the course contents requires knowledge of the 5,000 most frequent words in English. Nonetheless, achieving adequate coverage level requires a much larger vocabulary size of around 9,000 most frequent words in English. The study also found that widely used word lists for general and academic vocabulary (i.e., the GSL/AWL) fail to support MOOCs learners with sufficient vocabulary knowledge for adequate lexical coverage. Based on these findings, the study draws a number of implications for preparing non-native English speakers to use MOOCs effectively and setting research-informed vocabulary learning goals in instructional programs and materials.

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Section: Discussionmentioning

confidence: 99%

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study

2022

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“…Findings indicate that students' perceptions toward technology-supported SRL on their academic learning of writing vary, to some degree, by both internal and external factors ( Figure 9 ). The state-of-art technology innovations alone do not guarantee an effective learning process and outcome (Hao et al, 2021 ). Chew and Ng ( 2021 ) emphasized the importance of integrating the effects of students' personality and proficiency in their word contribution in online forums.…”

Section: Discussionmentioning

confidence: 99%

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Yang-xi

Zhao

2021

Front. Psychol.

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Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.

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“…Certainly, learning new words through implementing activities by means of web-based applications has a positive effect on students' vocabulary improvement across ages and contexts (Yang et al, 2021). One of the advantages of learning the target language vocabulary through different technological tools is related to the improvement of the learners' long-term retention of new words (Hao et al, 2021).…”

Section: Technology For Efl Vocabulary Learningmentioning

confidence: 99%

Using Digital Comics for Enhancing EFL Vocabulary Learning during the COVID-19 Pandemic

Castillo-Cuesta

Quinonez-Beltran

2022

IJLTER

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The aim of this quantitative study is to determine the impact of using digital comics to strengthen English as a Foreign Language (EFL) vocabulary knowledge during the COVID-19 pandemic. The approach was quasi-experimental with 262 public high school students from three of the four regions of Ecuador. The students’ ages ranged from 12 to 14 years and their proficiency level was A1 in accordance with the Common European Framework of Reference for Languages (CEFR). They were divided into control and experimental groups. The participants in both groups received explicit vocabulary instruction through workshops, but the experimental group had the opportunity to practise EFL vocabulary using digital comics while the control group used supplementary resources and the textbook established by the Ecuadorian Ministry of Education. The data were collected using pre-tests, post-tests, and a perception survey. Based on the statistical analysis, the results showed a significant improvement in vocabulary acquisition in the experimental group. This group also demonstrated a positive perception of the use of digital comics for enhancing EFL vocabulary knowledge because comics allowed students to create original digital stories and customise them according to their preferences. Further research might consider the use of comics for teaching specific linguistic skills in on-site learning environments.

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Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis

Cited by 39 publications

References 55 publications

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Using Digital Comics for Enhancing EFL Vocabulary Learning during the COVID-19 Pandemic

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