Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition

Arabiana, Elaiza Flor S.; Malifer, Dayvin Adrian Ember A.; Betonio, Helen Ranoco

doi:10.12928/eltej.v3i2.2461

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…One high‐quality study (Appendix I) by Arabiana et al (2020), explored the use of close‐captioned cartoons, and the effects on four literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill, and comprehension. This was conducted with six grade 2 students in a public school in the Philippines.…”

Section: Discussion: Types Of Educational Technologymentioning

confidence: 99%

Educational technology for reading instruction in developing countries: A systematic literature review

Norman

2023

Review of Education

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Despite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

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Section: Discussion: Types Of Educational Technologymentioning

confidence: 99%

Educational technology for reading instruction in developing countries: A systematic literature review

Norman

2023

Review of Education

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“…This finding suggests a research gap: although the ILH has existed for more than 20 years, its application to children’s L2 vocabulary acquisition has been virtually nil due to the low number of studies found (i.e., k = 5) and the low WoE value of these five studies. For example, in Arabiana et al [ 31 ], the following problems emerged: the task description was not clear enough to calculate the IL; the researchers did not report how the vocabulary acquisition was measured and scored; the researchers did not mention the duration of the intervention; and the researchers did not mention where the research was conducted (for example, in a classroom, online, or at the student’s home).…”

Section: Discussionmentioning

confidence: 99%

Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review

Liu¹,

Reynolds

2022

Behavioral Sciences

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The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing a word, its application in different target populations, the effective vocabulary learning task types designed based on the ILH, and the occurrence rate of the ILH components in vocabulary learning tasks. We searched IEEE, ERIC, WOS, Scopus, and ProQuest databases for empirical studies published between 2001 and 2021, using a vocabulary-focused keyword string combined with an ILH-focused keyword string. A total of 78 studies were selected using a set of inclusion and exclusion criteria. The content analysis of these studies showed that researchers have used the ILH to investigate the acquisition of six aspects of knowing a word. Four types of tasks (i.e., fill-in-the-blanks, reading, composition writing, and meaning-inferring) provided more positive evidence for the validation of the ILH. The search component was least present in the vocabulary learning tasks. Researchers have supported the use of the ILH to predict the vocabulary learning potential of tasks completed mainly by adult learners. This systematic review provides direction for future reviews and empirical studies in L2 vocabulary teaching and learning framed by the ILH.

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A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

Liu,

Reynolds

2024

International Review of Applied Linguistics in Language Teaching

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For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.

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Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition

Cited by 3 publications

References 13 publications

Educational technology for reading instruction in developing countries: A systematic literature review

Educational technology for reading instruction in developing countries: A systematic literature review

Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review

A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

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