Vocabulary learning in virtual environments: Learner autonomy and collaboration

Effect‐Driven Sample Sizes in Second Language Instructed Vocabulary Acquisition Research

“…This offers an advantage because single-site samples are only truly representative of the education location from which they come, with broader generalization being merely argumentative (see Morgan-Short et al, 2018;Vitta & Woollock, 2019). As highlighted previously, there are single-site studies in our sample that contain either reasonable yet nonsignificant effects (e.g., Tseng et al, 2020) or very large effects (e.g., Rassaei, 2020) from small samples in single settings. Replication of these studies incorporating larger samples that have been appropriately powered could be facilitated by col-laboration among researchers across institutions.…”

“…Caution should be exercised when interpreting results from such samples because they might be too small to detect small population effects, while observed large effects might not actually exist (Brysbaert, 2019). In a recent study, Tseng et al (2020) employed a mixed ANOVA design and observed a nonsignificant difference between paired (teacher-and individual-centered) and teacher-centered virtual environment experimental (treatment vs. comparison) groups' performance on the posttest (d = .49). With a subsample of 48 (two groups of 24), it is entirely possible that this effect is real within the population but the study was underpowered to detect the difference.…”

“…Assessment of between‐group comparison types is a potentially fruitful avenue of investigation within a research synthesis. When an experimental design utilizes a treatment, comparison, and control group, the control group predictably displays the least improvement in a posttest (e.g., Mizumoto & Takeuchi, 2009), while contrasts between the treatment and comparison groups are generally closer (e.g., Tseng, Liou, & Chu, 2020). Therefore, we should expect that contrasts involving these two groups will produce smaller effect sizes than contrasts between treatment and control groups.…”

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“…Students will have the opportunity to learn from mistakes by allowing for different sources of feedback and by being exposed to variety of activities, students acquire multiple skills and enlarge their knowledge through interacting with peers and with the teacher (Yasuda, 2017). Moreover, using LCE practices is found to enrich students' vocabulary and fosters their retention; also, through unlocking their learning potential, and relying on themselves, students acquire useful learning strategies (Tseng, Liou, & Chu, 2020). Besides, through LCE practices, students develop not only cognitive and intellectual abilities, but also they gradually become more proficient learners and produce high quality pieces of writing in terms of accuracy and coherence (Kafipour, Mahmoudi, & Khojasteh, 2018).…”

Multimedia-Based English Language Learning Interventions Programs For Elementary Grades

“…These reviewed programs based on intervention type are (1) Reading; Cognitive Skill (Keung & Ho, 2009), massive multiplayer online role-playing game (MMORPG) (Suh, Kimt, & Kim, 2010), Curriculum (Kasapo, 2010), Overlapping Waves Model (Lindberg et al, 2011), Scaffolding (Royanto, 2012), Discourse Skills (Yeung, Ho, Chan, Chung, & Wong, 2013), Technology (Jamshidifarsani, Garbaya, Lim, Blazevic, & James, 2018), e-book based detection system (P. Lin, Su, & Huang, 2018), two flashcard-based (Klingbeil, January, & Ardoin, 2019), Morphological awareness (Robertson & Deacon, 2019) and Nonsense Word Fluency (NWF) & Oral Reading Fluency (DORF) (Council, Gardner, Cartledge, & Alana, 2019). (2) Vocabulary; Reading Development (Verhoeven, Leeuwe, & Vermeer, 2011), PBL and non-PBL (L. fang Lin, 2015), Media Type (Silverman et al, 2018), autonomy and collaboration (Tseng, Liou, & Chu, 2019), and Games "PowPow (Andreani & Ying, 2019). 3Writing; massive multiplayer online role-playing game (Suh et al, 2010), Curriculum (Kasapo, 2010), Genre-based approach (Oliveira & Lan, 2014), and Situated Language learning (Hwang, Chen, Shadiev, Huang, & Chen, 2014).…”