Bibliografía fecha | 2023

Detalles Cerrar ✕

Tipo: artículo

Resumen:

This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional vocabulary learning activities and additional captioned television (TV) viewing. In the course of one academic year, two groups of grade 10 EFL learners (N = 64) were introduced to new TWs each week through language-focused exercises. The experimental group (n = 33) was additionally exposed to a captioned TV series where these TWs appeared. To measure lexical growth, all students took pre- and post-tests evaluating both TW form and meaning recall. Vocabulary retention was measured with an eight-month delayed post-test. Results revealed that vocabulary was mainly learned intentionally, but that additional viewing of the captioned TV series...

The effects of task-induced involvement load and gloss languages on incidental L2 vocabulary learning

Parichard Phadungsilp, Sarut Supasiraprapa (2023)

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo aprendizaje incidental del vocabulario

Resumen:

The current study investigated the interaction between task-induced involvement load and the languages used in vocabulary glosses on incidental second language (L2) word learning in low proficiency learners of English as a foreign language (EFL). Using computer-based tasks, the study also probed whether a task with a higher level of involvement load promoted a greater learner engagement with unfamiliar words, as measured by their hypertext gloss lookup frequencies. A total of 160 Thai EFL learners were equally divided into five task conditions based on the relative level of involvement load (low, high) and type of target word gloss (no glosses, L1 glosses, L2 glosses). The findings suggest that a task with a higher level of involvement load and first language (L1) glosses is most conducive to L2 word learning and that gloss language...

Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence

Zhongling Pi, Caixia Liu, Luchun Wang (2023)

Detalles Cerrar ✕

Tipo: artículo

Resumen:

Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed...

Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains

Duy Van Vu, Ann-Sophie Noreillie, Elke Peters (2023)

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo aprendizaje incidental del vocabulario

Resumen:

Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To fill those research gaps, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese English as a foreign language (EFL) learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two...

Blended Learning en el aprendizaje de idiomas: Una revisión de la literatura académica

Roberto Martínez Hernández (2023)

Estudios y Perspectivas

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo blended learning

Resumen:

El presente estudio se enfoca en la estrategia metodológica de Blended Learning (B-learning) aplicada al aprendizaje de idiomas. Esta modalidad combina elementos presenciales y virtuales, incorporando tanto encuentros sincrónicos como asíncronos, aprovechando las Tecnologías de la Información y Comunicación (TIC). El objetivo del estudio fue evaluar el impacto de esta estrategia en el aprendizaje de idiomas. Se utilizó un enfoque cualitativo con un paradigma interpretativo, un diseño documental y alcance explicativo. La revisión de la literatura se centró en artículos de revistas indexadas en Latindex, SciElo, Ebsco, Scopus y Web of Science relacionados con el tema. Los resultados destacan que el B-learning se presenta como una solución a ciertos desafíos encontrados en la educación presencial. En conclusión, la adquisición de...

Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field

Xiaojing Weng, Thomas K.F. Chiu (2023)

Computers & Education: Artificial Intelligence

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo inteligencia artificial

Resumen:

Texto completo en HTML
Texto completo en PDF

Research on Artificial Intelligence (AI) in language education becomes more popular. This revolutionary technology is regarded as a promising tool to assist language learning environments by empowering automatic feedback, intelligent tutoring, and personalization. While designing Intelligent Computer Assisted Language Learning (ICALL) environments, educators have followed the First Principles of Instruction (FPI), including problem-centered, activation, demonstration, application, and integration. These instructional design principles...

How effective is second language incidental vocabulary learning? A meta-analysis

Stuart Webb, Takumi Uchihara, Akifumi Yanagisawa (2023)

Language Teaching

Detalles Cerrar ✕

Tipo: artículo

Resumen:

Texto completo

There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects...

Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?

Berit Aronsson (2023)

Texto completo (PDF)
Texto completo (HTML)

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo enfoque por tareas

Resumen:

The present study investigates language learners’ perceptions of what types of language learning activities they carry out in the Spanish second language (L2) classroom and what activities are the most common ones. A further aim is to investigate how the activities align with a model based on task-based language teaching. The group studied are Swedish learners of Spanish as L2 in a Swedish setting, where out of class exposure to first language (L1) Spanish is generally limited. The activities carried out in class are therefore expected to have a high impact on learners’ L2 acquisition in Spanish. The participants were tested after...

Heritage language learners? written texts across pair types and interaction mode

Julio Torres (2023)

Detalles Cerrar ✕

Tipo: artículo

Temas: artículo hablantes de herencia

Resumen:

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage?heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his...

Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation

Shelly Xueting Ye, Jia Shi (2023)

Detalles Cerrar ✕

Tipo: artículo

Resumen:

Few mobile-assisted vocabulary learning approaches fully correspond to the authenticity principle of the situated learning theory (SLT). A novel practice of changing the smartphone system language to second language (L2), which intends to better implement SLT in a real smartphone context, is the focus of this study. To explore the potential of using this under-researched approach to facilitate L2 vocabulary learning, a mixed-method design was adopted to investigate its impact on vocabulary acquisition, global language learning motivation, and vocabulary learning motivation. Participants? pre- and post-test scores on the vocabulary knowledge test and motivation questionnaires were compared between the experimental and control groups. Interviews were also conducted to understand learners? perceptions of this novel approach. Both...