Computer-Mediated Vocabulary Learning: Using Dynamic and Nondynamic Glosses for Acquiring L2 Vocational Vocabularies in ESP Classes

International Journal of Foreign Language Teaching and Research

دوره 10، شماره 42، دی 2022، صفحه 159-172   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2022.692535

نویسندگان

Mohammad Azizi؛ Ehsan Hadipourfard^* ؛ Mohammad Bavali

Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran

چکیده

This study focused on the effects dynamic form of text-based vocational vocabulary glosses: Dynamic glosses are a series of incremental mediations intended to support students in identifying correct word definitions. After running a pre-test (TOFEL ibt), 34 ESP learners in medical university were chosen to participate in the study, 17 students randomly assigned to the treatment group and 17 randomly assigned to the control group. Participants in treatment and control conditions received three short ESP texts with many vocational vocabularies using the computers in the language lab and the Adobe Connect application. As the participants in the dynamic gloss condition faced unknown vocational vocabulary items in the passages, the teacher provided the learners with a set of mediations from the most implicit to the most explicit prompts, and the learners tried to identify the correct meaning of the word. In the non-dynamic gloss condition, the learners were given the L1 definition for the target words. The post-test results indicated that the treatment group meaningfully outperformed the control group.
 
 

کلیدواژه‌ها

Dynamic glosses؛ Non-dynamic glosses؛ Textual gloss؛ Vocational vocabulary

مراجع

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21, 199–226.

Adan–Dirks, R. (2012). Assessing vocabulary development. In B. van Oers (Ed.), Developmental education for young children (pp. 87–104). Dordrecht, the Netherlands: Springer.

Al Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202-232.

Al Seghayer, K. (2003). Technological and pedagogical considerations for a more effective electronic glossary. The Reading Matrix, 3(1).

Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.

Alemi, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile assisted language learning. International Education Studies, 5, 99–109.

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465–483.

Al–Jarf, R. (2012). Mobile technology and student autonomy in oral skill acquisition. In J. Díaz–Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning innovation and leadership in English language teaching (pp. 105–130). Bingley, UK: Emerald Group.

Al–Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5, 202–232.

Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42, 576–598.

Brinton, D. M. (2001). The use of media in language teaching. Teaching English as a second or foreign language, 3.

Burton, V. J., & Watkins, R. V. (2007). Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary. Journal of Communication Disorders, 40, 335–356.

Camilleri, B., & Botting, N. (2013). Beyond static assessment of children’s receptive vocabulary: The dynamic assessment of word learning (DAWL). International Journal of Language & Communication Disorders, 48, 565–581.

Canfield, J., & Hansen, M. V. (1993). Chicken soup for the soul: 101 stories to open the heart and rekindle the spirit. Deerfield Beach, FL: Health Communications.

Chang, C. K., & Hsu, C. K. (2011). A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24, 155–180.

Chen, I.-J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: effects of assessment methods. Computer Assisted Language Learning, 29(2), 413-426.

Chinnery, G. M. (2006). Emerging technologies. Going to the mall: Mobile-assisted language learning. Language Learning & Technology, 10, 9–16.

Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80, 183–198.

Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17, 303– 322.

Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. Modern Language Journal, 100, 813–829.

Davin, K. J., & Donato, R. (2013). Student collaboration and teacher-directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46, 5–22.

Derakhshan, A., & Kaivanpanah, S. (2011). The impact of text messaging on EFL freshmen’s vocabulary learning. EUROCALL, 39, 47–56.

Eckerth, J., & Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Language Teaching Research, 16, 227–252.

Fitzpatrick, T., & Clenton, J. (2017). Making sense of learner performance on tests of productive vocabulary knowledge. TESOL Quarterly, 51, 844– 867.

Grabe, W., & Stoller, F. (2002). The nature of reading abilities. In W. Grabe & F. Stoller (Eds.), Teaching and researching reading (pp. 9–39). London: Pearson.

Heift, T. (2002). Learner control and error correction in ICALL: Browsers, peekers, and adamants. CALICO Journal, 19, 295–313.

Heift, T. (2003). Multiple learner errors and meaningful feedback: A challenge for ICALL systems. CALICO Journal, 20, 533–548.

Herazo, J. D., Davin, K. J., & Sagre, A. (2019). L2 dynamic assessment: An activity theory perspective. Modern Language Journal, 103, 443–458.

Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28, 699–720.

Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181–193.

Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal, and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258–286). Cambridge: Cambridge University Press.

Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539– 558.

Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. Modern Language Journal, 80, 327– 339.

Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12, 365–386.

Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23, 361–375.

Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Journal of educational technology & society, 11(3), 114-126.

Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58, 285–325.

Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100–140.

Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46, 56–79. Koyama, T., & Takeuchi, O. (2007). Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries. CALICO Journal, 25, 110–125.

Kost, C. R., Foss, P., & Lenzini Jr, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89-97.

Kukulska–Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21, 157–165. Kukulska–Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2, 52–65.

Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11, 130–151.

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1, 49–72.

Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15, 11–33.

Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. London: Routledge.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement, Applied Linguistics, 22, 1–26.

Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28, 89–108.

Lidz, C. S., & B. Gindis. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24, 515–525.

Mayer, R. E., & Fiorella, L. (2014). 12 principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In The Cambridge handbook of multimedia learning (Vol. 279): Cambridge University Press.

Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters.

Moreno, R., & Mayer, R. E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117.

Moreno, R., & Mayer, R. E. (2000b). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), 724.

Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32, 469–479.

Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14, 397–419.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, I. S. P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle.

Nguyen, C. D., & Boers, F. (2019). The effect of content retelling on vocabulary uptake from a TED talk.

Nirmalakhandan, N. (2007). Computerized adaptive tutorials to improve and assess problem-solving skills. Computers & Education, 49, 1321–1329.

Peña, E., Iglesias, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of SpeechLanguage Pathology, 10, 138–154.

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221–243.

Plonsky, L., & Ziegler, N. (2016). The CALL–SLA interface: Insights from a second-order synthesis. Language Learning & Technology, 20, 17–37.

Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. New York: Springer.

Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43, 471–491.

Poehner, M. E. (2018). Probing and provoking L2 development. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development. New York: Taylor & Francis.

Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky’s teaching assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17, 312–330.

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (CDA). Language Teaching Research, 17, 323– 342.

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (CDA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32, 337–357.

Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity? Language Learning, 57, 155–199.

Ramezanali, N. (2017). Short and long-term vocabulary learning and retention through multimedia glossing: A mixed methods research. The University of Western Ontario.

Ramezanali, N., Uchihara, T., & Faez, F. (2021). Efficacy of Multi-modal Glossing on Second Language Vocabulary Learning: A Meta-analysis. TESOL Quarterly, 55(1), 105-133. DOI:https://doi.org/10.1002/tesq.579.

Rassaei, E. (2014). Scaffolded feedback, recasts, and L2 development: A sociocultural perspective. Modern Language Journal, 98, 417–431.

Rassaei, E. (2017). Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research, 21, 76–95.

Rassaei, E. (2018). Computer-mediated textual and audio glosses, perceptual style, and L2 vocabulary learning. Language Teaching Research, 22, 657–675.

Schramm, K. (2008). Reading and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 231–243). Cambridge: Cambridge University Press.

Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation, and academic writing development. Assessing Writing, 17, 55–70.

Sun, C. H. (2017). The value of picture-book reading-based collaborative output activities for vocabulary retention. Language Teaching Research, 21, 96– 117.

Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14, 50–73.

Teo, A. (2012). Promoting EFL students’ inferential reading skills through computerized dynamic assessment. Language Learning & Technology, 16, 10–20. TESOL Quarterly, 53, 5–29.

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21, 217–228.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30, 173–182.

Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13, 48–67.

Yeh, Y., & Wang, C. W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21, 131–144.

Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10, 85–101.

Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing, and composition writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21, 54–75.