Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44610

The effects of concordance-based electronic glosses on L2 vocabulary learning

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Title:The effects of concordance-based electronic glosses on L2 vocabulary learning
Authors:Lee, Hansol
Warschauer, Mark
Lee, Jang Ho
Keywords:Corpus
Literacy
Multimodal Texts
Reading
Vocabulary
Date Issued:01 Jun 2017
Publisher:University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation:Lee, H., Warschauer, M., & Lee, J. H. (2017). The effects of concordance-based electronic glosses on L2 vocabulary learning. Language Learning & Technology, 21(2), 32–51. https://dx.doi.org/10125/44610
Abstract:The present study investigates the effects of two different vocabulary learning conditions in digital reading environments equipped with electronic textual glossing. The first condition presents the concordance lines of a target lexical item, thereby making learners infer its meaning by reading the referenced sentences. The second condition additionally offers the definition of a target lexical item after learners consult the concordance lines, thus enabling learners to confirm their meaning inference. A total of 138 English as a Foreign Language students completed a meaning-recall vocabulary pre-test, and three different reading tasks, which were followed by meaning-recall vocabulary post-tests in a repeated measures design with a control condition. Overall, the findings showed that the second condition resulted in higher vocabulary gains than both the first condition andthe control condition. Yet, a closer look at the interactions of (a) the participants’ clicking behaviors, (b) the difficulty of selected concordance lines, (c) the surrounding contexts around target lexical items, and (d) the participants’ prior knowledge of the target lexical items showed that each target lexical item may require different treatments for it to be recalled most efficiently and effectively. Through this investigation, the present study suggests that glossary information, such as concordance lines, may involve more complex and unexpected learner interactions.
URI:http://hdl.handle.net/10125/44610
ISSN:1094-3501
1094-3501
Journal:Language Learning & Technology
Volume:21
Issue/Number:2
Appears in Collections: Volume 21 Number 2, June 2017


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