| تعداد نشریات | 24 |
| تعداد شمارهها | 859 |
| تعداد مقالات | 7,646 |
| تعداد مشاهده مقاله | 13,578,490 |
| تعداد دریافت فایل اصل مقاله | 11,684,908 |
The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 37، شماره 3، دی 2018، صفحه 211-238 اصل مقاله (692.82 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.32248.2637 | ||
| نویسندگان | ||
| Abbas Ali Zarei* 1؛ Maryam Asadi Amani2 | ||
| 1Member of academic staff | ||
| 2Islamic Azad University, Qazvin | ||
| چکیده | ||
| The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools. | ||
| کلیدواژهها | ||
| Online game؛ online media؛ online word reference؛ vocabulary instruction؛ Reading comprehension | ||
| مراجع | ||
|
Akdogan, E. (2017). Developing vocabulary in game activities and game materials. Journal of Teaching and Education, 7(1), 31–66.
AlKahtani, S. (1999). Teaching ESL Reading Using Computers. The Internet TESL Journal, 11, 23-31
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning and Technology, 5(1), 202-232.
Amirian, M. R. & Heshmatifar, Z. (2013). A survey on vocabulary learning strategies: A case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636-641.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review 50, 507-532.
Bavi, F. (2018). The effect of using fun activities on learning vocabulary at the elementary level. Journal of Language Teaching and Research, 9 (3), 629-639.
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509-533.
Case, C., & D. Truscott (1999). The lure of bells and whistles; choosing the best software to support reading instruction reading and writing quarterly. Overcoming learning difficulties. Language Learning, 18, 15-19.
Celce- Murcia, M., Brinton, D. M., & Ann, S. M. (Eds.). (2014). Teaching English as a Second or Foreign Language. National Geographic Learning: Boston.
Chon, Y.V. (2008). The electronic dictionary for writing: a solution or a problem? International Journal of Lexicography, 22(1), 23-54.
Chun, D & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80 (2), 183-198.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49 (1), 67–77.
Gee, J. P. (2005). Pleasure, Learning, Video Games, and Life: the projective stance. E-Learning 2(3), 211-223.
Ibrahim, E.H.E., Sarudin, I. & Mohamad, A. J. (2016). Relationship between vocabulary size and reading comprehension of ESL learners. English Language Teaching, 9(2), 116-123.
Kellogg, G. & Howe, M. J. (1971). Using Words and Pictures in Foreign Language Learning. Alberta Journal of Educational Research, 17(2), 87-94.
Koolstra, M. & Beentjes, W.J. (1999). Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51-60.
Koyama, T. (2015). The impact of E-dictionary strategy training on EFL class. Lexicography, 2(1), 35-44.
Loucky, J. P. (2010). Comparing electronic dictionary functions and use. CALICO Journal, 28(1), 156-174.
Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension online, language learning and technology. Language Learning and Technology, 1(2), 41-50.
Metruk, R. (2017). The use of electronic dictionaries for pronunciation practice by university EFL students. Teaching English with Technology, 17(4), 38-51.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 95–106.
Ogasawara S, (1994). Effectiveness of using English captioned video on listening comprehension proficiency. Bulletin of Faculty of Liberal Arts, 35(1), 103-114.
Oxford, R. L. & Crookall, D. (1990).Vocabulary learning: a critical analysis of techniques. TESL Canada Journal 7 (2), 9-30.
Rezaee, A. A., & Sharbafshoar, N. (2011). Investigating the effect of using multiple sensory modes of glossing vocabulary items in a reading text with multimedia annotations. English Language Teaching, 4, 25-34.
Rezaei, M. & Davoudi, M. (2016). The influence of electronic dictionaries on vocabulary knowledge extension. Journal of Education and Learning, 5(3), 139-148.
Rivers, W.M. (1983). Communicating naturally in a second language: Theory and practice in language teaching. Cambridge: Cambridge University Press.
Schmidt, K. (2004). A Model to Integrate Online Teaching and Learning Tools into the Classroom. The Journal of Technology Studies, 30(2), 86-92.
Shabaneh, Y. & Farrah, M. (2019). The effect of games on vocabulary retention. Indonesian Journal of Learning and Instruction, 2(1), 79-90.
Sørensen, B.H., & Meyer, B. (2007). Serious Games in language learning and teaching – a theoretical perspective. In the proceedings of 2007 Digital Games Research Association Conference (pp. 559-566). Tokyo, Japan: Digital Games Research Association
Terrell, T. (1986). Acquisition in the natural approach: The binding/access framework. The Modern Language Journal, 70(3), 213-227.
Thierer, A. D. (2001). How free computers are filling the digital divide. Washington, DC: Heritage Foundation.
Underwood, M. (1989). Teaching listening. New York: Longman.
Vanderplank, R. (1993). A very verbal medium: Language learning through closed captions. TESOL Journal, 3(1), 10-14.
Warschauer, M. & Kern, R. (2000). Network-based Language Teaching: Concepts and Practice. Cambridge. Cambridge University Press.
Warschauer, M. (2004). Technological change and the future of CALL, in Fotos & Browne (eds.) New Perspectives on CALL for Second Language Classrooms Lawrence ErlbaumAss.
Warschauer, M., & D. Healey. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
White, C.J. (2004). Independent Language Learning in Distance Education: Current Issues. Proceedings of the Independent Learning Conference 2003. Retrieved 17 October, 2016, from: http://independentlearning.org/ILA/ila03/ila03_white.pdf.
Wode, H. (1999). Incidental vocabulary acquisition in the foreign language classroom. Studies in Second Language Acquisition, 21, 243-58.
Wood, J. (2001). Can software support children’s vocabulary development? Language Learning & Technology,5(1), 166-201.
Wu, W.V., Yen, L.L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability. Educational Technology & Society, 14 (3), 118-129.
Yanguas, I. (2009) Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13(2), 48–76.
Yip, F.W.M., & Kwan, A.C.M., (2006). Online vocabulary games as a tool for teaching and Learning English vocabulary. Educational Media International, 43(3), 233-249.
Yolageldili, G., & Arikan, A. (2011), Effectiveness of Using Games in Teaching Grammar to Young Learners. Elementary Education Online, 10(1), 219-229, 2011.
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10 (3), 85-101.
Yüksel, D. & Tanrıverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8(2), 48-54.
Zarei, A.A., & Rashvand, Z. (2011). The effect on interlingual and intralingual verbatim and nonverbatim subtitles on L2 vocabulary comprehension and production. Journal of Language Teaching and Research, 2 (3), 618- 625.
Zarei, A.A., & Mahmoodzadeh, P. (2014). The Effect of multimedia glosses on L2 reading comprehension and vocabulary production. Journal of English Language and Literature, 1 (1), 1-7.
Zheng, H. & Wang, X. (2016). The use of electronic dictionaries in EFL classroom. Studies in English Language Teaching, 4(1), 144-156. | ||
|
آمار تعداد مشاهده مقاله: 2,702 تعداد دریافت فایل اصل مقاله: 3,294 |
||