Comparing the merits of word writing and retrieval practice for L2 vocabulary learning

Candry, Sarah; Decloedt, Julie; Eyckmans, June

doi:10.1016/j.system.2020.102206

Cited by 16 publications

(20 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ma [39] discovered that each time students practiced retrieving words for review, it strengthened their memory traces for the words. Retrieval exercises for vocabulary review tend to yield greater gains in long-term memory than repeated learning [71].…”

Section: Effects Of the App On Remembering Vocabularymentioning

confidence: 97%

Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory

Ma²,

Fang

2023

Sustainability

View full text Add to dashboard Cite

This article intends to investigate the effects of using a mobile app on the vocabulary learning achievement and memory of Chinese tertiary EFL learners. 108 non-English majors took part in the study. Moreover, their perceptions of the app were investigated. By analyzing data from a quasi-experiment, the results show that the experimental group (EG) learned vocabulary at an increased rate of 129.65%, while the control group (CG) did so at an increased rate of 68.4%. In addition, a significant difference was found in vocabulary learning achievement between the two groups, indicating that the app effectively improved students’ vocabulary learning. As for remembering the new words, it was discovered that retention of words declined by 11.11% in EG and 27.89% in CG, suggesting that the app was effective in preventing the EG students from rapid memory loss of the words. Among the participants, 72% held a positive attitude toward the app, and 82% expressed that they liked the app in their diaries. Results of this study indicate the usefulness of mobile technology-enhanced L2 vocabulary learning.

show abstract

Section: Effects Of the App On Remembering Vocabularymentioning

confidence: 97%

Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory

Ma²,

Fang

2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…The learners may subsequently view the material once more but without any captions, in which case they will need to attend more carefully to the audio‐track and retrieve word meanings based on their spoken forms. The benefit of effortful retrieval for the consolidation of knowledge is well recognized (Karpicke, Lehman, & Aue, 2014; Roediger III & Butler, 2011), and this holds true also for L2 vocabulary learning (e.g., Barcroft, 2015; Candry, Decloedt, & Eyckmans, 2020).…”

Section: Rationale For the Proposed Viewing Sequence: L1 Captions–l2 ...mentioning

confidence: 99%

Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition

Wi,

Boers

2023

TESOL Quarterly

View full text Add to dashboard Cite

“…The sample sizes of the analysed studies were heterogenous and ranged from 12 to 360 participants. Among the 18 studies, six were conducted with pre-school children [7,18,19,21,23,25], four with primary school children [4,6,16,20], one with high school students [26] and seven with adult participants [10,14,36,41,55,57,67]. Therefore, learning contexts related to learning a second language (artificial languages were absent) were dominant in our study set.…”

Section: 6 Final Selection Based On Full-text Contentsmentioning

confidence: 99%

“…Regarding comparisons, five studies compared three types of training -HCL vs. PVE vs. OMA [6,26,27,28,29], and the majority -thirteen studies -compared only two -HCL vs. PVE or HCL vs. OMA [4,7,15,16,17,18,19,20,21,22,23,24,25].…”

Section: Characteristics Of Studiesmentioning

confidence: 99%

The effects of handwriting practice on literacy skills beyond visual graph recognition: A systematic review

Catronas¹,

Silva²,

Gomes³

2022

Preprint

View full text Add to dashboard Cite

Research on the impact of handwriting on literacy acquisition has been largely focused on 11 the beneficial effects of handwriting-concurrent practice on a specific, though fundamental dimen-12 sion: visual graph recognition. In the present systematic review, our aim was to understand the 13 extent to which other levels of literacy may be influenced by handwriting-concurrent training when 14 compared to pure visual exposure or other types of motor activity like typing. Besides visual graph 15 processing - which we considered both in the receptive/reading-related dimension of recognition 16 and in the productive/writing-related dimension of production, we searched for effects of handwrit-17 ing on graph-sound associations, sequencing, and semantic processing - all viewed from the two 18 possible perspectives of reading vs. writing. Following the PRISMA guidelines, we selected 18 stud-19 ies for in-depth analysis. Results highlighted two major ideas. First, literacy-related areas such as 20 sequencing in reading or semantic meaning processing in writing seem to be absent in the literature. 21 Second, the well-known benefits of handwriting on visual graph recognition may not be as clear in 22 other literacy-related levels as they are in visual graph processing. Semantic processing is a partic-23 ularly interesting case, in that detrimental effects of handwriting have been found, and these may 24 be explained by the cognitive load imposed by motor action.

show abstract

Comparing the merits of word writing and retrieval practice for L2 vocabulary learning

Cited by 16 publications

References 44 publications

Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory

Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory

Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition

The effects of handwriting practice on literacy skills beyond visual graph recognition: A systematic review

Contact Info

Product

Resources

About