Enhancing L2 vocabulary acquisition through implicit reading support cues in e‐books

Abstract

Yeu-Ting Liu is an associate professor in the Department of English at National Taiwan Normal University. His current research projects focus on bilingual lexical processing, cognitive development in advanced second language (L2) learners and cognitive aspects of computer-assisted L2 learning. Aubrey Neil Leveridge is a lecturer at Vantage College, University of British Columbia. His current research projects focus on computer-assisted language learning. AbstractVarious explicit reading support cues, such as gloss, QR codes and hypertext annotation, have been embedded in e-books designed specifically for fostering various aspects of language development. However, explicit visual cues are not always reliably perceived as salient or effective by language learners. The current study explored the efficacy of implicit reading support cues-cues that are imperceptible to second-language (L2) readers during their L2 digital reading-for promoting L2 vocabulary acquisition. Results suggest that subliminal formal priming-being one type of implicit reading support cues-helped L2 readers significantly improve their form-meaning vocabulary knowledge through e-book reading. In particular, subliminal formal priming was more effective when the digital content, including the text and relevant illustration, was presented to L2 readers simultaneously, rather than incrementally. The results have important implications vis-à-vis the need for the inclusion of implicit reading cues, and the optimal digital input presentation mode for enhancing L2 vocabulary gains.To facilitate readers' language development, various explicit reading support cues (eg, glosses, pictographs, color coding, hypertext and QR codes) have been employed in static visual-based e-books to enhance the saliency and comprehensibility of the to-be-learned novel language forms. Nevertheless, these explicit reading support cues may not always facilitate language development possibly due to a mismatch between how such cues are presented in e-books and how the cues are actually processed by readers (AbuSeileek, 2008(AbuSeileek, , 2011Liu, 2015). In this vein, AbuSeileek (2008) notes that "how the information is displayed is important . . . because it affects the cognitive aspects of text processing" (p. 262). AbuSeileek further argues that when input display or presentation methods are not considered, explicit reading support cues may not be attended by readers or language learners because of limited attentional resources and their

Review of Studies on Technology-Enhanced Language Learning and Teaching

“…A book which is composed in or converted to digital format for display on a computer screen or handheld device is an e-book. There is a difference between an e-book and a digital library; scholars [108,109] consider a book in digital format for reading as an e-book, whereas a digital library is a collection of documents in digital format (i.e., not only books but also newspapers, magazines, papers, images, sound files, and videos) for reading, listening to and watching [110].…”

“…Teachers can compile language learning materials into e-books so that students can have access to learning materials anytime and anywhere. Specific reading support cues, such as gloss and hypertext notes, have been embedded in e-books designed to promote language development [109].…”

Technology-enhanced language learning: Recent developments and what to expect next

“…Moreover, students claim that they would like to use them again [15], [22]. The reason behind the latter results be because the technologies used allowed students to interact without losing their face and do so as well as learn at their own pace, without anxiety or negative feelings [14], [17].…”

“…There were no investigations on how various types of technology are being used to teach languages to the elderly either. Edmodo [3] WhatsApp [4] Educational game "The Conference Interpreter" [5] Mobile app [6] PDA with a GPS sensor [8] Jigsaw tasks on slides [10] Google Docs, Glogster, NaturalReader [11] OpenSimulator Project-CLILiOP [12] The Content Management System [13] Augmented Reality game [14] Computer game [15] Vine [16] e-glosses [17] e-book [18] My English Vocabulary Assistant mobile edition MyEVA Mobile [19] e-book [21] Video game World of Warcraft [22] Mobile PC learning system [23] Mobile learning system [24] e-portfolio [25] Personal response system EnClicker [26] Analytical Writing Discussion Forum [27] Online discussion forum eLearn [29] Digital annotation tool Hylighter [30] Happy English Learning System [31] Context-aware technologies on PC [32] Augmented Reality [33] Clickers…”

Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development

“…In recent years, the use of electronic textbooks in educational contexts is gaining increased attention (Almekhlafi, 2021 ; Korat & Shneor, 2019 ; Martin-Beltrán et al, 2017 ; Raynaudo & Peralta, 2019 ; Rockinson- Szapkiw et al, 2013 ; Shepperd et al, 2008 ; Sung & Wu, 2017 ). With the integration of various multimedia features and reading support cues, electronic textbooks provide learners with new affordances that traditional books may not be able to cater (Carla et al, 2018 ; Liu & Leveridge, 2017 ). These developments are transforming the nature of literacy from a set of static skills to more complex, fluid, and multifaceted competencies that involve interacting with multimodal texts on digital screens.…”