Hypermedia Authoring as a Vehicle for Vocabulary Development in Middle School English as a Second Language Classrooms

OʼHara, Susan; Pritchard, Robert

doi:10.3200/tchs.82.2.60-65

Cited by 10 publications

(9 citation statements)

References 4 publications

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“…Multimedia presentations, including graphics and video clips, have a positive effect on vocabulary acquisition (e.g. O'Hara and Pritchard 2008;Silverman and Hines 2009) and in writing (e.g. Mak and Coniam 2008), although there is no evidence that technologies can facilitate grammar acquisition or reading.…”

Section: Cognitive Toolmentioning

confidence: 98%

International Perspectives on ELT Classroom Interaction

2015

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editors) INTERNATIONAL PERSPECTIVES ON TEACHER RESEARCH Christopher J. Jenks and Paul Seedhouse (editors) INTERNATIONAL PERSPECTIVES ON ELT CLASSROOM INTERACTION Forthcoming titles in the series: Hugo Bowles and Alessia Cogo (editors) INTERNATIONAL PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA Thomas S.C. Farrell INTERNATIONAL PERSPECTIVES ON ENGLISH LANGUAGE TEACHING (editor) International Perspectives on English Language Teaching Series Standing Order ISBN 978-0-230-30850-3 hardback 978-0-230-30851-0 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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Section: Cognitive Toolmentioning

confidence: 98%

International Perspectives on ELT Classroom Interaction

2015

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“…All four present positive findings. The first two (Tsou et al 2002; O'Hara & Pritchard 2008) are broad media comparisons, where a software program featuring a range of media is compared with traditional classroom instruction. The third study (Silverman & Hines 2009) focused on just one medium, video , comparing traditional instruction plus video with traditional instruction alone.…”

Section: Review Findings 2: the In-depth Reviewmentioning

confidence: 99%

A systematic review of CALL in English as a second language: Focus on primary and secondary education

2011

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After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

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“…In the past decade, a growing body of research has reported efforts to use technology-assisted instruction to support adolescents struggling to acquire literacy skills by the onset of the middle grades (Carnegie Council on Advancing Adolescent Literacy, 2010). Technology-supported instruction that incorporates research-driven learning principles can engage adolescents in learning vocabulary knowledge (e.g., Li 2010;O'Hara and Pritchard 2008), reading (e.g., Dalton et al 2002), and writing skills (e.g., Warschauer 2009;Watts and Lloyd 2004). Some findings have shown that welldesigned technology-assisted instruction can provide language minority students and those of lower socioeconomic status (SES) with more opportunities for in-depth learning, as well as raise their test scores (e.g., Warschauer 2006).…”

Section: Introductionmentioning

confidence: 99%

Urban adolescent students and technology: access, use and interest in learning language and literacy

Snow

White

2014

Innovation in Language Learning and Teaching

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Adolescents today have vastly different opportunities to learn and process information via pervasive digital technologies and social media. However, there is scant literature on the impact of these technologies on urban adolescents with lower socioeconomic status. This study of 531 urban students in grades 6-8 used a self-reported survey to collect information about (1) students' access to and frequency of using desktop, laptop and tablet computers, and mobile phones, (2) their ownership of mp3 players, iPods, touch pads, cellphones, and smartphones, (3) whether they had accounts with any of 10 communication and social media platforms, and (4) their interest in using Facebook, Twitter, YouTube, and text messaging for language and literacy learning purposes. Students reported significantly more access to these technologies at home than school. Grade 8 students had the most access to cellphones and laptop computers, and were most likely to own smartphones. English language learners indicated a significantly higher interest in using social media for language and literacy learning than their native English-speaking peers. The results indicate a great potential to integrate technology strategically with language instruction for urban adolescent students with linguistically diverse backgrounds. The educational implications of these findings are discussed.

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Hypermedia Authoring as a Vehicle for Vocabulary Development in Middle School English as a Second Language Classrooms

Cited by 10 publications

References 4 publications

International Perspectives on ELT Classroom Interaction

International Perspectives on ELT Classroom Interaction

A systematic review of CALL in English as a second language: Focus on primary and secondary education

Urban adolescent students and technology: access, use and interest in learning language and literacy

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