L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum

Wong, Kevin; Flynn, Rachel M.; Neuman, Susan B.

doi:10.1002/tesj.641

Cited by 10 publications

(5 citation statements)

References 66 publications

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“…Visual media include graphics, flipcharts, and electronic flashcards. According to Wong et al (2021), a flashcard is a simple image on a piece of paper or card that serves as a visual reference during the teaching process. That is, digital flashcards are a type of teaching material that can assist teachers in effectively teaching vocabulary.…”

Section: Introductionmentioning

confidence: 99%

The use of Flashcards in teaching EFL vocabulary in online learning

Khan

2022

Register J.

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The outbreak of COVID-19 has altered the way of language instruction. Vocabulary learning is an essential aspect of the language learning and teaching process that needs careful attention and consideration. Teaching vocabulary becomes more critical when learners cannot attend physical classes. The present study explores the impact of flashcards in learning vocabulary in an online context. The study adopted a quasi-experimental design to gather the data. The study was carried on two performed intact groups of intermediate-level learners. A vocabulary test was used to collect the data as pre and posttests. The intervention of the flashcards was continued for seven weeks. All the learners were informed about the process of the research. The result implies that the incorporation of flashcards impacted learners' vocabulary learning during online instruction. The data analysis asserts that flashcards have helped the experimental group to develop their vocabulary. The results indicate that flashcards are beneficial in the virtual learning environment. Keywords: Flashcards, EFL, Online learning, Vocabulary

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Section: Introductionmentioning

confidence: 99%

The use of Flashcards in teaching EFL vocabulary in online learning

Khan

2022

Register J.

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“…Incorporating multimedia elements into learning media can enhance children's understanding of English. Visuals can be used to illustrate complex concepts or introduce cultural aspects of the language, helping children grasp the context and nuances of English (Wong et al, 2021). For instance, pictures, cartoons and any similar elements featuring children from different parts of the world speaking English can teach not only the language but also promote cultural awareness and appreciation.…”

Section: Developing Innovative English Learning Mediamentioning

confidence: 99%

Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development

Kurniawan,

Putri,

Alianti

2024

EJEDU

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English is a language that has been widely studied at almost every level of education. Especially at the PAUD level, English can be introduced in portions that are appropriate to the child’s level of language development. Introduction to English for children can start with the introduction of simple English vocabulary and expressions. In practice, English language learning in PAUD does not go completely well due to various factors. This research aims to respond to the needs of English language learning in PAUD, namely by implementing Pop-Up QR Book media, which has been developed within the framework of classroom action research. This research uses classroom action research by applying the Kemmis and McTaggart (1988) model. This model is often quoted in books and articles and consists of four stages: plan, act, observe, and reflect. The research consisted of 2 cycles, each cycle consisting of 2 meetings. This research was carried out at a preschool in Salatiga, Indonesia. The class used to conduct research was Kindergarten A class, consisting of 5 children with an age range of 3–4 years. The data collection uses observational techniques by observing ongoing activities. Activities are performed as needed to achieve goals. The results of the observations are recorded in anecdotal records summarizing key events or processes for use as documents for analyzing the development of children’s English skills in terms of vocabulary recognition. To analyze the data from this classroom action research, there were four criteria related to children’s vocabulary recognition ability using the Pop-Up QR Book learning media as a reference: ‘attracted’, ‘active’, ‘remember’ and ‘understand’. The result of this study shows that the Pop-Up QR Book “Trip to Grandparents’ House” is very good to use as a medium for learning English vocabulary for children aged 3–4 years. It stimulates students’ interest and the ability to remember and understand English vocabulary.

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“…Intentional learning is considered crucial in EFL vocabulary instruction and received much attention from researchers as it is the most commonly employed strategy among learners to acquire lexical knowledge (Yamamoto, 2014;Webb et al, 2020). There is an increasing consensus suggesting that intentional learning often results in better recall and retention performance compared to incidental learning (Schmitt, 2000;Yamamoto, 2014;Wong et al, 2021;Panmei, 2023). However, consensus remains elusive in the realm of intentional vocabulary learning.…”

Section: Research Regarding Contextual Clues In Efl Vocabulary Learningmentioning

confidence: 99%

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Zhou,

2024

Front. Psychol.

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With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners’ online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners’ language proficiency levels.

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L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum

Cited by 10 publications

References 66 publications

The use of Flashcards in teaching EFL vocabulary in online learning

The use of Flashcards in teaching EFL vocabulary in online learning

Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

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