Studying texts in a second language: No disadvantage in long-term recognition memory

Beken, Heleen Vander; Woumans, Evy; Brysbaert, Marc

doi:10.1017/s1366728917000360

Cited by 21 publications

(26 citation statements)

References 36 publications

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“…It consists of 60 items with five response alternatives, the last always being “I really don’t know”. Vander Beken, Woumans, and Brysbaert ( 2018 ) developed another multiple choice receptive vocabulary test for the same population. It consists of 75 items with four response alternatives, all presented in written form.…”

Section: Dutch Receptive Vocabulary Measuresmentioning

confidence: 99%

The Dutch Auditory & Image Vocabulary Test (DAIVT): A New Dutch Receptive Vocabulary Test for Students

Bousard

Brysbaert

2021

PSYCHOL BELG

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We introduce a new Dutch receptive vocabulary test, the Dutch auditory & image vocabulary test (DAIVT). The test is multiple choice and assesses vocabulary knowledge for spoken words. The measure has an online (available at https://tpsurvey.ugent.be/limesurvey315/index.php/923234?lang=nl ) format, has free access, and allows easy data collection. The test was developed with the intent to enable testing for research purposes with university students. This paper describes the test construction. We cover three phases: 1) collecting stimulus materials and developing the test’s first version, 2) an exploratory item-analysis on the first draft (n = 93), and 3) validating the test (both the second and the final version) by comparing it to two existing tests (n = 270, n = 157). The results indicate that the test is reliable and correlates well with existing Dutch receptive vocabulary tests (convergent validity). The final version of the DAIVT comprises 90 test items and 1 practice item. It can be used freely for research purposes.

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Section: Dutch Receptive Vocabulary Measuresmentioning

confidence: 99%

The Dutch Auditory & Image Vocabulary Test (DAIVT): A New Dutch Receptive Vocabulary Test for Students

Bousard

Brysbaert

2021

PSYCHOL BELG

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“…The working memory is essential for cognitive and linguistic processing. In the field of human information processing the resource hypothesis assumes that the cognitive burden of processing in L2 is greater, leaving less working-memory capacity free for other processes (Vander Beken, Woumans, & Brysbaert, 2017). The human working memory incorporates a temporary information-storage system, on which we draw for the further cognitive manipulation of information.…”

Section: L2 and Pressure On The Working Memory Information Coding Amentioning

confidence: 99%

English-medium instruction in Dutch higher education: a policy reconstruction and impact study

Breetvelt¹

2018

L1 Educational Studies in Language and Literature

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English has been introduced as the medium of instruction in three-quarters of Master's-degree programs in the Netherlands and one-quarter of Bachelor's degree programs. The principal driving force behind this trend is internationalization, with the harmonization and Anglicization of higher education applied as means to that end. There is increasing criticism of this development within educational institutions and the Dutch House of Representatives. The main criterion is that the use of English should not undermine the quality of the education provided. The required level of proficiency in English for teaching and receiving academic education is C1 of the CEFR (Common European Framework of Reference). For native speakers of Dutch (L1), both verbal information processing and text production in English (L2) burden the working memory more than their own language would. Relatively little research has been conducted into the impact of English-medium instruction on the academic performance of Dutch students, and many of those studies that do exist are based on self-reporting rather than objective measurements. Semi-experimental research indicates that lecturers using L2 English are less clear, precise, redundant, and expressive, and also improvise less. Findings in respect of academic performance are inconsistent: some studies point to a decline, others find no effect on students' performance. Research into the impact of L2 as a medium of instruction is generally hindered by the non-random allocation of students to the language in which they are taught and a lack of objective measurements.

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“…The emergence of this sub-topic coincides with English as a medium of instruction (EMI) programmes increasing in European universities to attract international students and staff (Dafouz, et al 2014;Goodman, 2014). These programmes have resulted in an increasing number of studies focused on the relationship between native language, language of instruction and students' academic success at university (Vander Beken, et al, 2018;Dafouz and Camacho-Miñano, 2016;Dafouz, et al 2014;Civan and Coşkun, 2016). However, the research thus far has focused predominantly on academic outcomes and memory.…”

Section: Introductionmentioning

confidence: 97%

Home- Grown Foreign Language Anxiety: Experiences Of Welsh University Students Studying Through the Medium of English

Parfett¹,

Morgan-Jones²,

Hartt³

2019

wales j educ

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University students studying in a language other than their first face significant barriers that can detrimentally impact their wellbeing and academic performance. The relationship between language, confidence and performance has been examined in a wide range of national and cultural contexts. However, little research has focused on the experience of Welsh-medium educated students studying in English at the university level. The goal of our study was to compare how Welsh students who completed their primary and secondary education in Welsh perceived their undergraduate university experience to those who completed their formative schooling in English. Using online and in-person questionnaires, we surveyed 125 Welsh undergraduate students studying at a Welsh university on their academic background, and three core areas of their university experience: attendance, contribution and satisfaction. Results indicate that course attendance and grade satisfaction are not statistically significantly associated with language. However, there was a statistically significant relationship between language of secondary education and student's contribution to lectures and seminars. Students educated primarily in Welsh were less likely to contribute to discussions than their first language English counterparts-a common outcome of foreign language anxiety. Although this lack of comfort and confidence did not appear to impact grade satisfaction, it may be related to, and lead to, further barriers and challenges regarding mental health, academic performance, and post-graduation prospects. The foreign language anxiety experienced by Welsh-medium educated students merits attention considering the cultural importance of the Welsh language, and its status as an official language of Wales. More support is needed for Welsh students studying not only in Welsh, but in English as well. Further research to explore the breadth and depth of the barriers faced by Welsh-medium educated students in English courses at Welsh and English universities could provide important insight and help create policies and initiatives to improve study conditions for Welsh-medium educated students.

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Studying texts in a second language: No disadvantage in long-term recognition memory

Cited by 21 publications

References 36 publications

The Dutch Auditory & Image Vocabulary Test (DAIVT): A New Dutch Receptive Vocabulary Test for Students

The Dutch Auditory & Image Vocabulary Test (DAIVT): A New Dutch Receptive Vocabulary Test for Students

English-medium instruction in Dutch higher education: a policy reconstruction and impact study

Home- Grown Foreign Language Anxiety: Experiences Of Welsh University Students Studying Through the Medium of English

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