The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

doi:10.12738/estp.2017.3.0167

Cited by 12 publications

(10 citation statements)

References 19 publications

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“…This was demonstrated in a wide variety of categories: the format of learning materials, better active learning, higher participation levels in and outside of class, active cooperation, and conducting self-assessment of learning outcomes. Students with higher levels of satisfaction and involvement often exhibit better learning performance (Altstaedter & Jones, 2009;Qin & Teng, 2017;Teng, 2017b). This factor explained the reason behind the better academic performance of learners in the flipped classroom.…”

Section: Discussionmentioning

confidence: 99%

Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction

Mark¹

2017

The Journal of AsiaTEFL

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This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners' academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants' academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.

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Section: Discussionmentioning

confidence: 99%

Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction

Mark¹

2017

The Journal of AsiaTEFL

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“…Research on learning and memory and the literature on L2 vocabulary learning in particular, show that successful L2 IVL is contingent on three factors: noticing and processing of the meaning of unfamiliar words, and repetition of the form-meaning mapping (Hulstijn, Sercu, & Lutjeharms, 2009, p. 114). Related studies suggest that elaborate processing of lexical information is conducive to word learning, which can find strong evidence from the following theories as noticing, depth of processing, and task-induced involvement (Craik, 2002;Craik & Tulving, 1975;, Reynolds, 2014Teng, 2017).…”

Section: Introductionmentioning

confidence: 96%

Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

Shi-ping¹

2018

ELT

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Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

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“…The first is the aspect of magnitude regarding students' beliefs in terms of their ability to solve various levels of difficulty in reading assignments. Indicators of this aspect are students' confidence in choosing strategies and confidence they can answer reading tasks with varying degrees of difficulties [58], [61]. Second is the strength aspect, which includes an individual's confidence in completing reading assignments.…”

Section: Self-efficacy Scalementioning

confidence: 99%

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

Lestari¹,

Saleh²,

Mujiyanto³

et al. 2020

ujer

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This study aims to examine the reading scores of a second-grade class in a public school and their relationship to student self-efficacy. Given the importance of students' self-efficacy in reading test results, this study uses a mixed-methods approach. Samples were taken using a purposive sampling technique with one class consisting of thirty-four students who participated in this study. In this study, data were collected from a self-efficacy scale and reading test. To see the relationship between self-efficacy and student reading tests, the authors conducted a Pearson simple correlation test. From the result of the Pearson simple correlation formula, the findings show that there is very close parallelism between students' self-efficacy and reading tests. This current study indicates that higher students' self-efficacy will actively enhance the quality of teaching-learning activity. One of which is by giving encouragement and constructive feedback to the students continuously. However, it also has some limitations in terms of length of study and data collection. First, after knowing that self-efficacy has a close correlation with student reading results, then further research in implementing ways to improve student self-efficacy will be beneficial to improve student self-efficacy. Second, the study results found that there are students who are at a low level of self-efficacy. Thus, further research can be conducted by collecting other research data such as questionnaires or interviews to explore the factors that cause their low self-efficacy and then look for efforts to improve it.

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The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

Cited by 12 publications

References 19 publications

Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction

Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction

Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

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