The influence of ICTs in vocabulary learning: an empirical study

Abstract

This paper is a reflection on the influence of Information and Communication Technologies (ICTs) on acts of learning and new ways of teaching. After offering a brief review of the literature that concerns this article (Communicative Language Teaching [CLT], lexicology, ICTs), it reports on the design and outcomes of an experiment carried out in the Faculty of Education at the University of Córdoba with a group of twenty third year students studying to be English teachers. The results are revealing, as these students show learning differences in their command of the terms related to assessment before and after our intervention.

A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology

“…Clark explained that the use of technology is only to support teaching and not to replace the roles of teachers. The findings of Rodríguez and Parra's (2005) study on pre-service English language teachers' vocabulary learning corroborated with the findings of Clark (2013). It was reported that with moderation and guidance by instructors, multimedia technology is a good tool to help students in vocabulary learning.…”

“…Despite the roles that multimedia technology tools play in vocabulary teaching and learning, the process of how Malay second language learners build vocabulary with multimedia technology tools are not widely documented since previous studies done were mainly focused on the effects of using multimedia technology in vocabulary learning (Azabdaftari & Mozaheb, 2012;Clark, 2013;Pinar, 2010;Rodríguez & Parra, 2005).…”

A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

“…Many of the conclusions drawn from research into ICT and teacher education support Area Moreira's (2008) call for a ‘pedagogical innovation’ so that technology is embedded into the teaching process, rather than serving as an ‘added-on’ component. Research on the role of technology in teacher training has also focused on specific teaching skills or resources (for example, Raigón Rodríguez & Gómez Parra (2005) look at how technology can serve as an important resource for teaching specifically targeted lexicon). Antoniadou (2011) provides an in-depth longitudinal analysis of language teacher development mediated through CMC.…”