The learning effects of student-constructed word cards as homework for the adolescent English Language classroom

Reynolds, Barry Lee; Shih, Ying-Chun

doi:10.1016/j.system.2019.01.005

Cited by 9 publications

(17 citation statements)

References 39 publications

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“…The first research question concerns the aspects of word knowledge investigated in the previous studies. To examine what aspects of word knowledge were investigated by researchers, 29 out of the 32 studies (91%) which indicated the aspect of word knowledge assessed were included for analysis (Tan and Nicholson, 1997 ; Nakata, 2008 ; Başoglu and Akdemir, 2010 ; Oberg, 2011 ; Azabdaftari and Mozaheb, 2012 ; Komachali and Khodareza, 2012 ; Kuo and Ho, 2012 ; Chien, 2013 , 2015 ; Nikoopour and Kazemi, 2014 ; Barkat and Aminafshar, 2015 ; Hamzehbagi and Bonyadi, 2015 ; Özer and Koçoglu, 2015 ; Galedari and Basiroo, 2016 ; Lavoie, 2016 ; Aminafshar, 2017 ; Saputri, 2017 ; Wu et al, 2017 ; Chen and Chan, 2019 ; Fukushima, 2019 ; Reynolds and Shih, 2019 ; Alhuwaydi, 2020 ; Hidayat and Yulianti, 2020 ; Lukas et al, 2020 ; Samad and Makingkung, 2020 ; Wulandari and Musfiroh, 2020 ; Yüksel et al, 2020 ; Xodabande et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…In their meta-analysis of 26 studies, Uchihara et al ( 2019 , p. 559) found that “there was a medium effect of repetition on incidental vocabulary learning.” However, their meta-analysis only included studies that adopted within participants design, i.e., studies that adopted between participants design were excluded. Various research designs deserve investigation, as there are an increasing number of empirical studies that have included separate groups with different interventions (Kose and Mede, 2018 ; Reynolds and Shih, 2019 ; Wulandari and Musfiroh, 2020 ). Both Webb et al's ( 2020 ) and Uchihara et al's ( 2019 ) meta-analyses focused on the form and meaning aspects of word knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This is shown from the number of different syntheses and meta-analyses that have been conducted on this topic (Nakata, 2011 ; Elgort, 2017 ; Lin and Lin, 2019 ; Kim and Webb, 2022 ). There is also a growing body of studies on word card use (Chen and Chan, 2019 ; Reynolds and Shih, 2019 ; Reynolds et al, 2020 ). However, the syntheses and the meta-analyses have not been very comprehensive in terms of the aspects of word knowledge assessed and the types of word cards used.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Vocabulary knowledge is essential in second language (L2) learning (Barkat and Aminafshar, 2015 ; Reynolds and Shih, 2019 ). When learning English as a second language, acquiring vocabulary is “more important than mastering other language skills,” such as listening, speaking, reading, and writing (Lukas et al, 2020 , p. 305).…”

Section: Introductionmentioning

confidence: 99%

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Learning English vocabulary from word cards: A research synthesis

Lei

Reynolds²

2022

Front. Psychol.

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Researchers' interest in the learning of vocabulary from word cards has grown alongside the increasing number of studies published on this topic. While meta-analyses or systematic reviews have been previously performed, the types of word cards investigated, and the number of word card studies analyzed were limited. To address these issues, a research synthesis was conducted to provide an inclusive and comprehensive picture of how the use of word cards by learners results in vocabulary learning. A search of the Web of Science and Scopus databases resulted in 803 potential studies, of which 32 aligned with the inclusion criteria. Coding of these studies based on an extensive coding scheme found most studies assessed receptive vocabulary knowledge more often than productive vocabulary knowledge, and knowledge of vocabulary form and meaning were assessed more often than knowledge of vocabulary use. Results of effect size plots showed that more of the reviewed studies showed larger effects for the use of paper word cards than digital word cards, and for the use of ready-made word cards than self-constructed word cards. Results also indicated more studies showed larger effects for using word cards in an intentional learning condition compared with an incidental learning condition, and for using word cards in a massed learning condition compared with a spaced learning condition. Although a correlation was found between time spent using word cards and vocabulary learning outcomes, this correlation was not statistically significant. Learners that were more proficient in English learned more words from using word cards than those less proficient. These results suggest that future researchers should report learner proficiency, adopt reliable tests to assess vocabulary learning outcomes, compare the effectiveness of ready-made word cards and self-constructed word cards, and investigate the learning of different aspects of word knowledge. Teachers should provide learners guidance in how to use word cards and target word selection for self-construction of word cards. In addition, teachers should encourage learners to create word cards for incidentally encountered unknown words and use massed learning when initially working with these new words before using spaced learning for later retrieval practice.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning English vocabulary from word cards: A research synthesis

Lei

Reynolds²

2022

Front. Psychol.

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“…TR involves restructuring the measures from which learners must complete tasks. L2 learners are mandated to repeat similar activities for a specified period (Reynolds & Shih, 2019). TR is often claimed as an execution process of oral tasks since it improves their L2 operation by replicating similar actions and patterns (Jung, 2018).…”

Section: Task Repetitionmentioning

confidence: 99%

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Alshenqeeti¹,

Alrahaili²

2020

AWEJ

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Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants' reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners' language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

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Introduction: A Scoping Review of Second Language Vocabulary Learning in the Wild

Reynolds¹

2023

Vocabulary Learning in the Wild

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The learning effects of student-constructed word cards as homework for the adolescent English Language classroom

Cited by 9 publications

References 39 publications

Learning English vocabulary from word cards: A research synthesis

Learning English vocabulary from word cards: A research synthesis

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Introduction: A Scoping Review of Second Language Vocabulary Learning in the Wild

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