Video storybook reading as a remedy for vocabulary deficits. Outcomes and processes

Verhallen, Marian J. A. J.; Bus, Adriana G.

doi:10.25656/01:4561

Cited by 6 publications

(2 citation statements)

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“…Given the critical role of contexts in EFL vocabulary comprehension, it is important to investigate the differences in mental efforts between external-provided and internal-generated contextual clues. Research has shown that learners achieve better learning performance when context-related tasks require them to exert greater mental effort to understand word meanings (Verhallen and Bus, 2009), especially in intentional learning settings that demand higher attention and engagement with lexical knowledge (Zhang et al, 2020). In essence, the extent to which a new word is remembered depends on the level of cognitive involvement, particularly the mental efforts invested when encountering contextual clues (Keating, 2008;Taheri and Golandouz, 2021).…”

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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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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“…Studies with films, video and television shows were excluded (e.g., Neuman et al, 2020;Verhallen & Bus, 2009.…”

Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Savva

Higgins

Beckmann

2021

Computer Assisted Learning

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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.Objectives: The overall purpose of this meta-analysis is to examine the impact of e-book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment.Methods: This meta-analysis includes experimental studies published between 2008 and 2021 with a target population of 3-8 year-olds (n = 2.317).Results and conclusions: Analyses indicated a small positive effect for e-books when compared with print books on language and literacy development [g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e-books and the development of code-related skills. However, no significant differences were found between e-book and print book reading in relation to story comprehension.Implications: Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e-books.

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Feasibility, Enjoyment, and Language Comprehension Impact of a Tablet- and GameFlow-Based Story-Listening Game for Kindergarteners: Methodological and Mixed Methods Study (Preprint)

Bempt¹,

Economou²,

Dehairs³

et al. 2021

Preprint

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BACKGROUND Game enjoyment plays a key role in the success and feasibility of digital serious gaming interventions. Unenjoyable games will not be played and in the case of serious gaming, learning will not occur. Given this importance, a so-called GameFlow model has been developed, intending to guide (serious) game developers in the process of creating and evaluating enjoyment in digital (serious) games. Regarding language learning, a variety of serious games, targeting specific language components, exist on the market, albeit often without available assessments of enjoyment or feasibility. OBJECTIVE The current study evaluates enjoyment and feasibility of a tablet-based serious story listening game for kindergarteners, developed based on the principles of the GameFlow model. Given the focus on story listening, this study additionally aims at preliminary exploring the possibility of the game to foster language comprehension. METHODS Within the framework of a broader preventive reading intervention, 91 five-year old kindergarteners at cognitive risk for dyslexia were asked to play the story game for 12 weeks, six days per week, either combined with a tablet-based phonics intervention or tablet-based active control games. The story game mainly involved story listening and rating, and responding to content-related questions. Game enjoyment was assessed through post-intervention questionnaire outcomes, a GameFlow-based evaluation, and in-game story rating data. Feasibility was determined based on in-game general question response accuracy (QRA), reflecting the difficulty level, attrition rate, and final game exposure and training duration. Additionally, in order to investigate whether game enjoyment and difficulty could influence feasibility, final game exposure and training duration were predicted based on in-game initial story ratings and initial QRA. The possible growth in language comprehension was explored by analyzing in-game QRA as a function of game phase and baseline language skills. RESULTS Questionnaire and in-game data suggested an overall enjoyable game experience. The GameFlow-based evaluation however, implied room for improvement concerning the game design. General QRA confirmed a well-adapted difficulty level for the target sample. Moreover, despite an overall attrition rate of 39%, 80% of the participants still completed 90% of the game, albeit with a large variation in training days. Higher initial QRA resulted in a significantly higher game exposure (P<.001) and lower initial story ratings significantly slackened the training duration (P=.003). In-game QRA was positively predicted by game phase (P=.004), baseline listening comprehension (P=.002), and vocabulary (P=.010), with larger QRA growths over game phases in children with lower baseline listening comprehension skills (P=.044). CONCLUSIONS Generally, participants experienced the story game as enjoyable and feasible. Yet, the GameFlow-model evaluation and predictive relationships imply room for further game design improvement. Additionally, our results cautiously suggest a potential of the story game to foster language comprehension. Yet, future randomized controlled trials need to elucidate the actual gaming impact on language comprehension. CLINICALTRIAL S60962

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Video storybook reading as a remedy for vocabulary deficits. Outcomes and processes

Cited by 6 publications

References 40 publications

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

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

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Feasibility, Enjoyment, and Language Comprehension Impact of a Tablet- and GameFlow-Based Story-Listening Game for Kindergarteners: Methodological and Mixed Methods Study (Preprint)

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