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A meta-analysis examining technology-assisted L2 vocabulary learning 技术辅助二语词汇学习的荟萃分析

IF 4.5 1区文学

Recall Pub Date : 2021-12-27 DOI: 10.1017/S0958344021000239

A. Yu, Guy Trainin

{"title":"A meta-analysis examining technology-assisted L2 vocabulary learning","authors":"A. Yu, Guy Trainin","doi":"10.1017/S0958344021000239","DOIUrl":"https://doi.org/10.1017/S0958344021000239","url":null,"abstract":"Abstract This meta-analysis examines the effectiveness of technology-assisted second language (L2) vocabulary learning as well as identifies factors that may play a role in their effectiveness. We found 34 studies with 2,511 participants yielding 49 separate effect sizes. Following the procedure developed by Hunter and Schmidt (2004), we corrected for sample size bias and measurement error. The overall effect size for using technology to learn L2 vocabulary was d = 0.64, which is a moderate effect size. The Q statistic indicated a significant variability in effect size, so we followed up with a theory-driven moderator analysis. The results of the moderator analysis revealed that learners benefited more from technology-assisted L2 vocabulary learning with incidental instruction than with intentional instruction; types of assessment were not significant moderators of the effect on technology-assisted L2 vocabulary learning; technology-assisted L2 vocabulary learning is more effective when the target language is close to the learner’s first language; college students benefited more from technology-assisted L2 vocabulary learning than K–12 students; and, finally, mobile-assisted L2 vocabulary learning was more effective than computer-assisted L2 vocabulary learning.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"235 - 252"},"PeriodicalIF":4.5,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach 预测英语学习者的CEFR水平：在机器学习方法中使用微系统标准特征

IF 4.5 1区文学

Recall Pub Date : 2021-11-10 DOI: 10.1017/S095834402100029X

Thomas Gaillat, A. Simpkin, Nicolas Ballier, Bernardo Stearns, Annanda Sousa, Manon Bouyé, Manel Zarrouk

引用次数: 8

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids 个体因素在二语词汇学习中的作用基于认知语言学的静态和动态视觉辅助

IF 4.5 1区文学

Recall Pub Date : 2021-10-19 DOI: 10.1017/S0958344021000288

Takeshi Sato, Yuda Lai, Tyler Burden

{"title":"The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids","authors":"Takeshi Sato, Yuda Lai, Tyler Burden","doi":"10.1017/S0958344021000288","DOIUrl":"https://doi.org/10.1017/S0958344021000288","url":null,"abstract":"Abstract The present study aims to verify the impact of dynamic aids on learning L2 prepositions in relation to individual learner variables. Situated within the cognitive linguistics (CL) framework and differing from previous research, the present study hypothesizes that dynamic (animated) aids are not equally effective for all learners; rather, their effectiveness differs according to learners’ first languages (L1s) (Chinese or Japanese) and information-processing styles (verbalizers or imagers). To verify this hypothesis, we utilized learning materials comprised of static and dynamic images for three English spatial prepositions (above, on, over). After conducting a Style of Processing questionnaire, we administered three cloze tests (pretest, posttest, and delayed posttest) of target words to Taiwanese and Japanese participants (N = 109), whose L1s differed in terms of their linguistic proximity to English. Although no significant differences were found between the treatment groups in tests for all participants, the results were differentiated by individual factors. In results of a two-way ANOVA, Taiwanese participants showed significantly greater improvement from the pretest to posttest than Japanese participants when the participants used dynamic images, whereas the Japanese group made more learning gains from the posttest to the delayed posttest test. Moreover, imagers obtained more benefits from the visual aids, whether static or dynamic, than verbalizers. Our findings indicate that CL-based visual aids are beneficial and that individual factors, especially learners’ L1, may produce different learning effects, especially in multimedia environments.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"201 - 217"},"PeriodicalIF":4.5,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46897166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mobile-assisted language learning in older adults: Chances and challenges 老年人的移动辅助语言学习：机遇与挑战

IF 4.5 1区文学

Recall Pub Date : 2021-09-29 DOI: 10.1017/S0958344021000276

Cecilia Puebla, Tiphaine Fievet, Marilena Tsopanidi, H. Clahsen

{"title":"Mobile-assisted language learning in older adults: Chances and challenges","authors":"Cecilia Puebla, Tiphaine Fievet, Marilena Tsopanidi, H. Clahsen","doi":"10.1017/S0958344021000276","DOIUrl":"https://doi.org/10.1017/S0958344021000276","url":null,"abstract":"Abstract In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults’ adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging them from using language learning apps by conducting a web-based survey (n = 208) and a series of in-depth individual interviews (n = 22). Our results show that (1) participants were resistant to fully embrace the potential of MALL despite their active engagement in language learning and extensive use of digital technology, online resources, and mobile devices; and (2) self-perceived digital literacy and openness towards new developments are strong factors favouring the use of language learning apps in older adulthood. We interpret and discuss these results in the light of theoretical accounts of mobile learning and education in (older) adults, emphasising the need to consider the specific requirements of late-life learners in future implementations of language learning apps. Based on our results, we highlight several implications for designers and developers of such apps intended to facilitate full inclusion of seniors as mobile language learners.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"169 - 184"},"PeriodicalIF":4.5,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43460696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

MALL language learning outcomes: A comprehensive meta-analysis 1994–2019 MALL语言学习结果:1994-2019年综合元分析

IF 4.5 1区文学

Recall Pub Date : 2021-09-24 DOI: 10.1017/S0958344021000240

Jack Burston, K. Giannakou

{"title":"MALL language learning outcomes: A comprehensive meta-analysis 1994–2019","authors":"Jack Burston, K. Giannakou","doi":"10.1017/S0958344021000240","DOIUrl":"https://doi.org/10.1017/S0958344021000240","url":null,"abstract":"Abstract The aim of this study is to comprehensively evaluate quantitative experimental mobile-assisted language learning (MALL) studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1,144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental language learning outcomes, only 84 experimental MALL studies met the inclusion requirements. Their analysis addresses two critical sets of research questions. First, what are the general characteristics of the selected studies and, second, what are their language learning outcomes in terms of measured effect size. Nine general characteristics are considered: publication source, chronological distribution, country of origin, institutional environment, sample size, intervention duration, targeted language, language learner competence level, and learning focus. Effect size was calculated separately for between-group (independent, experimental) and within-group (quasi-experimental) treatment studies. In both cases, the overall results were quite large: 0.72 for the former and 1.16 for the latter. An analysis of four critical moderator variables (language learner competence level, language area focus, institutional environment, and intervention duration) revealed similarly large effect sizes. Notwithstanding, analysis of the data also confirmed obvious publication bias and a very high level of heterogeneity that frequently approached 100%. The relevance of positive language learning outcome conclusions thus needs to be tempered by these shortcomings.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"147 - 168"},"PeriodicalIF":4.5,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos 从YouTube视频中开发一种用于计算机辅助公式化语言学习的智能工具

IF 4.5 1区文学

Recall Pub Date : 2021-09-24 DOI: 10.1017/S0958344021000252

Phoebe Lin

引用次数: 8

The usefulness of graphic illustrations in online dictionaries 图解在网络词典中的作用

IF 4.5 1区文学

Recall Pub Date : 2021-09-10 DOI: 10.1017/S0958344021000264

Anna Dziemianko

{"title":"The usefulness of graphic illustrations in online dictionaries","authors":"Anna Dziemianko","doi":"10.1017/S0958344021000264","DOIUrl":"https://doi.org/10.1017/S0958344021000264","url":null,"abstract":"Abstract The aim of the paper is to investigate the usefulness of different illustration formats in online English learners’ dictionaries for the accuracy and speed of meaning comprehension as well as immediate and delayed retention. In a controlled online experiment, the meaning of selected English words and phrases had to be explained with the help of purpose-built monolingual dictionary entries. Four experimental conditions were created, which reflected the presence and format of illustrations in the entries: color pictures, greyscale pictures, line drawings, no illustrations. Meaning retention was checked immediately after exposure and two weeks later. The results show that it is worthwhile to include illustrations in online learners’ dictionaries and suggest the most beneficial illustration formats. Line drawings prove the most recommendable; they considerably improve meaning comprehension, reduce reception time, and stimulate the best immediate and delayed retention. Color pictures emerge as the second best. They produce results comparable with those for line drawings, except they do not help so much to remember meaning in the long run. Entries with greyscale pictures are the least recommendable. They do not contribute more to meaning comprehension and delayed retention. Yet, they even shorten reception time and help users to remember more words immediately after exposure.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"218 - 234"},"PeriodicalIF":4.5,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Editorial 社论

IF 4.5 1区文学

Recall Pub Date : 2021-07-29 DOI: 10.1017/s0958344021000227

C. Tschichold

引用次数: 0

Exploring teachers’ professional development through participation in virtual exchange 通过参与虚拟交流探索教师的专业发展

IF 4.5 1区文学

Recall Pub Date : 2021-07-21 DOI: 10.1017/S0958344021000215

R. O’Dowd, M. Dooly

{"title":"Exploring teachers’ professional development through participation in virtual exchange","authors":"R. O’Dowd, M. Dooly","doi":"10.1017/S0958344021000215","DOIUrl":"https://doi.org/10.1017/S0958344021000215","url":null,"abstract":"Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"21 - 36"},"PeriodicalIF":4.5,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44679874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions 中美虚拟交流的教育效益：学生认知研究

IF 4.5 1区文学

Recall Pub Date : 2021-07-08 DOI: 10.1017/S0958344021000203

H. Luo, Chunsheng Yang

{"title":"Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions","authors":"H. Luo, Chunsheng Yang","doi":"10.1017/S0958344021000203","DOIUrl":"https://doi.org/10.1017/S0958344021000203","url":null,"abstract":"Abstract Despite the rapid development of virtual exchange in foreign language education, its use in the field of Chinese language education is still rather nascent. Adopting a mixed-methods research approach, this study focuses on examining the pedagogical benefits of a Chinese-American virtual exchange as mediated by students’ self-reported data. Two Chinese language classes (i.e. one at the elementary level and one at the intermediate level) at a small liberal arts college in the United States and a group of Chinese-speaking English majors at a Chinese university in Shanghai participated in the exchange. Analyses of four sources of qualitative data (i.e. WeChat group cultural discussion transcripts, Skype conversations, reflection journals, and end-of-program interviews) gave rise to four benefits of the exchange: promotion of cultural learning, improvement of Chinese language skills, enhancement of learning motivation, and establishment of a language learning community. Quantitative analyses of the end-of-semester questionnaire items show that the benefit regarding cultural learning, on average, received the highest rating, followed by community building and motivation enhancement, with improvement of Chinese skills being rated the lowest. Moreover, intermediate-level students evaluated all four benefits with higher ratings than elementary-level students. In particular, the two groups’ quantitative evaluations in terms of Chinese skills and motivation differed significantly. However, both groups enthusiastically endorsed the benefits of cultural learning and community building. The pedagogical implications of these results are also discussed.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"37 - 50"},"PeriodicalIF":4.5,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43704352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5