{"title":"技术辅助词汇学习的系统文献综述","authors":"Enzo Simonnet, Mathieu Loiseau, Élise Lavoué","doi":"10.1111/jcal.13096","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology-Assisted Vocabulary Learning (<span>tavl</span>) aims to provide solutions to this set of problems.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13096","citationCount":"0","resultStr":"{\"title\":\"A Systematic Literature Review of Technology-Assisted Vocabulary Learning\",\"authors\":\"Enzo Simonnet, Mathieu Loiseau, Élise Lavoué\",\"doi\":\"10.1111/jcal.13096\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology-Assisted Vocabulary Learning (<span>tavl</span>) aims to provide solutions to this set of problems.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 1\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-12-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13096\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13096\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13096","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Systematic Literature Review of Technology-Assisted Vocabulary Learning
Background
Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology-Assisted Vocabulary Learning (tavl) aims to provide solutions to this set of problems.
Objectives
We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement.
Method
We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review.
Results and Conclusions
We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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