L2 Vocabulary Learning from Educational Media: Extending Dual-Coding Theory to Dual-Language Learners

Autor/inn/en	Wong, Kevin M.; Samudra, Preeti G.
Titel	L2 Vocabulary Learning from Educational Media: Extending Dual-Coding Theory to Dual-Language Learners
Quelle	In: Computer Assisted Language Learning, 34 (2021) 8, S.1182-1204 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Kevin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1666150
Schlagwörter	Second Language Learning; Second Language Instruction; Computer Assisted Instruction; English (Second Language); Language Proficiency; Preschool Children; Eye Movements; Bilingualism; Vocabulary Development; Attention Control; Word Recognition; Educational Media; Visual Aids; Preschool Education; Intelligence Tests; Verbal Ability; English Language Learners; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Augenbewegung; Bilingualismus; Wortschatzarbeit; Aufmerksamkeitstest; Worterkennung; Bildungsmittel; Unterrichtsmedien; Anschauungsmaterial; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children's attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed. [For the corresponding grantee submission, see ED614293.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01