Collaborative and Individual Vocabulary Learning in the Arabic Classroom: The Role of Engagement and Task Demands

Autor/inn/en	Rabie-Ahmed, Amr; Mohamed, Ayman
Titel	Collaborative and Individual Vocabulary Learning in the Arabic Classroom: The Role of Engagement and Task Demands
Quelle	In: Foreign Language Annals, 55 (2022) 4, S.1006-1024 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamed, Ayman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12636
Schlagwörter	Vocabulary Development; Arabic; Second Language Learning; Learner Engagement; Task Analysis; Cooperative Learning; Electronic Learning; Instructional Effectiveness; Learning Activities; Cognitive Processes; Difficulty Level; Novices + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Arabisch; Zweitsprachenerwerb; Aufgabenanalyse; Kooperatives Lernen; Unterrichtserfolg; Lernaktivität; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	The present study compared individual and collaborative vocabulary learning through two types of reading-based pedagogical tasks in an online elementary Arabic classroom. Fifty-two beginner learners of Arabic completed a pretest, a story-based task (either multiple-choice or gap-fill) with embedded novel vocabulary, and two posttests over a 2-week period. Tasks were performed either collaboratively in groups (n = 32) or individually (n = 20) during class time. While there was no effect of task type, results showed that the collaborative condition was more conducive to vocabulary gains than the individual condition. From a processing perspective, two vocabulary frameworks were compared: The "Involvement Load Hypothesis" (ILH) and the "Technique Feature Analysis" (TFA). Vocabulary gains were found to be more clearly predicted by the TFA as it included components that captured the cognitive loads of collaborative tasks. The study provides implications for teaching Arabic vocabulary, particularly with novice learners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01