The Effects of Data-Driven Learning upon Vocabulary Acquisition for Secondary International School Students in Vietnam

Autor/in	Karras, Jacob Nolen
Titel	The Effects of Data-Driven Learning upon Vocabulary Acquisition for Secondary International School Students in Vietnam
Quelle	In: ReCALL, 28 (2016) 2, S.166-186 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344015000154
Schlagwörter	Foreign Countries; Evidence Based Practice; Vocabulary Development; Language Acquisition; Secondary School Students; Second Language Instruction; Second Language Learning; Computer Assisted Instruction; International Schools; Instructional Effectiveness; Control Groups; Experimental Groups; Instructional Program Divisions; Comparative Analysis; Longitudinal Studies; English (Second Language); Electronic Learning; Dictionaries; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Sekundarschüler; Fremdsprachenunterricht; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; International school; Internationale Schule; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Dictionary; Wörterbuch
Abstract	Within the field of computer assisted language learning (CALL), scant literature exists regarding the effectiveness and practicality for secondary students to utilize data-driven learning (DDL) for vocabulary acquisition. In this study, there were 100 participants, who had a mean age of thirteen years, and were attending an international school in Ho Chi Minh City, Vietnam. This particular milieu unsurprisingly comprised "third culture kids" (TCKs) and "cross-cultural kids" (CCKs). They were assigned to a control and experimental group; both had several intensive weeks of online-dictionary learning training, while the experimental group also experienced intensive DDL training. This was done prior to the start of the eight-week longitudinal study. Major findings included a significant longitudinal main effect for both groups, significantly overall higher results for the experimental group than the control, and a significant difference among subjects' grade level was discovered. Furthermore, the experimental group exhibited a significantly marked increase in vocabulary results in the later weeks of the experiment. In general, these results show that DDL can be successful in the secondary school English as a foreign language (EFL) context and that it promotes significantly better vocabulary acquisition when used in conjunction with online-dictionary vocabulary learning methods, especially for a sustained longitudinal period of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01