A Study into the Impact of the Choice of Cognitive and Meta-Cognitive Strategies and Podcasts on Vocabulary Gain and Retention Levels in the "Telegram"-Based E-Learning Context

Autor/inn/en	Elekaei, Atefeh; Tabrizi, Hossein Heidari; Chalak, Azizeh
Titel	A Study into the Impact of the Choice of Cognitive and Meta-Cognitive Strategies and Podcasts on Vocabulary Gain and Retention Levels in the "Telegram"-Based E-Learning Context
Quelle	In: Teaching English with Technology, 20 (2020) 2, S.98-117 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Learning Strategies; Metacognition; Handheld Devices; Audio Equipment; Vocabulary Development; Retention (Psychology); Electronic Learning; Asynchronous Communication; Distance Education; Second Language Learning; Foreign Countries; English (Second Language); College Students; Iran + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Audio-CD; Wortschatzarbeit; Merkfähigkeit; Distance study; Distance learning; Fernunterricht; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent
Abstract	Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners' choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the "Telegram" channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01