Can Virtual Noticing Enhance L2 Students' Lexical Complexity? A Study of the Effects of Online Discussions on L2 Learners' Lexical Complexity

Autor/in	Al Jahromi, Diana
Titel	Can Virtual Noticing Enhance L2 Students' Lexical Complexity? A Study of the Effects of Online Discussions on L2 Learners' Lexical Complexity
Quelle	In: Arab Journal of Applied Linguistics, 5 (2020) 2, S.32-54 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Computer Mediated Communication; Language Usage; Language Variation; Language Processing; Group Discussion; Computer Simulation; Comparative Analysis; Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Vocabulary Skills; Computational Linguistics; Psycholinguistics; Bahrain + Suchen Sie Ihr Suchwort? Computerkonferenz; Sprachgebrauch; Sprachenvielfalt; Sprachverarbeitung; Gruppendiskussion; Computergrafik; Computersimulation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Aktiver Wortschatz; Linguistics; Computerlinguistik; Psycholinguistik
Abstract	The primary aim of this study was to investigate the impact of using online discussions on L2 learners' lexical complexity (LC) using a blend of qualitative and quantitative data collection methods to measure how L2 learners' lexical variation, lexical density, and lexical richness can be influenced by online interactions facilitated in virtual discussions. In a quasi-experimental study, 50 3rd-year University of Bahrain L2 students were divided into an experimental group, which was involved in both in-class discussions and online discussion, and a control group, which was involved in in-class discussions only. These students' lexical variation, lexical density, and lexical richness were analysed and compared using three measures: "type/token ratio (TTR)," "the total number of lexical words divided by total no. of words (L/W)" and "P_Lex lambda" using measures of central tendency and independent sample t-tests. Overall results suggest that L2 learners' LC can be significantly enhanced through the utilization of online discussions in L2 learning settings due to a number of interrelated cognitive factors. Accordingly, a number of significant implications and recommendations have been delineated. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01