The Effects of a Mobile-Based Multisensory Approach to Vocabulary Learning in a Japanese EFL Context

Autor/inn/en	Lewis, Dawson Roy, III; Datzman, Brien
Titel	The Effects of a Mobile-Based Multisensory Approach to Vocabulary Learning in a Japanese EFL Context
Quelle	In: TESOL International Journal, 15 (2020) 6, S.4-32 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Language Tests; Vocabulary Development; Multiple Choice Tests; Instructional Materials; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Intervention; Video Technology; Telecommunications; Handheld Devices; Engineering Education; Environmental Education; Teaching Methods; Undergraduate Students; Comparative Analysis; Foreign Countries; Audiovisual Aids; Group Discussion; Textbooks; Task Analysis; Instructional Effectiveness; Nonmajors; Japan + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Wortschatzarbeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lehrmaterial; Lehrmittel; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Ingenieurausbildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Audiovisuelles Medium; Gruppendiskussion; Textbook; Text book; Schulbuch; Lehrbuch; Aufgabenanalyse; Unterrichtserfolg
Abstract	This article reports on a 16-week study that examined the effect of mobile-based authentic audiovisual materials (AAM) on the vocabulary acquisition of Japanese university English as a Foreign Language (EFL) students. A quasi-experimental pretest-posttest design study was employed to compare the differences in vocabulary learning between a control and treatment group, as well as those between below and above average achievers in the treatment group. The study included a sample of 66 non-English majors from the Engineering and Environmental Studies departments at a flagship university in southwestern Japan. The mobile-based AAM were drawn from YouTube and aligned with vocabulary from the textbook used by both groups. Intralingual subtitles and task-based comprehension questions accompanied each of the eight AAM treatment sessions. In class, both groups activated their vocabulary knowledge through group discussion and short presentations. The achievement data were gathered from a 20-item multiple-choice and short-answer vocabulary test. Results indicated the intervention had a significant positive impact on vocabulary learning. Further analysis revealed prior vocabulary knowledge was not predictive of vocabulary acquisition, which led the authors to conclude the intervention was equally effective for low and high achievers. Other pedagogical implications of this study and suggestions for future research are discussed. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01