Improving Vocabulary in English as a Foreign Language among Students with Dyslexia Using Hybrid Technology

Autor/inn/en	Eden, Sigal; Shmila, Livnat
Titel	Improving Vocabulary in English as a Foreign Language among Students with Dyslexia Using Hybrid Technology
Quelle	In: Journal of Educational Computing Research, 61 (2023) 2, S.283-303 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eden, Sigal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221117084
Schlagwörter	Educational Technology; Blended Learning; Receptive Language; Vocabulary Development; English (Second Language); Second Language Instruction; Dyslexia; Students with Disabilities; Preadolescents; Intervention; Program Effectiveness; Grade 4; Grade 5; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland
Abstract	The study investigates the effect of hybrid technology (HT), which combine physical objects and virtual effects, on learning receptive-vocabulary in English as a foreign-language (EFL) among students with dyslexia. Participants included 106 students aged 9-12. The students with dyslexia were randomly divided into intervention groups that used either HT (the Osmo™ app) or traditional technology (TT; a PowerPoint presentation). The typically developing (TD) students served as a control group. Pre-intervention scores on an English vocabulary test were significantly higher among TD students, nevertheless did not differ between HT and TT groups. Post-intervention scores were significantly higher among students with dyslexia in the HT group compared to the TT group. Test scores decreased significantly 2 weeks post-intervention in both intervention groups, yet were significantly higher in the HT group. Moreover, no significant differences were found post-intervention and 2 weeks post-intervention between the HT and TD groups. The explained variance of the test showed that the score and the English achievements at school contributed to explaining the differences in test scores, consistent at the three assessments points. Results illustrate the positive effect of HT on achievements of students with dyslexia, thus exposing EFL and special needs teachers to an advantageous tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01