The Effect of Lexical Tools and Applications on L2 Vocabulary Learning: A Case of English Academic Core Words

Autor/inn/en	Iravi, Yasaman; Malmir, Ali
Titel	The Effect of Lexical Tools and Applications on L2 Vocabulary Learning: A Case of English Academic Core Words
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.636-649 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iravi, Yasaman) ORCID (Malmir, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2102638
Schlagwörter	Second Language Learning; Second Language Instruction; Vocabulary Development; MOOCs; Computational Linguistics; Dictionaries; Electronic Publishing; Instructional Materials; Computer Software; Computer Mediated Communication; English (Second Language); Comparative Analysis; Grammar; Language Tests; Academic Language; Word Lists; Teaching Methods; Private Education; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Linguistics; Computerlinguistik; Dictionary; Wörterbuch; Elektronisches Publizieren; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Language test; Sprachtest; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortliste; Teaching method; Lehrmethode; Unterrichtsmethode; Privatunterricht; Ausland
Abstract	This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of 74 EFL students in six groups. Furthermore, the effectiveness of lexical applications was compared in terms of being tutor-based form-focused or tool-based meaning-focused. After the treatments that included 24 60-minute sessions, students answered a research-made test developed based on the 85 words selected from Gardner and Davies' ([2014]. "A New Academic Vocabulary List." "Applied Linguistics" 35 (3): 305-327) academic vocabulary list (AVL). Data analysis using one-way ANOVA and independent-sample t-test indicated that vocabulary learning occurred more through lexical applications than lexical tools. MOOCs and lexical concordancers roughly equal outperformed the e-dictionaries group. Among the lexical applications, WordUp attained better results than TMCA and Anki Flashcard Program. Anki showed more gains in academic vocabulary learning than TMCA. Furthermore, the tutor form-focused application (WordUP) was more effective than the tool-based meaning-focused applications (TMCA+ Anki Groups). The findings of this investigation imply that language teachers can use more lexical applications to enhance the knowledge of academic core words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01