Pub Date : 2024-02-23DOI: 10.1017/s0958344024000053
Siowai Lo
Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners’ immediate vocabulary gains and retention under different learning conditions across three experimental sessions, including (a) immediate repeated viewing, (b) spaced repeated viewing, and (c) no repeated viewing. Participants were 60 Chinese-speaking lower-intermediate university EFL learners. They were divided into three groups and given each of the three treatments in each experimental session. ANOVA results revealed that viewing dual-subtitled videos with repetition allowed learners to achieve greater vocabulary gains than viewing with no repetition, with evidence indicating the superiority of immediate repetitions over spaced repetitions.
{"title":"Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy","authors":"Siowai Lo","doi":"10.1017/s0958344024000053","DOIUrl":"https://doi.org/10.1017/s0958344024000053","url":null,"abstract":"\u0000 Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners’ immediate vocabulary gains and retention under different learning conditions across three experimental sessions, including (a) immediate repeated viewing, (b) spaced repeated viewing, and (c) no repeated viewing. Participants were 60 Chinese-speaking lower-intermediate university EFL learners. They were divided into three groups and given each of the three treatments in each experimental session. ANOVA results revealed that viewing dual-subtitled videos with repetition allowed learners to achieve greater vocabulary gains than viewing with no repetition, with evidence indicating the superiority of immediate repetitions over spaced repetitions.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"38 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1017/s0958344023000277
V. Morgana
Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners’ English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students’ learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners’ experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students.
{"title":"Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks","authors":"V. Morgana","doi":"10.1017/s0958344023000277","DOIUrl":"https://doi.org/10.1017/s0958344023000277","url":null,"abstract":"\u0000 Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners’ English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students’ learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners’ experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"52 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1017/s0958344023000265
Huawei Shi, Vahid Aryadoust
In recent years, automated written feedback (AWF) has gained popularity in language learning and teaching as a form of artificial intelligence (AI). The present study aimed at providing a comprehensive state-of-the-art review of AWF. Using Scopus as the main database, we identified 83 SSCI-indexed published articles on AWF (1993–2022). We investigated several main domains consisting of research contexts, AWF systems, feedback focus, ways of utilizing AWF, research design, foci of investigation, and results. Our results showed that although AWF was primarily studied in language and writing classes at the tertiary level, with a focus on English as the target language, the scope of AWF research has been steadily broadening to include diverse language environments and ecological settings. This heterogeneity was also demonstrated by the wide range of AWF systems employed (n = 31), ways of integrating AWF (n = 14), different types of AWF examined (n = 3), as well as varied research designs. In addition, three main foci of investigation were delineated: (1) the performance of AWF; (2) perceptions, uses, engagement with AWF, and influencing factors; and (3) the impact of AWF. We identified positive, negative, neutral, and mixed results in all three main foci of investigation. Overall, less positive results were found in validating AWF compared to results favoring the other two areas. Lastly, we grounded our findings within the argument-based validity framework and also examined the potential implications.
{"title":"A systematic review of AI-based automated written feedback research","authors":"Huawei Shi, Vahid Aryadoust","doi":"10.1017/s0958344023000265","DOIUrl":"https://doi.org/10.1017/s0958344023000265","url":null,"abstract":"\u0000 In recent years, automated written feedback (AWF) has gained popularity in language learning and teaching as a form of artificial intelligence (AI). The present study aimed at providing a comprehensive state-of-the-art review of AWF. Using Scopus as the main database, we identified 83 SSCI-indexed published articles on AWF (1993–2022). We investigated several main domains consisting of research contexts, AWF systems, feedback focus, ways of utilizing AWF, research design, foci of investigation, and results. Our results showed that although AWF was primarily studied in language and writing classes at the tertiary level, with a focus on English as the target language, the scope of AWF research has been steadily broadening to include diverse language environments and ecological settings. This heterogeneity was also demonstrated by the wide range of AWF systems employed (n = 31), ways of integrating AWF (n = 14), different types of AWF examined (n = 3), as well as varied research designs. In addition, three main foci of investigation were delineated: (1) the performance of AWF; (2) perceptions, uses, engagement with AWF, and influencing factors; and (3) the impact of AWF. We identified positive, negative, neutral, and mixed results in all three main foci of investigation. Overall, less positive results were found in validating AWF compared to results favoring the other two areas. Lastly, we grounded our findings within the argument-based validity framework and also examined the potential implications.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"116 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1017/s0958344023000241
Anna Dziemianko
The aim of this paper is to investigate the usefulness of examples that show typical learner errors in online pedagogical dictionaries of English for the accuracy of error correction as well as immediate and delayed retention of usage. The optimal positioning of examples of errors in entries is also researched. In an online experiment, participants did a sentence correction exercise with the help of purpose-built monolingual dictionary entries, where the provision and positioning of examples showing errors were controlled. Two test versions were created, which differed only in the presence of examples of errors in the entries. Usage retention was observed immediately after the test and two weeks later. The results indicate that it is worthwhile to include examples of errors in online learners’ dictionaries because they contribute greatly to the retention of usage in the long run. They also help to rectify errors, though the effect is not statistically significant. The positioning of examples showing errors in entries has no influence on error correction accuracy or usage retention. The study reveals examples of errors to be a valuable induction-oriented stand-alone dictionary component placed outside warning boxes, which typically include explicit grammar rules and promote deduction.
{"title":"Do we learn from mistakes? The usefulness of examples of errors in online dictionaries","authors":"Anna Dziemianko","doi":"10.1017/s0958344023000241","DOIUrl":"https://doi.org/10.1017/s0958344023000241","url":null,"abstract":"\u0000 The aim of this paper is to investigate the usefulness of examples that show typical learner errors in online pedagogical dictionaries of English for the accuracy of error correction as well as immediate and delayed retention of usage. The optimal positioning of examples of errors in entries is also researched. In an online experiment, participants did a sentence correction exercise with the help of purpose-built monolingual dictionary entries, where the provision and positioning of examples showing errors were controlled. Two test versions were created, which differed only in the presence of examples of errors in the entries. Usage retention was observed immediately after the test and two weeks later. The results indicate that it is worthwhile to include examples of errors in online learners’ dictionaries because they contribute greatly to the retention of usage in the long run. They also help to rectify errors, though the effect is not statistically significant. The positioning of examples showing errors in entries has no influence on error correction accuracy or usage retention. The study reveals examples of errors to be a valuable induction-oriented stand-alone dictionary component placed outside warning boxes, which typically include explicit grammar rules and promote deduction.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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