Depth of processing vocabulary has been the subject of heated discussion among vocabulary researchers. Yet, current literature lacks research comparing different tasks to investigate the acquisition ...of vocabulary knowledge among adult learners of English as a foreign language (EFL). To fill the gap, we designed five task-based groups based on Technique Feature Analysis (TFA) as a framework to predict the effectiveness of different vocabulary learning tasks with similar or different TFA rankings on L2 vocabulary knowledge gain. The participants were 130 EFL learners (mean age = 21.7, female 61.5%) randomly assigned to the vocabulary learning tasks: reading and multiple-choice items (TFA = 6), reading and choosing definitions (TFA = 6), reading and fill-in-the-blanks (TFA = 7), reading and rewording the sentences (TFA = 6) and composition writing (TFA = 8). The results of the study revealed that tasks with the same TFA scores led to similar vocabulary knowledge gains. While predictions of the TFA are partially supported, composition writing and sentence rewording tasks supersede other tasks in terms of their effectiveness in vocabulary acquisition.
Vocabulary acquisition through reading has been repeatedly studied in second language learning research and several recent studies conclude that incidental learning through reading needs to be ...complemented with intentional learning activities that target specific words. These learning opportunities are potentially present in graded readers (i.e., books adapted to the proficiency level of the learners). Seeking to contribute to this growing area of scholarship, this study analyzes the activities in 10 elementary Spanish graded readers. The framework used to measure the activities' quality is Nation and Webb's (2011) Technique Feature Analysis (TFA). Results show that graded readers include only a low number of activities explicitly focused on vocabulary. In addition, TFA scores were extremely low for most of the activities. Overall, the study indicates the necessity of increasing the quantity and quality of vocabulary activities in these books.
L2 vocabulary learning is a complex process involving not only understanding the meanings of words but also being able to retain, retrieve, and use them in production. To this end, learners need not ...only to pay deliberate attention to the target words but also have to deeply process the various aspects of the words to learn them effectively. This has been referred to as “elaborate processing.” Two frameworks have been proposed to operationalize the construct of elaborate processing for L2 vocabulary learning: Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA). However, the two frameworks vary in the ways they conceptualize elaborate learning and also in terms of their attentional components. The present study was designed to empirically compare these two frameworks and their predictability for effective L2 vocabulary learning tasks. Ninety-six adult EFL learners were divided into four groups, and were required to learn the meanings of 14 unknown words. Each group performed one of four vocabulary tasks ranked differently by the two frameworks. The results showed that the TFA had a better explanatory power in predicting vocabulary learning gains than the ILH. The implications of the findings for designing effective L2 vocabulary tasks will be discussed.
Many studies have highlighted the importance of personalized learning, and most current e-learning systems are able to personalize materials, activities, etc., based on individualized ...learner-factors. However, none of the extant word-learning systems provides a personalized learning experience that is guided by a comprehensive word learning theory. In this study, we develop such a system based on Nation and Webb's checklist for technique feature analysis - a thorough set of factors that promote effective word learning. This system recommends personalized word learning tasks based on the technique feature analysis scores of different tasks and user models. To examine the effectiveness of the proposed system, we conducted an experiment among 105 English learners, grouped them into three teams randomly, and asked them to learn forty target words through three approaches: a non-personalized approach, a personalized approach guided by a partial version of the technique feature analysis, and a personalized approach guided by the full list of the technique feature analysis. Significant differences were observed among the effectiveness of the three approaches in promoting word learning, with the personalized approach guided by the complete checklist leading to the best learning performance. It is therefore suggested that e-learning systems should be designed based on comprehensive learning theories.
The Challenge
How can collaborative learning be approached from a processing perspective? Can vocabulary involvement frameworks predict learning gains from collaborative tasks as compared to ...individual tasks? Are these frameworks relevant to the language classroom settings? This study explores incidental vocabulary acquisition from individual and collaborative tasks in an Arabic online classroom.
The present study compared individual and collaborative vocabulary learning through two types of reading‐based pedagogical tasks in an online elementary Arabic classroom. Fifty‐two beginner learners of Arabic completed a pretest, a story‐based task (either multiple‐choice or gap‐fill) with embedded novel vocabulary, and two posttests over a 2‐week period. Tasks were performed either collaboratively in groups (n = 32) or individually (n = 20) during class time. While there was no effect of task type, results showed that the collaborative condition was more conducive to vocabulary gains than the individual condition. From a processing perspective, two vocabulary frameworks were compared: The Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). Vocabulary gains were found to be more clearly predicted by the TFA as it included components that captured the cognitive loads of collaborative tasks. The study provides implications for teaching Arabic vocabulary, particularly with novice learners.
Vocabulary‐learning activities are predominant in the English language classroom. Research examining teachers' awareness of effective vocabulary instructional practices is limited. The current ...mixed‐methods study (explanatory sequential design) aims to elicit responses from schoolteachers and college‐level teachers in the Saudi English‐as‐a‐foreign‐language (EFL) context to evaluate their implementation of the Technique Feature Analysis criteria. A survey was administered to 86 EFL teachers in Saudi Arabia. This was followed by focused group interviews with a subsample of 15 teachers. Results showed that teachers at both levels frequently employed the criteria under “motivation” and “noticing.” However, most college‐level teachers could not give students the freedom to select the words they needed to learn, did not use images to visualize vocabulary items, and were hesitant about using translation in their classrooms. Schoolteachers, on the other hand, did not pay attention to teaching individual unknown words in context. The results have important implications regarding teacher perceptions of effective vocabulary teaching and the design of language programs in Saudi Arabia.
الملخص
تعد البحوث التي تُعنى بدراسة وعي المعلمين المرتبط بالأساليب الفعالة لتعليم المفردات محدودة على الرغم من شيوع هذه الأنشطة في فصول تعليم اللغة الإنجليزية. تهدف هذه الدراسة التي تتَّبِع منهجيات البحث مختلط الطرق (التصميم التفسيري المتتابع) إلى استنباط الإجابات من معلمي المدارس وأساتذة الجامعات في سياق تعليم اللغة الإنجليزية كلغة أجنبية في المملكة العربية السعودية بغرض تقييم تطبيقهم لمعايير “تحليل خصائص الأسلوب” . أُجري استطلاع لـ 86 معلمًا يدرسُّون اللغة الإنجليزية كلغة أجنبية في المملكة العربية السعودية، يليه مقابلات تحتوي على عينة فرعية تتكون من 15 معلمًا تتَّبِع أسلوب مجموعات التركيز. أظهرت النتائج أن المعلمين في كلا المستويين (المدرسي والجامعي) استخدموا معايير “التحفيز” و“الملاحظة” كثيرًا. ومع ذلك فإن أغلب أساتذة الجامعات لم يمنحوا الطلاب حرية اختيار المفردات التي يحتاجون إلى تعلمها، ولم يستخدموا الصور لتوضيح المفردات، كما أنهم كانوا مترددين في استخدام الترجمة في فصولهم الدراسية. وفي المقابل، لم يهتم معلمو المدارس بتدريس الكلمات المنفردة غير المعروفة في السياق. يُنظر لنتائج هذه الدراسة بأن لها آثار مهمة تتعلق بإدراك المعلمين للأساليب الفعالة لتدريس المفردات وتصميم برامج اللغة في المملكة العربية السعودية.
This study aimed to compare the predictive power of Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) using five different vocabulary learning tasks that had similar and ...different rankings based on the two models. The experimental tasks included reading and true/false statements, reading and choosing definitions, reading and fill-in-the-blanks, and reading and rewording the sentences. The control task was a reading and comprehension questions task. Participants were 114 young adult EFL learners from five intact classes, assigned to one of the five tasks. During-task performance was assessed. Initial learning was measured by administering an L2/L1 word translation immediate posttest, and medium-term retention was measured by administering the same test with rearranged items one week later. ANOVA and hierarchical multipleregression results showed that TFA was a more powerful predictor of both initial and medium-term learning. Pedagogical and theoretical implications of the findings will be discussed.
Vocabulary learning has always been a great concern and has attracted the attention of many researchers. Among the vocabulary learning hypotheses,
involvement load hypothesis
and
technique feature ...analysis
have been proposed which attempt to bring some concepts like noticing, motivation, and generation into focus. In the current study, 90 high proficiency EFL students were assigned into three vocabulary tasks of sentence making, composition, and reading comprehension in order to examine the power of involvement load hypothesis and technique feature analysis frameworks in predicting vocabulary learning. It was unraveled that involvement load hypothesis cannot be a good predictor, and technique feature analysis was a good predictor in pretest to posttest score change and not in during-task activity. The implications of the results will be discussed in the light of preparing vocabulary tasks.
Este artículo presenta los resultados de un estudio sobre aprendizaje de vocabulario en español como L2 en el que han participado 178 estudiantes (de nivel B1-B2 de español) de diez instituciones del ...área metropolitana de Tokio. Los objetivos son: (1) determinar cuál de estas tres actividades es más eficaz: selección de la definición correspondiente a la palabra estímulo, selección del ejemplo en el que se pueda incluir dicha palabra y escritura de una oración que la incorpore, y así comprobar la capacidad predictiva de las escalas de la Hipótesis del Nivel de Participación o Implicación (Hulstijn y Laufer, 2001) y de la Técnica de Análisis de Características (Nation y Webb, 2011); y (2) comparar estos resultados con los obtenidos previamente con 1317 informantes, de 27 L1 diferentes (San-Mateo y Andión, 2019). Los resultados indican que los aprendices japoneses que practicaron con la escritura recordaron más palabras y fueron capaces de completar actividades que precisan conocimiento receptivo y productivo significativamente mejor que los que trabajaron con la selección de definiciones. La escritura es la actividad productiva y la que requiere más esfuerzo cognitivo según las dos escalas. En cambio, los sujetos que practicaron con las definiciones ―actividad que requiere solo conocimiento receptivo de la palabra y puntúa menos en las dos escalas― recordaron menos palabras y obtuvieron peores resultados en la actividad productiva. Estos resultados están en la misma línea que los del grupo multilingüe.
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