The effects of computer-based, context-embedded approaches to second-language vocabulary learning
Kang, Sook-Hi
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Permalink
https://hdl.handle.net/2142/23649
Description
Title
The effects of computer-based, context-embedded approaches to second-language vocabulary learning
Author(s)
Kang, Sook-Hi
Issue Date
1994
Doctoral Committee Chair(s)
Dennis, J. Richard
Department of Study
Education, Language and Literature
Education, Technology of
Education, Curriculum and Instruction
Discipline
Education, Language and Literature
Education, Technology of
Education, Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Language and Literature
Education, Technology of
Education, Curriculum and Instruction
Language
eng
Abstract
"This study examined the effectiveness of computer-based, context-embedded approaches to second-language vocabulary learning in comparison with conventional instruction strategies. Four experimental treatments were prepared: Paper and Pencil (P&P), Computer-Based Word-for-Word (CW), Computer-Based Word-for-Word plus Picture (CP), and Computer-Based Context (CC) conditions. The P&P treatment represented a conventional method of vocabulary learning, i.e., paired-associate word learning based on a translation-, definition-oriented approach. The CW treatment incorporated basically the same approach as the P&P but was implemented on a computer. The CP treatment utilized pictures of word meanings in addition to all the features present in the CW treatment. Finally, the CC treatment embodied a context-based approach, as distinguished from the ""isolated"" definition-based approach commonly shared by the other three treatments."
The experiment was carried out at a local elementary school in Seoul, Korea. The entire experiment consisted of seven sessions. In the first session, each subject was given a computer-attitude questionnaire, an estimate of verbal ability, and computer training. The main experiment consisted of the next five sessions. In each session, subjects went through their given experimental treatment, which was followed by an immediate post-test. A retention test was given three days after the sixth session.
Three major evaluation tasks were used for both follow-up and retention tests: definition recall, listening comprehension, and knowledge transfer. Examination of the follow-up test data revealed that the CC group tended to perform rather poorly for the first few sessions, but made a gradual improvement. In the final session the CC group's performance was superior to the other three groups'. However, this observed experimental difference was not statistically significant. In the retention test, the CC group showed significantly higher performance than any other group on all the major tasks. This strongly suggests that the proposed context-embedded approach to second-language vocabulary learning was most effective in promoting knowledge transfer, listening comprehension, and long-term recall of vocabulary definitions.
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