Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology
Issue: Vol 35 No. 1 (2018)
Journal: CALICO Journal
Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts and technologies, and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in second language research in many different ways. This review identifies methodological practices in research into L2 TMVD and provides a synthesis of learning and instructional approaches, aspects of vocabulary knowledge being investigated and measures of vocabulary development used in this research. A sample of 82 primary studies from 2010 to 2017 was selected and coded for target methodological features. The results of the review show that TMVD research has achieved a certain degree of methodological maturity, while a number of issues have also been identified. These issues include: the practice of comparing technology-mediated instruction with ‘traditional’ instruction without technology; insufficient reporting of participants’ L2 proficiency; and a dearth of treatments targeting fluency development. The review also showed a preference for evaluating the knowledge of individual vocabulary items rather than the development of the L2 lexicon, and insufficient use of online and implicit measures of vocabulary knowledge. Recommendations for future TMVD research are provided.
Author: Irina Elgort
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning, 29(1), 103–126.
Barcroft, J. (2016). Vocabulary in language teaching. New York: Routledge.
Caldwell-Harris, C., Goodwin, K., Chu, E., & Dahlen, K. (2014). Examining the advantage of a live instructor vs. video in a laboratory study. Innovation in Language Learning and Teaching, 8(3), 191–204.
Chukharev-Hudilainen, E., & Klepikova, T. (2016). The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: A double-blind study. CALICO Journal, 33, 334–354.
Diez-Bedmar, M. B., & Perez-Paredes, P. (2012). The types and effects of peer native speakers’ feedback on CMC. Language Learning and Technology, 16, 62–90.
Elgort, I. (in press). Teaching/developing vocabulary using ICTs and digital resources. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235
Elgort, I., & Nation, I. S. P. (2010). Vocabulary learning in a second language: Familiar answers to new questions. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising ‘learning’ in applied linguistics (pp. 89–104). Houndmills, UK: Macmillan.
Elgort, I., Perfetti, C. A., Rickles, B., & Stafura, J. Z. (2015). Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and event-related brain potential (ERP) indicators of learning. Language, Cognition and Neuroscience, 30(5), 506–528.
Franciosi, S., Yagi, J., Tomoshige, Y., & Suying, Y. (2016). The effect of a simple simulation game on long-term vocabulary retention. CALICO Journal, 33, 355–379.
Godfroid, A., Boers, F., & Housen, A. (2013). An eye for words: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye tracking. Studies in Second Language Acquisition, 35(3), 483–517.
Gordani, Y. (2013). The effect of the integration of corpora in reading comprehension classrooms on English as a foreign language learners’ vocabulary development. Computer Assisted Language Learning, 26(5), 430–445.
Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: Wiley.
Kember, D. (2003) To control or not to control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education. Assessment and Evaluation in Higher Education, 28(1), 89–101.
Lin, Y. (2016). Development of multi-word sequences by adolescent EFL Learners through online interaction: Does online contact with native English speakers lead to a more native-like use of multi-word sequences? English Today, 32(4), 27–32.
Ma, Q. (2009). Second language vocabulary acquisition. Bern, Switzerland: Peter Lang.
Marefat, F., & Hassanzadeh, M. (2016). Applying form-focused approaches to L2 vocabulary instruction through podcasts. Language Learning and Technology, 20, 107–127.
Michel, M. C., & Smith, B. (2017). Eye-tracking research in computer-mediated language learning. In S. Thorne and S. May (Eds.), Language, education and technology (pp. 453–464). (Encyclopedia of language and education). Cham: Springer International Publishing.
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18, 118–141.
Nation I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I.S.P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31, 9–13.
Plonsky, L., & Ziegler, N. (2016). The CALL–SLA interface: Insights from a second-order synthesis. Language Learning and Technology, 20, 17–37.
Rouhi, A., & Mohebbi, H. (2013). Glosses, spatial intelligence, and L2 vocabulary learning in multimedia context. 3L: The Southeast Asian Journal of Language Studies, 19, 75–87.
Seedhouse, P., Preston, A., Olivier, P., Jackson, D., Heslop, P., Plötz, T., … Ali, S. (2013). The French digital kitchen: Implementing task-based language teaching beyond the classroom. International Journal of Computer-Assisted Language Learning and Teaching, 3(1), 50–72.
Smith, B. (2012). Eye tracking as a measure of noticing: A study of explicit recasts in SCMC. Language, Learning and Technology, 16, 53–81.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning and Technology, 14, 95–110.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14, 50–73.
Terantino, J. (2016). Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. CALICO Journal, 33, 260–277.
Türk, E., & Erçetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1–25.
Vahdat, S., & Rasti Behbahani, A. (2013). The effect of video games on Iranian EFL learners’ vocabulary learning. Reading Matrix, 13, 61–71.
Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20, 159–179.
Wesche, M., & Paribakht, S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53, 13–40.