Abstract
This research examines the effectiveness of vocabulary learning tasks from the perspective of Nation and Webb’s (2011) technique feature analysis. Three frequently practiced word learning exercises (reading comprehension, cloze-exercises, and sentence writing), and two types of annotations for target words (pictorial annotations, and textual annotations) were investigated. One hundred and twenty undergraduate students participated in the study and were randomly assigned to four groups to complete four tasks: reading comprehension with pictorial annotations, cloze-exercises with textual annotations, cloze-exercises with pictorial annotations, and sentence-writing with textual annotations. The post-test scores showed that the tasks of reading comprehension with pictorial annotations and doing cloze-exercises with textual annotations were similarly effective; and cloze-exercises with pictorial annotations were similarly effective as sentence-writing with textual annotations. Such results are consistent with the checklist for technique feature analysis, indicating that this framework is reliable in evaluating and predicting task effectiveness. It also shows that the involvement of imaging in an activity is conducive to word learning, and pictorial annotations promote effective learning. More integration of pictorial annotations in language learning materials is therefore suggested.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abraham, L.: Computer-mediated glosses in second language reading comprehension and vocabulary learning: a meta-analysis. Comput. Assist. Lang. Learn. 12(3), 199–226 (2008)
Al-Seghayer, K.: The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Lang. Learn. Technol. 5(1), 202–232 (2001)
Baddeley, A.D.: Human Memory. Lawrence Erlbaum Associates, London (1990)
Bagnole, J.W.: The magic and mystery of motivation in TEFL and language learning. TESOL Matters, February/March, 10–16 (1993)
Boers, F., Warren, P., He, L., Deconinck, J.: Does adding pictures to glosses enhance vocabulary uptake from reading? System 66, 113–129 (2017)
Chun, D.: CALL technologies for L2 reading. In: Ducate, L., Arnold, N. (eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching, pp. 69–98. CALICO, San Marcos (2006)
Chun, D.M., Plass, J.L.: Effects of multimedia annotations on vocabulary acquisition. Modern Lang. J. 80(2), 183–198 (1996)
Dornyei, Z.: Motivation and motivating in the foreign language classroom? Modern Lang. J. 78, 273–284 (1994)
Gardner, R.C.: Motivation and second language acquisition. Porta Linguarum 8, 9–20 (2007)
Gohar, M.J., Rahmanian, M., Soleimani, H.: Technique feature analysis or involvement load hypothesis: estimating their predictive power in vocabulary learning. J. Psycholinguist. Res. 1–11 (2018). https://doi.org/10.1007/s10936-018-9568-5
Hu, H.C.M., Nassaji, H.: Effective vocabulary learning tasks: involvement load hypothesis versus technique feature analysis. System 56, 28–39 (2016)
Jacobs, G.M., Dufon, P., Fong, C.H.: L1 and L2 vocabulary glosses in L2 reading passages: their effectiveness for increasing comprehension and vocabulary knowledge. J. Res. Read. 17(1), 19–28 (1994)
Joe, A.: What effects do text–based tasks promoting generation have on incidental vocabulary acquisition? Appl. Linguist. 19, 357–377 (1998)
Keating, G.: Task effectiveness and word learning in a second language: the involvement load hypothesis on trial. Lang. Teach. Res. 12(3), 365–386 (2008)
Kim, Y.: The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Lang. Learn. 58(2), 285–325 (2008)
Ko, M.: Glosses, comprehension, and strategy use. Read. Foreign Lang. 17(2), 125–143 (2005)
Mohsen, M.A., Balakumar, M.: A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature. ReCALL 23(02), 135–159 (2011)
Nation, I.S.P.: Learning Vocabulary in Another Language. Cambridge University Press, New York (2001)
Nation, P., Webb, A.: Researching and Analyzing Vocabulary. Cengage Learning, Heinle (2011)
Paribakht, T.S., Wesche, M.: Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In: Coady, J., Huckin, T. (eds.) Second Language Vocabulary Acquisition: A Rationale for Pedagogy, pp. 174–200. Cambridge University Press, New York (1997)
Plass, J.L., Chun, D.M., Mayer, R.E., Leutner, D.: Supporting visual and verbal learning preferences in a second-language multimedia learning environment. J. Educ. Psychol. 90, 25–36 (1998)
Schmidt, R.: The role of consciousness in second language learning. Appl. Linguist. 11, 129–158 (1990)
Schmidt, R.: Attention, awareness, and individual differences in language learning. In: Chan, W.M., Chi, S., Cin, K.N., Istanto, J., Nagami, M., Sew, J.W., Suthiwan, T., Walker, I. (eds.) Proceedings of CLaSIC 2010, pp. 721–737. Centre for Language Studies, National University of Singapore, Singapore (2010)
Underwood, J.: HyperCard and interactive video. CALICO 6(3), 7–20 (1989)
Yanguas, I.: Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Lang. Learn. Technol. 13(2), 48–76 (2009)
Yeh, Y., Wang, C.-W.: Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO J. 21, 131–144 (2003)
Yoshii, M.: L1 and L2 glosses: their effects on incidental vocabulary learning. Lang. Learn. Technol. 10(3), 85–101 (2006)
Yoshii, M., Flaitz, J.: Second language incidental vocabulary retention: the effect of picture and annotation types. CALICO J. 20, 33–58 (2002)
Xie, H.R., Zou, D., Lau, Y.K., Wang, F.L., Wong, T.L.: Generating incidental word-learning tasks via topic-based and load-based profiles. IEEE Multimedia 23(1), 60–70 (2016)
Xie, H.R., Zou, D., Wang, F.L., Wong, T.-L.: A review on recent development of the involvement load hypothesis. In: Cheung, S.K.S., Kwok, L.-F., Ma, W.W.K., Lee, L.-K., Yang, H. (eds.) ICBL 2017. LNCS, vol. 10309, pp. 447–452. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-59360-9_39
Zou, D.: A study of the components of the involvement load hypothesis: how involvement load should be allocated to “Search” and “Evaluation”. Unpublished Ph.D. dissertation, City University of Hong Kong, Hong Kong (2012)
Zou, D.: Comparing dictionary-induced vocabulary learning and inferencing in the context of reading. Lexikos 26, 372–390 (2016)
Zou, D.: Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: extending the evaluation component of the involvement load hypothesis. Lang. Teach. Res. 21(1), 54–75 (2017)
Zou, D., Wang, F.L., Xie, H.R., Wong, T.L., Kwan, R.: A flexible graph-based model for facilitating digital learning activities. Int. J. Innov. Learn. (2017a, forthcoming)
Zou, D., Xie, H.R., Wang, F.L.: The use of monolingual mobile dictionaries in the context of reading by intermediate Cantonese EFL learners in Hong Kong. In: Helm, F., Bradley, L., Guarda, M., Thouesny, S. (eds.) Critical CALL, pp. 569–574. Researchpublishing.net (2015)
Zou, D., Xie, H.R., Wang, F.L., Wong, T.L.: Modeling second language learners for learning task recommendation. Int. J. Innov. Learn. (2017b, forthcoming)
Zou, D., Xie, H., Wong, T.-L., Wang, F.L., Kwan, R., Chan, W.H.: An Explicit Learner Profiling Model for Personalized Word Learning Recommendation. In: Huang, T.-C., Lau, R., Huang, Y.-M., Spaniol, M., Yuen, C.-H. (eds.) SETE 2017. LNCS, vol. 10676, pp. 495–499. Springer, Cham (2017c). https://doi.org/10.1007/978-3-319-71084-6_58
Acknowledgement
This study was fully supported by the Start-Up Research Grant (RG 54/2017-2018R) of The Education University of Hong Kong and a grant from Research Grants Council of Hong Kong Special Administrative Region, China (UGC/FDS11/E03/16).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Zou, D., Wang, F.L., Kwan, R., Xie, H. (2018). Investigating the Effectiveness of Vocabulary Learning Tasks from the Perspective of the Technique Feature Analysis: The Effects of Pictorial Annotations. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_1
Download citation
DOI: https://doi.org/10.1007/978-981-13-0008-0_1
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0007-3
Online ISBN: 978-981-13-0008-0
eBook Packages: Computer ScienceComputer Science (R0)