Effectiveness of Keyboard-Based English Vocabulary Practice Application on Vocational School Students

Autor/inn/en	Wu, Zhenhua; Chiang, Feng-Kuang
Titel	Effectiveness of Keyboard-Based English Vocabulary Practice Application on Vocational School Students
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.3230-3243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiang, Feng-Kuang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1922461
Schlagwörter	Instructional Effectiveness; Keyboarding (Data Entry); English (Second Language); Second Language Learning; Vocabulary Development; Vocational Education; Computer Assisted Instruction; High School Students; Vocational High Schools; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Texterfassung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Ausbildung; Berufsbildung; Computer based training; Computerunterstützter Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	Although computer-assisted vocabulary acquisition tools have been widely applied to English as a foreign language learning, the kinesthetic and tactile potential of such tools has not been fully utilized. Embodied cognition suggested that the change of practice modality (from handwriting to keyboarding), involves different sensory-motor experiences and arguably influences language learning result. The present study is a quasi-experiment investigating the effect of using keyboard-based computer application on English vocabulary acquisition in a naturalistic vocational school setting. Over the course of an academic year, the experimental group (N = 35) used the application to practice English words, whereas the control group (N = 34) practiced words through traditional approaches (listening, reading and writing). The results indicated that the participants using keyboarding application achieved significantly higher vocabulary learning performance than the control group. The attitude questionnaires and interview data also exhibited enhanced interest, motivation, and engagement for the experimental group participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01