The Effects of Text-Based and Audio-Based Dynamic Glosses on L2 Vocabulary Learning: A Dynamic Assessment Approach

Autor/in	Rassaei, Ehsan
Titel	The Effects of Text-Based and Audio-Based Dynamic Glosses on L2 Vocabulary Learning: A Dynamic Assessment Approach
Quelle	In: Language Learning Journal, 51 (2023) 4, S.509-522 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2213247
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; Student Evaluation; Evaluation Methods; Audio Equipment; Sociocultural Patterns; Cues; Definitions; English (Second Language); Reading Processes; Scores; Comparative Analysis; Computer Assisted Testing; Language Tests; Indo European Languages; Foreign Countries; Undergraduate Students; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Audio-CD; Soziokulturelle Theorie; Stichwort; Begriffsbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Leseprozess; Language test; Sprachtest; Indoeuropäisch; Ausland
Abstract	The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown vocabulary. Fifty-seven EFL learners were assigned to three experimental groups -- dynamic text-based, dynamic audio-based and traditional glosses -- as well as a control condition. The participants of the two dynamic glossing conditions received dynamic glosses via written 'chat' or orally for a number of unknown words while reading a text. In addition to a non-dynamic post-test, a computerised dynamic assessment tool was also designed to investigate learners' mediated and unmediated knowledge of the target words following the treatment sessions. The results provided evidence for the efficacy of both text-based and audio-based dynamic glosses for L2 vocabulary learning. The analysis of learners' mediated and unmediated scores calculated by the computerised tool also revealed that the learners' mediated scores provide valuable information for assessing learners' vocabulary knowledge. In particular, the findings suggested that text-based dynamic glosses could result in higher mediated scores compared to the audio-based dynamic glosses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01