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- Publisher Website: 10.1080/09588221.2023.2269410
- Scopus: eid_2-s2.0-85177566733
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Article: Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary
Title | Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary |
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Authors | |
Keywords | English as a foreign language Mobile-assisted language learning paragraph writing productive vocabulary the involvement load hypothesis |
Issue Date | 22-Nov-2023 |
Publisher | Taylor and Francis Group |
Citation | Computer Assisted Language Learning, 2023 How to Cite? |
Abstract | Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve students’ learning of productive vocabulary, this effect appears to be transitory. Students’ learning of productive vocabulary often fades over time, as shown in delayed productive vocabulary tests. To address this problem, the present study investigated the effect of supplementing the ILH with vocabulary-use knowledge on students’ productive vocabulary performance. We designed two WeChat applets, namely Applet 0.0 and Applet 1.0. The design of Applet 0.0 was based solely on the ILH, whereas Applet 1.0 was guided by the ILH supplemented with vocabulary-use knowledge, with the latter consisting of grammatical functions (the grammatical patterns that a word can fit into), collocations (other words that appear together with a word), and constraints on use (the situations in which a word is used). Fifty-one English foreign language undergraduates were assigned to a control group (CG) or an experimental group (EG). Both groups completed a weekly paragraph-writing task as they learned vocabulary with the applets (the CG used Applet 0.0 and the EG used Applet 1.0). The results suggested an advantage for the ILH supplemented with vocabulary-use knowledge over the ILH alone for productive vocabulary performance. Moreover, mobile-assisted language learners’ language proficiency levels did not influence the effectiveness of the ILH (with or without vocabulary-use knowledge) on productive vocabulary performance. The EG students’ perceptions of the WeChat-mediated Mobile-Assisted Language Learning approach are also discussed. |
Persistent Identifier | http://hdl.handle.net/10722/347877 |
ISSN | 2023 Impact Factor: 6.0 2023 SCImago Journal Rankings: 2.370 |
DC Field | Value | Language |
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dc.contributor.author | Huang, Guoyuhui | - |
dc.contributor.author | Hew, Khe Foon | - |
dc.date.accessioned | 2024-10-02T06:25:09Z | - |
dc.date.available | 2024-10-02T06:25:09Z | - |
dc.date.issued | 2023-11-22 | - |
dc.identifier.citation | Computer Assisted Language Learning, 2023 | - |
dc.identifier.issn | 0958-8221 | - |
dc.identifier.uri | http://hdl.handle.net/10722/347877 | - |
dc.description.abstract | Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve students’ learning of productive vocabulary, this effect appears to be transitory. Students’ learning of productive vocabulary often fades over time, as shown in delayed productive vocabulary tests. To address this problem, the present study investigated the effect of supplementing the ILH with vocabulary-use knowledge on students’ productive vocabulary performance. We designed two WeChat applets, namely Applet 0.0 and Applet 1.0. The design of Applet 0.0 was based solely on the ILH, whereas Applet 1.0 was guided by the ILH supplemented with vocabulary-use knowledge, with the latter consisting of grammatical functions (the grammatical patterns that a word can fit into), collocations (other words that appear together with a word), and constraints on use (the situations in which a word is used). Fifty-one English foreign language undergraduates were assigned to a control group (CG) or an experimental group (EG). Both groups completed a weekly paragraph-writing task as they learned vocabulary with the applets (the CG used Applet 0.0 and the EG used Applet 1.0). The results suggested an advantage for the ILH supplemented with vocabulary-use knowledge over the ILH alone for productive vocabulary performance. Moreover, mobile-assisted language learners’ language proficiency levels did not influence the effectiveness of the ILH (with or without vocabulary-use knowledge) on productive vocabulary performance. The EG students’ perceptions of the WeChat-mediated Mobile-Assisted Language Learning approach are also discussed. | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Computer Assisted Language Learning | - |
dc.subject | English as a foreign language | - |
dc.subject | Mobile-assisted language learning | - |
dc.subject | paragraph writing | - |
dc.subject | productive vocabulary | - |
dc.subject | the involvement load hypothesis | - |
dc.title | Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/09588221.2023.2269410 | - |
dc.identifier.scopus | eid_2-s2.0-85177566733 | - |
dc.identifier.eissn | 1744-3210 | - |
dc.identifier.issnl | 0958-8221 | - |