Comparing Foreign Language Learners' Use of Online Glossing Programs
Pages 31 - 51
Abstract
This study furthers research in three crucial related areas: 1 comparing various online glossing and vocabulary learning tools; 2 language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3 comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students' actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-í-vis online word learning.
References
[1]
Akbulut, Y. 2008. Predictors of foreign language FL reading comprehension in a hypermedia reading environment. Journal of Educational Computing Research, 391, 37-50.
[2]
Al-Seghayer, K. 2001. The effect of multimedia annotation modes on L2 vocabulary acquisition. Language Learning & Technology, 51, 202-232.
[3]
Alessi, S., & Dwyer, A. 2008. Vocabulary assistance before and during reading. Reading in a Foreign Language, 202, 246-263.
[4]
Anderson, N. J. 2003. Scrolling, clicking and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 33. Retrieved April 1, 2010, from http://www.readingmatrix.com/articles/anderson/article.pdf
[5]
Chapelle, C. A. 2001. Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge, UK: Cambridge University Press.
[6]
Chun, D. 2001. L2 Reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 145, 367-403.
[7]
Chun, D. 2006. 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. CALICO Monograph Series, 5 pp. 69-98.
[8]
Chun, D., & Plass, J. 1996. Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 802, 183-198.
[9]
Cobb, T. 2007. Computing the vocabulary demands of L2 reading. Language Learning & Technology, 113, 38-63.
[10]
DuBay, W. H. 2004, The principles of readability. Costa Mesa, CA: Impact Information. Retrieved April 1, 2010, from http://www.impact-information.com/impactinfo/readability02.pdf
[11]
Dudley, R. 2005. Einstein: Humble Genius. Retrieved April 1, 2010, from http://learnintl.com/xoops_site/modules/wfsection/article.php?articleid=202
[12]
Ekwall, E. E. 1976. Diagnosis and remediation of the disabled reader. Boston: Allyn & Bacon.
[13]
Fischer, R. 2007. How do we know what students are actually doing? Monitoring students' behavior in CALL. Computer Assisted Language Learning, 205, 409-442.
[14]
Fuchida, M. 1953. From Pearl Harbor to Calvary. Retrieved April 1, 2010, from http://www.biblebelievers.com/fuchida1.html
[15]
Gettys, S., Imhof, L., & Kautz, J. 2001. Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 91-101.
[16]
Global Linguist. 2009. Word Champ. Retrieved April 1, 2010, from http://www.WordChamp.com
[17]
Harmer, J. 1991. The practice of English language teaching. London: Longman.
[18]
Hegelheimer, V. 1998. Effects of textual glosses and sentence-level audio glosses on online reading comprehension and vocabulary recall. Unpublished doctoral dissertation, Department of Educational Psychology, College of Education, University of Illinois, Urbana, IL.
[19]
Hegelheimer, V., & Tower, D. 2004. Using CALL in the classroom: Analyzing student interactions within an authentic CALL program. System, 322, 185-205.
[20]
Horst, M., Cobb, T., & Nicolae, I. 2005. Expanding academic vocabulary with an interactive online database. Language Learning & Technology, 92, 90-110.
[21]
Huang, H.-C., Chern, C.-L., & Lin, C.-C. 2009. EFL learners' use of online reading strategies and comprehension of texts: An exploratory study. Computers & Education, 52, 13-26.
[22]
Hubbard, P. 2004. An invitation to CALL. Retrieved April 1, 2010, from www.stanford.edu/~efs/callcourse/CALL7.htm
[23]
Hulstijn, J. H., Hollander, M., & Greidanus, T. 1996. Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. Modern Language Journal, 80, 327-339.
[24]
Laufer, B. 1997. The lexical plight in second language reading. In Coady, J., & Huckin, T. Eds., Second language vocabulary acquisition pp. 20-34. Cambridge, UK: Cambridge University Press.
[25]
Laufer, B., & Hadar, L. 1997. Assessing the effectiveness of monolingual, bilingual, and "bilingualized" dictionaries in the comprehension and production of new words. Modern Language Journal, 81, 189-196.
[26]
LeLoup, J. W., & Ponterio, R. 2007. ON THE NET: LiTgloss. Language Learning & Technology, 113, 4-7. Retrieved April 1, 2010, from http://llt.msu.edu/vol11num3/net/
[27]
Lomicka, L. 1998. "To gloss or not to gloss": An investigation of reading comprehension online. Language Learning & Technology, 12, 41-50.
[28]
Loucky, J. P. 1996. Developing and testing vocabulary training methods and materials for Japanese college students studying English as a foreign language. Unpublished EdD dissertation, Pensacola Christian College, Pensacola, FL.
[29]
Loucky, J. P. 2008a. How to assess and adjust online text readability to improve information and language literacies necessary for learning in various languages online. In Thomas, M. Ed., Handbook of research on web 2.0 and second language learning pp. 385-410. Hershey, PA: IGI Global.
[30]
Loucky, J. P. 2008b. Improving online readability and information literacy. In Hansson, T. Ed., Handbook of digital information technologies: Innovations and ethical issues pp. 281-302. Hershey, PA: IGI Global.
[31]
Loucky, J. P. 2010. Comparing portable electronic dictionary function and use. CALICO Journal, 281.
[32]
Loucky, J. P., & Spiri, J. 2007. Systematic ways of teaching, studying and testing high frequency vocabulary online. Language Forum, 332, 101-114.
[33]
Nakata, T. 2008. English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 203, 20.
[34]
Nation, I. S. P. 2009. New roles for L2 vocabulary? In Wei, L., & Cook, V. Eds., Contemporary applied linguistics pp. 99-116. London: Continuum.
[35]
Nation, P., & Newton, J. 1997. Teaching vocabulary. In Coady, J., & Huckin, T. Eds., Second language vocabulary acquisition. Cambridge, UK: Cambridge University Press.
[36]
O'Bryan, A. 2005. Effects of images on the incidental acquisition of abstract words. Unpublished master's thesis, Department of English, Iowa State University, Ames, IA.
[37]
O'Bryan, A. 2008. Providing pedagogical learning training in CALL: Impact on student use of language learning strategies and glosses. CALICO, 261,
[38]
Peters, E. 2007. The relationship between L2 learners' online dictionary use and word retention. Language Forum, 332, 45-64.
[39]
Pulido, D., & Hambrick, D. Z. 2008. The virtuous circle: Modeling individual differences in L2 reading and vocabulary development. In Waring, R. Ed., Reading in a Foreign Language pp. 164-190.
[40]
Rabin, A. T. 1988. Determining difficulty levels of text written in languages other than English. In Zakaluk, B. L., & Samuels, S. J. Eds., Readability: Its past, present and future. Newark, DE: International Reading Association.
[41]
Sokmen, A. J. 1997. Current trends in teaching second language vocabulary. In Schmitt, N., & McCarthy, M. Eds., Vocabulary: Description, acquisition and pedagogy pp. 237-257. Cambridge, UK: Cambridge University Press.
- Comparing Foreign Language Learners' Use of Online Glossing Programs
Recommendations
Designing Distance Learning Tasks to Help Maximize Vocabulary Development
Task-based language learning using the benefits of online computer-assisted language learning CALL can be effective for rapid vocabulary expansion, especially when target vocabulary has been pre-arranged into bilingual categories under simpler, common ...
Reading-strategy use by English as a second language learners in online reading tasks
This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and ...
Teachers’ Desirable Competences and their Effects on Adult Learners’ Motivation in Online Foreign Language Learning
ICDEL '23: Proceedings of the 2023 8th International Conference on Distance Education and LearningLearners’ motivation exerts great impact on the outcome of adult online learning. Adult learners have specific characteristics that set them apart from traditional students, which demands scholars to adopt a particular perspective to study their ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
Publisher
IGI Global
United States
Publication History
Published: 01 October 2010
Author Tags
Qualifiers
- Article
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 0Total Downloads
- Downloads (Last 12 months)0
- Downloads (Last 6 weeks)0
Reflects downloads up to 13 Dec 2024