Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening
Abstract
:1. Introduction
1.1. Extensive Reading
1.2. Reading Only (RO) versus Reading-While-Listening (RWL)
1.3. Research Gaps and Research Questions
- To what extent can primary school students learn science vocabulary through an ER program including graded readers of scientific content?
- Are there differences between RO and RWL?
2. Materials and Methods
2.1. Participants
2.2. The ER Program
2.3. Reading Procedure
2.4. Vocabulary Tests
2.5. Data Collection Procedure
2.6. Analyses
3. Results
3.1. Vocabulary Learning in Term 1
3.2. Vocabulary Learning in Term 2
4. Discussion
4.1. Vocabulary Learning in Term 1
4.2. Vocabulary Learning in Term 2
4.3. Limitations and Future Research
5. Conclusions and Pedagogical Implications
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Test 1 | Test 2 | ||||||||
Words | Freq. Band | Freq. Readers | Freq. Glossary | Freq. Courseb. | Words | Freq. Band | Freq. Readers | Freq. Glossary | Freq. Courseb. |
bark | 2 | 4 | 2 | 0 | arrow | 4 | 3 | 0 | 0 |
bat | 2 | 14 | 0 | 1 | lane | 2 | 5 | 0 | 0 |
beetle | 6 | 27 | 0 | 1 | cattle | 3 | 3 | 0 | 0 |
blood | 1 | 8 | 0 | 0 | stream | 2 | 6 | 1 | 0 |
bone | 1 | 12 | 3 | 2 | glass | 1 | 32 | 2 | 0 |
brain | 2 | 8 | 0 | 0 | goods | 3 | 5 | 0 | 0 |
bud | 5 | 5 | 0 | 0 | race | 1 | 2 | 0 | 0 |
burrow | 6 | 4 | 1 | 0 | law | 1 | 8 | 0 | 0 |
claw | 5 | 3 | 1 | 2 | candle | 4 | 2 | 0 | 0 |
crust | 4 | 15 | 1 | 5 | saddle | 5 | 3 | 0 | 0 |
eagle | 4 | 8 | 0 | 1 | tar | 7 | 10 | 1 | 0 |
feather | 2 | 15 | 2 | 2 | fence | 2 | 3 | 0 | 0 |
field | 1 | 3 | 0 | 0 | tide | 2 | 6 | 0 | 1 |
flea | 7 | 12 | 0 | 0 | root | 2 | 10 | 0 | 1 |
flock | 4 | 7 | 0 | 0 | road | 1 | 15 | 2 | 0 |
flood | 2 | 2 | 0 | 0 | shelter | 2 | 2 | 1 | 0 |
fox | 2 | 11 | 2 | 0 | shark | 5 | 58 | 0 | 2 |
fur | 2 | 33 | 3 | 2 | squid | 8 | 10 | 0 | 1 |
hill | 1 | 5 | 0 | 2 | heat | 1 | 10 | 0 | 6 |
hole | 1 | 14 | 3 | 0 | cliff | 2 | 15 | 0 | 3 |
kite | 6 | 14 | 0 | 0 | steam | 2 | 5 | 1 | 0 |
land | 1 | 26 | 1 | 19 | nostril | 6 | 3 | 1 | 0 |
moth | 6 | 10 | 0 | 0 | gold | 1 | 4 | 0 | 0 |
mud | 2 | 13 | 0 | 2 | reef | 5 | 17 | 1 | 0 |
nest | 2 | 26 | 2 | 0 | layer | 3 | 14 | 0 | 14 |
paw | 6 | 3 | 0 | 0 | hut | 4 | 5 | 0 | 0 |
poison | 2 | 9 | 2 | 0 | shield | 3 | 3 | 0 | 0 |
pond | 4 | 4 | 0 | 1 | path | 2 | 13 | 0 | 0 |
seal | 2 | 8 | 2 | 0 | army | 2 | 7 | 0 | 0 |
seed | 2 | 25 | 2 | 1 | earthquake | 5 | 12 | 1 | 4 |
silk | 3 | 12 | 2 | 0 | shell | 2 | 7 | 1 | 4 |
skin | 1 | 13 | 1 | 4 | eel | 8 | 3 | 0 | 0 |
sloth | 11 | 6 | 1 | 0 | pipe | 2 | 10 | 0 | 1 |
slug | 6 | 6 | 0 | 0 | patern | 2 | 5 | 1 | 0 |
snail | 6 | 11 | 0 | 1 | health | 1 | 9 | 0 | 0 |
soil | 2 | 15 | 3 | 2 | stall | 4 | 2 | 0 | 0 |
stem | 3 | 12 | 0 | 1 | crop | 3 | 2 | 1 | 0 |
swarm | 6 | 6 | 0 | 0 | fin | 6 | 2 | 0 | 2 |
tadpole | 10 | 10 | 2 | 0 | lake | 1 | 36 | 1 | 4 |
tail | 1 | 12 | 2 | 10 | clay | 4 | 4 | 0 | 0 |
tooth | 1 | 6 | 1 | 0 | wall | 1 | 14 | 0 | 2 |
trunk | 2 | 7 | 1 | 5 | coal | 2 | 2 | 0 | 2 |
tusk | 10 | 12 | 1 | 0 | concrete | 3 | 6 | 0 | 0 |
walrus | 12 | 2 | 1 | 0 | jellyfish | 9 | 0 | 1 | |
wasp | 6 | 13 | 0 | 0 | twin | 2 | 5 | 0 | 0 |
wave | 1 | 7 | 0 | 3 | octopus | 9 | 6 | 0 | 1 |
web | 4 | 10 | 1 | 0 | limestone | 19 | 0 | 0 | |
wheel | 1 | 3 | 0 | 0 | cabbage | 6 | 3 | 0 | 0 |
wing | 2 | 48 | 1 | 6 | danger | 1 | 12 | 3 | 0 |
wolf | 2 | 6 | 1 | 0 | rope | 2 | 7 | 0 | 0 |
Mean | 3.66 | 11.3 | 0.9 | 1.46 | Mean | 3.12 | 9.08 | 0.36 | 0.98 |
Median | 2 | 10 | 1 | 0 | Median | 2 | 6 | 0 | 0 |
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Group | Pre-Test/50 | Post-Test/50 | Delayed Post-Test/50 | Immediate Gains (%) | Long-Term Gains (%) |
---|---|---|---|---|---|
RO (n = 22) | 27.31 (10.5) | 37.09 (10.8) | 35.94 (10.3) | 46.7% (27.5) | 44.9 (24.7) |
RWL (n = 47) | 28.97 (9.4) | 39.00 (9.9) | 38.04 (9.5) | 54.1% (27.0) | 50.4% (26.2) |
Control (n = 25) | 28.96 (9.3) | 33.80 (9.7) | 32.80 (10.5) | 20.9% (36.0) | 12.6% (37.9) |
Group | Pre-Test/50 | Post-Test/50 | Immediate Gains (%) |
---|---|---|---|
RO (n = 24) | 28.83 (9.6) | 30.50 (8.71) | 5.90% (26.77) |
RWL (n = 47) | 28.59 (10.3) | 33.04 (9.6) | 17.92% (35.4) |
Control (n = 25) | 27.76 (8.7) | 31.48 (11.2) | 14.84% (37.5) |
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Serrano, R. Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening. Educ. Sci. 2023, 13, 493. https://doi.org/10.3390/educsci13050493
Serrano R. Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening. Education Sciences. 2023; 13(5):493. https://doi.org/10.3390/educsci13050493
Chicago/Turabian StyleSerrano, Raquel. 2023. "Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening" Education Sciences 13, no. 5: 493. https://doi.org/10.3390/educsci13050493