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Keywords = incidental vocabulary acquisition

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14 pages, 1681 KiB  
Article
An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography
by Yifan Li, Shufan Ying, Qu Chen and Jueqi Guan
Sustainability 2022, 14(22), 15359; https://doi.org/10.3390/su142215359 - 18 Nov 2022
Cited by 29 | Viewed by 5761
Abstract
EFL learners encounter a number of challenges in English for specific purposes, especially in understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary and its applications is the key area of ESP. VR, as a newer type of audiovisual input [...] Read more.
EFL learners encounter a number of challenges in English for specific purposes, especially in understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary and its applications is the key area of ESP. VR, as a newer type of audiovisual input on incidental vocabulary learning, is an important tool for innovation in language education. With its sense of presence and immersion, VR constructs an experiential learning process for students involving incidental vocabulary acquisition to promote their learning engagement and performance. Therefore, this study applied an experiential learning-based VR approach to an English for Geography course in a university. Thirty-six geography students participated in vocabulary acquisition on the theme of the hydrologic cycle. For the experiment, 18 students were assigned to the experimental group learning with the VR-based approach, while the other 18 were assigned to the control group learning with the video-based approach. The findings demonstrated that the experimental group outperformed the control group in terms of incidental vocabulary acquisition and cognitive, behavioral, and social engagement. Full article
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20 pages, 1072 KiB  
Systematic Review
Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis
by Barry Lee Reynolds, Yanwen Cui, Chian-Wen Kao and Nathan Thomas
Systems 2022, 10(5), 133; https://doi.org/10.3390/systems10050133 - 27 Aug 2022
Cited by 28 | Viewed by 11617
Abstract
As access to video-viewing technology has increased, so has researchers’ interest in understanding how the viewing of captioned and subtitled videos can lead to effective vocabulary learning outcomes. Previously, there has been one meta-analysis on the effects of this type of video-viewing on [...] Read more.
As access to video-viewing technology has increased, so has researchers’ interest in understanding how the viewing of captioned and subtitled videos can lead to effective vocabulary learning outcomes. Previously, there has been one meta-analysis on the effects of this type of video-viewing on vocabulary acquisition. However, the variables investigated and types of vocabulary knowledge analyzed were limited. To address these issues, we conducted a mixed review that combined a scoping review and meta-analysis. We identified 139 studies in major databases, of which 34 aligned with our inclusion criteria. Results from the scoping review found that researchers have assessed productive knowledge more than receptive knowledge, and knowledge of form and meaning more than knowledge of use. Participants were given TV series to view more than any other media type. Results from the meta-analysis found that viewing any type of captioned or subtitled videos had a positive effect on vocabulary acquisition. Among all the captioned and subtitled video types, viewing videos with intralingual captions had the largest effect on vocabulary learning outcomes. Furthermore, the viewing of animations had the largest effect on vocabulary learning outcomes compared with all the other types of video viewing investigated. No statistically significant difference between intentional or incidental learning conditions was found, indicating that both conditions are suitable for developing vocabulary learning through video viewing. Additional findings and implications for teaching and research are discussed. Full article
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14 pages, 1100 KiB  
Article
ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary
by Letícia Garcia da Silva, Eduardo Gonçalves de Azevedo Neto, Rosemary Francisco, Jorge Luis Victória Barbosa, Luis Augusto Silva and Valderi Reis Quietinho Leithardt
Electronics 2021, 10(14), 1692; https://doi.org/10.3390/electronics10141692 - 15 Jul 2021
Cited by 11 | Viewed by 3832
Abstract
Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning [...] Read more.
Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system. Full article
(This article belongs to the Special Issue Open Source Software in Learning Environments)
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