Examining ESL students' vocabulary retention in an on-line environment using the mental effort hypothesis
dc.contributor.author | Oden, Jennifer | |
dc.contributor.department | English | |
dc.date | 2018-08-22T14:02:20.000 | |
dc.date.accessioned | 2020-06-30T07:50:41Z | |
dc.date.available | 2020-06-30T07:50:41Z | |
dc.date.copyright | Thu Jan 01 00:00:00 UTC 2004 | |
dc.date.issued | 2004-01-01 | |
dc.description.abstract | <p>The advent of computer-assisted language learning (CALL) materials has revolutionized teaching as increasing numbers of educators realize the power of the medium. With the proliferation of these materials comes a need for developers to make informed choices about the materials they create. In studies using traditional print materials, researchers have discovered the importance of glossing difficult vocabulary words; however, the method of glossing varies greatly. More research is needed to inform the decisions educators make about the types of glosses to offer. The research questions shaping this study are: 1) Does a multiple-choice option that requires students to expend mental energy when discovering the meaning of an unknown vocabulary item increase retention of the word meaning? 2) Do students make use of provided vocabulary definitions when answering comprehension questions containing the target words? 3) Do students interact with an on-line reading passage in predictable ways? Results show that both the traditional glosses and the multiple-choice glosses were effective for learning vocabulary; however, neither method was superior to a degree that is statistically significant. This study aims to understand the purposes with which the students approached the text.</p> | |
dc.format.mimetype | application/pdf | |
dc.identifier | archive/lib.dr.iastate.edu/rtd/16218/ | |
dc.identifier.articleid | 17217 | |
dc.identifier.contextkey | 7228658 | |
dc.identifier.doi | https://doi.org/10.31274/rtd-180813-7009 | |
dc.identifier.s3bucket | isulib-bepress-aws-west | |
dc.identifier.submissionpath | rtd/16218 | |
dc.identifier.uri | https://dr.lib.iastate.edu/handle/20.500.12876/69933 | |
dc.language.iso | en | |
dc.source.bitstream | archive/lib.dr.iastate.edu/rtd/16218/ISU_1568463.pdf|||Fri Jan 14 20:56:49 UTC 2022 | |
dc.subject.disciplines | Bilingual, Multilingual, and Multicultural Education | |
dc.subject.disciplines | English Language and Literature | |
dc.subject.disciplines | First and Second Language Acquisition | |
dc.subject.disciplines | Instructional Media Design | |
dc.subject.keywords | English | |
dc.subject.keywords | Teaching English as a second language/applied linguistics (Computer assisted language learning) | |
dc.subject.keywords | Computer assisted language learning | |
dc.subject.keywords | Teaching English as a second language/applied linguistics (Literacy in English as a second language) | |
dc.subject.keywords | Literacy in English as a second language | |
dc.title | Examining ESL students' vocabulary retention in an on-line environment using the mental effort hypothesis | |
dc.type | article | |
dc.type.genre | thesis | |
dspace.entity.type | Publication | |
relation.isOrgUnitOfPublication | a7f2ac65-89b1-4c12-b0c2-b9bb01dd641b | |
thesis.degree.level | thesis | |
thesis.degree.name | Master of Arts |
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