The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

Khalil Motallebzadeh, Farideh Samadi

Abstract


Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners )Laufer  & Hulstjin, 2001). This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008) reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group). All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.

 


Keywords


Online collaborative tasks, incidental vocabulary learning, impulsive learners, reflective learners

Full Text:

PDF

References


Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a foreign language, 20(2), 136.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press.

Ellis, R. (2004). 21 Individual differences in second language learning. The handbook of applied linguistics, 525.

Folse, K. S. (2008). Six vocabulary activities for the English language classroom. English Teaching Forum, 46(3), 12.

Gardner, R. C. (1985). Social psychology and second language learning. The Role of attitudes and motivation. London, UK: Edward Arnold.

Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International journal of educational telecommunications, 1(2/3), 147-166.

Hobaugh, C. F. (1997). Interactive strategies for collaborative learning. Document Resume, 120.

Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in second language acquisition, 21(02), 181-193.

Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In Vocabulary and applied linguistics (pp. 113-125). Palgrave Macmillan UK.

Isazadeh, P., Makui, S. M. Z., & Ansarian, L. (2016). Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning. International Journal of Education and Literacy Studies, 4(4), 1-10.

Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.

Kember, D., McKay, J., Sinclair, K., & Wong, F. K. Y. (2008). A four‐category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education, 33(4), 369-379.

Kennedy, C., & Miceli, T. (2013). In piazza online: exploring the use of wikis with beginner foreign language learners. Computer Assisted Language Learning, 26(5), 389-411.

Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.

Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92(1), 114-130.

Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306-314.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26.

Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537-561.

Lee, S. W. Y., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27, 905-914.

Linden, J. V. D., & Renshaw, P. (2001). Dialogic Learning. Dordrecht: Kluwer Academic Publication

Macalister, J. (2010). Speed reading courses and their effect on reading authentic texts: A preliminary investigation. Reading in a Foreign Language, 22(1), 104.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

Mesgarani, M. (2016). The effect of input-based instruction vs. output-based instruction on vocabulary learning of impulsive vs. reflective Iranian EFL learners. (Unpublished Master's thesis) Payame Noor University, I.R. of Iran.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.

Razon, S., Turner, J., Johnson, T. E., Arsal, G., & Tenenbaum, G. (2012). Effects of a collaborative annotation method on students’ learning and learning-related motivation and affect. Computers in Human Behavior,28(2), 350-359.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of applied linguistics and language teaching. Harlow, UK: Longman.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of second language writing, 14(3), 153-173.

Tsai, P. S., & Tsai, C. C. (2013). College students’ experience of online argumentation: Conceptions, approaches and the conditions of using question prompts. Internet and Higher Education, 17, 38-47.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.

Wang M. (2008). Learning styles and English teaching. US-China Foreign Language, 6, 30.

Wang, T. I., Wang, K. T., & Huang, Y. M. (2008). Using a style-based ant colony system for adaptive learning. Expert Systems with applications,34(4), 2449-2464.

Wilkins, D. A. (1972). Linguistics in language teaching. E. Arnold,

Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339.




DOI: https://doi.org/10.7575/aiac.ijalel.v.6n.6p.127

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.