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The learning effects of student-constructed word cards as homework for the adolescent English Language classroom
Barry Lee Reynolds1; Ying-Chun Shih2
2019-04-01
Source PublicationSystem
ISSN0346-251X
Volume81Pages:146-162
Abstract

In this quasi-experimental study, an intervention group (n = 50) of Taiwanese English as a Foreign Language (EFL) 10th graders were given 18 weeks of classroom English reading skill-based instruction in addition to completing homework requiring construction and review of 100 vocabulary word cards for unknown words incidentally encountered during class reading whereas an equivalent Taiwanese EFL control group of 10th graders (n = 50) only received the skill-based instruction. After the intervention, significant differences in second language (L2) reading proficiency and L2 vocabulary acquisition were shown in favor of the intervention group while only a negligible growth in second language vocabulary size was shown for both groups. Additional analyses of the intervention group's L2 vocabulary size data, responses to an open- and closed-ended questionnaire, and the self-constructed word cards revealed anomalies in participants' L2 lexicons, a negative reaction to the technique of using self-constructed word cards for deliberate vocabulary learning, and a need for guidance in selecting target words appropriate for their abilities. Pedagogical implications of these and other nuanced results are discussed.

KeywordEnglish Homework Language Learning Reading Vocabulary Word Cards
DOI10.1016/j.system.2019.01.005
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Linguistics
WOS SubjectEducation & Educational Research ; Linguistics
WOS IDWOS:000461161600013
Fulltext Access
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBarry Lee Reynolds
Affiliation1.University of Macau,China
2.National Taipei University of Business,Taiwan
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Barry Lee Reynolds,Ying-Chun Shih. The learning effects of student-constructed word cards as homework for the adolescent English Language classroom[J]. System,2019,81:146-162.
APA Barry Lee Reynolds,&Ying-Chun Shih.(2019).The learning effects of student-constructed word cards as homework for the adolescent English Language classroom.System,81,146-162.
MLA Barry Lee Reynolds,et al."The learning effects of student-constructed word cards as homework for the adolescent English Language classroom".System 81(2019):146-162.
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