Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students

This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month inte...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Yang Dong [verfasserIn] Yi Tang [verfasserIn] Sammy Xiao-Ying Wu [verfasserIn] Wei-Yang Dong [verfasserIn] Zhen Li [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	strategy use mediums of word explanation second language acquisition intervention vocabulary

Übergeordnetes Werk:	In: Frontiers in Psychology - Frontiers Media S.A., 2010, 11(2020)
Übergeordnetes Werk:	volume:11 ; year:2020

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/fpsyg.2020.00702

Katalog-ID:	DOAJ044718268

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allfields	10.3389/fpsyg.2020.00702 doi (DE-627)DOAJ044718268 (DE-599)DOAJb40d27227e5d40b580f2eb8f614c90ff DE-627 ger DE-627 rakwb eng BF1-990 Yang Dong verfasserin aut Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed. strategy use mediums of word explanation second language acquisition intervention vocabulary Psychology Yi Tang verfasserin aut Sammy Xiao-Ying Wu verfasserin aut Wei-Yang Dong verfasserin aut Zhen Li verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 11(2020) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:11 year:2020 https://doi.org/10.3389/fpsyg.2020.00702 kostenfrei https://doaj.org/article/b40d27227e5d40b580f2eb8f614c90ff kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2020.00702/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020
spelling	10.3389/fpsyg.2020.00702 doi (DE-627)DOAJ044718268 (DE-599)DOAJb40d27227e5d40b580f2eb8f614c90ff DE-627 ger DE-627 rakwb eng BF1-990 Yang Dong verfasserin aut Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed. strategy use mediums of word explanation second language acquisition intervention vocabulary Psychology Yi Tang verfasserin aut Sammy Xiao-Ying Wu verfasserin aut Wei-Yang Dong verfasserin aut Zhen Li verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 11(2020) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:11 year:2020 https://doi.org/10.3389/fpsyg.2020.00702 kostenfrei https://doaj.org/article/b40d27227e5d40b580f2eb8f614c90ff kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2020.00702/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020
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allfieldsGer	10.3389/fpsyg.2020.00702 doi (DE-627)DOAJ044718268 (DE-599)DOAJb40d27227e5d40b580f2eb8f614c90ff DE-627 ger DE-627 rakwb eng BF1-990 Yang Dong verfasserin aut Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed. strategy use mediums of word explanation second language acquisition intervention vocabulary Psychology Yi Tang verfasserin aut Sammy Xiao-Ying Wu verfasserin aut Wei-Yang Dong verfasserin aut Zhen Li verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 11(2020) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:11 year:2020 https://doi.org/10.3389/fpsyg.2020.00702 kostenfrei https://doaj.org/article/b40d27227e5d40b580f2eb8f614c90ff kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2020.00702/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020
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callnumber-first	B - Philosophy, Psychology, Religion
author	Yang Dong
spellingShingle	Yang Dong misc BF1-990 misc strategy use misc mediums of word explanation misc second language acquisition misc intervention misc vocabulary misc Psychology Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students
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topic_title	BF1-990 Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students strategy use mediums of word explanation second language acquisition intervention vocabulary
topic	misc BF1-990 misc strategy use misc mediums of word explanation misc second language acquisition misc intervention misc vocabulary misc Psychology
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title	Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students
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title_full	Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students
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title_sort	longitudinal effects of mediums of word explanation on l2 vocabulary learning strategies among chinese grade-7 students
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title_auth	Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students
abstract	This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed.
abstractGer	This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed.
abstract_unstemmed	This longitudinal study investigated how different mediums of word explanation affected the use of English vocabulary strategies among Chinese Grade-7 students. 170 students were tested on their English receptive vocabulary size and vocabulary strategy application before and after an 8.33-month intervention. Students were divided into three experimental groups and one control group. The three experimental groups were provided with learning materials that explained the target vocabulary in three mediums, respectively: English-only, English-and-Chinese, and Chinese-only. Results showed that, after the intervention, receptive vocabulary size did not have any direct significant impact on vocabulary strategy development, whereas mediums of word explanation materials impacted students’ application of vocabulary learning strategies (VLS) in different ways. Our findings showed that the English-only mediums significantly enhanced students’ use of metacognition, cognition, and memorization strategies, but decreased social strategy development. Chinese-only mediums significantly facilitated cognition and memorization strategy development. Implications for L2 vocabulary education are discussed.
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title_short	Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students
url	https://doi.org/10.3389/fpsyg.2020.00702 https://doaj.org/article/b40d27227e5d40b580f2eb8f614c90ff https://www.frontiersin.org/article/10.3389/fpsyg.2020.00702/full https://doaj.org/toc/1664-1078
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up_date	2024-07-04T00:12:49.799Z
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Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students

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