a cross-cultural and linguistic approach to enhancing esl students’ vocabulary acquisition using...
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A cross-cultural and linguistic approach to enhancing ESL students’ vocabulary acquisition
using computer-assisted learning scaffolding
For the XIIIth International CALL Research Conference at the University of Antwerp
Jia (Joan) Li (OISE/UT)
Background and Context
• “Serious English” – Academic English literacy
• Ontario Secondary Literacy Tests
Macro-contextCanadian ESL education environment
Chinese students’ learning strategies
Micro-context
Chinese ESL students’ situations
Computer-assisted language learning (CALL)
Methodological overlap and mismatch
A mixed methodology design
Three phases
• Initial semi-structured interviews/conceptual analysis
• Reading experiments/repeated measures ANOVAs
• Oxford’s strategy inventory of language learning (SILL) and follow-up interviews/Descriptive statistics and thematic analysis
Reading Experiments
20 students
10 Beginners 10 Intermediate
Delayed post-tests
e-Lective
PretestsImmediate post-
tests
Natural settings
Monolingual tests Bilingual tests
Proficiency Groups
Test Times
Reading Conditions
Test Versions
Vocabulary Levels TestsMonolingual Vocabulary Levels Tests
1. bridge2. crossing _____ image3. double _____ without delay4. immediately _____ twice as much5. piece6. reflection
Bilingual Vocabulary Levels Tests1. bridge2. crossing _____ 映像,倒影3. double _____ 立刻4. immediately _____ 成双倍5. piece 6. reflection
Findings• An apparent preference for vocabulary
instructional strategies
• Mismatches identified between Chinese and North American vocabulary teaching approaches that students experienced
• Compensatory strategies
Strategies Students Preferred
Bilingual-Based %
Students’ Strategies Reading bilingual books 5
Using electronic bilingual dictionaries 80
Using online bilingual dictionaries 25
Using online translation programs 20
Translating passages and taking notes 10
Memorizing vocabulary using English-Chinese word lists 10
Asking classmates for meanings (bilingual peer coaching) 25
Speaking English with competent bilingual friends 5
Watching TV in English with Chinese subtitles 15
Teachers’ Strategies Providing Chinese definitions of words 10
Encouraging students to understand word meanings in Chinese 10
Strategies in Need Providing detailed and explicit explanations (T) 30
Asking classmates for meanings (bilingual peer coaching) (S) 10
Bilingual-resourced strategies students preferred
Findings continued
• Repeated-measures ANOVAs
– technology-supported scaffoldings
• Significant variations
– existing levels of English proficiency
– differences in understanding word meanings between L1 and L2
Time versus Version
Version
D elayed posttest Posttest Pretest
Time
12
10
8
6
Estim
ated
Mar
gina
l Mea
ns
Bilingual
Monolingual
GROUP1 = Beginner
V ersion
Delayed posttest Posttest Pretest
T ime
15
14
13
12
11
10
9
8
Es
tim
ate
d M
arg
ina
l M
ea
ns
B ilingual M onolingual
GROUP 2 = Intermediate
Significance• A resource-orientated functional approach
versus dichotomy of language teaching and learning approach
• Bilingual vocabulary levels tests
• Feasible recommendations
– explicitly promoting the use of L1
– employing a diversity of Chinese approach-based memorization strategies
A cross-cultural and linguistic approach
to ELLs’ literacy development in a multilingual Canada
• Bridging ELLs’ literacy gap
• Mainstream instructional practices
- students’ cultural, educational and linguistic capital: their legacy of learning experiences, L1 competence
- students’ increasing orientation towards technology
Thank youEmail: [email protected]