Sepideh AlaviMohammad Rahimi

Afsaneh Keyvanshekouh

Our ProblemOur ProblemStudents have poor vocabulary learning habits Students have poor vocabulary learning habits

(memorize long list of words in short period of (memorize long list of words in short period of time).time).

Memorized vocabulary is recalled only for short Memorized vocabulary is recalled only for short time.time.

New words are seldom used out of class in an New words are seldom used out of class in an EFL context.EFL context.

Less frequent vocabulary is forgotten after a few Less frequent vocabulary is forgotten after a few weeks.weeks.

Possible solution:Possible solution:

Exposing the students to vocabulary Exposing the students to vocabulary more often.more often.

Taking the dullness of memorizing Taking the dullness of memorizing new words away by learning them new words away by learning them indirectly in more useful real-life indirectly in more useful real-life language learning activities. language learning activities.

Learning Vocabulary Learning Vocabulary

IntentionalIntentional

IncidentalIncidental

Intentional (explicit) LearningIntentional (explicit) Learning Chen (2006): paying active Chen (2006): paying active

attention to learning (students attention to learning (students are held responsible for their are held responsible for their learning) learning)

Ellis (1995): Ellis (1995): focal attention focal attention or or attention to linguistic code attention to linguistic code (rather than meaning)(rather than meaning)

Shokouhi (2009) Shokouhi (2009) Second/foreign language learners acquire their first few thousand words intentionally since they lack enough proficiency to help them “pick up” the words accidentally.

Later on in the learning process, most vocabulary is acquired incidentally as a result of other tasks – mostly reading activities.

ER to the Rescue!ER to the Rescue!

Using an effective ER program can enhance Using an effective ER program can enhance vocabulary, grammar, and general reading vocabulary, grammar, and general reading skills both directly and indirectly skills both directly and indirectly (incidentally).(incidentally).

Besides:

Reading without having to pay attention to so Reading without having to pay attention to so many details can be fun!many details can be fun!

Extensive ReadingRumptz (2003): A reading comprehension Rumptz (2003): A reading comprehension

task is believed to be one of the best ways task is believed to be one of the best ways to acquire vocabulary either intentionally to acquire vocabulary either intentionally or incidentally. or incidentally.

During the ER process, students read During the ER process, students read passages to understand text and respond passages to understand text and respond to questions but not to learn new words.to questions but not to learn new words.

Wodinsky and Nation (1988): one of the Wodinsky and Nation (1988): one of the most helpful ways of learning unknown most helpful ways of learning unknown words incidentally from context is to words incidentally from context is to expose learners to reading materials such expose learners to reading materials such as graded readers.as graded readers.

Conditions for a successful ER program: Nation and Wang (1999)

at least one graded reader every week at least five books at a level before moving to

the nextmore books to be read at later levels than

earlierat least 15-20 readers a yearExplicit study of new words necessary at

earlier levels

Choosing the right ER programChoosing the right ER programTraditional teacher-made ER plansTraditional teacher-made ER plans

The Accelerated Reader Program The Accelerated Reader Program (Paul, VanderZee, Rue & Swanson, (Paul, VanderZee, Rue & Swanson, 1996)1996)

The Moodlereader (Robb 2005)The Moodlereader (Robb 2005)

Traditional ER Programs

Same title for everyoneSame title for everyoneStudent levels not accounted forStudent levels not accounted forDifficult to create large number of testsDifficult to create large number of testsTests to be constantly modified to Tests to be constantly modified to

maintain securitymaintain securityDifficult and time consuming to Difficult and time consuming to

administer and scoreadminister and score

The Accelerated Reader Program The Accelerated Reader Program (Paul, VanderZee, Rue & Swanson, (Paul, VanderZee, Rue & Swanson, 1996) 1996)

Literature-based reading program with the use Literature-based reading program with the use of computers to provide detailed reports to of computers to provide detailed reports to parents, teachers, and administrators on each parents, teachers, and administrators on each child’s reading progress, aiming at offering child’s reading progress, aiming at offering students appropriate recreational reading as students appropriate recreational reading as a means of encouraging reading achievement a means of encouraging reading achievement gains. gains.

Students have countless choices (over 12,000 titles).Students have countless choices (over 12,000 titles).Books assigned point value based on readabilityBooks assigned point value based on readabilityStudents read at own pace and take factual, MC, Students read at own pace and take factual, MC,

comprehension test on the computer. comprehension test on the computer. Acceptable score is at least %60.Acceptable score is at least %60.Careful security features reduce possibility of Careful security features reduce possibility of

cheating.cheating.Students only test once for given book. Students only test once for given book. Teachers oversee students’ reading patterns and Teachers oversee students’ reading patterns and

intervene when necessary.intervene when necessary.Testing, scoring, and calculations all computerizedTesting, scoring, and calculations all computerizedReports generated list AR points earned, number of Reports generated list AR points earned, number of

tests taken, number passed, average grade level of tests taken, number passed, average grade level of books read, and average percentage achieved on the books read, and average percentage achieved on the tests taken. tests taken.

Problems with AR (Robb 2008)Problems with AR (Robb 2008)

Limited capacity for teacher made Limited capacity for teacher made quizzesquizzes

Created with native-speakers in mindCreated with native-speakers in mindNo random questionsNo random questionsNo promotion to higher levelsNo promotion to higher levelsControlled situation to prevent Controlled situation to prevent

cheatingcheatingLast-minute cramming possibleLast-minute cramming possible

The MoodlereaderThe MoodlereaderBooks suitable to each students’ levelBooks suitable to each students’ levelStudents move to higher reading levels.Students move to higher reading levels.Convenient testing (anytime, anywhere)Convenient testing (anytime, anywhere)Randomized questions Randomized questions Fully computerized Fully computerized Time limitation for each quizTime limitation for each quizLast-minute cramming impossible Last-minute cramming impossible

(forced time delay)(forced time delay)

The Research QuestionThe Research Question

1. How would the Moodlereader, (newly introduced in the Department of Foreign Language and Linguistics of Shiraz University, Iran) affect incidental vocabulary acquisition?

2. Would the effect (if any) be stronger on vocabulary recognition or vocabulary production?

Context of the present studyContext of the present studyReading III for English Language Reading III for English Language

and Literature sophomoresand Literature sophomoresTwo groups (n=20 experimental, Two groups (n=20 experimental,

n=18 control)n=18 control)2 days a week (1.5 hour sessions)2 days a week (1.5 hour sessions)Textbook: Readers’ Choice, 5Textbook: Readers’ Choice, 5thth

edition, (Silberstein et al, 2008)edition, (Silberstein et al, 2008)3 traditional quizzes on graded 3 traditional quizzes on graded

readers every 25-30 daysreaders every 25-30 days

Procedure:

Full randomization not possible. Final reading Full randomization not possible. Final reading scores from previous term were used as a scores from previous term were used as a measure to determine uniformity.measure to determine uniformity.

Pre- and post-tests:Pre- and post-tests:

1.1. Nation's (2007) Production Vocabulary Nation's (2007) Production Vocabulary Levels Test (form A).Levels Test (form A).

2.2. Laufer & Nation's (1999) Recognition Laufer & Nation's (1999) Recognition Vocabulary Levels Test (form A).Vocabulary Levels Test (form A).

TreatmentA Moodlereader course was A Moodlereader course was created for the experimental created for the experimental group whose members were group whose members were required take at least 12 quizzes required take at least 12 quizzes in a period of 3.5 months in a period of 3.5 months according to their language according to their language level, availability of book title level, availability of book title and personal choice of genre.and personal choice of genre.

Descriptive statistics and t-tests Descriptive statistics and t-tests GROU

PN Mean SD t df Sig (2-

tailed)

Rec1 control

exp

18

2020.75

21.3400

4.35

4.18.422 36 .676

Rec2 control exp

18

20

19.25

23.35

5.10

5.022.491 36 .018

Pro1 control exp

18

20

7.56

7.92

2.38

2.52.442 36 .661

Pro2 control exp

18

20

10.20

17.93

3.92

4.835.370 36 .000

Paired Samples Statistics

Mean t Sig Effect Size

Rec1contRec2cont

20.7519.25

1.946 .068 (NS)

Rec1expRec2exp

21.4823.87

3.32 .004 *

Pro1contPro2cont

7.5610.20

3.38 .004 * .04 (small)

Pro1expPro2exp

8.2118.933

10.10 .000 * .85 (large)

Conclusion Conclusion

Using the Moodlereader had a Using the Moodlereader had a positive effect on the incidental positive effect on the incidental vocabulary acquisition of the vocabulary acquisition of the experimental group both for experimental group both for

Vocabulary Production Vocabulary Production

andandVocabulary RecognitionVocabulary Recognition

A demanding extensive reading program can help improve students’ acquisition of more vocabulary items.