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Learning L2 Vocabulary on Screen: The Role of Screen-Based Pedagogical Supports on Dual Language Learners

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Title: Learning L2 Vocabulary on Screen: The Role of Screen-Based Pedagogical Supports on Dual Language Learners
Language: English
Authors: Kevin M. Wong (ORCID 0000-0001-6237-0427), Susan B. Neuman
Source: Computer Assisted Language Learning. 2023 36(8):1477-1500.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Vocabulary Development, English (Second Language), English Language Learners, Preschool Children, Educational Media, Language Skills
DOI: 10.1080/09588221.2021.1999983
ISSN: 0958-8221
1744-3210
Abstract: Educational media has the potential to serve as an instructional tool to enhance vocabulary knowledge among young children. The current study examined how certain mechanisms on screen might influence early literacy development in preschool-aged dual language learners (DLLs). Specifically, the study investigated how four screen-based pedagogical approaches in educational media (i.e., explicit definitions, visual supports, repetitions, sound effects) might influence L2 vocabulary learning among DLLs with varying English language skills. Drawing from dual-coding theory, 51 four- to five-year-old DLLs viewed twelve counterbalanced videos in four conditions (i.e., one representing each pedagogical support) using a within-subjects design. Findings indicated that children learned vocabulary words in a new language on screen, and that screen-based pedagogical supports were differentially facilitative in helping DLLs recall words. When viewing media, children benefited from certain scaffolds more than others. Of notable mention is the "repetition" pedagogical support, which appeared to benefit children with less L2 exposure more than those with greater L2 exposure in the home. Overall, the current study represents an important step in CALL research regarding how "screen time" can be optimized to support young children's L2 vocabulary development.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1404252
Database: ERIC
FullText Text:
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  Data: Learning L2 Vocabulary on Screen: The Role of Screen-Based Pedagogical Supports on Dual Language Learners
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  Data: <searchLink fieldCode="AR" term="%22Kevin+M%2E+Wong%22">Kevin M. Wong</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6237-0427">0000-0001-6237-0427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+B%2E+Neuman%22">Susan B. Neuman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Computer+Assisted+Language+Learning%22"><i>Computer Assisted Language Learning</i></searchLink>. 2023 36(8):1477-1500.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Educational media has the potential to serve as an instructional tool to enhance vocabulary knowledge among young children. The current study examined how certain mechanisms on screen might influence early literacy development in preschool-aged dual language learners (DLLs). Specifically, the study investigated how four screen-based pedagogical approaches in educational media (i.e., explicit definitions, visual supports, repetitions, sound effects) might influence L2 vocabulary learning among DLLs with varying English language skills. Drawing from dual-coding theory, 51 four- to five-year-old DLLs viewed twelve counterbalanced videos in four conditions (i.e., one representing each pedagogical support) using a within-subjects design. Findings indicated that children learned vocabulary words in a new language on screen, and that screen-based pedagogical supports were differentially facilitative in helping DLLs recall words. When viewing media, children benefited from certain scaffolds more than others. Of notable mention is the "repetition" pedagogical support, which appeared to benefit children with less L2 exposure more than those with greater L2 exposure in the home. Overall, the current study represents an important step in CALL research regarding how "screen time" can be optimized to support young children's L2 vocabulary development.
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