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Fostering Elementary School Students' Vocabulary Acquisition through a Digital Tool

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Title: Fostering Elementary School Students' Vocabulary Acquisition through a Digital Tool
Language: English
Authors: Annika Ohle-Peters (ORCID 0000-0001-5257-7942), Erdal Papatga, Nele McElvany
Source: European Journal of Psychology of Education. 2025 40(4).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Vocabulary Development, Technology Uses in Education, Grade 4, Elementary School Students, Reading Comprehension, Reading Motivation, Predictor Variables, Tablet Computers, Written Language, Oral Language, Pictorial Stimuli, Foreign Countries
Geographic Terms: Germany
DOI: 10.1007/s10212-025-01012-x
ISSN: 0256-2928
1878-5174
Abstract: Vocabulary is an important prerequisite for reading comprehension and therefore for learning in all subjects. For this reason, the present study examines digital context-based and explicit approaches to vocabulary promotion in an experimental intervention study in fourth grade. Furthermore, students' reading comprehension and intrinsic reading motivation were investigated as predictors of their vocabulary. Some students read tablet-based texts with unknown words (target words), whose meanings should be derived from context, supported by different modes: (A) written, (B) oral or (C) visual explanations, or (E) no additional explanations (context-based conditions). Other students received (D) explicit explanations only and still others only read the (F) texts with synonyms. In an experimental study design with pre- and post-surveys, N = 254 students were randomly assigned to the different groups within each of N = 18 classes. Student demographics, vocabulary, reading comprehension, and intrinsic reading motivation were assessed digitally, using standardized instruments. ANCOVA results showed that students in the explicit condition (D) gained significantly more vocabulary than students in the context-based conditions (A, B, C, and E). Furthermore, there were no significant differences between groups A, B, and C, indicating that the mode of additional explanations made no difference for vocabulary acquisition. Additionally, students' reading comprehension was a positive predictor of their vocabulary in the post-test. The study showed that it is possible to foster students' vocabulary with a short-term digital intervention. Moreover, the results contribute to the growing body of research on digital approaches to vocabulary promotion in elementary school.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483858
Database: ERIC
FullText Text:
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  Data: Fostering Elementary School Students' Vocabulary Acquisition through a Digital Tool
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  Data: <searchLink fieldCode="AR" term="%22Annika+Ohle-Peters%22">Annika Ohle-Peters</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5257-7942">0000-0001-5257-7942</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erdal+Papatga%22">Erdal Papatga</searchLink><br /><searchLink fieldCode="AR" term="%22Nele+McElvany%22">Nele McElvany</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2025 40(4).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 18
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: 10.1007/s10212-025-01012-x
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  Data: 0256-2928<br />1878-5174
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  Data: Vocabulary is an important prerequisite for reading comprehension and therefore for learning in all subjects. For this reason, the present study examines digital context-based and explicit approaches to vocabulary promotion in an experimental intervention study in fourth grade. Furthermore, students' reading comprehension and intrinsic reading motivation were investigated as predictors of their vocabulary. Some students read tablet-based texts with unknown words (target words), whose meanings should be derived from context, supported by different modes: (A) written, (B) oral or (C) visual explanations, or (E) no additional explanations (context-based conditions). Other students received (D) explicit explanations only and still others only read the (F) texts with synonyms. In an experimental study design with pre- and post-surveys, N = 254 students were randomly assigned to the different groups within each of N = 18 classes. Student demographics, vocabulary, reading comprehension, and intrinsic reading motivation were assessed digitally, using standardized instruments. ANCOVA results showed that students in the explicit condition (D) gained significantly more vocabulary than students in the context-based conditions (A, B, C, and E). Furthermore, there were no significant differences between groups A, B, and C, indicating that the mode of additional explanations made no difference for vocabulary acquisition. Additionally, students' reading comprehension was a positive predictor of their vocabulary in the post-test. The study showed that it is possible to foster students' vocabulary with a short-term digital intervention. Moreover, the results contribute to the growing body of research on digital approaches to vocabulary promotion in elementary school.
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        Value: 10.1007/s10212-025-01012-x
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      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Grade 4
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Motivation
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