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Vocabulary Learning Questionnaire………………………………………………..74 Open Research Online The Open University’s repository of research publications and other research outputs On the Scope of Digital Vocabulary Trainers for Learning in Distance Education Thesis How to cite: Winchester, Susanne (2015). On the Scope of Digital Vocabulary Trainers for Learning in Distance Education. EdD thesis The Open University. For guidance on citations see FAQs. c 2015 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000b0fa Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk On the Scope of Digital Vocabulary Trainers for Learning in Distance Education Thesis submitted for the Award of Doctor of Education (EdD) by Susanne Winchester The Open University M425451 X Submission Date: 31 January 2015 1 Abstract This study explores the use of digital vocabulary trainers (DVTs) for L1 (first/native language) - L2 (second/foreign language) paired associate vocabulary learning in the context of distance learning and where students are mature adult learners. The literature review approaches the topic from three different angles: firstly, what is involved in vocabulary learning in terms of memory processes, learning strategies and motivation to learn. Secondly, it was investigated how computer-assisted language learning (CALL) and in particular, use of DVTs, can support the learning of vocabulary and lastly, the role the specific learning context of distance education plays where vocabulary learning is concerned. To set the context, the study outlines the capabilities of different DVTs and how these are linked to theoretical frameworks, how distance learners engage with DVTs, to what extent vocabulary learning with and without DVTs differs and what students’ preferences for particular features of DVTs are. The research is based on a quasi-experimental study to explore the scope and limitations of DVTs used by adult distance learners at the Open University in the UK. A mix of methods was utilised, generating both quantitative and qualitative data. After participating in a trial use of DVT for beginners’ German, Open University language learners participated in a number of surveys investigating the way in which they engage with DVTs, whether there is any indication that the use of these tools improves performance and how students perceive DVTs as learning tools. Additional surveys investigated the general attitude of distance language students to DVTs, and focus groups were formed from students using DVTs for study. Data 2 from these focus groups show that mechanisms typically employed in game playing (e.g. points, badges, leader boards) can have a positive effect on motivation for learning. It is therefore concluded that a review of current pedagogy may be useful and that new approaches to more integrated vocabulary training could have positive effects on language learners. 3 Acknowledgements I would like to thank my supervisors Dr María Fernández-Toro and Dr Ursula Stickler whose support and advice has been invaluable. I am also indebted to all students who gave up their time to participate in the study and without whom this work would not have been possible. 4 CONTENTS Abstract……………………………………………………………………………………………………….. 2 Acknowledgments……………………………………………………………………………………………. 4 Contents………………………………………………………………………………………………………….5 Introduction…………………………………………………………………………………………………...... 10 Part I Literature review…………………………………………………………………………………….....16 Introduction to Part 1…………………………………………………………………………………………...16 Chapter 1 Knowing a word in another language………………………………………………………. 18 Chapter 2 Memory and language learning………………………………………………………………. 21 2.1 Depth of Processing Hypothesis……………………………………………………………… 22 Chapter 3 Vocabulary learning strategies………………………………………………………………. 24 3.1 Schmitt’s Vocabulary Strategy Learning Taxonomy……………………………………….. 24 3.2 Guessing from context………………………………………………………………………… 27 3.3 Word list and word card learning……………………………………………………………... 29 Chapter 4 Motivation and game design in vocabulary learning…………………………………….. 31 4.1 The importance of motivation in learning………………………………………….………… 31 4.2 Game design and vocabulary learning…………………………………………….………… 34 Chapter 5 Vocabulary learning with DVTs….……………………………………………………………38 5.1 CALL and vocabulary learning………………………………………………..……..………...38 5.2 Flashcard programme design……………………………………………………………….....40 5.3 Spaced repetition………………………………………………………………………………..42 5.4 Bite-sized learning……………………………………………………………………………… 44 5.5 Vocabulary learning with DVTs……………………………………………………………….. 45 5.6 Flashcard programme review……………………………………………………………….....45 Chapter 6 Research questions……………………………………………………………………………..54 Part II The study………………………………………………………………………………………………55 Chapter 7 Learning context for the study……………………………………………………………......55 7.1 Distance learning in general……………………………………………………………………55 7.2 Language learning at The Open University…………………………………………………..59 7.3 Mature adult students………………………………………………………………………….. 60 7.4 Overview of the study ……………………………………………………………………….. 62 7.5 Study participants………………………………………………………………………………. 64 5 Chapter 8 Methodology………………………………………………………………………………………67 8.1 Description of the study…………………………………………………………………………70 8.1.1 Study design Phase 1 and Phase 2 of study……………………………………70 8.1.2 Access to translated vocabulary sets…………………………………………….70 8.1.3 Vocabulary test…………………………………………………………………….. 71 8.1.4 Vocabulary learning questionnaire………………………………………………..74 8.2 Procedures for data collection………………………………………………………………… 75 8.2.1 Initial contact and consent…………………………………………………………75 8.2.2 Data collection…………………………………………………………………….. 75 8.2.3 Data analysis………………………………………………………………………. 76 8.3 Phase 3 of study (interviews)…………………………………………………………………. 77 8.4 Phase 4 of study (Focus Group interviews)…………………………………………………. 78 8.4.1 Participants………………………………………………………………………… 78 8.4.2 Method……………………………………………………………………………… 78 8.4.3 Interview schedule in Focus Group……………………………………………… 79 Part III Data analysis and findings………………………………………………………………………… 81 Chapter 9 Data analysis……………………………………………………………………………………...81 9.1 Quantitative data………………………………………………………………………………...81 9.1.1 Vocabulary test…………………………………………………………………….. 81 9.1.2 Vocabulary learning questionnaire………………………………………………..83 9.2 Qualitative data…………………………………………………………………………………. 91 9.2.1 Open feedback…………………………………………………………………….. 91 9.2.2 Questions……………………………………………………………………………94 9.2.3 Interviews……………………………………………………………………………96 9.2.4 Focus Groups……………………………………………………………………….99 9.2.4.1 Language and levels studied…………………………………………99 9.2.4.2 Rationale for guiding questions used in Focus Groups………….105 9.2.4.3 Responses to questions……………………………………………..109 9.3 Evaluation of methods………………………………………………………………………...134 9.3.1 Quantitative instruments and components of study design…………………..134 9.3.1.1 Evaluation of DVT used for study…………………………………..134 9.3.1.2 Evaluation of vocabulary test……………………………………….137 9.3.1.3 Evaluation of vocabulary learning questionnaire………………….140 9.3.2 Qualitative instruments…………………………………………………………...140 6 9.3.2.1 Evaluation of open-ended questions……………………………..140 9.3.2.2 Evaluation of interviews…………………………………………...140 9.3.2.3 Evaluation of Focus Group interviews…………………………...141 9.4 Overall evaluation of research methodology……………………………………………...142 Chapter 10 Discussion…………………………………………………………………………………...144 10.1 Relevance of findings to research questions……………………………………………144 10.2 Limitations of the study and future directions…………………………………………...161 10.3 Relevance of the study……………………………………………………………………165 10.4 Implications for pedagogy and recommendations……………………………………...167 Conclusion…………………………………………………………………………………………………173 Bibliography……………………………………………………………………………………………….175 Appendices Appendix 1 Links collection to vocabulary sets on Quizlet……………………………………...207 Appendix 2 Vocabulary test items (Test 1, 2 & 3) ………….……………………………………208 Appendix 3 Vocabulary Test 1 (3) ……….…………………..……………………………………212 Appendix 4 Vocabulary Test 2………………………………………...…………………………...221 Appendix 5 Questions for participants following Test 1, Test 2 and Test 3………………… 227 Appendix 6 Vocabulary learning questionnaire……………….…………………………………..229 Appendix 7 Invitation to participate in study (Phase 1, Control Group)………………..………231 Appendix 8 Consent form (Phase 1, Control Group) …………………….……………………...232 Appendix 9 Invitation to participate in study (Phase 3, Interviews) ……………………….…...233 Appendix 10 Invitation to participate in study & consent form (Phase 4, Focus Groups)…...…234 Appendix 11 Test scores and percentages for Control Group……………………………………237 Appendix 12 Test scores and percentages for Treatment Group…………………………..……239 Appendix 13 Interview (Interviewee 1) transcription……………….……………………………….247 Figures Figure 1 The Leitner Cycle : ‘The path of a remembered word and a forgotten word …..43 Figure 2 Composition of vocabulary tests………………………………….…………………..73 Figure 3 Test scores (correct response scores) on core vocabulary (70 items) for CG & TG on Tests 1, 2 and 3……………………………………………………..81 7 Figure 4 Accuracy scores (scores of 0, 1, 2 and 3) of responses to test items…………...82 Figure 5 Average sum total of all ‘correct’ responses (scoring 1, 2 and 3) in core vocabulary……………………………………………………………………..82 Figure 6 Vocabulary learning
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