Clicking Behaviour with Computer Textual Glosses and Vocabulary Knowledge

Framed within the interaction approach (Mackey, 2012) in second language acquisition, this study investigates if learner-computer interactions can facilitate vocabulary development. Chapelle (2003) considers human-computer interactions as one form of interaction besides the well -documented conversa...

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Bibliographic Details
Published in:Journal of language teaching and research 2016, Vol.7 (1), p.59
Main Authors: Yusuf, Mohamad Ali, Awab, Su’ad, Sim, Tam Shu
Format: Article
Language:English
Subjects:
Clicks
Competence and performance (Linguistics)
Conversation
Educational aspects
English as a second language learning
English language learners
Foreign language learning
Human-computer interaction
Language acquisition
Linguistics
Psychological aspects
Reading comprehension
Second language learning
Students
Studies
Study and teaching
Vocabulary
Vocabulary development
Citations: Items that this one cites
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Summary:Framed within the interaction approach (Mackey, 2012) in second language acquisition, this study investigates if learner-computer interactions can facilitate vocabulary development. Chapelle (2003) considers human-computer interactions as one form of interaction besides the well -documented conversational interaction and the interactions that take place inside the language learner's mind. Specifically, the study looks at students' interactions with a computer-aided textual gloss and if the use of such glosses are able to aid the students in their vocabulary development. The purpose of the study is to explore and describe how English as a second language learners use a computer-aided vocabulary gloss in an online reading text to develop their vocabulary knowledge. To track the vocabulary development of the students, tests measuring vocabulary knowledge were designed to evaluate the students' recognition and productive vocabulary kn owledge. Using descriptive statistics together with ANOVA, and correlation measures to analyse data, it was revealed that there were no significant differences in the students' clicking behaviour and their proficiency levels. Furthermore, it was found out that with more clicks on the glosses, students were able to maintain their vocabulary knowledge after three weeks. The findings seem to auger well for using computer textual glosses for vocabulary development in a second language context.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.0701.07