Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire...

Full description

Saved in:
Bibliographic Details
Published in:British journal of educational technology 2019-03, Vol.50 (2), p.767-778
Main Author: Lee, Ju Seong
Format: Article
Language:English
Subjects:
College Second Language Programs
Colleges & universities
Educational Technology
Electronic Learning
English (Second Language)
English as a second language
English as a second language learning
English as a second language tests
Foreign Countries
Foreign languages
Informal Education
Korean language
Learning
Learning Activities
Learning outcomes
Second Language Learning
Second language vocabulary learning
Vocabulary
Vocabulary development
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form‐ and meaning‐focused language learning is essential for achieving L2 vocabulary acquisition.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12599