A Comparative Study of Human and Computer Mediators: L2 Learners’ Vocabulary Development and social identity
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Najmeh Hamzehnejadi
1
,
Mehry Haddad Narafshan
2
,
Valeh Jalali
3
1 - دانشگاه آزاد اسلامی واحد کرمان
2 - Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
الکلمات المفتاحية: social identity, teacher-mediator, technology-mediator, vocabulary development,
ملخص المقالة :
The increasingly global nature of our lives provides a suitable foundation for integrating technology into all aspects of human life in general and education in particular. Hence, the focus of the present study was to compare the impact of human and technology-based mediators on vocabulary development and social identity of young English language learners. Over 6 months, two groups of 30 learners (15 students in each group) were exposed to two forms of mediation: the teacher and computer-made mediators. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and social identity. A small change in vocabulary development was observed for the teacher-mediated group, but no change was observed in their social identity. However, learners involved in computer-mediated instruction proved superior compared to the teacher-mediated group in both vocabulary development and social identity. It shows that the learners interacting with a computer mediator surpass those interacting with a human-made mediator, namely the teacher. This makes us believe that nonhuman mediators (technology in this study) may prove more effective than human mediators, which may be attributed to the enticing features of technology that can enhance learners' motivation and interest.
References
Agca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia-Social and Behavioral Sciences, 83, 781-785.
Alkhalifah, H., Hansen, E., Tapp, A. & Hansen, D. (2012). Does the use of Technology Actually Help English as a Second Language Students? In Proceedings of Society for Information Technology & Teacher Education International Conference, Chesapeake, VA, 2212-2215.
Anwar, Y. T. (2021). The EFL students’ difficulties in discovering the meaning of new words in learning vocabulary at SMAN 1 Gedangan Sidoarjo (Doctoral dissertation, UIN Sunan Ampel Surabaya).
Barrot, J. (2015). A sociocognitive-transformative approach to teaching writing. Indonesian Journal of Applied Linguistics, 4(2), 113-122.
Basoglu, E. B., & Akdemir, O. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology-TOJET, 9(3), 1-7.
Bicen, H., & Beheshti, M. (2019). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 1-29.
BR, A. (2021). Exploring Dysphasia Learners' Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study. International Journal of Emerging Technologies in Learning, 16(12).
Cakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-48.
Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children. International Journal of Human-Computer Studies, 124, 13-25.
Chang, C. Y. (2006) The effects on learning English alphabet via Internet multimedia for lower-achievement students. Master’s thesis, National Taipei University of Education, Taiwan.
Cheong, C., Alabdulaziz, M. S., Alhammadi, A., & Cronholm, S. (2021). Printable Table of Contents. JITE: Research. Journal of Information Technology Education: Research, 20(1).
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The modern language journal, 80(2), 183-198.
Ellis, N. C. (1995). The psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning, 8(2-3), 103-128.
Fat, J. P. T. (2000). Fostering creativity in education. Education, 120, 4.
Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907-1919.
Finnsson. (2015). Computer Games & Their Effect on The Language Acquisition of Non-Native English Speakers. Thesis.University of Iceland.
Flavin, M. (2020). Reboot the Messenger: A Narrative for Technology Enhanced Learning. In Re-imagining Technology Enhanced Learning (pp. 121-144). Palgrave Macmillan, Cham.
Flores, C., Corcoll, C. (2015). Learning a foreign language in infant education: a challenge for the school. 1-6. http://srvcnpbs.xtec.cat/cirel/cirel/docs/pdf/challenge.pdf
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40, 273-293.
Gao, X. (2019). The Douglas Fir Group Framework as a Resource Map for Language Teacher Education. The Modern Language Journal, 103, 161-166.
Garcia-Ruiz, M. A., & Edwards, A. (2008). Collaborating and learning a second language in a Wireless Virtual Reality Environment. Int. J. Mobile Learning and Organisation, 2, 369-377.
Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York, NY: Basic Books.
Gardner, H. (2011b). The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October 29, 2011.
Ghuloum, H. (2010). 3D Hologram Technology in Learning Environment. Proceedings of Informing Science & IT Education Conference. 693-704.
Guernsey, L., Ishmael, K., & Prescott, S. (2020). Online learning in the wake of COVID-19 tips and resources for PreK-12 with equity in mind, New America. Retrieved 4/10/2020 from https://www.newamerica.org/education-policy/edcentral/online-learning-wake-covid-19/.
Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of uppersecondary school: Identifying factors explaining digital inclusion. Computers and Education, 63, 240–247. https://doi.org/10.1016/j.compedu.2012.11.015
Hidalgo, A., Gabaly, S., Morales-Alonso, G., & Urueña, A. (2020). The digital divide in light of sustainable development: An approach through advanced machine learning techniques. Technological Forecasting and Social Change, 150, 119754.
Hitosugi, C. I., Schmidt, M., Hayashi, K. (2014). Digital Game-based Learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf video game, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31, 19-39.
Hurwitz, L. B., & Schmitt, K. L. (2020). Can children benefit from early internet exposure? Short-and long-term links between internet use, digital skill, and academic Computers & performance. Education, 146, 103750.
Jeffers, G. (2006). Talking about teaching in non-crisis situations: learning from a teacher support project. Irish Educational Studies, 25(2), 187-206.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational psychologist, 31(3-4), 191-206.
Jung, H. J., (2002). Virtual reality for ESL students. The Internet TESL Journal, 8(10). Retrieved from http://iteslj.org/Articles/Jung-VR.html
Kamp, A. (2017). Humans, nonhumans, and the mediation of workplace learning in the senior school curriculum. Journal of Vocational Education & Training, 69(2), 214-228.
Kanellopoulou, C., Kermanidis, K. L., & Giannakoulopoulos, A. (2019). The dual-coding and multimedia learning theories: Film subtitles as a vocabulary teaching tool. Education Sciences, 9(3), 210.
Kayaoglu, M. N., & Akbas, D. (2011). A small-scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology-TOJET, 10(2), 24-30.
Kırkgöz, Y. (2010). An analysis of written errors of Turkish adult learners of English. Procedia-Social and Behavioral Sciences, 2(2), 4352-4358.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.
Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Harvard University Press.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology,19, 16-31.
Lantolf, J. P., & Sunderman, G. (2001). The struggle for a place in the sun: Rationalizing foreign language study in the twentieth century. The Modern Language Journal, 85(1), 5-25.
Leuski, A., Pair, J., Traum, D., McNerey, P., Georgiou, P., Patel, R. (2006). How to Talk to a Hologram. International Conference on Intelligent User Interfaces, 360-362.
Li, Y., & Hafner, C. (2021). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL, 1-15. doi:10. 1017/S0958344021000161
Lin, Y. C. (2010). Research on vocabulary acquisition of upper elementary school students in a collaborative virtual environment. Master’s thesis, National Dong Hwa University, Taiwan.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85.
Masoomeh, E., & Mahdieh, N. (2014). Multiple intelligences and their representation in the EFL young learners’ textbooks. International Journal of Research Studies in Language Learning, 3(6), 61–72.
Mayer. (2001). Multimedia learning. Cambridge; New York: Cambridge University Press.
Mayer, R. E. (2003). Elements of a science of e-learning. Journal of educational computing research, 29(3), 297-313.
McGonagle, G. (2006). "Does Work Experience Prepare Students for the World of Work and Contribute to an Effective Careers Education Guidance Programme?" MSc Dissertation MSc Dissertation, School of Education, University of Ulster.
Metruk, R. (2020). The effects of mobile learning on EFL vocabulary acquisition. Language, Literature and Culture in Education, 60.
Mohsen, M. A., & Balakumar, M. (2012). A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature. ReCALL, 23, 135–159.
Motejlek, J., & Alpay, E. (2021). Taxonomy of Virtual and Augmented Reality Applications in Education. IEEE Transactions on Learning Technologies.
Nation, I. S. (2013). Learning Vocabulary in Another Language Google eBook. Cambridge University Press.
Nguyen, T. T. H. & Khuat, T. T. N. (2003) The effectiveness of learning vocabulary through games, Asian EFL Journal Quarterly, 5(4), 233-249.
Oberg, A., & Daniels, P. (2012). Analysis of the effect a student-centered mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 1, 1-20.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Paivio, A., & Desrochers, A. (1980). A dual-coding approach to bilingual memory. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4), 388.
Peregoy, S.F., Boyle, O.F. (2001). Reading, writing, and learning in ESL. New York: Addison Wesley Longman.
Ruiz, C. (2004). Escala MINDS de Inteligencias Múltiples. Trujillo: Universidad César Vallejo.
Schwienhorst, K. (2002). Why virtual, why environments? Implementing virtual world concepts in computer-assisted language learning. Simulation & Gaming, 33, 196-209.
Sharma, V., Singh, A. K., & Raj, M. (2021). Conceptual Online Education Using E-Learning Platform of Cloud Computing. In Evolutionary Computing and Mobile Sustainable Networks (pp. 991-997). Springer, Singapore.
Shearer, C. B. (2020). A resting state functional connectivity analysis of human intelligence: Broad theoretical and practical implications for multiple intelligences theory. Psychology & Neuroscience, 13(2), 127.
Suhardiana, I. P. A. (2021). Attitudes of EFL Students Regarding Learner Autonomy in English Vocabulary Acquisition. Yavana Bhasha: Journal of English Language Education, 4(2), 67-80.
Suwantarathip, O., Orawiwatnakul, W. (2015). Using mobile-assisted exercises to support students' vocabulary skill development. TOJET: The Turkish Online Journal of Educational Technology, 14(1): 163-171.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and instruction, 12(3), 185-233.
Taber, K. S. (2020). Mediated Learning Leading Development—The Social Development Theory of Lev Vygotsky. In Science Education in Theory and Practice (pp. 277-291). Springer, Cham.
Tsai, J. (2006). Connecting reading and writing in college EFL courses. The Internet TESL Journal, 12(12). Retrieved from http://iteslj.org /Articles/Tsai Reading Writing Connection. html
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Soviet psychology, 17(4), 3-35.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT.
Walan, S. (2020). Embracing digital technology in science classrooms—secondary school teachers’ enacted teaching and reflections on practice. Journal of Science Education and Technology, 29(3), 431-441.
Walker, R.A. (2012). Holograms as Teaching Agents. Journal of Physics: Conference Series, 415, 1-5.
Walters, J. (2006) Methods of teaching inferring meaning from context. RELC Journal, 37, 176-190.
Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students’ performance in a Web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20, 232-245.
Yam, L. P. K. (2021). Creative teaching and communication: A study of creative teachers’ traits and skills as perceived by primary school students. Journal of Communication and Education, 5(1), 104-120.
Yiltanhhlar, A, Kivanc, C. (2015). The role of using games in ELT: Teenagers. International jounal of innovative educational research, 3(3): 15-25.
Zou, D., Huang, Y., & Xie, H. (2019). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 1-27.
