Receptive Vocabulary Acquisition Through ‘Storybird’
DOI:
https://doi.org/10.11113/sh.v9n4-2.1364Keywords:
Storybird, receptive vocabulary, vocabulary test, online reading, reading behaviourAbstract
Knowledge of vocabulary is important for a learner of a language to be able to perform in all the four skills of reading, listening, writing and speaking in the target language. Despite its importance, language teaching or training generally puts lesser emphasis on its importance or the teaching of vocabulary still adopts a traditional teaching approach. With the advancement in computer technology and the emerging development of tools and software, vocabulary learning has moved beyond classical reading method. This present study explores the effects of online reading through the use of ‘Storybird’ tool on ESL learners’ receptive vocabulary. It aims to ascertain if reading on ‘Storybird’ as a tool within a classroom context could improve learners’ receptive vocabulary. The data was collected through the procedure of pre-test, treatment and post-test without control group. The result of the paired sample t-test show significant gains in the 3000-word level vocabulary test. Â
References
Abanomey, A. A. (2013). Do EFL Saudi Learners Perform Differently With Online Reading ? An Exploratory Study. Journal of King Saud University - Languages and Translation, 25, 1–11. doi:10.1016/j.jksult.2012.12.001
Andrew, K., & Adams, R. (2010). Should Vocabulary Instruction Be Integrated or Isolated ? TESOL Quarterly, 44(2), 222–249.
Dalton, B., Proctor, C. P., Uccelli, P., Mo, E., & Snow, C. E. (2011). Designing for Diversity : The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students. Journal of Literacy Research, 68–100. http://doi.org/10.1177/1086296X10397872
Eckerth, J., & Tavakoli, P. (2012). The Effects Of Word Exposure Frequency And Elaboration Of Word Processing On Incidental L2 Vocabulary Acquisition Through Reading. Language Teaching Research, 16(2), 227–252. doi:10.1177/1362168811431377
Ghanbari, M., & Marzban, A. (2014). Effect of Extensive Reading on Incidental Vocabulary Retention. Procedia - Social and Behavioral Sciences, 116, 3854–3858. doi:10.1016/j.sbspro.2014.01.854
Gordon, G., Li, M., Drobisz, J., Park, H., Kim, D., & Dana, S. (2013). Computers & Education Play Games Or Study ? Computer Games In Ebooks To Learn English Vocabulary. Computers & Education, 69, 274–286. doi:10.1016/j.compedu.2013.07.015
Gunn, B., Smolkowski, K., Biglan, a., Black, C., & Blair, J. (2005). Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students. The Journal of Special Education, 39(2), 66–85. http://doi.org/10.1177/00224669050390020301
Hawkins, R. O., Hale, A. D., Sheeley, W., & Ling, S. (2011). Repeated Reading And Vocabulary-Previewing Interventions To Improve Fluency And Comprehension For Struggling High-School Readers. Psychology In The Schools, 48(1), 59–77. http://doi.org/10.1002/pits
Hepburn, E., Egan, B., & Flynn, N. (2010). Vocabulary Acquisition In Young Children: The Role Of The Story. Journal of Early Childhood Literacy, 10(2), 159–182. http://doi.org/10.1177/1468798410363754
Huang, H. -c. (2014). Online Versus Paper-based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension. RELC Journal, 45(2), 165–180. http://doi.org/10.1177/0033688214534797
Kalyuga, M., Mantai, L., & Marrone, M. (2013). Efficient Vocabulary Learning Through Online Activities. Procedia - Social and Behavioral Sciences, 83, 35–38. doi:10.1016/j.sbspro.2013.06.007
Korat, O., & Or, T. (2010). How New Technology Influences Parent--child Interaction: The Case of e-book Reading. First Language, 30(2), 139–154. http://doi.org/10.1177/0142723709359242
Lightbown, P., & Spada, N. M. (2006). How Languages are Learned. University of Michigan: Oxford University Press.
Moody, A. K. (2010). Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children. Journal of Literacy and Technology, 11(4), 22–52.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329–363. doi:10.1177/1362168808089921
Song, J., & Sardegna, V. G. (2014). EFL Learners’ Incidental Acquisition of English Prepositions through Enhanced Extensive Reading Instruction. RELC Journal, 45(1), 67–84. doi:10.1177/0033688214522623
Swanson, E., Wanzek, J., Petscher, Y., Vaughn, S., Heckert, J., Cavanaugh, C., … Tackett, K. (2011). A Synthesis Of Read-Aloud Interventions On Early Reading Outcomes Among Preschool Through Third Graders At Risk For Reading Difficulties. Journal of Learning Disabilities, 44(3), 258–75. http://doi.org/10.1177/0022219410378444
Webb, S. a., & Chang, a. C.-S. (2012). Second Language Vocabulary Growth. RELC Journal, 43(1), 113–126. http://doi.org/10.1177/0033688212439367
