AFAIK, IDK That Word: Investigating Learners' Receptive Knowledge of Online Acronyms.
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| Title: | AFAIK, IDK That Word: Investigating Learners' Receptive Knowledge of Online Acronyms. |
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| Authors: | Laffey, Dennis1 laffey@pknu.ac.kr |
| Source: | English Teaching. Spring2024, Vol. 79 Issue 1, p49-67. 19p. |
| Subject Terms: | *Digital literacy, *Online education, Acronyms, Telematics, Korean language, English language |
| Abstract: | This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured stude nts' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time. [ABSTRACT FROM AUTHOR] |
| Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177298558 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: AFAIK, IDK That Word: Investigating Learners' Receptive Knowledge of Online Acronyms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Laffey%2C+Dennis%22">Laffey, Dennis</searchLink><relatesTo>1</relatesTo><i> laffey@pknu.ac.kr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Spring2024, Vol. 79 Issue 1, p49-67. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Acronyms%22">Acronyms</searchLink><br /><searchLink fieldCode="DE" term="%22Telematics%22">Telematics</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+language%22">Korean language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured stude nts' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15858/engtea.79.1.202403.49 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 49 Subjects: – SubjectFull: Digital literacy Type: general – SubjectFull: Online education Type: general – SubjectFull: Acronyms Type: general – SubjectFull: Telematics Type: general – SubjectFull: Korean language Type: general – SubjectFull: English language Type: general Titles: – TitleFull: AFAIK, IDK That Word: Investigating Learners' Receptive Knowledge of Online Acronyms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Laffey, Dennis IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10177108 Numbering: – Type: volume Value: 79 – Type: issue Value: 1 Titles: – TitleFull: English Teaching Type: main |
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