An Exploratory Analysis of the Impact of Learners' First Language on Vocabulary Recall Using Immersive Technologies
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| Title: | An Exploratory Analysis of the Impact of Learners' First Language on Vocabulary Recall Using Immersive Technologies |
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| Language: | English |
| Authors: | Papin, Kevin (ORCID |
| Source: | Research-publishing.net. 2020. |
| Availability: | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Native Language, Native Speakers, Chinese, English, French, Second Language Learning, Vocabulary Development, Recall (Psychology), Technology Integration, Computer Simulation, Pictorial Stimuli, Foreign Students, College Students, Foreign Countries |
| Geographic Terms: | Canada |
| Abstract: | This exploratory post-hoc analysis examined the impact of learners' first language (L1) on learning vocabulary annotated in immersive 360º pictures. This analysis is a part of a larger, between-subjects study (Papin & Kaplan-Rakowski, 2020) in which learners (N=63) of French as a second language (L2) studied vocabulary annotated in (1) Two-Dimensional (2D) pictures viewed on a desktop monitor, (2) 360º pictures viewed on a desktop monitor, and (3) 360º pictures viewed using a Virtual Reality (VR) headset. A multiple regression linear model revealed that native speakers of English benefited significantly more from immersive technologies compared with L1 Chinese speakers. When low-immersion and high-immersion technologies were used, Chinese L1 speakers were significantly disadvantaged by high-immersion VR. This study has implications in the field of L2 vocabulary research and learning materials design. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.] |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED611078 |
| Database: | ERIC |
| Abstract: | This exploratory post-hoc analysis examined the impact of learners' first language (L1) on learning vocabulary annotated in immersive 360º pictures. This analysis is a part of a larger, between-subjects study (Papin & Kaplan-Rakowski, 2020) in which learners (N=63) of French as a second language (L2) studied vocabulary annotated in (1) Two-Dimensional (2D) pictures viewed on a desktop monitor, (2) 360º pictures viewed on a desktop monitor, and (3) 360º pictures viewed using a Virtual Reality (VR) headset. A multiple regression linear model revealed that native speakers of English benefited significantly more from immersive technologies compared with L1 Chinese speakers. When low-immersion and high-immersion technologies were used, Chinese L1 speakers were significantly disadvantaged by high-immersion VR. This study has implications in the field of L2 vocabulary research and learning materials design. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.] |
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