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Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration

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Title: Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration
Language: English
Authors: Dang, Thi Ngoc Yen (ORCID 0000-0002-3189-7776), Lu, Cailing, Webb, Stuart (ORCID 0000-0002-8297-4997)
Source: Applied Linguistics. Aug 2023 44(4):747-770.
Availability: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Access to Information, Lecture Method, Incidental Learning, Vocabulary Development, Recall (Psychology), English for Academic Purposes, Foreign Countries, Learning Processes, Academic Achievement, Achievement Gains, Multimedia Instruction, Instructional Effectiveness, Learning Theories
Geographic Terms: China
DOI: 10.1093/applin/amac044
ISSN: 0142-6001
1477-450X
Abstract: Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest-posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input modes: reading, listening, reading while listening, viewing, and viewing with captions. One hundred sixty-five English for Academic Purposes learners in China were assigned to five experimental groups and a control group. The experimental groups received the treatment with the assigned input mode while the control group received no treatment. Results show that although learning occurred through all input modes, only viewing significantly contributed to the learning gains. Frequency of occurrence and type of vocabulary significantly predicted the learning gains, but the type of verbal elaboration and nonverbal elaboration did not. This study provides further insights into the value of academic lectures for incidental vocabulary learning and supports the multimedia learning theory and its principles.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1389048
Database: ERIC
FullText Text:
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  Data: Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration
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  Data: <searchLink fieldCode="AR" term="%22Dang%2C+Thi+Ngoc+Yen%22">Dang, Thi Ngoc Yen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3189-7776">0000-0002-3189-7776</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Cailing%22">Lu, Cailing</searchLink><br /><searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Applied+Linguistics%22"><i>Applied Linguistics</i></searchLink>. Aug 2023 44(4):747-770.
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  Data: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
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  Data: Y
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1093/applin/amac044
– Name: ISSN
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  Data: 0142-6001<br />1477-450X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest-posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input modes: reading, listening, reading while listening, viewing, and viewing with captions. One hundred sixty-five English for Academic Purposes learners in China were assigned to five experimental groups and a control group. The experimental groups received the treatment with the assigned input mode while the control group received no treatment. Results show that although learning occurred through all input modes, only viewing significantly contributed to the learning gains. Frequency of occurrence and type of vocabulary significantly predicted the learning gains, but the type of verbal elaboration and nonverbal elaboration did not. This study provides further insights into the value of academic lectures for incidental vocabulary learning and supports the multimedia learning theory and its principles.
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  Data: EJ1389048
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        Value: 10.1093/applin/amac044
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      – Text: English
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        PageCount: 24
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      – SubjectFull: Learning Theories
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      – SubjectFull: China
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      – TitleFull: Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration
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