Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult e-Learners
This study aims to investigate the effectiveness of a storytelling approach in Chinese adult e-learners' vocabulary learning. Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memoriza...
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| Veröffentlicht in: | Educational Technology ＆ Society 2015-07, Vol.18 (3), p.254-265 |
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| description | This study aims to investigate the effectiveness of a storytelling approach in Chinese adult e-learners' vocabulary learning. Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups respectively in one teaching session of 30 minutes. Two post-tests were administered to the two groups, with one completed immediately after the teaching and the other assigned three weeks later. A questionnaire survey was also assigned to the experimental group to obtain the learners' perceptions of the storytelling approach. The results of the data analysis showed that the storytelling method was more effective than rote memorization in both short-term retention and long-term retention, though its effects tended to diminish a little bit with time. Possible suggestions to perfect the method were given in the paper. |
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Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups respectively in one teaching session of 30 minutes. Two post-tests were administered to the two groups, with one completed immediately after the teaching and the other assigned three weeks later. A questionnaire survey was also assigned to the experimental group to obtain the learners' perceptions of the storytelling approach. The results of the data analysis showed that the storytelling method was more effective than rote memorization in both short-term retention and long-term retention, though its effects tended to diminish a little bit with time. Possible suggestions to perfect the method were given in the paper.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology ＆ Society</publisher><subject>Adult Education ; Adult learning ; CAI ; China (Beijing) ; Comparative Analysis ; Computer assisted instruction ; Control Groups ; Data analysis ; Dictionaries ; Education ; Educational Technology ; Electronic Learning ; English (Second Language) ; Experimental Groups ; Foreign Countries ; Full Length Articles ; Instructional Effectiveness ; Memorization ; Memory ; Online Courses ; Online education ; Outcomes of education ; Posttests ; Pretests Posttests ; Questionnaires ; Rote Learning ; Second Language Learning ; Second language vocabulary learning ; Story Telling ; Storytelling ; Student Attitudes ; Students ; Study and teaching ; Surveys ; Teaching Methods ; Textbooks ; Vocabulary ; Vocabulary Development ; Words</subject><ispartof>Educational Technology ＆ Society, 2015-07, Vol.18 (3), p.254-265</ispartof><rights>Copyright 2015 by International Forum of Educational Technology & Society (IFETS)</rights><rights>COPYRIGHT 2015 International Forum of Educational Technology & Society</rights><rights>2015. 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Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups respectively in one teaching session of 30 minutes. Two post-tests were administered to the two groups, with one completed immediately after the teaching and the other assigned three weeks later. A questionnaire survey was also assigned to the experimental group to obtain the learners' perceptions of the storytelling approach. The results of the data analysis showed that the storytelling method was more effective than rote memorization in both short-term retention and long-term retention, though its effects tended to diminish a little bit with time. 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Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult e-Learners</title><author>Ge, Zi-Gang</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a390t-db4397edc559db2fe7c719b62fb36ac7e728d07ccc0fff89022b00d8e2426e083</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adult Education</topic><topic>Adult learning</topic><topic>CAI</topic><topic>China (Beijing)</topic><topic>Comparative Analysis</topic><topic>Computer assisted instruction</topic><topic>Control Groups</topic><topic>Data analysis</topic><topic>Dictionaries</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Electronic Learning</topic><topic>English (Second Language)</topic><topic>Experimental Groups</topic><topic>Foreign Countries</topic><topic>Full Length Articles</topic><topic>Instructional 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Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups respectively in one teaching session of 30 minutes. Two post-tests were administered to the two groups, with one completed immediately after the teaching and the other assigned three weeks later. A questionnaire survey was also assigned to the experimental group to obtain the learners' perceptions of the storytelling approach. The results of the data analysis showed that the storytelling method was more effective than rote memorization in both short-term retention and long-term retention, though its effects tended to diminish a little bit with time. 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| ispartof | Educational Technology ＆ Society, 2015-07, Vol.18 (3), p.254-265 |
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| source | DOAJ Directory of Open Access Journals; JSTOR Archive Collection A-Z Listing; EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | Adult Education Adult learning CAI China (Beijing) Comparative Analysis Computer assisted instruction Control Groups Data analysis Dictionaries Education Educational Technology Electronic Learning English (Second Language) Experimental Groups Foreign Countries Full Length Articles Instructional Effectiveness Memorization Memory Online Courses Online education Outcomes of education Posttests Pretests Posttests Questionnaires Rote Learning Second Language Learning Second language vocabulary learning Story Telling Storytelling Student Attitudes Students Study and teaching Surveys Teaching Methods Textbooks Vocabulary Vocabulary Development Words |
| title | Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult e-Learners |
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