Abstract
This study investigates the effectiveness of three kinds of word learning exercises in terms of Nation and Webb's (2011) technique feature analysis. Three commonly used vocabulary learning tasks: Reading comprehension, sentence writing, and cloze-exercise were combined with two types of annotations: Pictorial annotations and textual annotations in four tasks. Tasks 1 and 3 were provided with pictorial annotation, while tasks 2 and 4 were textual annotations. 130 college students were recruited and allocated randomly to the four tasks groups to test their learning effectiveness respectively. The results demonstrated that cloze-exercises with textual glosses were as effective as reading comprehension with pictorial glosses, and cloze-exercises with pictorial glosses were as effective as sentence-writing with textual glosses, which is in accord with the checklist of technique feature analysis and confirms the effectiveness of pictorial annotations to word learning.
| Original language | English |
|---|---|
| Pages (from-to) | 254-273 |
| Number of pages | 20 |
| Journal | International Journal of Innovation and Learning |
| Volume | 27 |
| Issue number | 3 |
| Early online date | 21 Apr 2020 |
| DOIs | |
| Publication status | Published - 2020 |
| Externally published | Yes |
Funding
This study was completely supported by the Standing Committee on Language Education and Research (EDB(LE)/P&R/EL/175/2), the Government of the Hong Kong Special Administrative Region, the Start-Up Research Grant (RG 54/2017-2018R) of The Education University of Hong Kong, and the Innovation and Technology Fund (Project No. GHP/022/17GD) and internship program (InP/083/18) from the Innovation and Technology Commission of the Government of the Hong Kong Special Administrative Region.
Keywords
- Imaging
- Pictorial annotations
- Technique feature analysis
- Textual annotations
- Vocabulary acquisition