Main Article Content
vocabulary acquisition, autonomous learners, content-based, APPs, ICT
Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class.
Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform.
Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning.
Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms.
Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.
2. Alf, I.W, Meng, Z& Rune, S. (2016).The effect of digitizing and gamifying quizzing in classrooms. Norwegian University of Science and Technology,729-737. Trondheim, Norway
3. Brown, R., Waring, R., &Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a foreign language, 20(2), 136-163.
4. Chickering, A. W., &Ehrmann, S. C. (1996).Implementing the seven principles: Technology as lever.AAHE Bulletin,49, 3-6.
5. Chinnery, G. M. (2006). Emerging technologies. Going to the mall: mobile assisted language learning. Language
Learning&Technology, 10(1), 9-16.
6. Elgort, I. (2010). Deliberate Learning and Vocabulary Acquisition in a Second Language. Language Learning, 61(2), 367-413. doi:10.1111/j.1467-9922.2010.00613.x
7. Ellis, N. C. & Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning, Language Learning 43-4, 559-617.https://doi.org/10.1111/j.1467-1770.1993.tb00627.x
8. Kahoot! (2017). Kahoot! Is one of the world’s fastest growing learning brands. Retrieved September 24, 2017, from https://getkahoot.com/
9. Kapp, K. M. (2012). The gamification of learning and instruction game-based methods and strategies for training and education. San Francisco: Pfeiffer.
10. Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440-464. doi:10.1111/j.1540-4781.1989.tb05325.x
11. Laufer, B. (1992). How much lexis is necessary for reading comprehension?In P. J. L. Arnaud & H. B´ejoint (Eds.), Vocabulary and applied linguistics (pp. 126–132). London: Macmillan.https://doi.org/10.1007/978-1-349-12396-4_12
12. Laufer, B. (1997).What’s in a word that makes it hard or easy: Some intralexical factors that affect the Learning of words, In Schmitt, N. & McCarthy, M. (Eds.) Vocabulary: Description, acquisition and pedagogy, Cambridge: Cambridge University Press, 140-155.
13. Mynavi(2016). News Release.RetrievedSeptember 24, 2017 from https://www.mynavi.jp/news/2016/02/post_10835.html
14. Meara, P. (1980). Vocabulary Acquisition: A Neglected Aspect of Language Learning. Language Teaching, 13(3-4), 221. doi:10.1017/s0261444800008879
15. Nation, I.S.P. (2001). Learning Vocabulary in Another Language.Cambridge: Cambridge University Press.https://doi.org/10.1017/CBO9781139524759
16. Nation, I.S.P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review 63, 1: 59-82.https://doi.org/10.3138/cmlr.63.1.59
17. Nation, I. (2013). Learning Vocabulary in Another Language (2nd ed.). New York: Cambridge University Press.https://doi.org/10.1017/CBO9781139858656
18. Ryan, R. M., &Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
19. Suwantarathip, O., & Orawiwatnakul, W. (2015). Using mobile-assisted exercises to support students' vocabulary skill development. TOJET: The Turkish Online Journal of Educational Technology, 14(1), 163-171
20. Werbach, K., & Hunter, D. (2012). For the win: how game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
21. SULVA, M. K. (2015). Improving the Academic Word List for EFL Learners in Japan: Research in ICT, Acquisition, and Morphology. Osaka Kyoiku University.
22. Yoshida, H. (2002). Incidental ESL Vocabulary Acquisition. The Japan Association for Language Education and Technology Vol. 39 (2002) p. 93-103 http://doi.org/10.24539/let.39.0_93
23. Zengning, H. (2011). Vocabulary learning assisted by mobile phones: perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139-154.