a cross-cultural and linguistic approach to enhancing esl students  vocabulary acquisition using computer-assisted learn

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Outline. Background and contextMethodologyMajor research findings Significance. Background and Context.

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1. A cross-cultural and linguistic approach to enhancing ESL students’ vocabulary acquisition using computer-assisted learning scaffolding For the XIIIth International CALL Research Conference at the University of Antwerp Jia (Joan) Li (OISE/UT)

3. Background and Context “Serious English” – Academic English literacy Ontario Secondary Literacy Tests

4.

5. 24 Chinese ESL students in Grades 9-10 and 5 ESL teachers

6. A sample of popular comic books

7. Chinese story books

8. Bilingual instructions Chinese vocabulary equivalents Grammatical explanations in Chinese

9. Samples of bilingual electronic handheld dictionaries in the ESLB class

10. Three phases Initial semi-structured interviews/conceptual analysis Reading experiments/repeated measures ANOVAs Oxford’s strategy inventory of language learning (SILL) and follow-up interviews/Descriptive statistics and thematic analysis

11. Reading Experiments

12. Vocabulary Levels Tests Monolingual Vocabulary Levels Tests bridge crossing _____ image double _____ without delay immediately _____ twice as much piece reflection Bilingual Vocabulary Levels Tests bridge crossing _____ ??,?? double _____ ?? immediately _____ ??? piece reflection

13. WordNet monolingual dictionary

14. Monolingual/bilingual dictionary

15. Unknown words database

16. Blank words feature in the practice mode

17. Parts of speech feature in the grammar mode

18. Findings An apparent preference for vocabulary instructional strategies Mismatches identified between Chinese and North American vocabulary teaching approaches that students experienced Compensatory strategies

19. Bilingual-resourced strategies students preferred

20. Findings continued Repeated-measures ANOVAs technology-supported scaffoldings Significant variations existing levels of English proficiency differences in understanding word meanings between L1 and L2

21. Time versus Version

22. Significance A resource-orientated functional approach versus dichotomy of language teaching and learning approach Bilingual vocabulary levels tests Feasible recommendations explicitly promoting the use of L1 employing a diversity of Chinese approach-based memorization strategies

23. Bridging ELLs’ literacy gap Mainstream instructional practices - students’ cultural, educational and linguistic capital: their legacy of learning experiences, L1 competence - students’ increasing orientation towards technology

24. Thank youEmail: [email protected]

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