Technology in the Acquisition of Second Language Vocabulary - Research Paper Example

The Effectiveness of Technology in the Acquisition of Second Language Vocabulary Affiliation with more information about affiliation, research grants, conflict of interest and how to contact Abstract: This study concerns the effectiveness of technology in second language learning and the acquisition of vocabulary in an educational environment. It evaluates and compares the existing traditional means of teaching as well as the traditional technology such as Computer Aided Language Learning and Computer Assisted Vocabulary Acquisition and emerging technologies such as iPods, iBooks, hypermedia, mobile technology, social networking and the other devices that can be effectively deployed to enhance the effectiveness of the process of vocabulary acquisition in second language. The study comprises an evaluation of the existing literature to understand the current status of the use of technology and the benefits that derive to learners and teachers. Besides, it also attempts to delineate the improvement that emerging technology can bring to this field. The study, further, encompasses a survey of a sample population to ascertain the effectiveness of the use of technology, which confirm that technology creates an interesting environment for learners and make the learning process easy for them. The Effectiveness of Technology in the Acquisition of Second Language Vocabulary Introduction: Language acquisition is a significant activity in human life as proper language skills are crucial not only for every day communication but also for academic careers and profession. Language is the basic tool of communication and without adequate language skills people cannot attain success in their studies or jobs. Most of the educational systems across the world prescribe the study of one or more language, other than the mother tongue of the country, as part of the academic curriculum. Second language learning aims at expanding the knowledge of students in an additional language so that they can understand and appreciate another culture. Besides, it can also help them get job opportunities in other countries as well as communicate with people from other regions. Thus, in the modern world, where humans are living in a globalized environment, the learning of at least one second assumes high significance. Words are the most important component of language and, therefore, in order to attain adequate skills in the use of language a person needs to develop vocabulary in that language. So far the learning of words and their context occurs in the first language incidentally as people receive the opportunity to interact with others right from their childhood. On the other hand, second language cannot be learned in this manner as it may not be in use in the social environment of the person who learns that language. Second language learning and acquiring vocabulary in a foreign language is a challenging prospect for students and they may require effective guidance and tutoring to attain their learning objectives. Thus, it transpires that since second language cannot be learned in the natural environment of children, a systematic process is required to acquire adequate vocabulary in it. Therefore, this should be a priority not only for students learning a second language in a classroom environment, but also for the teachers involved. Educational institutions need to adopt the best approach to facilitate effective learning of a second language to derive best possible outcomes for their students. Mere classroom education, through textbooks limits students’ ability to learn a language. Thus, the education system needs to incorporate programs such Computer Aided Language Learning (CALL), Computer Assisted Vocabulary Acquisition (CAVOCA) and other technologies, with a focus on vocabulary acquiring, to make the process interesting and outcome oriented for the students. In the present day, where technology has become highly sophisticated and accessible to common man, the education systems should garner its potential to make the process of Second Language Acquisition (SLA) easy and interesting for the learners. Second language learners find the process of learning vocabulary as a difficult and boring proposition and this has become a major challenge for teachers. Therefore, they need to depart from traditional methods and evolve new ways and means to make the process more interesting and effective for students. In order to objectively address the problem, they have to understand the positive effects of technology and software on vocabulary acquisition, identify the most effective technologies, and align these into the teaching process to derive best results. Besides, to optimize the potential of technology in SLA, teachers also need to understand whether factors such as age and gender of the learner exercise any influence on the effectiveness of technology in vocabulary acquisition. Evidences emerging from existing research studies and the response to the survey confirm that technology plays a highly significant role in making the process of vocabulary acquisition easy as well as interesting for the learners. A review of relevant literature as well as response to the interview question by teachers as well as learners suggest that CALL, CAVOCA and computer games, programs in electronic media etc, are identified the most effective sources as these are easy to access and cost effective. Moreover, the research also indicates that gender or age does not have any significant influence in the effectiveness of technology in SLA or vocabulary learning. Thus, it transpires from the research evidence that emerging technologies such as iPods, iPhones, mobile interfaces, hypermedia, iTV, social networking etc can be highly effective in the process of SLA and vocabulary learning, irrespective of age and gender of the learner, and through the integration of these technologies in the education system, teachers can make the process of vocabulary acquisition easy and interesting and achieve better outcomes for their students. Learning Words through Seeing and Listening Rather than Reading: A Review of Literature on the Effectiveness of Technology in Vocabulary Acquisition: Computer Aided Language Learning (CALL) and Computer Assisted Vocabulary Acquisition (CAVOCA) have been in use for a while in educational settings and the validity as effective tools in language learning as well as vocabulary acquiring remains undisputed. Students can understand the meaning of a word better if they are offered a visual or auditory representation of a word than when they are taught the meaning through the definition in a dictionary or by memorizing. For example, if a person learning the word ‘chirp’ obtains the meaning from the dictionary his or her understanding will be limited. On the other hand, if the same learner is offered a video clipping of a real bird chirping and then explained what chirp means, he or she will fully understand the context and meaning and will also be able to retain it in the memory forever. Thus, the advantages of traditionally used audio visual aids in promoting language acquisition and vocabulary building need no further emphasis. However, there is an array of emerging technologies such as iPods, iPhones, mobile interfaces, hypermedia, iTV, social networking etc, the deployment of which in the learning of language and vocabulary acquisition is a relatively newly concept. Therefore, this literature review will focus on these emerging technologies than the traditional ones, which are time tested. However, during the process of discussions relating the new technologies, the researcher will also integrate the existing technologies for analytical and comparison purposes, wherever necessary or relevant to illustrate the advantage of one over the other. People acquire vocabulary more as an incidental process rather than through studies or consulting dictionaries, and, as Sternberg (1987) endorses, a person learns most of the words he knows from context. However, in the case of foreign languages, this possibility becomes very limited due to the lack of chances of interaction, unless the learner lives in the country whose language he or she is learning. Traditional teaching of second language involves a textbooks focused approach, where the student learns new words from dictionaries or flashcards. However, some teachers advise their students to read additional books such as novels, which help students learn vocabulary from context and thus the notion derives that “people who read more know vocabulary” (Ellis, n.d. p.3). This study also contends that “the growth of vocabulary” is the only means to for a learner to acquire “language competency” (Ellis, n.d, p.10). Thus, students of a second language need to equip them with a reasonable amount of vocabulary for attaining adequate skill in the use of that language. Thus, the education system needs to identify complementary tools, which can be aligned to other traditional methods such as textbooks and dictionaries, to promote vocabulary acquisition in the learners by making the process more interesting and easy for them. Therefore, the primary objective for a teacher is to identify the tools in the industry that best address the requirements and can make the teaching process easy and most effective to fetch best positive outcomes for the learners. Research evidence corroborates the hypothesis that the deployment of a wide “range of meta-cognitive strategies” can be effective in facilitating the “acquisition of new vocabulary” (Ellis, n.d. p.5). Thus, the first step for teachers, to integrate appropriate systems in teaching, is to identify the best technology that meets students’ learning requirements. However, a study by EDUCAUSE finds that faculties do not suggest “specific strategies for vocabulary acquisition” and leaves it for the learners to “discover methods that work best for themselves” (Closing in on Vocabulary Acquisition, 2012, p.1). This study, has been conducted on the students of Carleton College, teaching liberal arts where the study of foreign language is mandatory, to find out how well the “delivery of foreign language study materials via iPod increased students’ contact time with their target language” (Closing in on Vocabulary Acquisition, 2012, p.1). It concludes that students who used iPods gained “higher scores” than those who did not as the former category is found to be “motivated by a desire to increase their grades” in the foreign language. The study also reveals that students have “both kinesthetic and tactile learning preferences” and that there has been no “overlap” between those who preferred “visual or auditory learning” (Closing in on Vocabulary Acquisition, 2012, p.4). Another study on the effectiveness of multimedia for vocabulary acquisition in advanced language learners claims that multimedia environments can “provide learning opportunities for learners with different learning styles” (Akbulut, 2007, p.57). Besides, the study also finds that when a learner combines written words with visuals of any type, it becomes “more effective in facilitating vocabulary learning” as it offers the learner an image to acknowledge it rather than a mere definition of the word (Akbulut, 2007, p.57). Thus, it transpires that multimedia can be a valuable source for students in vocabulary acquiring. It also is relatively cheap and user friendly, thus making it a simple learning tool that people of any age can handle. Therefore, the teachers need to evolve a system, where they integrate normal classroom teaching with appropriate electronic media so that students will gain a better understanding of the words encounter and they will also be able to retain them in their memory. Similarly, the study conducted by Fallahkhair et al, which seeks to address the lack of research in vocabulary acquisition by independent learners, who do not receive any classroom education, contends that Interactive Television (iTV) can be an effective tool in the acquisition of vocabulary. Pointing out to the fact that software used in assisting vocabulary acquisition are developed without any feedback from students who are the end users and, therefore, study emphasizes the need of such consultation in the case of adults who learn outside classrooms because as the media should fit into their daily routine. The authors contend that iTV has the ability to provide “lifelong learning opportunities” to learners who want to study a language on their own (Fallahkhair et al, n.d. p.4337). The findings of this study indicate that iTV is able to “scaffold understanding” by offering a “selection of levels of support” in a variety of media, either automatically or by choosing an appropriate option (Fallahkhair et al. n.d. p.4342). Thus, it appears iTV can also be a useful tool in classroom as well to complement existing technologies of vocabulary acquisition. In yet another study, McGraw et al (2009) have tested the effect of application of speech technology, through a card game called “Word War,” which is “designed for learning Mandarin Chinese” (p.1). It also has encompassed an evaluation of current practices of computer assisted vocabulary learning (CAVL) and that of automatic speech recognition (ASR), used in learning second languages and the researchers find that there is only “little overlap” between these two areas, which justifies their researching this new field of “intelligent computer aided language learning (ICALL)” (p.2). They find that the CAVL is a tool that already provides a wide range of tools for students to help them gain knowledge of second language through incidental learning process. However, this study points to a lack of avenues for gaining incidental acquisition of vocabulary by beginners, where it is highly essential because “lexical acquisition is often the most difficult task” for adults who have no background in the language (p.3). The study, while admitting the advantages of commercially developed software in aiding vocabulary acquisition, questions its viability as most of the schools face funding problems to meet the hefty investment on such sophisticated software and its accoutrement of infrastructure. Games technology comes relatively cheaper and can also be accessed through internet at lower costs. In the modern world, every home has at least one computer and access to this technology is not a problem for students. The card game’s technology is Java Script based and it provides the platform for communication between the user’s browser and the provider’s web server. Figure 2 (Annexure-I) illustrates a “typical computer aided vocabulary learning system: an online flash cards program,” which is the interface that learners can use and they speak commands in Mandarin Chinese (p.5). The authors report that once a learner has a set of cards with the given tools, he or she can load it into a grid as shown in Fig 3. They further offer similar illustration that provides the readers a clear understanding of the game and its utility for the intended purpose. The research concludes that the games possess the potential to enforce positive “impact on language education” due to their ability for customization according to users’ needs and it offers the leeway to create different games using the same interface (16). Thus, this game will definitely interest the children and it can be an effective tool in vocabulary acquisition. A study conducted by Hu Hai-peng and Deng Li-jing (2007) claims that “traditional teaching methods had inherent problems due to which Chinese students are not able to understand English properly. Students in traditional classrooms often have to learn each word by repeatedly reciting it, which can be a boring exercise for them (p.56). Thus, they contend that teachers need to encourage their students to “develop their own vocabulary strategies to improve and manage their learning with extensive reading and listening outside their class” (p.57). Thus, in order for the learning to be effective, they postulate that language instruction needs to be “multisensory training in nature” and the lectures must “include “students’ visual, auditory and tactile activities” (p.57). Traditional teaching methods, obviously, will not be able cater to such requirements while technology based multimedia can support the acquisition of vocabulary from “sound, font/spelling and meaning of one particular word” (p.58). Another study, conducted by M L Carrio Paster relating to the use of internet technology as a tool of teaching English as a second language, emphasizes the need for taking into “account a functional interpretation of the teaching materials needed, relating the language structures with the needs, end and means of human communication” (Paster, 2007, p.600). Thus, the author proposes a study methodology where students can access websites and access activities that combine the “skills of reading, listening, writing and speaking in each practical exercise,” which is designed in such a way that the students will have to “look for the answers in different documents of the website” (p.604). Apparently, such activities will be more enjoyable for students rather than traditional ways and, therefore, they are likely to learn more vocabulary using this technology. Similarly, the effectiveness of technology as a tool in vocabulary acquisition can also be understood from the study conducted by M Lu, on thirty high school students of Taiwan for the purpose of determining the effect of SMS on language learning. The researcher distributed two sets of English words to 30 students of Grade 10, including 22 males and 8 females, with equal “average English proficiency” (P.517). They were given both print media and mobile phones alternatively to learn the words. The findings of the research, based on the result of tests conducted indicate that there exists a “positive correlation between frequency of SMS reading and vocabulary gains” (519). Besides, the study also envisaged an interview of the top scorer, Helen, and least scorer, Greg, in the test for assessing more specific details. Further evaluation of the information received from the interviews reveals that a “positive correlation between reading frequencies and vocabulary gains emerges when students’ gains via mobile phone and paper are compared” (520). In this context, it is relevant that even those students, who have performed poorly in the test, feel that mobile phones help increase vocabulary acquisition and they find it interesting, though some of them prefer playing games in mobiles over learning. However, no significant influence of gender has been established in this research. Another study has been conducted on 122 students of 10th Grade, to ascertain the “effectiveness of response modes by item and feedback type in web based language learning program” (Yun, et al, 2008, p.158). The findings suggest that “constructed responses have a greater effect than multiple choice responses on the recall and transfer of students in a web-based language learning environment (p.170). On the other hand, one has to recognize that the technologies subjected to the literature review do have their limitations but with their viability as effective tools in language and vocabulary acquisition, frequent modifications are being carried out to remove any existing anomalies. Thus, as more people use these technologies, feedbacks will come forth and necessary upgrading will be carried out. The technologies created to facilitate second language learning and vocabulary acquisition have been designed, keeping in view of the learning needs of a wide variety of population and these are found to be user-friendly and most are easily accessible at cheaper rates, even for individual users. None of the researches has indicated any significant influence of age or sex that preempts the learners from tapping the benefits of these devices. Thus, from a practical point of view it can be construed that emerging as well existing technologies used in the promotion of second language learning and vocabulary acquisition are quite effective, user-friendly and easily accessible and affordable to all segments of the target population. Methodology: Apart from the literature review as discussed above, the study also involved collection of primary data in terms of direct interviews involving a sample population of second language teachers and students. The research was conducted in five schools and from each, two teachers and five students were interviewed through means of questionnaires. Both open ended and structured questions were included. All of the 10 teachers have confirmed that their teaching environment uses a variety of technology, including computers and other audio visual aids in promoting language learning and vocabulary acquisition. About 70 per cent of them are also aware of the emerging technologies as iPod, iBook, mobile interfaces and most of them either possess or are familiar with these devices. They find that these gadgets are easy to use and can be effectively used in imparting education, including vocabulary acquisition. Further they confirm that students are also using these technologies and are comfortable with technology. Ms. Sheila, one of the teachers interviewed, confirms that “Children find it exciting to use iPod and they are happy to explore new words in such media rather than in traditional books or magazines” (Interview: Sheila, 12 October 2012). Their responses to the questionnaire also endorse the fact that existing technologies are highly effective in assisting the process of vocabulary acquisition but some of them harbor a notion that with the emerging technologies such as iPods, iBooks, and Notebooks etc students may find the traditional computer obsolete and lose interest in such platforms. On the other hand, they feel confident that these technologies will be of immense help for learners who invest time at their homes to learn the language. None of the teachers expressed any major concern regarding the factors of age or sex impeding the use of technology, except two, who believed that people who are above a certain age category may not be adept with the use of technology. As Ms. Ashley agrees, “Most of my students, both boys and girls, tell me that they play a lot of interactive games at their homes and pick up many new words from them. On the other hand, some of the adult students are a bit hesitant, where technology is involved” (Interview: Ashley, 16 October 2012). However, since people in that age group may not form a considerable part of second language learning population, this does not seem to be a significant factor to be considered in this research. Data Analysis and Discussion: The 25 students interviewed for this study, learning English as a second language, were from different countries, educational institutions, grades and social classes. Other demographics like race and ethnicity were not considered for this study as those elements were less significant to the context of the study. Every member of the sample population is found to be aware of various technologies being used in learning second languages and in the acquisition of vocabulary. Their views on the effectiveness of technology, especially traditional ones, have been positive. Sunita, an Indian student boasts that she has “learned double the words playing games and chatting with her friends than reading novels and magazines” (Interview: Sunita, 15 October 2012). Besides, they endorsed the fact that they enjoy learning through visual and auditory means than merely searching for words in dictionaries. Interestingly, about 40% of the sample population never resorted to any traditional means to learn new words. All of the students attest to the fact that they watch entertainment, news, informative programs, realty and cookery shows etc on TV, which informally provide them learning that they find interesting. It has also come to fore during this research, as endorsed by a majority of students, that watching Hollywood movies enables them better than any other means to understand the nuances of language. Only a very few of them, especially those from the lower social strata, which constitute nearly 25% of the population, are unaware of some of the emerging technologies. Others either possess the gadgets or have used them either through their friends in schools or neighborhood. However, all of them showed interest in learning through these devices and stated that they would enjoy the experience than using the traditional means. All the students engaged in social networking of one or other kind and most of them from their homes. A few of them who did not have access to internet at their homes did this through cybercafés of from the homes of their friends or relatives. All of them find that the interaction with the network of friends is one of the best means to learn language. However, 7 students feel that the language being used in social networking is sometimes misleading and does not fit into a formal context. The data was analyzed by evaluating the information provided by the sample population and quantifying the answers in terms of positive and negative responses to direct questions. So far it relates to descriptive answers, the evaluation has been based on the nature of response to deduce appropriate inferences. No specific statistical tools were used, as the sample population was small and data was not complex and inferences were easy to be made from the responses. The primary question in the research was whether technology is effective in second language and vocabulary acquisition, to which all respondents indicated their agreement. The literature review also confirmed this aspect and, therefore, the angle that remains is whether emerging technology can be as effective as the traditional ones. The literature review, as well as the analysis of the primary data reveals that most of the teacher and student population is aware of these devices and they can be conveniently and effectively integrated into the education system to make the process of vocabulary acquisition interesting for learners. Conclusion/Implications: Gadgets such as iPods, iBooks and cell phones are easy to carry as compared to laptops and a student while on the move, travelling to and from school, can use the free time to enhance the learning. Similarly, card games and other likely innovations that can occur in the future may be much more effective in empowering learners with interesting choices to learn new words not merely from the context of definitions but by viewing, listening and thus knowing by sensory details. Second language learning, especially in the context of English as a universal lingua franca, is of high significance in a student’s future. When students are given interesting platforms to learn a new word or concept, it will trigger their inquisitiveness, which is a quintessential element in the learning process. Besides, static alphabets, devoid of the energy of life, strewn across a printed page, can hardly elicit any interest in a learner as opposed to the capability of a live image, a vibrant sound that technology offers. Moving images and sounds one listens to can provide one with an experience rather than a mere knowledge of the definition of what a word means. When learning provides such a facility the learner will possibly know the actual meaning of a word and remember it throughout his or her life. Doing this research has enabled me to really understand and appreciate the effectiveness of teaching methodologies that incorporate the use of technology, especially emerging ones with lots of possibilities and ease, in enabling the learners in vocabulary acquisition and deriving the maximum outcome for them. Reference List Akbulut, Y. (2007). Variables Predicting Foreign Language Reading Comprehension and Vocabulary Acquisition in a Linear Hypermedia Environment. TOJET. Retrieved from Closing in on Vocabulary Acquisition. (2012). EDUCAUSE. Retrieved from Ellis, N. C. (n.d). The Psychology of Foreign Language Vocabulary Acquisition: Implications for CALL. University of Wales Bangor. Retrieved from Fallahkhair, S. et al. (n.d). Learning Languages from Interactive Television: Language Learners Reflect on Techniques and Technologies. University of Brighton. Retrieved from Hai-peng, H. & Li-jing, D (2007). Vocabulary Acquisition in Multimedia Environment. US-China Foreign Language. Vol. 5, No.8. Print. Interviews through Questionnaires (2012): Sheila, 12 October 2012; Ashley, 16 October 2012; Sunita, 15 October 2012). Lu, M. (2008). Effectiveness of Vocabulary Learning Via Mobile Phone. Journal of Computer Assisted Learning. 24. p.p. 515-525. Print. McGraw, I. et al. (2009). Speech-Enabled Card Games for Incidental Vocabulary Acquisition in a Foreign Language. ELSEVIER. Retrieved from Pastor, M. L. C. (2007). The Internet as a Tool to Learn a Second Language in a Technical Environment. European Journal of Engineering Education. Vol. 32. No.5. Print. Prichard, C. (2008). Evaluating L2 Readers’ Vocabulary Strategies and Dictionary Use. Ferris Women’s University Japan. Retrieved from Sternberg, R.J. (1987). Most Vocabulary is Learned from Context. In McKeown & M. E. Curtis (Eds.), The Nature of Vocabulary Acquisition (pp. 89-105). Hillsdale, N.J: Lawrence Erlbaum. Yun, S. (2008). Improving Recall and Transfer Skills Through Vocabulary Building in Web-Based Second Language Learning: An Examination by Item and Feedback Type. Journal of Educational Technology & Society 11 (4). p.p.158-172. Zhang, H. et al. (2011). Reexamining the Effectiveness of Vocabulary Learning VIA Mobile Phones. TOJET. Retrieved from < http://www.tojet.net/articles/v10i3/10323.pdf > Annexure-I Fig-1: Web Based Card Creation Tool Figure-2: Online Flash Cards Figure-3: Word War Game Grid Source for Figures 1, 2 and 3: McGraw et al (2009, p.5) Read More