Presentation Proposals for GLoCALL 2021

Opened: Saturday, 1 December 2018, 12:00 AM [JST]

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Main presenter
Ms. Wee Ling CHOO
Universiti Malaya (Kuala Lumpur, Malaysia)
Presenter [2]
Dr. NG Lee Luan Universiti Malaya
Presenter [3]
Presenter [4]
Presenter [5]
Presentation details
Presentation title
The Impacts of MOOC and Video Conferencing Deliveries on ESL Learners’ Vocabulary Learning Strategies and Written Performance
Presentation abstract
This study explores the effects of online delivery on vocabulary learning strategies (VLSs) and written performance among tertiary ESL learners via Massive Open Online Courseware (MOOC) and video-conferencing. Fifty intermediate ESL learners completed a 5-week vocabulary learning strategies course on a MOOC platform while forty-four students learnt from the instructor synchronously on Microsoft Teams. The VLSs questionnaires administered revealed that there was an increase in the use of vocabulary strategies after the completion of the course for both groups. Prior to and after the 5-week period, each student wrote a total of 4 compositions and were analyzed using Lextutor’s version of RANGE lexical frequency profiling (LFP). The results showed that both groups used a higher percentage of the first 1,000 most frequent words (K1) and fewer words from the 2,000 level (K2), Academic Word List (AWL) and off-list category after the treatment. The findings also revealed that different tasks resulted in differing use of advanced words for the MOOC group, which reflected that the specific word groups of vocabulary used by students were influenced by the tasks. The findings from this study would yield useful insights for ESL instructors and learners who rely on online in recent times.
Original submission
online learning, vocabulary, vocabulary learning strategies, written performance
Application of technology to the language classroom
Possible presentation times
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Submitted by
Wee Ling Choo
Submitted: Monday, 30 August 2021, 4:41 PM [JST]
Modified: Friday, 8 October 2021, 6:42 PM [JST]
Peer review
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