Improving Recall and Transfer Skills Through Vocabulary Building in Web-Based Second Language Learning: An Examination by Item and Feedback Type

purpose of this study is to investigate the effectiveness of response modes by item and feedback type in a web- based language learning program. The subjects of this study, 122 Korean tenth graders learning English as a foreign language, were placed into groups of four and were given a web-based language learning program consisting of two different varieties of item type (multiple choice and constructed response) and two forms of feedback (explicit and implicit). The results of this study suggest that the constructed response mode has a greater effect than the multiple- choice mode on the recall and the transfer of the students' learning. Second, the explicit response mode has a greater effect than the implicit response mode on the recall and the transfer of the students' learning. Third, there is an interactional effect between the item response mode and the feedback response mode in web-based language learning.

[1]  Roy B. Clariana,et al.  The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning , 2003 .

[2]  Martin Graff,et al.  Learning from web-based instructional systems and cognitive style , 2003, Br. J. Educ. Technol..

[3]  A. Baddeley,et al.  Context-dependent memory in two natural environments: on land and underwater. , 1975 .

[4]  John A. Glover,et al.  The "testing" phenomenon: Not gone but nearly forgotten. , 1989 .

[5]  R. Clariana,et al.  The effects of recognition and recall study tasks with feedback in a computer-based vocabulary lesson , 2001 .

[6]  Sigmund Tobias,et al.  Review of the Response Mode Issue 1 , 1973 .

[7]  Margaret E. Gredler.  Classroom assessment and learning , 1998 .

[8]  J. Norris,et al.  Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis , 2000 .

[9]  Keiko Koda,et al.  L2 Word Recognition Research: A Critical Review. , 1996 .

[10]  Min Liu,et al.  Hypermedia assisted instruction and second language learning: a semantic-network-based approach , 1995 .

[11]  Marjorie Bingham Wesche,et al.  Second Language Vocabulary Acquisition: Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition , 1996 .

[12]  Stephen Krashen,et al.  Principles and Practice in Second Language Acquisition , 1982 .

[13]  Mary Lee Field,et al.  From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms , 1997 .

[14]  E. Wagner.  Interactivity: From Agents to Outcomes. , 1997 .

[15]  S. Gass.  Second Language Vocabulary Acquisition , 1988, Annual Review of Applied Linguistics.

[16]  William Grabe,et al.  Second Language Vocabulary Acquisition: Reading and vocabulary development in a second language: A case study , 1996 .

[17]  Leslie J. Briggs,et al.  Principles of Instructional Design , 1974 .

[18]  Phillip Rowles.  Teaching and Learning Vocabulary , 2003 .

[19]  James Coady,et al.  Second Language Vocabulary Acquisition: SUMMING UP , 1996 .

[20]  Victor Leathers.  On Teaching Vocabulary , 1947 .

[21]  A. Baddeley,et al.  When does context influence recognition memory , 1980 .

[22]  Michael E. Martinez,et al.  COGNITIVE PROCESSING REQUIREMENTS OF CONSTRUCTED FIGURAL RESPONSE AND MULTIPLE‐CHOICE ITEMS IN ARCHITECTURE ASSESSMENT , 1992 .

[23]  Helge I. Strømsø,et al.  Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication , 2007, J. Comput. Assist. Learn..

[24]  Murat Kahveci,et al.  Interactive Learning in Mathematics Education: Review of Recent Literature , 2007 .

[25]  N. E. Gronlund,et al.  How to make achievement tests and assessments , 1993 .