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)

Outline

• Background and context

• Methodology

• Major research findings

• Significance

Background and Context

• “Serious English” – Academic English literacy

• Ontario Secondary Literacy Tests

Macro-contextCanadian ESL education environment

Chinese students’ learning strategies

Micro-context

Chinese ESL students’ situations

Computer-assisted language learning (CALL)

Methodological overlap and mismatch

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

A sample of popular comic books

Chinese story books

Bilingual instructions

Chinese vocabulary equivalents Grammatical explanations in Chinese

Samples of bilingual electronic handheld

dictionaries in the ESLB class

A mixed methodology design

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

Reading Experiments

20 students

10 Beginners 10 Intermediate

Delayed post-tests

e-Lective

PretestsImmediate post-

tests

Natural settings

Monolingual tests Bilingual tests

Proficiency Groups

Test Times

Reading Conditions

Test Versions

Vocabulary Levels TestsMonolingual Vocabulary Levels Tests

1. bridge2. crossing _____ image3. double _____ without delay4. immediately _____ twice as much5. piece6. reflection

Bilingual Vocabulary Levels Tests1. bridge2. crossing _____ 映像，倒影3. double _____ 立刻4. immediately _____ 成双倍5. piece 6. reflection

WordNet monolingual dictionary

Monolingual/bilingual dictionary

Unknown words database

Blank words feature in the practice mode

Parts of speech feature in the grammar mode

Findings• An apparent preference for vocabulary

instructional strategies

• Mismatches identified between Chinese and North American vocabulary teaching approaches that students experienced

• Compensatory strategies

Strategies Students Preferred

Bilingual-Based %

Students’ Strategies Reading bilingual books 5

Using electronic bilingual dictionaries 80

Using online bilingual dictionaries 25

Using online translation programs 20

Translating passages and taking notes 10

Memorizing vocabulary using English-Chinese word lists 10

Asking classmates for meanings (bilingual peer coaching) 25

Speaking English with competent bilingual friends 5

Watching TV in English with Chinese subtitles 15

Teachers’ Strategies Providing Chinese definitions of words 10

Encouraging students to understand word meanings in Chinese 10

Strategies in Need Providing detailed and explicit explanations (T) 30

Asking classmates for meanings (bilingual peer coaching) (S) 10

Bilingual-resourced strategies students preferred

Findings continued

• Repeated-measures ANOVAs

– technology-supported scaffoldings

• Significant variations

– existing levels of English proficiency

– differences in understanding word meanings between L1 and L2

Time versus Version

Version

D elayed posttest Posttest Pretest

Time

12

10

8

6

Estim

ated

Mar

gina

l Mea

ns

Bilingual

Monolingual

GROUP1 = Beginner

V ersion

Delayed posttest Posttest Pretest

T ime

15

14

13

12

11

10

9

8

Es

tim

ate

d M

arg

ina

l M

ea

ns

B ilingual M onolingual

GROUP 2 = Intermediate

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

A cross-cultural and linguistic approach

to ELLs’ literacy development in a multilingual Canada

• 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

Thank youEmail: jiali@oise.utoronto.ca