A Snapshot of e-learning: Vocabulary Retention in Academically-advantaged Background

Abstract

Vocabulary is significant to academic achievement. Instructional curricula are usually designed to include vocabulary teaching, learning, and assessment to help retention. Researchers have addressed the essence of vocabulary learning by providing a plethora of learning strategies across the wide English for Academic Purposes (EAP) spectrum. As learners progress in school, academic vocabulary accumulates in content areas. It is critical for learners to have academic comprehension to make sense of reading material, research paper, and delivery of an instructor. Considerable studies are carried out to apprehend how academic-specific vocabulary not to be used on a daily basis, but be taught explicitly. As technology comes in handy, the viability of applying e-learning into academic vocabulary learning may be fruitful for the coming of this digital world. e-Learning could be a better tool to make sure that no learner is left behind. Given that learners often lose their first jump of academic vocabulary learning in a hurdle, this study was undertaken to address the impact of e-learning on intrinsically-motivated adults on their learning of academic vocabulary, to see if learners would be able to leap the fences built by vocabulary blocks in less effort. Pedagogical principles on EAP and e-learning would be underlined to examine the engagement of digital natives nowadays. Whether the vocabulary learning outcome of e-learning is significant or not, no one can deny its capability of disseminating information both in breadth and depth. When e-learning is implemented into an EAP environment, it seems to be the answer to learning pains.



Author Information
Yung-huei Chen, National Chung Cheng University, Taiwan

Paper Information
Conference: ACL2020
Stream: Language Learning and Teaching

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