The Impact of Using Gloss-Mediated Vocational Vocabulary Learning on the Oral Authentic Use of Vocational Vocabularies Among Iranian ESP Learners
Metadata
Show full item recordEditorial
Universidad de Granada
Materia
Authenticity CALL Multi-Glossing Vocational vocabulary Oral Performance ESP
Date
2022-06-01Referencia bibliográfica
Mohammad Azizi, Ehsan Hadipourfard, Mohammad Bavali (2022). The Impact of Using Gloss- Mediated Vocational Vocabulary Learning on the Oral Authentic Use of Vocational Vocabularies Among Iranian ESP Learners Journal for Educators, Teachers and Trainers,Vol. 13(2). 290 – 303. DOI: [10.47750/jett.2022.13.02.028]
Abstract
This quasi-experimental study intended to consider the role of using CALL-based and gloss-mediated
vocational vocabulary learning and its impact on authentic oral vocabulary production. The study
used five different majors (anesthesiology, software, civil engineering, architecture, and electronic
science); for each major, there were two classes, so the researcher conveniently selected one class as
the control group and the second class as the experimental group. Thus, five classes as the control
groups (each field of study one class) and five classes as the experimental groups (each field of study
one class). The total number of participants was 210, that 106 learners were in the control groups and
104 were in the experimental groups. The researchers used a pretest to select the target vocational
vocabulary items. For the glossed groups, all vocational vocabulary items were taught through
glosses, whereas the non-glossed groups did not receive any glosses. After the treatment session, the
participants were asked to participate in the pictures description task and describe 15 pictures orally.
For the first research question, an Independent Sample t-Test, and for the second research question,
Two-way ANOVA was used to analyze the collected data. By reviewing the inferential statistics, the
significant difference between the glossed and non-gloss conditions was revealed, it can be concluded
that using multimodal glossing can lead to more authentic oral production of the L2 ESP learners.
Moreover, L2 teachers can use computer-based glossing information as an L2 vocabulary learning
facilitator to help learners have more authentic production.