Immediate and reflective dictionary use on vocabulary learning and affect
This quasi-experimental study compared two different reading strategies for reading an English-language graded reader. The participants in the study were 123 non-native English speaking 11th grade high school students in Japan. One treatment group was instructed to use a dictionary while reading, and the other to use a dictionary in reflection after reading. The groups were compared in regards to vocabulary acquisition, vocabulary retention, attitudes towards the reading strategy for their group, attitudes towards the text, and time spent on the text. The study concluded that the group that used a dictionary reflectively performed significantly better on vocabulary acquisition and spent less time on the assigned text.
Jude, Ryan, "Immediate and reflective dictionary use on vocabulary learning and affect" (2010). School of Education Student Capstone Theses and Dissertations. 401.
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