Using the MoodleReader as an Extensive Reading Tool and its Effect on Iranian EFL Students' Incidental Vocabulary Learning
Using the MoodleReader as an Extensive Reading Tool and its Effect on Iranian EFL Students' Incidental Vocabulary Learning
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MoodleReader作为泛读工具及其对伊朗英语学生词汇附带学习的影响
DOI：
10.5539/elt.v5n6p135
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Afsaneh Keyvanshekouh
中科院分区：
文献类型：
--
作者：
Sepideh M. Alavi;Afsaneh Keyvanshekouh
本研究的重点是使用 MoodleReader 在伊朗英语环境中促进广泛阅读 (ER)，强调其对学生偶然习得词汇的影响。三十八名设拉子大学二年级学生被分配到实验组和对照组。实验组使用 MoodleReader 进行 ER 程序，而对照组则遵循传统的 ER 课程，在学期内阅读少量预先分配的评分读物。实验前后，两组均接受了词汇生成和识别水平测试。 T 测试表明，使用 MoodleReader 改善了实验组的附带词汇习得，与识别词汇相比，对生产的影响更大。还进行了线性回归分析，以确定偶然词汇习得与学习者使用词汇学习策略之间的关系。结果表明，实验组的词汇产生与其词汇学习策略的使用之间存在显着关系。
The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental group used the MoodleReader for their ER program, while the control group followed the traditional ER curriculum, reading a small number of pre-assigned graded readers during the semester. Both groups were given Production and Recognition Vocabulary Levels Tests before and after the experiment. T-tests showed that using the MoodleReader improved the experimental group’s incidental vocabulary acquisition, having a stronger effect on production as compared to recognition vocabulary. Linear regression analyses were also run to determine the relationship between incidental vocabulary acquisition and the learners’ use of vocabulary learning strategies. The results indicated a significant relationship between the experimental group’s vocabulary production and their use of vocabulary learning strategies.