Integrated Dictionary Usage during Online Extensive Reading and its Effect on Learner Enjoyment, Confidence and Use of Reading Strategies

在线泛读过程中词典的综合使用及其对学习者享受、自信心和阅读策略运用的影响

• 批准号: 22K00821
• 负责人: Talken Jacqueline
• 金额: $ 1.66万
• 依托单位: Kyorin University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00821/
• 关键词: extensive reading; integrated dictionary; reading strategies; guessing from context; online extensive reading

This research aims to investigate the effect that use of an online integrated dictionary has on the learner's ability to guess meaning from context. In FY2022, a total of 164 first-year English major students participated in the study, engaging in the Extensive Reading (ER) of up to 400,000 words. During ER, it is generally recommended that use of a dictionary be prohibited or at least minimized. However, due to the recent addition of an integrated dictionary to the online ER application Xreading, learners can now seamlessly access definitions while they read. Three treatment groups had access to this integrated dictionary while the three control groups did not.At the start of the study, students completed a survey of their most and least preferred reading strategies. Among the most preferred strategies, students reported that they almost always or often guess the meanings of unknown words and use contextual clues.Pre- and post-treatment tests were also given to all groups of students to determine any change in their ability to guess meaning from the surrounding context. Of students who completed both the pre- and post-test, greater gains in this ability were found for all but one group, and greater gains were seen for all treatment groups over their control group counterparts.

本研究旨在探讨使用线上整合字典对学习者从上下文猜测词义能力的影响。于2022财政年度，共有164名英语专业一年级学生参与这项研究，参与多达400，000字的广泛阅读（ER）。在ER期间，通常建议禁止或至少尽量减少使用词典。然而，由于最近在在线ER应用程序Xreading中添加了一个集成字典，学习者现在可以在阅读时无缝地访问定义。三个治疗组可以使用这本综合词典，而三个对照组则没有。在研究开始时，学生们完成了一项关于他们最喜欢和最不喜欢的阅读策略的调查。在最受欢迎的策略中，学生们报告说，他们几乎总是或经常猜测不认识的单词的含义，并使用上下文线索。治疗前和治疗后的测试也给了所有组的学生，以确定他们从周围的上下文猜测含义的能力的任何变化。在完成前后测试的学生中，除了一组之外，所有人都发现这种能力有了更大的提高，所有治疗组都比对照组有了更大的提高。