When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning
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Date
2018-08-07
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Abstract
Existing research syntheses on technology and second language acquisition have called for further systematic investigation of the theoretical frameworks and methodologies used in research of this field. Additionally, although vocabulary has been one of the most popular areas in technology-integrated second language acquisition research, a majority of the previous studies have examined college students or other adult populations. To fill these gaps, this dissertation systematically reviewed the theoretical and methodological trends in research on technology-integrated L2 vocabulary learning for PreK-12 learners of English. A total of 60 studies published between 2008 and 2018 were selected for analysis. The types of vocabulary knowledge, affordances of technology, and major theoretical frameworks were analyzed to uncover conceptual and theoretical trends; study context, participant demographics, research design, and outcome measures were analyzed for the methodological characteristics of the selected studies.
The theoretical review showed that the current research on technology-integrated L2 vocabulary learning for young learners was mostly guided by information/cognitive processing theories, social constructivism, and sociocognitive theories. However, a large body of the studies indicated a lack of direct reference to a theoretical framework, which demonstrated a need to strengthen the connections among theory, research, and practice in this field. The analysis of methodological characteristics has revealed several areas for further improvement, such as more complete reporting of the participant’s English proficiency level, consistent reporting of study duration and length of treatment, and more research in English as second language contexts.
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vocabulary learning, technology, digital literacy, systematic review