65 research outputs found
The Effect of Content Retelling on Vocabulary Uptake from a TED Talk
This study investigates the potential benefits for incidental vocabulary acquisition of implementing a particular sequence of input-output-input activities. More specifically, EFL learners (n = 32) were asked to watch a TED Talks video, orally sum up its content in English, and then watch the video once more. A comparison group (n = 32) also watched the TED Talks video twice but were not required to sum it up in between. Immediate and delayed post-tests showed significantly better word-meaning recall in the former condition. An analysis of the oral summaries showed that it was especially words which learners attempted to use that stood a good chance of being recalled later. These findings are interpreted with reference to Swainâs (e.g., 1995) Output Hypothesis, Laufer and Hulstijnâs (2001) Involvement Load Hypothesis, and Nation and Webbâs (2011) Technique Feature Analysis. What makes the text-based output task in this experiment fundamentally different from many previous studies which have investigated the merits of text-based output activities is that it was at no point stipulated for the participants that they should use particular words from the input text. The study also illustrates the potential of TED Talks as a source of authentic audio-visual input in EFL classrooms
Embedding technology in translation teaching:evaluative considerations for courseware integration
Teachersâ voices in the decision to discontinue a public examination reform:Washback effects and implications for utilizing tests as levers for change
Efeito agudo de exercĂcios de alongamento estĂĄtico e dinĂąmico na impulsĂŁo vertical de jogadores de futebol
The Effect of Imagery and OnâScreen Text on Foreign Language Vocabulary Learning From Audiovisual Input
Docetaxel/nindetanib as efficient treatment option after failure of immune checkpoint inhibition: Real-world evidence
One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension
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