Speaker
Abstract section 1: Relevance
Vocabulary knowledge is a key predictor of L2 proficiency and performance on standardized tests (Koizumi & Innami, 2013). Research emphasizes the effectiveness of intentional vocabulary learning and retrieval-based practice (Nation, 2019, 2021; Karpicke & Roediger, 2008). Technology-assisted approaches have also been shown to improve retention and motivation (Hao et al., 2021; Hirschel & Fritz, 2013). However, few studies in Japanese university contexts examine structured, productive e-learning tasks. This study contributes large-scale empirical data on how weekly digital vocabulary assignments influence learning outcomes, developing the evidence base for intentional, technology-assisted vocabulary instruction.
Abstract section 2: Contribution/research questions
This study examines the role of weekly e-learning homework and in-class quizzes in vocabulary acquisition, addressing research gaps identified in prior studies on technology-assisted learning (Ozawa, 2019; Dizon, 2016). It explores (1) vocabulary gains across the semester, (2) relationships among homework, quizzes, final tests, and TOEIC scores, and (3) how homework engagement, homework performance, and weekly quiz scores predict final test and TOEIC outcomes.
Abstract section 3: Content/method
This study addresses the following research questions:
1. What patterns or trends emerge from student performance across the semester in relation to vocabulary acquisition?
2. What is the relationship between weekly in-class quiz scores, weekly e-learning homework assignments, homework completion, final test scores, and end of semester TOEIC scores?
3. To what extent can completion and performance in weekly e-learning vocabulary homework assignments, and weekly quizzes influence final vocabulary test scores and TOIEC score performance?
Abstract section 4: Outcomes/results
All groups showed large vocabulary gains with effect sizes of d = 2.21–2.56, exceeding typical outcomes for intentional vocabulary learning (Webb et al., 2020). Weekly quiz performance was the strongest predictor of final vocabulary scores, supporting research on the testing effect (Karpicke & Roediger, 2008). Homework completion contributed unevenly across groups, suggesting quality of engagement matters more than quantity (Hao et al., 2021). Vocabulary outcomes were significantly but modestly related to TOEIC scores (Koizumi & Innami, 2013), indicating that e-learning tasks support—but do not determine—general proficiency.
Abstract section 5: References
Dizon, G. (2016). Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, 16(2), 40–56.
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667.
Hirschel, R., & Fritz, E. (2013). Learning vocabulary: CALL program versus vocabulary notebook. System, 41(3), 639–653.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968.
Koizumi, R., & Innami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners. Journal of Language Teaching and Research, 4(5), 900–913.
Nation, P. (2019). The different aspects of vocabulary knowledge. In S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies (pp. 15–29).
Nation, P. (2021). Is it worth teaching vocabulary? TESOL Journal.
Ozawa, S. (2019). Effects of Japanese university students’ characteristics on the use of an online English course and TOEIC scores. CALICO Journal, 36, 225–239.
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912.
Webb, S., Yanagisawa, A., & Uchihara, T. (2020). How effective are intentional vocabulary learning activities? A meta-analysis. The Modern Language Journal, 104, 715–738.
| Title | E Learning Vocabulary Homework and Vocabulary Acquisition |
|---|---|
| Teaching Context | College and university education |