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The impact of complexity, accuracy and fluency (CAF) on comprehensibility and perceived fluency in the case of L2-Greek: a partial replication study
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It’s not whether you win or lose: investigating the use of serious games and L2 reading development
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Abstract:
Màster de Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Curs: 2019-2020, Tutor: Roger Gilabert Guerrero ; With the reliance on technology becoming increasingly prevalent in the classroom, educational administrators and educators have begun to consider how to effectively incorporate serious games into their curriculums and lessons. Published research supports that early mathematics and reading development are areas in which serious games have proven to be beneficial in both the short and long-term. This longitudinal study investigates the effectiveness and mechanisms involved in the development of L2 reading skills through the use of the novel serious game iRead. Hoover and Gough’s (1990) simple view of reading demonstrates that the dual components of word reading accuracy and fluency form a measure of word recognition, which, along with listening comprehension is responsible for explaining differences in reading comprehension. iRead is a EU-funded project that seeks to create adaptive technologies that will contribute to improvements in reading skills. By collecting measures of word reading accuracy and fluency from 72 ESL learners prior to and following four months of iRead use, this study sought to tie overall accuracy and fluency gains to game use and performance. We also consider differences in game use and performance based on initial proficiency measures in listening, reading, and vocabulary. We link gains in word reading accuracy to the use and performance of a specific iRead feature and also show evidence of iRead’s adaptivity, drawing conclusions about its role in overall gains and gameplay. Finally, we tie gains in fluency to number of books read and number of tricky words saved during iRead use. This study contributes to the body of existing research investigating the effectiveness of personalized and adaptive serous games and provides evidence for their efficacy when used in conjunction with traditional methods of L2 reading development.
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Keyword:
Adquisició d'una segona llengua; Jocs seriosos; Lectura; Master's thesis; Reading; Second language acquisition; Serious games; Treballs de fi de màster
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URL: http://hdl.handle.net/2445/172173
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L2 pragmatics teaching: the impact of pedagogic tasks on the acquisition of L2 pragmatic competence
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The use of formative assessment in foreign language teaching for motivation and L2 perception
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| 7 |
The crosslinguistic role of morphological awareness in reading: a state-of-the-art review
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The acquisition of formulaic language through subtitles: a study across genres
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| 9 |
Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing
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In: TDX (Tesis Doctorals en Xarxa) (2017)
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Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing
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| 11 |
Task complexity effects on the acquisition of an L2 vowel contrast: A task-based pronunciation teaching study
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| 12 |
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
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Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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| 14 |
Second Language Anxiety and Task Complexity
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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The “Cinderella” of foreign language teaching. An Insight to the Integration of Pronunciation in EFL Contexts
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Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance
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Defining and Operationalizing Propositional Complexity into Idea Units: Effects of Mode, Discourse Type, Task Type and Task Complexity
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The role of task sequencing in L2 development as mediated by working memory capacity
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU
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