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The Effect of Vocabulary Task Type o...

Hanks, Lizzy.

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The Effect of Vocabulary Task Type on Student Semantic and Orthographic Retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Vocabulary Task Type on Student Semantic and Orthographic Retention./
Author:	Hanks, Lizzy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	69 p.
Notes:	Source: Masters Abstracts International, Volume: 82-11.
Contained By:	Masters Abstracts International82-11.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28418665
ISBN:	9798728257141

The Effect of Vocabulary Task Type on Student Semantic and Orthographic Retention.
Hanks, Lizzy.

The Effect of Vocabulary Task Type on Student Semantic and Orthographic Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 69 p.

Source: Masters Abstracts International, Volume: 82-11.

Thesis (M.A.)--Northeastern Illinois University, 2021.

This item must not be sold to any third party vendors.

This partial-replication study investigated which vocabulary task among cloze exercises, anagram unscrambling, and original sentence writing most efficiently increases student retention of the meaning and spelling of target words. Nineteen students enrolled in an asynchronous, online course were randomly assigned to practice new vocabulary by completing one of the three tasks. Participants took pre-tests, immediate post-tests, and delayed post-tests that measured their retention of the meaning and spelling of words. Tests included experimental words that had been practiced through an experimental condition (completing cloze exercises, unscrambling anagrams, or writing original sentences) as well as control words that had been explicitly taught in class but not practiced through an experimental condition. Scores were calculated and compared against each other. When controlled for time, cloze exercises were the most effective activity type for boosting students' semantic and orthographic vocabulary knowledge and retention over a two-week period. Anagram unscrambling was the most effective activity type for increasing students' retention of spelling in the short term, and original sentence writing was the least effective vocabulary practice type overall.

ISBN: 9798728257141Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Involvement load hypothesis

The Effect of Vocabulary Task Type on Student Semantic and Orthographic Retention.
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300 $a 69 p.
500 $a Source: Masters Abstracts International, Volume: 82-11.
500 $a Advisor: Nurmukhamedov, Ulugbek.
502 $a Thesis (M.A.)--Northeastern Illinois University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This partial-replication study investigated which vocabulary task among cloze exercises, anagram unscrambling, and original sentence writing most efficiently increases student retention of the meaning and spelling of target words. Nineteen students enrolled in an asynchronous, online course were randomly assigned to practice new vocabulary by completing one of the three tasks. Participants took pre-tests, immediate post-tests, and delayed post-tests that measured their retention of the meaning and spelling of words. Tests included experimental words that had been practiced through an experimental condition (completing cloze exercises, unscrambling anagrams, or writing original sentences) as well as control words that had been explicitly taught in class but not practiced through an experimental condition. Scores were calculated and compared against each other. When controlled for time, cloze exercises were the most effective activity type for boosting students' semantic and orthographic vocabulary knowledge and retention over a two-week period. Anagram unscrambling was the most effective activity type for increasing students' retention of spelling in the short term, and original sentence writing was the least effective vocabulary practice type overall.
590 $a School code: 1696.
650 4 $a Teacher education. $3 3172312
650 4 $a Linguistics. $3 524476
650 4 $a Educational evaluation. $3 526425
650 4 $a English as a second language. $3 516208
653 $a Involvement load hypothesis
653 $a Meaning
653 $a Retention
653 $a Self-directed learning
653 $a Spelling
653 $a Vocabulary
690 $a 0441
690 $a 0530
690 $a 0290
690 $a 0443
710 2 $a Northeastern Illinois University. $b MA Teaching English to Speakers of Other Languages (TESOL). $3 3182958
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793 $a English
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