Dissertation Title: L2 Vocabulary Learning From Reading: Effects of Word-Focused Activity Type, Learner Variables, Announcement, and Reading  Behavior

Dissertation Committee: Dr. Janet Nicol (Chair), Dr. Beatrice Dupuy, Dr. Peter Ecke, Dr. Adriana Picoral

Abstract: Vocabulary learning can be enhanced if a comprehension task, such as reading a text, is followed by a word-focused activity that directs learners’ attention to new target vocabulary encountered during reading. Examples of such activities include fill-in-the-blank tasks or writing a text summary. Despite evidence supporting the effectiveness of post-reading word-focused activities on vocabulary learning, four key questions remain unanswered: (a) Does the word-focused activity following reading promote learning of new vocabulary beyond the classroom without instructor support? (b) Does learners’ L2 proficiency moderate the effectiveness of a post-reading word-focused activity? (c) Does knowing about an upcoming post-reading word-focused activity influence learning gains? and (d) Does the post-reading word-focused activity affect learners’ subsequent reading of target vocabulary, thereby aiding vocabulary development? 

These gaps are explored in a three-article dissertation. The first article addressed the first three questions, and the second and third article addressed the last question using different methodologies: self-paced reading and eye-tracking technology. 

Results from the first article showed that engaging in a post-reading word-focused activity facilitated the recall of novel word meanings without instructor support, particularly for L2 high-intermediate learners but not for L2 high-proficient learners. On the other hand, being informed about an upcoming post-reading word-focused activity did not impact vocabulary learning. 

The second and third articles also revealed the benefits of interacting with target new vocabulary through post-reading word-focused activities. However, regarding the impact of these activities on the reading behavior of target vocabulary, results were mixed. The self-paced reading study showed no differences in reading times, while the eye-tracking study indicated that post-reading activities influenced how learners processed target words during follow-up readings. Specifically, in the summary activity, a faster reading speed during the second reading task compared to the first positively correlated with production test accuracy. Additionally, words not learned during post-reading activity but later recalled successfully in the vocabulary tests showed similar reading times between the first and second reading tasks, and this phenomenon was mainly observed in the fill-in-the-blank activity, rather than the summary activity.

The findings are expected to (1) help L2 teachers and learners make informed pedagogical choices regarding such activities and (2) provide useful insights about the cognitive processes involved in vocabulary learning through post-reading word-focused activities.

SLAT is offering an upcoming workshop about learning how to create visually successful teaching materials for language learners, which will be led by Dr. Gabriela Kleckova (the Plenary Speaker from this year’s SLAT Roundtable). The workshop will be held on Friday, April 19th, 10:00 am – 11:00 am on Zoom.

Workshop Description: Well-designed print or online teaching materials communicate information through textual content and carefully crafted visual design elements that scaffold the overall meaning. This characteristic of effective materials allows language learners to bridge the gap in their L2 knowledge and use non-textual tools to support their comprehension of the contents. The workshop starts with a brief overview of some basic principles of perception and processing of visual information.  Then you’ll be taken step by step through the design process of a sample material. Each of the five steps - identifying the rhetorical situation, creating an inventory of items, composing, reviewing, and fine-tuning - is explored in detail. Moreover, “dos” and “do nots” for document designs are shared as each step is discussed. The workshop will conclude with a summary of essential tips for designing visually successful materials. 

If you’re interested in attending the workshop, please RSVP here: https://forms.gle/SAQ7c1yPCmKK1PPG7 The Zoom link will be sent out a few days before the workshop to those who RSVP.

Workshop Facilitator Bio: Dr. Kleckova, Chair of the Department of English at the Faculty of Education, University of West Bohemia in Plzen, the Czech Republic, is a university professor, language teacher, teacher trainer, researcher, consultant, and materials developer. She started her professional career as a lower secondary school English teacher after receiving a master’s degree in education in the teaching of English as a foreign language in the Czech Republic. She received her M.A. and Ph.D. in English with a concentration in Applied Linguistics from The University of Memphis, Memphis, Tennessee, USA. She has taught a wide range of general English courses and ESOL professional courses for pre-service and in-service teachers of various cultural and language backgrounds. Her research interests include the effectiveness and utility of visual design of ELT materials, teacher education, innovation in education, and leadership. For TESOL’s 50th anniversary, she was named one of 30 emerging leaders shaping the future of the profession. Gabriela Kleckova served as TESOL president from 2021-2022.

Dissertation Proposal Title: Examining Language Attitudes of Black International Students from Tanzania towards Their Own English Before and After Studying in the U.S.A.

Dissertation Committee: Dr. Chris Tardy (Chair), Dr. Suzanne Panferov Reese, Dr. Wenhao Diao, Dr. M'Balia Thomas

Dissertation Proposal Abstract: One of the significant gaps in research on language attitudes is the lack of representation of marginalized student populations, such as the black population from outside the United States of America (USA). This dissertation aims to address this research gap by examining a group of international students from Tanzania as a case study. It aims to answer three main questions: first, what are the language attitudes of these students towards their own English before and after studying in the US? Second, what linguistic and non-linguistic challenges do these students face while living and studying in the US, and how do these challenges impact their language attitudes? Third, what strategies and resources do international students from Tanzania use to overcome language-related challenges? 

Data in this mixed-methods study will be collected using four data collection tools: language attitude questionnaires, semi-structured interviews, spontaneous conversational narratives (SCN), and WhatsApp group interaction. To better document participants' experiences and understand how language attitudes change over time, the study will be conducted longitudinally over one academic year. Both qualitative and quantitative analysis will be used to analyze the data. Qualitative analysis will be done through Reflexive Thematic Analysis (TA), while quantitative analysis will involve descriptive analysis and paired sample t-tests. 

This research aims to contribute to the broader conversation on diversifying higher education curricula by highlighting the voices of underrepresented student populations. The findings of this research will inform administrators, policymakers, and language teachers about the evolving language attitudes of underrepresented student populations towards their own language varieties. By understanding these attitudes and needs, appropriate solutions can be developed to enhance students' experiences and support their academic and professional goals.