Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online
Luận văn thạc sĩ
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Định dạng: | Luận văn |
| Ngôn ngữ: | English |
| Được phát hành: |
National Taiwan University of Science and Technology
2023
|
| Những chủ đề: | |
| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/116282 |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
|---|
| id |
oai:scholar.dlu.edu.vn:DLU123456789-116282 |
|---|---|
| record_format |
dspace |
| institution |
Thư viện Trường Đại học Đà Lạt |
| collection |
Thư viện số |
| language |
English |
| topic |
Online reading Reading growth Vocabulary size Print exposure |
| spellingShingle |
Online reading Reading growth Vocabulary size Print exposure Ngô, Công Lem Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| description |
Luận văn thạc sĩ |
| format |
Thesis |
| author |
Ngô, Công Lem |
| author_facet |
Ngô, Công Lem |
| author_sort |
Ngô, Công Lem |
| title |
Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| title_short |
Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| title_full |
Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| title_fullStr |
Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| title_full_unstemmed |
Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online |
| title_sort |
predicting undergraduate students’ l2 vocabulary size and reading growth from their exposure to digital text online |
| publisher |
National Taiwan University of Science and Technology |
| publishDate |
2023 |
| url |
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/116282 |
| _version_ |
1779415791532244992 |
| spelling |
oai:scholar.dlu.edu.vn:DLU123456789-1162822023-10-05T16:56:48Z Predicting Undergraduate Students’ L2 Vocabulary Size and Reading Growth from their Exposure to Digital Text Online 透過線上數位文本閱讀量預測大學生的第二外語字彙量和閱讀成長 Ngô, Công Lem Online reading Reading growth Vocabulary size Print exposure Luận văn thạc sĩ Reading skill is unquestionably crucial for an individual’s academic success. The advent of technology has transformed human life in many ways, including the way we read text. Living in a technology-drive society, our learners are reading electronic text more frequently than ever before. Given the popularity of online reading as a new literacy skill and that online reading can be relatively different from print reading (Loan, 2012), more research is warranted to uncover its effect, if there is, on readers’ literacy development. Specifically, while print exposure/ print-based reading experience has been consistently found to contribute to the development of individuals’ literacy skills, it is relatively unknown whether L2 online text exposure (L2OTE) could produce a similar effect on readers. Drawing on the theoretical frameworks in print exposure, reading medium effect and web-based technology for L2 education, the current longitudinal study examines the impact of L2OTE on Vietnamese EFL learners’ growth of language competencies. Specifically, it first attempts to develop and validate two new recognition tests, i.e., Website Recognition Test (WRT) and Facebook Recognition Test (FRT), for the L2OTE assessment purpose. Second, this study investigates the effect of L2OTE on participants’ vocabulary knowledge and reading comprehension growth. Another purpose of this research is to test the causal relationships among the study variables with Structural Equation Modelling before exploring the participants’ patterns of web-based reading experiences and accomplishments with Latent Class Analysis. Participants in this study were 97 Vietnamese EFL learners, who majored in English at a tertiary institution. They were administered a battery of tests: (1) a vocabulary size test (adopted from Nation and Beglar’s (2007), (2) self-report reading habit questions; and (3) two recognition tests, i.e., WRT and FRT, respectively. While the former was designed to tap into the participants’ general website reading experience, the latter probed into their Facebook reading. Reading comprehension achievements of the participants throughout four consecutive semesters were collected from the institution’s database and utilized as their reading proficiency. The research questions in this study were addressed in a quantitative approach, utilizing a range of statistical software, including SPSS version 22.0, AMOS version 22, Mplus 7.0 and R. The validity and reliability of WRT and FRT were firstly examined with Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Item Response Theory (IRT). Next, Pearson correlations among the study variables were inspected before a series of hierarchical regressions were performed to uncover the effect of L2OTE on the participants’ lexical knowledge and reading comprehension. Structural Equation Modelling (SEM) was utilized to test the structural relationships among the study variables and lastly, the participants were clustered into different latent profiles with Latent Class Analysis (LCA). The findings indicated that WRT and FRT appeared to possess sufficient validity and reliability to assess the participants’ exposure to L2 online text according to the EFA, CFA and IRT results. L2 online reading experience was a significant predictor of the participants’ vocabulary size even after controlling for their reading comprehension ability. L2OTE significantly contributed to the EFL learners’ reading growth for a period of two years. SEM results further showed the significant effect of L2OTE on participants’ reading abilities, whereas LCA revealed that participants could be effectively classified into two latent profiles, one of which was characterized with a higher level of web-based reading and reading outcomes, whereas the other demonstrated the reverse pattern. Finally, pedagogical implications were discussed, emphasizing the power of recreational reading for L2 acquisition and the need for empowering EFL learners with Internet skills and resources. 2023-08-17T13:26:01Z 2023-08-17T13:26:01Z 2018 Thesis https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/116282 en application/pdf National Taiwan University of Science and Technology |