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Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains KU Leuven
Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. ...
Dialogue systems for language learning: a meta-analysis KU Leuven
The present study offers a meta-analysis of effectiveness studies on dialogue-based CALL, i.e., systems allowing a learner to practice a second language (L2) by interact- ing with a conversational agent (“bot”). Through a systematic inclusion and exclusion process, screening 419 publications, we identified 17 relevant meta-analyzable studies. We made use of Morris and DeShon’s (2002) formulas to compute comparable effect sizes across designs, ...
Dialogue Systems for Language Learning: Chatbots and beyond KU Leuven
Dialogue systems allow a user to interact, orally or in writing, with an automated interlocutor, whether it is referred to as a chatbot, a robot, a conversational agent or an intelligent personal assistant. We discuss the different typologies of dialogue-based computer-assisted language learning (CALL), the natural language processing (NLP) technology operating those systems, and the issues of their instructional design. We review the scientific ...
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences KU Leuven Universiteit Gent
The present study examined the effects of input, input repetition and individual differences (i.e., prior vocabulary knowledge and working memory) on L2 learners’ incidental lexical mining in an immediate and a repeat oral task. Ninety participants were allocated to three groups: input (n = 32), input repetition (n = 29), and no input (n = 29). The input group was exposed to input before performing an immediate oral task, whereas the input ...
Differential effects of input-based and output-based tasks on L2 vocabulary learning KU Leuven Universiteit Gent
This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest-posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group participants completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were ...
Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-related Factors KU Leuven Universiteit Gent
This study investigates incidental vocabulary learning through captioned or subtitled videos and examines whether and how different learner- (prior vocabulary knowledge) and word-related factors (i.e., frequency of occurrence, cognateness, and imagery) influence learning gains from watching videos. Low-intermediate Dutch-speaking learners of French (N=86) took part in a four week intervention program. They were assigned to a subtitles group, a ...
Multimodal learning analytics to investigate cognitive load during online problem solving KU Leuven
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex without hints and low complex without hints. The study had a within-subject-design in which 67 students ...