The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge

Abstract

Despite the growing body of technology-assisted vocabulary intervention studies, few have addressed learning outcomes beyond target vocabulary and the interaction between the interventions and English language learners’ (ELLs) initially different levels of vocabulary knowledge. The study examined the differential effects of a texting-based intervention on ELLs’ learning of target (direct effect) and general vocabulary knowledge (transfer effect) as a function of learners’ initial vocabulary levels. Canadian undergraduate ELLs (N = 115) participated in a 9-week intervention study. The findings showed that texting-based instruction effectively supported university ELLs’ acquisition of academic vocabulary; varied direct and indirect learning outcomes were found given learners’ different initial vocabulary levels. These results provide insights into the design of future vocabulary interventions by considering the complex interactions between learners’ initial vocabulary knowledge and the technology scaffoldings used for interventions.

Keywords:

• Direct and transfer intervention effect
• English language learners
• heterogeneous intervention effect
• texting-based vocabulary intervention
• vocabulary knowledge levels

Disclosure statement

There is no potential conflict of interest in this study.

Ethical statement

The study received approvals from the Research Ethics Board in the universities where the first author (principal investigator) was affiliated, and volunteer participants were recruited.

Additional information

Funding

This study was funded by Social Sciences and Humanities Research Council of Canada.

Funding

This study was funded by Social Sciences and Humanities Research Council of Canada.

Notes on contributors

Jia Li

Dr. Jia Li is an Associate Professor at the Faculty of Education, University of Ontario Institute of Technology. She was a Canada-U.S. Fulbright Scholar, Harvard University and John A Sproul Research Fellow, University of California, Berkeley. Her research focuses on data-driven innovative language and literacy interventions using new technologies for linguistically diverse students.

Linying Ji

Dr. Linying Ji is a Postdoctoral Researcher at College of Health and Human Development, Pennsylvania State University. She is interested in home/school-based interventions for children and adolescents, particularly using dynamic systems modeling to study intra- and inter-individual differences.

Qizhen Deng

Dr. Qizhen Deng is an Assistant Professor at the Department of Literacy, Language and Culture, Boise State University. Her research focuses on quantitative methods to examine the language and literacy development for diverse students.