Effectiveness of keyboard-based English vocabulary practice application on vocational school students

References

• Alemi, M., Meghdari, A., & Ghazisaedy, M. (2015). The impact of Social Robotics on L2 Learners’ Anxiety and attitude in English vocabulary acquisition. International Journal of Social Robotics, 7(4), 523–535. https://doi.org/10.1007/s12369-015-0286-y
   Web of Science ®Google Scholar
• Allen, F., & Davies, B. (2009). Vocational options: The impact of a vocational context on teaching and learning modern foreign languages at Key stage 4. The Language Learning Journal, 37(1), 51–70. https://doi.org/10.1080/09571730902717513
   Google Scholar
• Calhoun, M. (1985). Typing contrasted with handwriting in language arts instruction for moderately mentally-retarded students. Education & Training of the Mentally Retarded, 20(1), 48–52.
   Google Scholar
• Calvo-ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology, 48(2), 264–278. https://doi.org/10.1111/bjet.12387
   Web of Science ®Google Scholar
• Chen, C., Liu, H., & Huang, H. (2019). Effects of a mobile game-based English vocabulary learning App on Learners’ perceptions and learning performance: A Case Study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228
   Web of Science ®Google Scholar
• Cohen, M. R., & Wickland, D. A. (1990). Component abilities of spelling, memory, and motor skill in novices’ transcription typing. Perceptual and Motor Skills, 70(1), 19–31. https://doi.org/10.2466/pms.1990.70.1.19
   Web of Science ®Google Scholar
• Costello, C. G. (1967). Two Scales to measure Achievement motivation. The Journal of Psychology, 66(2), 231–235. https://doi.org/10.1080/00223980.1967.10544901
   PubMed Web of Science ®Google Scholar
• Cunningham, A. E., & Stanovich, K. E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82(01), 159–162. https://doi.org/10.1037/0022-0663.82.1.159
   Google Scholar
• Franciosi, S. J., Yagi, J., Tomoshige, Y., & Ye, S. (2016). The effect of a simple simulation game on long-term vocabulary retention. CALICO Journal, 33(3), 355–379. https://doi.org/10.1558/cj.v33i2.26063
   Web of Science ®Google Scholar
• Gascoigne, C. (2000). The effect of keyboarding on the acquisition of diacritical marks in the foreign language classroom. French Review, 73((05|5)), 899–907.
   Web of Science ®Google Scholar
• Gascoigne, C. (2006a). Toward an understanding of incidental input enhancement in computerized L2 environments. Calico Journal, 24(1), 147–162. https://doi.org/10.1558/cj.v24i1.147-162
   Google Scholar
• Gascoigne, C. (2006b). Explicit input enhancement: Effects on target and non-target aspects of second language acquisition. Foreign Language Annals, 04(39), 551–564. https://doi.org/10.1111/j.1944-9720.2006.tb02275.x
   Google Scholar
• Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95–106. https://doi.org/10.5539/ijel.v7n5p95
   Web of Science ®Google Scholar
• Goldman, A. I. (2012). A moderate approach to embodied Cognitive science. Review of Philosophy and Psychology, 3(1), 71–88. https://doi.org/10.1007/s13164-012-0089-0
   Google Scholar
• Hove, S. V., Vanderhoven, E., & Cornillie, F. (2017). The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice. Comunicar, 50(5), 53–62. https://doi.org/10.3916/C50-2017-05
   Google Scholar
• Ionescu, T., & Vasc, D. (2014). Embodied cognition: Challenges for Psychology and education. Procedia - Social and Behavioral Sciences, 128, 275–280. https://doi.org/10.1016/j.sbspro.2014.03.156.
   Google Scholar
• Kiefer, M., & Barsalou, L. W. (2011). Grounding the human conceptual system in perception, action, and internal states. In W. Prinz, M. Beisert, & A. Herwig (Eds.), Tutorials in action science (pp. 381–407). MIT Press.
   Google Scholar
• Kiefer, M., & Pulvermüller, F. (2012). Conceptual representations in mind and brain: Theoretical developments, current evidence and future directions. Cortex, 48(7), 805–825. https://doi.org/10.1016/j.cortex.2011.04.006
   PubMed Web of Science ®Google Scholar
• Kiefer, M., Schuler, S., Mayer, C., Trumpp, n. M., Hille, K., & Sachse, S. (2015). Handwriting or typewriting? The influence of Pen-or keyboard-based writing training on reading and writing performance in preschool children. Advances in Cognitive Psychology, 11(4), 136–146. https://doi.org/10.5709/acp-0178-7
   PubMed Web of Science ®Google Scholar
• Kiefer, M., & Trumpp, N. M. (2012). Embodiment theory and education: The foundations of cognition in perception and action. Trends in Neuroscience and Education, 1(1), 15–20. https://doi.org/10.1016/j.tine.2012.07.002
   Google Scholar
• Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of mandarin Chinese vocabulary: Context of learning effects. Educational Technology Research and Development, 63(5), 671–690. https://doi.org/10.1007/s11423-015-9380-y
   Web of Science ®Google Scholar
• Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5, 223–250. https://doi.org/10.1075/eurosla.5.11lau
   Google Scholar
• Liu, H., & Chen, C. (2015). A comparative study of foreign language Anxiety and motivation of academic- and vocational-Track high school students. English Language Teaching, 8(3), 193–204. https://doi.org/10.5539/elt.v8n3p193
   Google Scholar
• Longcamp, M., Zerbatopoudou, M., & Velay, J. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119(1), 67–79. https://doi.org/10.1016/j.actpsy.2004.10.019
   PubMed Web of Science ®Google Scholar
• Mangen, A., & Velay, J. L. (2010). Digitizing literacy: Reflections on the haptics of writing. In M. h. Zadeh (Ed.), Advances in haptics (pp. 385–402). Intech.
   Google Scholar
• Mazer, J. P., & Joseph, P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125–140. https://doi.org/10.1080/10510974.2012.727943
   Google Scholar
• Midgley, C., Kaplan, A., Middleton, M. J., Maehr, M. L., Urdan, T., Anderman, L. H., & Roeser, R. W. (1998). The Development and validation of Scales assessing students’ Achievement goal orientations. Contemporary Educational Psychology, 23(2), 113–131. https://doi.org/10.1006/ceps.1998.0965
   PubMed Web of Science ®Google Scholar
• Palaigeorgiou, G., Griva, E., Raftogianni, P. D., & Toronidou, M. (2018). Improving Vocabulary Acquisition in a Second/Foreign Language With a Mixed Reality Environment and a Drone. In ECEL 2018 17th European Conference on e-Learning (p. 447–455).
   Google Scholar
• Palaigeorgiou, G., Politou, F., Tsirika, F., & Kotabasis, G. (2017). FingerDetectives: Affordable Augmented Interactive Miniatures for Embodied Vocabulary Acquisition in Second Language Learning. In European Conference on Games Based Learning (pp. 523–530). Acdemic confences International Limited.
   Google Scholar
• Rogers, J., & Case-Smith, J. (2002). Relationships between handwriting and keyboarding performance of sixth-grade students. American Journal of Occupational Therapy, 56(1), 34–39. https://doi.org/10.5014/ajot.56.1.34
   PubMed Web of Science ®Google Scholar
• Schmitt, N. (1998). Tracking the incidental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281–317. https://doi.org/10.1111/1467-9922.00042
   Web of Science ®Google Scholar
• Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921
   Web of Science ®Google Scholar
• Skinner, E., Furrer, C., Marchland, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
   Web of Science ®Google Scholar
• Sturm, J. L. (2006). The effect of keyboarding and presentation format on the recall of accent marks in L2 learners of French. Working Papers in TESOL & Applied Linguistics, 6((02|2)), 1–15. https://doi.org/10.7916/salt.v6i2.1546
   Google Scholar
• Vaughn, S., Schumm, J. S., & Gordon, J. (1992). Early spelling acquisition: Does writing really beat the computer? Learning Disability Quarterly, 15(03), 223–228. https://doi.org/10.2307/1510245
   Google Scholar
• Wang, Y., & Han, X. (2017). Institutional roles in blended learning implementation: A Case Study of Vocational Education in China. International Journal of Technology in Teaching and Learning, 13(1), 16–32.
   Google Scholar
• Wu, M. (2010). An exploratory study of the language-learning style preferences and language-learning motivation of ESL learners at a Vocational Education institute in Hong Kong. Electronic Journal of Foreign Language Teaching, 7(2), 222–238.
   Google Scholar
• Zheng, C., Liang, J. C., & Tsai, C. C. (2017). Validating an instrument for Efl learners’ sources of self-efficacy, academic self-efficacy and the relation to English proficiency. The Asia-Pacific Education Researcher, 26(06), 329–340. https://doi.org/10.1007/s40299-017-0352-3
   Google Scholar
• Zhenhua, Wu, & Feng-Kuang, Chiang. ( 2019).Effect on keyboard-based English word acquisition. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2019.1636076
   Google Scholar
• Ziemke, T. (2016). The body of knowledge: On the role of the living body in grounding embodied cognition. Biosystems, 148, 4–11 https://doi.org/10.1016/j.biosystems.2016.08.005.
   PubMed Web of Science ®Google Scholar