Learner-computer textual gloss interactions for second language vocabulary acquisition / Mohamad Ali Yusuf

• Main Author: Mohamad Ali Yusuf, Abdullah
• Format: Thesis
• Published: 2015
• Subjects: PI Oriental languages and literatures
• Online Access: http://studentsrepo.um.edu.my/5487/1/Thesis_Final_Submission_for_PDF.pdf; http://studentsrepo.um.edu.my/5487/
• Institution: Universiti Malaya

Working from an Interactionist approach to Second Language Acquisition (SLA), this study further investigated the potential of Gass’ (1997) Input-Interactionist model for SLA in a Computer Assisted Language Learning (CALL) environment. The model is used as it is described as the most comprehensive and clear statement of the roles played by input and interaction in L2 acquisition currently available. The amalgamation of different hypotheses such as the Input Hypothesis, Interaction Hypothesis, Noticing and the Comprehensible Output Hypotheses form the framework of this model. This Input-Interactionist model was operationalised through the learners’ interactions with a textual computer gloss (modified input). The output for SLA in this study is measured by vocabulary knowledge development in a series of vocabulary tests. Additionally, the study attempted to find out if the students’ language proficiency affects the interactions and the outcome. The modified input which formed the glosses were created both at word and sentence levels and in the students’ L1 (Bahasa Melayu) and L2 (English). A total of 99 students in a Malaysian public university accessed a story online where the unfamiliar words in the text were glossed in the students’ L1 and L2 with meanings provided at word and sentence levels. Using ANOVA, the findings indicated that both word and sentence type of glosses in the students’ L1 and L2 can develop the students’ vocabulary knowledge. It was also seen that the students in the word Bahasa Melayu and sentence Bahasa Melayu interacted with the glosses frequently. It appeared that mid proficiency students interacted the most on the glossed words and the least was the students with high proficiency. This revealed that proficiency levels do influence learner-computer interactions to a certain extent. Data also revealed that sentence and Bahasa Melayu type of language aided the low and mid proficiency students while high proficiency students benefitted from their interactions with sentence, English glosses in iv the short term. In sustaining vocabulary knowledge, mixed results were obtained. On the whole, the Input-Interaction model can, to a certain limit, be mapped onto a CALL environment on two accounts. Firstly, noticing appeared to be a feasible feature in CALL that can aid language acquisition. Secondly, interaction in CALL as in glosses may also be applied in a CALL context; however there appeared to be limitations when compared to interactions in a face-to-face SLA situation. There appears to be a need for richer and engaging type of interactions that may benefit the learners with multiple exposures to different types of glosses. In other words, the interactions with the computer-aided text gloss have to be more face-to-face like with the provision of negative feedback and modified output to realize the benefits of the Input-Interaction model in a computer context. Among the limitations to the research were the study was not able to distinguish between clicking and interaction. In addition, the small number of words which were glossed probably displayed less definite patterns of learner-computer interactions with the glosses.