A cross-cultural and linguistic approach to enhancing ESL students’ vocabulary acquisition using computer-assisted learning scaffolding For the XIIIth International CALL Research Conference at the University of Antwerp Jia (Joan) Li (OISE/UT)

Outline Background and context Methodology Major research findings Significance

Background and Context “Serious English” – Academic English literacy Ontario Secondary Literacy Tests

Macro-context Canadian ESL education environment Chinese students’ learning strategies Micro-context Chinese ESL students’ situations Computer-assisted language learning (CALL) Methodological overlap and mismatch

24 Chinese ESL students in Grades 9-10 and 5 ESL teachers

A sample of popular comic books

Chinese story books

Bilingual instructions Chinese vocabulary equivalents Grammatical explanations in Chinese

Samples of bilingual electronic handheld dictionaries in the ESLB class

A mixed methodology design Three phases Initial semi-structured interviews/conceptual analysis Reading experiments/repeated measures ANOVAs Oxford’s strategy inventory of language learning (SILL) and follow-up interviews/Descriptive statistics and thematic analysis

Reading Experiments

Vocabulary Levels Tests Monolingual Vocabulary Levels Tests 1.bridge 2.crossing _____ image 3.double _____ without delay 4.immediately _____ twice as much 5.piece 6.reflection Bilingual Vocabulary Levels Tests 1.bridge 2.crossing _____ 映像，倒影 3.double _____ 立刻 4.immediately_____ 成双倍 5.piece 6.reflection

WordNet monolingual dictionary

Monolingual/bilingual dictionary

Unknown words database

Blank words feature in the practice mode

Parts of speech feature in the grammar mode

Findings An apparent preference for vocabulary instructional strategies Mismatches identified between Chinese and North American vocabulary teaching approaches that students experienced Compensatory strategies

Strategies Students Preferred Bilingual-Based % Students’ Strategies Reading bilingual books5 Using electronic bilingual dictionaries80 Using online bilingual dictionaries25 Using online translation programs20 Translating passages and taking notes10 Memorizing vocabulary using English-Chinese word lists10 Asking classmates for meanings (bilingual peer coaching)25 Speaking English with competent bilingual friends5 Watching TV in English with Chinese subtitles15 Teachers’ Strategies Providing Chinese definitions of words10 Encouraging students to understand word meanings in Chinese10 Strategies in Need Providing detailed and explicit explanations (T)30 Asking classmates for meanings (bilingual peer coaching) (S)10 Bilingual-resourced strategies students preferred

Findings continued Repeated-measures ANOVAs –technology-supported scaffoldings Significant variations –existing levels of English proficiency –differences in understanding word meanings between L1 and L2

Time versus Version

Significance A resource-orientated functional approach versus dichotomy of language teaching and learning approach Bilingual vocabulary levels tests Feasible recommendations –explicitly promoting the use of L1 –employing a diversity of Chinese approach-based memorization strategies

A cross-cultural and linguistic approach to ELLs’ literacy development in a multilingual Canada Bridging ELLs’ literacy gap Mainstream instructional practices - students’ cultural, educational and linguistic capital: their legacy of learning experiences, L1 competence - students’ increasing orientation towards technology

Thank you