A mixed method learner corpora study: Hypertext online extensive reading mediated L2 incidental vocabulary gains and reading comprehension

Ayşenur Yaman

A mixed method learner corpora study: Hypertext online extensive reading mediated L2 incidental vocabulary gains and reading comprehension

Thesis Type: Postgraduate

Institution Of The Thesis: Yildiz Technical University, Faculty of Education, Department of Foreign Languages, Turkey

Approval Date: 2023

Thesis Language: English

Student: Ayşenur Yaman

Supervisor: Suzan Kavanoz

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The main purpose of the research is to discover how much of the incidental vocabulary in online comprehensive reading formats turned into productive lexical use in students' oral and written products. Furthermore, in order to unveil hypertext extensive reading efficiency regarding the vocabulary sphere with the use of a marginally situated dictionary on the same page over dictionary use in separate tabs or hard-copy format, an online library was built by conversions of scanned pages by the researcher. A free lexical tutor website was utilized to generate a series of readers.57 public high school preparation year students aged 13-14, of which 28 were females and 29 were males, from the same institution were chosen as participants. In the study, students' knowledge, experiences in English language and daily use were similar in language background analysis. In the light of proficiency levels and vocabulary levels data, they were randomly and variable-based equally assigned to control (n 28) and experimental (n 29) groups. The experimental group read graded readers in English with a dictionary on the same page in a hypertext tool prepared by the researcher. The control group read in the school's online library system using either an online or a hard copy dictionary format. Hypertext format logged user looked-up vocabulary and engagement duration, as well as done exercises if there were any. Lexically unknown items from these logs were tested weekly with vocabulary depth measurement tools, reading comprehension tests and written and oral summaries related to the books of mention. The participants read four graded readers for seven weeks at extracurricular times. Vocabulary Knowledge Scale mean scores were found to be higher with a statistically significant difference (p=.034) in experimental group after the whole intervention. On examination of learner corpus, the rate of productive usage of unknown words (n 40) in the learner-spoken corpus was 27.5% in the hypertext group and 15% in LMS-OER. In the written corpus of participants, 30% of words were used in hypertext, and in the control group, 15% of words were found in previously unknown vocabulary-related profile analysis. Multiple Regression Analyses demonstrated the proficiency level of participants and occurrence frequency of incidentally acquired words as having the most effect on lexical gains obtained via extensive reading in this study. Interviews revealed that participants denoted advantages such as long-lasting lexical gains, enhanced reading habit, and increased motivation. Drawbacks coded were related to the website's interface which requires to be developed and to be more user-friendly.