Interactive learning tasks produce larger incidental spoken word-learning gains than noninteractive tasks¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Participants learned more words when the task involved interaction with a conversational partner than when it did not (β = 0.63, p < .001). → de Vos 2018

Evidence¶

de Vos 2018¶

de Vos, J. F., Schriefers, H., Nivard, M. G., & Lemhöfer, K. (2018). A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input. Language Learning. https://doi.org/10.1111/lang.12296

q3 · i3 · quant-synthesis · r3

Meta-regression contrast between task/+interaction and task/–interaction treatments across the 32 studies. The article concludes "participants learned more words when the learning task that they engaged in involved interaction with a conversational partner than when it did not".

"One contrast was significant, namely task/–interaction versus task/ +interaction, β = 0.63, 95% CI [0.26, 1.00], SE = 0.19, z = 3.37, p < .001"

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

- Constructive learning beats active and passive learning — the general claim this finding bears on, with the studies behind it¶

• Meaning-focused exposure to spoken L2 input yields large vocabulary gains (g = 1.05) in incidental word learning — a broader claim this one bears on
• Lexical adoption shows no significant condition effect after controlling for input volume, but AI-first participants adopted more words at the second dialogue position — related
• L2 learners pick up vocabulary incidentally from meaning-focused input, with reading the most-studied mode and listening yielding similar proportions of words learned — a broader claim this one bears on