Instructional Design of Technology-Enhanced Vocabulary Learning Activities: A Research Synthesis

• In Event: Instructional Design of Technology-Enhanced Vocabulary Learning Activities: A Research Synthesis

Abstract

Several recent meta-analysis studies confirmed the effectiveness of technology-enhanced vocabulary learning, yet it remains unclear what technology-enhanced instructional activities work better. We conducted a research synthesis that retrieved 1,221 journal articles published between 2010 and 2020 based on keyword search on PsycInfo and 135 of them met the criteria. The synthesis focuses on three topics: learning strategies, design features, and major learning theories used in technology-enhanced learning activities, and the results yielded three major findings. While cognitive strategies are promoted in technology-enhanced learning environments, the designers should consider promoting other types of learning strategies, especially affective and social. Second, instructional activities normally promote noticing, overlooking productive use and elaboration. Third, the design of technology-enhanced learning should be theory-driven.

Authors

• Chin-Hsi Lin, The University of Hong Kong

• Zhou Keyi, The University of Hong Kong

• Jin Fangzhou, The University of Hong Kong

• Weiwei Li

• Zicong Song, The University of Hong Kong