Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram

Detalhes bibliográficos
Autor(a) principal: Ferreira, Maria Cristina
Data de Publicação: 2023
Outros Autores: Ribeiro, Patrícia Nora de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Language and Culture (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/65881
Resumo: This paper aims at investigating the effects of two hypermodal environments on EFL/ESL vocabulary teaching and learning: Desktop Hypermedia and Augmented Reality. This work is grounded on theoretical studies that deal with hypermodality in vocabulary learning, with the importance of immersive environments, particularly Augmented Reality, and the relationship between them (Souza, 2004; Saito, 2015; Procópio, 2016; Johnson-Glenberg, 2018; Parmaxi & Demetriou, 2020; Ansarin & Khabbazi, 2021). The experiment was applied to 30 students, divided into a control group and an experimental group. For analysis purposes, the results were obtained using vocabulary tests, namely, pre-test, immediate post-test, and delayed post-test, which aimed to assess the short- and long-term lexical knowledge. The results revealed that both groups benefited from the environments they were exposed to. However, the learning gain of the experimental group exposed to the Augmented Reality environment was more expressive in vocabulary learning and retention of learned words.
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spelling Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologramA hipermodalidade no ensino e aprendizagem de vocabulário em língua inglesa mediada por tecnologias digitais: do desktop ao hologramaEFL vocabulary acquisition; multimodality; immersive environment.aquisição lexical em língua estrangeira; multimodalidade; ambiente imersivo.This paper aims at investigating the effects of two hypermodal environments on EFL/ESL vocabulary teaching and learning: Desktop Hypermedia and Augmented Reality. This work is grounded on theoretical studies that deal with hypermodality in vocabulary learning, with the importance of immersive environments, particularly Augmented Reality, and the relationship between them (Souza, 2004; Saito, 2015; Procópio, 2016; Johnson-Glenberg, 2018; Parmaxi & Demetriou, 2020; Ansarin & Khabbazi, 2021). The experiment was applied to 30 students, divided into a control group and an experimental group. For analysis purposes, the results were obtained using vocabulary tests, namely, pre-test, immediate post-test, and delayed post-test, which aimed to assess the short- and long-term lexical knowledge. The results revealed that both groups benefited from the environments they were exposed to. However, the learning gain of the experimental group exposed to the Augmented Reality environment was more expressive in vocabulary learning and retention of learned words.O presente artigo objetiva investigar os efeitos de dois ambientes hipermodais no ensino e aprendizagem de vocabulário em inglês como língua estrangeira: ambiente Hipermídia em Desktop e Realidade Aumentada. No âmbito teórico, o artigo é fundamentado em estudos teóricos que tratam da hipermodalidade na aprendizagem de vocabulário em L2/LE, da importância de ambientes imersivos, com destaque para a Realidade Aumentada, e da relação que se estabelece entre eles (Souza, 2004; Saito, 2015; Procópio, 2016; Johnson-Glenberg, 2018; Parmaxi & Demetriou, 2020; Ansarin & Khabbazi, 2021). O experimento foi aplicado a 30 alunos, divididos em grupo controle e grupo experimental. Para efeitos de análise, os resultados foram obtidos por meio de testes de vocabulário, a saber, pré-teste, pós-teste imediato e pós-teste tardio, que buscaram aferir o conhecimento lexical a curto e longo prazo. Os resultados revelaram que ambos os grupos se beneficiaram dos ambientes aos quais foram expostos. No entanto, o ganho de aprendizagem do grupo experimental exposto ao ambiente em Realidade Aumentada foi superior na aprendizagem e retenção das palavras aprendidas.Universidade Estadual De Maringá2023-05-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/6588110.4025/actascilangcult.v45i1.65881Acta Scientiarum. Language and Culture; Vol 45 No 1 (2023): Jan.-June; e65881Acta Scientiarum. Language and Culture; v. 45 n. 1 (2023): Jan.-June; e658811983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/65881/751375155977Copyright (c) 2023 Acta Scientiarum. Language and Culturehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerreira, Maria CristinaRibeiro, Patrícia Nora de Souza 2023-07-27T13:16:05Zoai:periodicos.uem.br/ojs:article/65881Revistahttps://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2023-07-27T13:16:05Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
A hipermodalidade no ensino e aprendizagem de vocabulário em língua inglesa mediada por tecnologias digitais: do desktop ao holograma
title Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
spellingShingle Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
Ferreira, Maria Cristina
EFL vocabulary acquisition; multimodality; immersive environment.
aquisição lexical em língua estrangeira; multimodalidade; ambiente imersivo.
title_short Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
title_full Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
title_fullStr Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
title_full_unstemmed Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
title_sort Hypermodality in EFL vocabulary teaching and learning mediated by digital technologies: from desktop to hologram
author Ferreira, Maria Cristina
author_facet Ferreira, Maria Cristina
Ribeiro, Patrícia Nora de Souza
author_role author
author2 Ribeiro, Patrícia Nora de Souza
author2_role author
dc.contributor.author.fl_str_mv Ferreira, Maria Cristina
Ribeiro, Patrícia Nora de Souza
dc.subject.por.fl_str_mv EFL vocabulary acquisition; multimodality; immersive environment.
aquisição lexical em língua estrangeira; multimodalidade; ambiente imersivo.
topic EFL vocabulary acquisition; multimodality; immersive environment.
aquisição lexical em língua estrangeira; multimodalidade; ambiente imersivo.
description This paper aims at investigating the effects of two hypermodal environments on EFL/ESL vocabulary teaching and learning: Desktop Hypermedia and Augmented Reality. This work is grounded on theoretical studies that deal with hypermodality in vocabulary learning, with the importance of immersive environments, particularly Augmented Reality, and the relationship between them (Souza, 2004; Saito, 2015; Procópio, 2016; Johnson-Glenberg, 2018; Parmaxi & Demetriou, 2020; Ansarin & Khabbazi, 2021). The experiment was applied to 30 students, divided into a control group and an experimental group. For analysis purposes, the results were obtained using vocabulary tests, namely, pre-test, immediate post-test, and delayed post-test, which aimed to assess the short- and long-term lexical knowledge. The results revealed that both groups benefited from the environments they were exposed to. However, the learning gain of the experimental group exposed to the Augmented Reality environment was more expressive in vocabulary learning and retention of learned words.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/65881
10.4025/actascilangcult.v45i1.65881
url https://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/65881
identifier_str_mv 10.4025/actascilangcult.v45i1.65881
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/65881/751375155977
dc.rights.driver.fl_str_mv Copyright (c) 2023 Acta Scientiarum. Language and Culture
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Acta Scientiarum. Language and Culture
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Language and Culture; Vol 45 No 1 (2023): Jan.-June; e65881
Acta Scientiarum. Language and Culture; v. 45 n. 1 (2023): Jan.-June; e65881
1983-4683
1983-4675
reponame:Acta Scientiarum. Language and Culture (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Language and Culture (Online)
collection Acta Scientiarum. Language and Culture (Online)
repository.name.fl_str_mv Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)
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