Incidental vocabulary learning process of ESL undergraduates in facilitating academic vocabulary mastery

Nur Ainil Sulaiman (P92718)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497863

Full metadata record

DC Field	Value	Language
dc.contributor.advisor	Khazriyati Salehuddin, Assoc. Prof. Dr.	-
dc.contributor.author	Nur Ainil Sulaiman (P92718)	-
dc.date.accessioned	2023-10-13T08:13:16Z	-
dc.date.available	2023-10-13T08:13:16Z	-
dc.date.issued	2021-01-04	-
dc.identifier.other	ukmvital:124873	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/497863	-
dc.description	Academic vocabulary mastery plays an important role in the academic achievement of university students, as limited academic vocabulary knowledge is found to impede students' literacy and communication skills that are vital in the academic context. Incidental vocabulary learning as a by-product of reading has been regarded as an efficient approach in second language vocabulary development. Guided by Krashen's Input Hypothesis, Schmidt's Noticing Hypothesis, and Sharwood Smith's Input Enhancement in second language acquisition, this study explores the incidental academic word learning process through reading English academic texts and how different input conditions and exposure frequency to academic words affect the acquisition of academic words among English as Second Language (ESL) undergraduates. Eye movement data (i.e., fixation duration, fixation count, visit duration, visit count, scan path, heat map) together with data from three vocabulary tests and retrospective interviews were collected from 79 ESL Malaysian undergraduates at a research university in Malaysia. 12 academic words from Coxhead's Academic Word List (AWL) were selected as target words for this study. These words appeared 3 to 6 times were presented in different conditions (i.e., gloss, contextual clue, and no clue) in the texts. Results indicate that the more proficient participants attended to more target words and regressed between words more frequently, suggesting attempts to infer the meaning of target words during reading. The longer time spent on target words in no clue and contextual clue conditions among both proficient and less proficient participants suggests difficulty in lexical processing in both input conditions. The time spent on the target words also gradually decreased as the number of exposures to the target words increases, suggesting increased word familiarity. Overall, proficient participants recognised more target words compared to less proficient participants and both groups showed higher recognition rates for target words with glosses than other input conditions. Eye movement patterns and vocabulary gains suggest that frequency of exposure and input conditions of target words contribute to the form recognition of the target words. The findings of this study highlight the potential advantages of input enhancement approach in modified academic texts to encourage incidental vocabulary learning so as to ultimately facilitate students to achieve academic vocabulary mastery.,Ph.D.	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan	-
dc.rights	UKM	-
dc.subject	English as Second Language (ESL)	-
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations	-
dc.subject	Dissertations, Academic -- Malaysia	-
dc.title	Incidental vocabulary learning process of ESL undergraduates in facilitating academic vocabulary mastery	-
dc.type	Theses	-
dc.format.pages	274	-
dc.identifier.barcode	004947(2020)	-
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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