1st Edition

Theory and Practice in Vocabulary Research in Digital Environments

    256 Pages 34 B/W Illustrations
    by Routledge

    This collection is a comprehensive resource on the state of second language vocabulary learning today, building on earlier studies to spotlight the diversity of issues and foci in the field toward encouraging further advancements in both research and practice.

    The volume foregrounds the importance of vocabulary learning in language teaching and learning and in effective written and verbal communication, charting the range of approaches and theories used to address the unique challenges of vocabulary instruction. While there exists a well-established body of vocabulary research, this book takes those lines of inquiry into new directions by exploring how technology has shifted the focus from teacher-led delivery to more activity-driven experiences. Chapters from prominent researchers and rising scholars feature studies on emergent approaches in virtual environments such as interactive whiteboards, CMC, virtual world learning, and mobile-assisted language learning. In offering a holistic portrait of technology-enhanced vocabulary learning the volume makes the case for the power of technological tools in fostering optimal environments for encouraging vocabulary acquisition and in turn, the potential opportunities for future research and pedagogical applications.

    This book will be of interest to students and scholars in second language acquisition, language education, TESOL, and applied linguistics.



    List of Contributors



    Mark Feng Teng (Macao Polytechnic University, China)



    Introduction to Theory and Practice in Vocabulary Research in Digital Environments

    Mark Feng Teng1 and Junjie Gavin Wu2


    Part I Theories and synthesis


    Chapter 2. Intentional vocabulary learning through captioned viewing: Comparing Vanderplank’s ‘cognitive-affective model’ with Gesa and Miralpeix (2023)

    Robert Vanderplank and Mark Feng Teng.


    Chapter 3. Mapping the Digital Game-Based Vocabulary Learning Landscape: A Comprehensive Bibliometric Exploration

    Zhaoyang Xiong1, Junjie Gavin Wu1 and Di Zou2


    Chapter 4. Development of gloss studies in vocabulary and CALL research

    Makoto Yoshii


    Part II Pedagogical practices


    Chapter 5. A Corpus-based Study of Learners’ Language Learning Trajectories with Captioned Viewing: Implications for Vocabulary Learning Practices

    Mark Feng Teng and Jesse W. C. Yip



    Chapter 6. L2 vocabulary learning with an AI chatbot: From linguistic, affective, and cognitive perspectives

    Sangmin-Michelle Lee



    Chapter 7. Training to use machine translation for vocabulary learning

    Yijen Wang and Glenn Stockwell



    Chapter 8. Korean EFL learners’ vocabulary development through

    asynchronous CMC and synchronous CM2C in content courses

    Sung-Yeon Kim



    Chapter 9. The Anatomy of Word Lists in New Word Level Checker:
    Description and Comparison

    Atsushi Mizumoto



    Chapter 10. Mobile-Assisted Vocabulary Learning in an EAP Context

    Jeong-Bae Son



    Chapter 11. Vocabulary learning with Netflix: Exploring intraformal learning practices through the lens of complex dynamic systems theory

    Antonie Alm andYuki Watanabe



    Chapter 12. Using TikTok for vocabulary learning: Multimodal implications

    Yeong-Ju Lee



    Chapter 13. Conclusion: The next generation of studies in multimodal, multilingual and multi-agent vocabulary learning

    Agnes Kukulska-Hulme







    Mark Feng Teng is Associate Professor in Applied Linguistics at Macao Polytechnic University, China.

    Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK.

    Junjie Gavin Wu is Lecturer and a Ph.D. Supervisor at Macao Polytechnic University, China.

    "A diverse and exciting collection of approaches to vocabulary acquisition in the “digital wild” - this book should be useful to everyone involved in technology-enhanced language learning."

    - Hilary Nesi, Professor in English Language, Research Centre for Arts, Memory and Communities, Coventry University