Home The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
Article
Licensed
Unlicensed Requires Authentication

The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)

  • Jookyoung Jung ORCID logo EMAIL logo and Wenrui Zhang ORCID logo
Published/Copyright: March 11, 2024
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 63 Issue 3

Abstract

This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stories under one of four conditions, i.e., reading-only, reading-while-listening, reading-while-listening with colouring, and reading-while-listening with synchronized colouring. The stories contained 12 target adjective-pseudonoun collocations, and participants’ learning was assessed with immediate and one-week delayed posttests that consisted of recall and recognition tests. Lastly, two participants from each group produced stimulated recall comments. The results revealed that both colouring techniques significantly promoted receptive knowledge about the target collocations in the immediate posttest. Synchronized colouring, in particular, was also effective in improving immediate pseudonoun meaning recall scores and reducing reaction times to collocation recognition tests. Stimulated recalls indicated that synchronized colouring allowed for more uninterrupted processing of the stories in close alignment with the audio.

Keywords: replication study; synchronized textual enhancement; reading-while-listening; collocation learning
Corresponding author: Jookyoung Jung, The Chinese University of Hong Kong, Hong Kong, E-mail:

References

Baayen, R. Harald. 2008. Analyzing linguistic data: A practical introduction to statistics. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511801686Search in Google Scholar

Barr, Dale J., Roger Levy, Christoph Scheepers & Harry J. Tily. 2013. Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language 68(3). 255–278. https://doi.org/10.1016/j.jml.2012.11.001.Search in Google Scholar

Barton, Kamil. 2015. MuMIn: Multi-model inference. R package version 1.13.4. Available at: http://cran.r-project.org/package=MuMIn.Search in Google Scholar

Bates, Douglas, Martin Maechler, Ben Bolker, Steven Walker, Rune Christensen, Henrik Singmann & Bin Dai. 2014. lme4: Linear Mixed-Effects Models using Eigen and S4. R package version 1.1-7. Available at: https://cran.r-project.org/package=lme4.Search in Google Scholar

Bird, Stephen A. & John N. Williams. 2002. The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics 23(4). 509–533. https://doi.org/10.1017/S0142716402004022.Search in Google Scholar

Bisson, Marie-Josée, Walter J. B. van Heuven, Kathy Conklin & Richard J. Tunney. 2013. Incidental acquisition of foreign language vocabulary through brief multi-modal exposure Krish Sathian. PLoS One 8(4). 609–612. https://doi.org/10.1371/journal.pone.0060912.Search in Google Scholar

Bisson, Marie-Josée, Walter J. B. van Heuven, Kathy Conklin & Richard J. Tunney. 2014. The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning 64(4). 855–877. https://doi.org/10.1111/lang.12085.Search in Google Scholar

Boers, Frank, Murielle Demecheleer, Averil Coxhead & Stuart Webb. 2014. Gauging the effects of exercises on verb–noun collocations. Language Teaching Research 18(1). 54–74. https://doi.org/10.1177/1362168813505389.Search in Google Scholar

Boers, Frank, June Eyckmans, Jenny Kappel, Hélène Stengers & Murielle Demecheleer. 2006. Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research 10(3). 245–261. https://doi.org/10.1191/1362168806lr195oa.Search in Google Scholar

Boers, Frank & Seth Lindstromberg. 2009. Optimizing a lexical approach to instructed second language acquisition. Basingstoke: Palgrave Macmillan.10.1057/9780230245006Search in Google Scholar

Brown, Ronan, Rob Waring & Sangrawee Donkaewbua. 2008. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language 20(2). 136–163.Search in Google Scholar

Chang, Anna C.-S. 2009. Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System 37(4). 652–663. https://doi.org/10.1016/j.system.2009.09.009.Search in Google Scholar

Chen, Yingzhao. 2021. Comparing incidental vocabulary learning from reading-only and reading-while-listening. System 97. 102442. https://doi.org/10.1016/j.system.2020.102442.Search in Google Scholar

Choi, Sungmook. 2017. Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research 21(3). 403–426. https://doi.org/10.1177/1362168816653271.Search in Google Scholar

Conklin, Kathy, Sara Alotaibi, Ana Pellicer-Sánchez & Laura Vilkaitė-Lozdienė. 2020. What eye-tracking tells us about reading-only and reading-while-listening in a first and second language. Second Language Research 36(3). 257–276. https://doi.org/10.1177/0267658320921496.Search in Google Scholar

Conklin, Kathy & Norbert Schmitt. 2008. Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics 29(1). 72–89. https://doi.org/10.1093/applin/amm022.Search in Google Scholar

Cunnings, Ian & Patrick Sturt. 2014. Coargumenthood and the processing of reflexives. Journal of Memory and Language 75. 117–139. https://doi.org/10.1016/j.jml.2014.05.006.Search in Google Scholar

Gablasova, Dana, Vaclav Brezina & Tony McEnery. 2017. Collocations in corpus‐based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning 67. 155–179. https://doi.org/10.1111/lang.12225.Search in Google Scholar

Gelman, Andrew & Jennifer Hill. 2006. Data analysis using regression and multilevel/hierarchical models. Cambridge: Cambridge University Press.10.1017/CBO9780511790942Search in Google Scholar

Gerbier, Emilie, Gérard Bailly & Marie Line Bosse. 2018. Audio–visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning. Computer Speech & Language 47. 74–92. https://doi.org/10.1016/j.csl.2017.07.003.Search in Google Scholar

Harrell, Frank E. & Charles Dupont. 2015. Hmisc: Harrell Miscellaneous. R package version 3.17-0. Available at: https://cran.r-project.org/package=Hmisc.Search in Google Scholar

Hoey, Michael. 1991. Patterns of lexis in text. Oxford: Oxford University Press.Search in Google Scholar

Jiang, Nan. 2011. Conducting reaction time research in second language studies. New York: Routledge.Search in Google Scholar

Jung, Jookyoung & Minjin Lee. 2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0029.Search in Google Scholar

Jung, Jookyoung, Matthew Stainer & Minh Hoang Tran. 2022. The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading. Language Teaching Research. https://doi.org/10.1177/13621688221129994.Search in Google Scholar

Linck, Jared A. & Ian Cunnings. 2015. The utility and application of mixed-effects models in second language research. Language Learning 65(1). 185–207. https://doi.org/10.1111/lang.12117.Search in Google Scholar

Majuddin, Elvenna, Anna Siyanova-Chanturia & Frank Boers. 2021. Incidental acquisition of multiword expressions through audiovisual materials: The role of repetition and typographic enhancement. Studies in Second Language Acquisition 43(5). 985–1008. https://doi.org/10.1017/S0272263121000036.Search in Google Scholar

Malone, Jonathan. 2018. Incidental vocabulary learning in SLA: Effects of frequency, aural enhancement, and working memory. Studies in Second Language Acquisition 40(3). 651–675. https://doi.org/10.1017/S0272263117000341.Search in Google Scholar

Nation, Ian S. P. 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press.10.1017/CBO9781139524759Search in Google Scholar

Pellicer-Sánchez, Ana. 2016. Incidental L2 vocabulary acquisition from and while reading. Studies in Second Language Acquisition 38(1). 97–130. https://doi.org/10.1017/S0272263115000224.Search in Google Scholar

Pellicer-Sánchez, Ana. 2017. Learning L2 collocations incidentally from reading. Language Teaching Research 21(3). 381–402. https://doi.org/10.1177/1362168815618428.Search in Google Scholar

Peters, Elke. 2009. Learning collocations through attention-drawing techniques: A qualitative and quantitative analysis. In Andy Barfield & Henrik Gyllstad (eds.), Researching Collocations in another language, 194–207. London: Palgrave Macmillan.10.1057/9780230245327_15Search in Google Scholar

Peters, Elke. 2012. Learning German formulaic sequences: The effect of two attention-drawing techniques. Language Learning Journal 40(1). 65–79. https://doi.org/10.1080/09571736.2012.658224.Search in Google Scholar

Plonsky, Luke & Frederick L. Oswald. 2014. How big is “big”? Interpreting effect sizes in L2 research. Language Learning 64(4). 878–912. https://doi.org/10.1111/lang.12079.Search in Google Scholar

Powell, Michael J. D. 2009. The BOBYQA algorithm for bound constrained optimization without derivatives. Cambridge: Department of Applied Mathematics and Theoretical Physics. Cambridge University.Search in Google Scholar

Puimège, Eva, Maribel Montero Perez & Elke Peters. 2023. Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study. Second Language Research 39(2). 471–492. https://doi.org/10.1177/02676583211049741.Search in Google Scholar

R Core Team. 2016. R: A language and environment for statistical computing. Vienna: Austria. Foundation for Statistical Computing. Available at: http://www.r-project.org/.Search in Google Scholar

Schmitt, Norbert, Diane Schmitt & Caroline Clapham. 2001. Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18(1). 55–88. https://doi.org/10.1177/026553220101800103.Search in Google Scholar

Sharwood Smith, Michael. 1993. Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition 15(2). 165–179. https://doi.org/10.1017/s0272263100011943.Search in Google Scholar

Shin, Dongkwang & Paul Nation. 2008. Beyond single words: The most frequent collocations in spoken English. ELT Journal 62(4). 339–348. https://doi.org/10.1093/elt/ccm091.Search in Google Scholar

Sonbul, Suhad & Norbert Schmitt. 2013. Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning 63(1). 121–159. https://doi.org/10.1111/j.1467-9922.2012.00730.x.Search in Google Scholar

Stewart, Jeffrey, Henrik Gyllstad, Christopher Nicklin & Stuart McLean. 2024. Establishing meaning recall and meaning recognition vocabulary knowledge as distinct psychometric constructs in relation to reading proficiency. Language Testing 41(1). 89–108. https://doi.org/10.1177/02655322231162853.Search in Google Scholar

Szudarski, Paweł & Ronald Carter. 2016. The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics 26(2). 245–265. https://doi.org/10.1111/ijal.12092.Search in Google Scholar

Teng, Mark Feng & Yachong Cui. 2023. Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning. 1–17. https://doi.org/10.1111/jcal.12910.Search in Google Scholar

Toomer, Mark & Irina Elgort. 2019. The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning 69(2). 405–439. https://doi.org/10.1111/lang.12335.Search in Google Scholar

Uchihara, Takumi, Stuart Webb, Kazuya Saito & Pavel Trofimovich. 2022. Does mode of input affect how second language learners create form-meaning connections and pronounce second language words? The Modern Language Journal 106(2). 351–370. https://doi.org/10.1111/modl.12775.Search in Google Scholar

Vu, Duy Van & Elke Peters. 2022a. Learning vocabulary from reading-only, reading-while-listening, and reading with textual input enhancement: Insights from Vietnamese EFL learners. RELC Journal 53(1). 85–100. https://doi.org/10.1177/0033688220911485.Search in Google Scholar

Vu, Duy Van & Elke Peters. 2022b. Incidental learning of collocations from meaningful input: A longitudinal study into three reading modes and factors that affect learning. Studies in Second Language Acquisition 44(3). 685–707. https://doi.org/10.1017/S0272263121000462.Search in Google Scholar

Vu, Duy Van & Elke Peters. 2023. A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains. Tesol Quarterly 57(1). 5–32. https://doi.org/10.1002/tesq.3111.Search in Google Scholar

Webb, Stuart & Anna C.-S. Chang. 2012. Vocabulary learning through assisted and unassisted repeated reading. The Canadian Modern Language Review 68(3). 267–290. https://doi.org/10.3138/cmlr.1204.1.Search in Google Scholar

Webb, Stuart & Anna C.-S. Chang. 2022. How does mode of input affect the incidental learning of collocations? Studies in Second Language Acquisition 44(1). 35–56. https://doi.org/10.1017/S0272263120000297.Search in Google Scholar

Webb, Stuart, Takumi Uchihara & Akifumi Yanagisawa. 2023. How effective is second language incidental vocabulary learning? A meta-analysis. Language Teaching 56(2). 161–180. https://doi.org/10.1017/S0261444822000507.Search in Google Scholar

Wickens, C. 2015. Noticing events in the visual workplace: The SEEV and NSEEV models. In R. Hoffman & R. Parasuraman (eds.), Handbook of applied perception, 749–768. Cambridge: Cambridge University Press.10.1017/CBO9780511973017.046Search in Google Scholar

Wolter, Brent & Henrik Gyllstad. 2011. Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics 32(4). 430–449. https://doi.org/10.1093/applin/amr011.Search in Google Scholar

Wolter, Brent & Henrik Gyllstad. 2013. Frequency of input and L2 collocational processing: A comparison of congruent and incongruent collocations. Studies in Second Language Acquisition 35(3). 451–482. https://doi.org/10.1017/S0272263113000107.Search in Google Scholar

Yamashita, Junko & Nan Jiang. 2010. L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. Tesol Quarterly 44(4). 647–668. https://doi.org/10.5054/tq.2010.235998.Search in Google Scholar
Received: 2023-09-22
Accepted: 2024-02-21
Published Online: 2024-03-11
Published in Print: 2025-09-25

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
https://doi.org/10.1515/iral-2023-0232
Keywords for this article
replication study; synchronized textual enhancement; reading-while-listening; collocation learning

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 20.11.2025 from https://www.degruyterbrill.com/document/doi/10.1515/iral-2023-0232/html
Scroll to top button