Authors:
Mathieu Loiseau
1
;
Émilie Magnat
2
;
Sébastien Dubreil
3
;
Enzo Simonnet
1
;
4
and
Élise Lavoué
4
;
1
Affiliations:
1
Univ Lyon, INSA Lyon, CNRS, UCBL, LIRIS, UMR5205, F-69621, Villeurbanne, France
;
2
Université Lyon 2, Laboratoire ICAR UMR 5191, France
;
3
Carnegie Mellon University, Dietrich College of Humanities and Social Sciences, U.S.A.
;
4
Université Jean Moulin Lyon 3, IAE Lyon School of Management, Lyon, France
Keyword(s):
Vocabulary Learning Tool, Collaboration, Teaching Practices, Hybrid Learning.
Abstract:
While essential to second language learning, vocabulary learning is a complex and time-consuming task. It rarely takes place explicitly in classrooms and, consequently, learners are often expected to carry out this activity autonomously. Many tools targeting vocabulary learning exist, but they are frequently conceptualized as stand alone products, leaving little room for integration within institutional curricula and collaboration between learners. In this paper, we present a shared vocabulary notebook tool to enhance vocabulary learning in and outside the classroom. This tool was designed according to an iterative and participatory process to integrate both learners’ and teachers’ needs. In 2024, we conducted a 6-week study in 4 classes of French L2 learners at Carnegie Mellon University. We explored both learners’ and teachers’ uses and perceptions of the tool. We cross-checked interaction traces to qualitative outputs (i.e., focus groups carried out with the learners and interview
s involving participating teachers). We present results regarding the integration of the tool in teaching and learning practices, the expectations and apprehensions linked to the collaborative and social dimensions, and the limitations of a stand-alone vocabulary notebook tool. Our findings have broader implications for the community as regards the design of tools to support vocabulary learning.
(More)