The Effects of English Mediated Lectures on Content Learning and Vocabulary Acquisition
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The present study explored the relative efficacy of English and Korean mediated lectures in content learning(operationalized as the number of recalled idea units) and vocabulary acquisition(operationalized as the number of newly learned academic terms). The participants were assigned to either an English-mediated(EM) or a Korean-mediated(KM) lecture condition. They watched a videotaped lecture corresponding to their lecture condition, and then responded to a battery of free recall and cloze tests. The major findings are as follows. First, analysis of free recall data shows that students in the KM condition outperformed their counterparts in the EM condition to a statistically significant degree, with a large effect size detected(d=0.75). Second, analysis of the cloze test results indicate that the mean scores of the two groups did not differ significantly, with a negligible effect size observed(d=-0.02). The empirical evidence delineating from this study demonstrates the first evidence with regard to the potential limitations of EM lectures for Korean EFL undergraduate students
Abstract
The present study explored the relative efficacy of English and Korean mediated lectures in content learning(operationalized as the number of recalled idea units) and vocabulary acquisition(operationalized as the number of newly learned academic terms). The participants were assigned to either an English-mediated(EM) or a Korean-mediated(KM) lecture condition. They watched a videotaped lecture corresponding to their lecture condition, and then responded to a battery of free recall and cloze tests. The major findings are as follows. First, analysis of free recall data shows that students in the KM condition outperformed their counterparts in the EM condition to a statistically significant degree, with a large effect size detected(d=0.75). Second, analysis of the cloze test results indicate that the mean scores of the two groups did not differ significantly, with a negligible effect size observed(d=-0.02). The empirical evidence delineating from this study demonstrates the first evidence with regard to the potential limitations of EM lectures for Korean EFL undergraduate students
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