期刊名称：The Journal of Teaching English With Technology
印刷版ISSN：1642-1027
出版年度：2019
卷号：19
期号：2
页码：21-43
出版社：IATEFL Poland Computer Special Interest Group
摘要：Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seenas a way to improve reading comprehension. This study utilized an online learning platform todeliver vocabulary homework to students learning reading skills in the classroom and comparetheir scores with students given paper-based homework and those who did not receive anyhomework. The objective of the research was to determine the differences in readingachievement between students who were given either paper-based vocabulary homework oronline vocabulary homework, in addition to classroom face-to-face interaction (experimentalgroups) and those who only participated in face-to-face interaction in the classroom (controlgroup). Two experimental groups were instructed to complete vocabulary homework outside ofthe classroom. The selected vocabulary for homework consisted of 400 words common to thetarget academic texts. The data were collected by administering a reading comprehension pretestand post-test, where five academic texts were used with approximately ten questions foreach text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045for the online vocabulary group, and 0.338 for the control group, which suggests that bothexperimental groups outperformed the control group in the post-test.
关键词：online vocabulary homework; blended learning; reading skill training
