Can Virtual Noticing Enhance L2 Students’ Lexical Complexity? A Study of the Effects of Online Discussions on L2 Learners’ Lexical Complexity
The primary aim of this study was to investigate the impact of using online discussions on L2 learners’ lexical complexity (LC) using a blend of qualitative and quantitative data collection methods to measure how L2 learners’ lexical variation, lexical density, and lexical richness can be influenced by online interactions facilitated in virtual discussions. In a quasi-experimental study, 50 3rd –year University of Bahrain L2 students were divided into an experimental group, which was involved in both in-class discussions and online discussion, and a control group, which was involved in in-class discussions only. These students’ lexical variation, lexical density, and lexical richness were analysed and compared using three measures: type/token ratio (TTR), the total number of lexical words divided by total no. of words (L/W) and P_Lex lambda using measures of central tendency and independent sample t-tests. Overall results suggest that L2 learners’ LC can be significantly enhanced through the utilization of online discussions in L2 learning settings due to a number of interrelated cognitive factors. Accordingly, a number of significant implications and recommendations have been delineated.
How to Cite
By submitting to AJAL, authors agree to the following terms:
- Authors grant the journal right of first publication, with the work for an indefinite period of time after publication.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.