ABSTRACT

The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.

摘要

由于 2020 年全球 COVID-19 大流行促使教育工作者加强在线教学，英语学习者 (EL) 在特殊教育中所占比例过高的持续担忧使教育工作者不得不通过电子学习向 EL 提供指导。美国（US）的学生在外语能力方面继续落后于其他国家的同龄人，这进一步加剧了这个问题。在提高 EL 的词汇习得技能方面，美国可以从其他国家获得宝贵的见解，因为学习新词汇是 EL 提高英语水平的关键。对八项国际研究的回顾表明，以下有效的词汇习得策略 (VAS) 可用于通过电子学习指导英语学习者：(1) 使用母语教授英语；(2) 内容语言综合学习；(3) 用第一语言和第二语言设计与文化相关的活动；(4) 使用外显词学习策略多模态预教词汇；(5) 多媒体的使用；（六）促进自律。还介绍了一种自我调节的多媒体认知学习模型，供教育者在增强的虚拟学习期间使用 EL 实施 VAS。