Zhouhan Jin
Dados Biográficos
| ID | 3844075 |
|---|---|
| NOME | Zhouhan Jin |
| PRENOMES | Zhouhan |
| SOBRENOME | Jin |
| ASSINATURA | JIN Z |
| AFILIAÇÕES | University of Western Ontario |
| ORCID | 0000-0001-5285-9384 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
To what extent does reviewing notes affect L2 vocabulary learning?
The present study investigated the extent to which reviewing notes, after viewing an academic lecture, contributes to vocabulary learning. A total of 128 Chinese university students were randomly assigned into five groups: conventional note-taking with immediate review, conventional note-taking with delayed review, guided note-taking with immediate review, guided note-taking with delayed review, and a control group. Knowledge of twenty-eight word…
Increasing meta‐analytic quality
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhanc…
How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning
The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional…
The effectiveness of note taking through exposure to L2 input
There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies ( N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a …
Incidental Vocabulary Learning Through Listening to Teacher Talk
This study investigated incidental learning of single‐word items and collocations through listening to teacher talk. Although there are several studies that have investigated incidental vocabulary learning through listening, no intervention studies have explicitly investigated the extent to which listening to teachers in a classroom context might contribute to vocabulary learning. The present study fills this gap. Additionally, the study explored…
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Incidental Vocabulary Learning Through Listening to Teacher Talk
This study investigated incidental learning of single‐word items and collocations through listening to teacher talk. Although there are several studies that have investigated incidental vocabulary learning through listening, no intervention studies have explicitly investigated the extent to which listening to teachers in a classroom context might contribute to vocabulary learning. The present study fills this gap. Additionally, the study explored…
The effectiveness of note taking through exposure to L2 input
There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies ( N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a …
To what extent does reviewing notes affect L2 vocabulary learning?
The present study investigated the extent to which reviewing notes, after viewing an academic lecture, contributes to vocabulary learning. A total of 128 Chinese university students were randomly assigned into five groups: conventional note-taking with immediate review, conventional note-taking with delayed review, guided note-taking with immediate review, guided note-taking with delayed review, and a control group. Knowledge of twenty-eight word…
Increasing meta‐analytic quality
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhanc…
How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning
The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional…
EFL/ESL Teaching and Learning (5 obras) · Psychology (5 obras) · Second Language Acquisition and Learning (4 obras) · Cognitive psychology (3 obras) · Communication (3 obras) · Linguistics (3 obras) · Mathematics education (3 obras) · Visual and Cognitive Learning Processes (3 obras) · Vocabulary (3 obras) · Vocabulary development (3 obras)