Mentor: Dr. Theresa Antes
College of Liberal Arts and Sciences
"I applied to the University Scholars Program because I want to learn how to conduct research and write an academic paper as soon as possible and before I begin my senior thesis (which I will attempt to write completely in Japanese). In addition, I think that completing two research projects as an undergraduate will make me that much better of a researcher in graduate school and beyond. My goals for the academic year include improving my Japanese language skills, maintaining high grades, developing my research skills, and effectively balancing my increasingly busy schedule."
Japanese and Linguistics
Teaching English as a Second Language
- Language Pedagogy
- Japanese Education System
- Educational Psychology
- Educational Technology.
Florida Bright Futures (2011-2015)
College of Liberal Arts and Sciences Dean's List (Fall 2011, Spring 2012, and Summer 2012)
Hobbies and Interests
Culture and History
Japanese Pop Music.
Effects of Online Dictionary Interfaces on Second Language Reading Comprehension, Vocabulary Retention, and Processing Strategies
Given the importance of reading in the second language acquisition process, past studies (Tono 2000, Kobayashi 2006, etc.) have examined the effects of pocket and online electronic dictionary use on reading comprehension, processing strategies (e.g., inferring the meaning of a word or skipping it entirely), and vocabulary retention, as compared to use of paper dictionaries. This study aims to take the next step by comparing the effects of two different electronic dictionary formats: the dictionary website and the online pop-up dictionary. Currently available as a web application for several web browsers, pop-up dictionaries give second language learners instant access to the definition of any unknown word in a passage simply by moving their cursor over it, resulting in a more fluid reading experience than ever before. Does a more fluid experience, however, necessarily mean a better pedagogical result? This study investigates this question and others through a qualitative evaluation of the effects of online dictionary interfaces on vocabulary learning and overall reading comprehension. Participant knowledge of vocabulary was measured in a pretest and delayed posttests. Participants’ use of dictionary websites versus pop-up dictionaries was recorded and evaluated through their reading of two texts of different genres. Results concerning both vocabulary acquisition and text comprehension will be discussed, and pedagogical implications presented, along with insight into how these emerging technologies may help or hinder the second language acquisition process.