Supporting data for "Toward a WeChat supported MALL approach for improving productive vocabulary learning an enhanced Involvement Load Hypothesis perspective"

Productive vocabulary refers to the ability to retrieve and apply words in speaking and writing. It enables EFL (English as a Foreign Language) learners to express themselves accurately and fluently. This study examines whether vocabulary-use knowledge could be a useful supplement to Involvement Load Hypothesis (ILH) in enhancing students’ productive vocabulary learning. Specifically, the author designed two different Applets (Applet 0.0 and Applet 1.0). The design of Applet 0.0 was directed by ILH solely, whereas Applet 1.0 was based on the ILH supplemented with vocabulary-use knowledge. Students’ tests and assignments were compared in an English Reading and Writing course. The experiment lasted for nine weeks in total. <br> A mixed methods design was implemented to explain the quantitative results (i.e., pre-test, post-test, delayed post-test, assignment 1, assignment 2, assignment 3, assignment 4, and language proficiency levels) by using qualitative data from experimental group (EG) students’ survey and teachers’ reflections. The data were collected from five major sources: (1) tests (pre-test, post-test and delayed post-test), (2) assignments (assignment 1, assignment 2, assignment 3 and assignment 4), (3) language proficiency levels (English test scores of Gaokao) (4) EG students’ survey and (5) teachers’ interview. This dataset contains the processed data files for many stages of this analysis.

产出性词汇指在口语和写作中提取并运用词汇的能力，它使英语作为外语（EFL）学习者能够准确且流利地表达自我。本研究探讨词汇运用知识是否可作为投入量假说（ILH）的有效补充，以促进学生的产出性词汇学习。具体而言，作者设计了两款不同的小程序（Applet 0.0与Applet 1.0）：Applet 0.0的设计完全遵循ILH，而Applet 1.0则基于ILH并辅以词汇运用知识。在英语读写课程中，研究对比了学生的测试与作业表现，实验共持续九周。
采用混合方法设计，通过实验组（EG）学生的调查及教师反思的定性数据，解释定量结果（即前测、后测、延迟后测、作业1至4以及语言水平）。数据来源于五个主要渠道：（1）测试（前测、后测及延迟后测）；（2）作业（作业1至4）；（3）语言水平（高考英语成绩）；（4）实验组（EG）学生调查；（5）教师访谈。本数据集包含该分析多个阶段的处理后数据文件。