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（productive vocabulary）指学习者在口语与写作中提取并运用词汇的能力。它可帮助英语作为外语（English as a Foreign Language, EFL）学习者准确且流畅地表达自我。本研究旨在探讨词汇使用知识能否作为投入量假设（Involvement Load Hypothesis, ILH）的有效补充，以提升学习者的产出性词汇学习效果。具体而言，研究者设计了两款不同的小应用程序（Applet 0.0与Applet 1.0）：Applet 0.0完全依据投入量假设开发，而Applet 1.0则在投入量假设的基础上补充了词汇使用知识模块。研究在一门英语读写课程中开展，对学生的测试与作业表现进行对比分析，实验总时长为九周。
本研究采用混合研究设计（mixed methods design），通过收集实验组（Experimental Group, EG）学生的调查问卷数据与教师反思资料，对定量结果（即前测、后测、延迟后测、作业1至作业4以及语言水平等级）进行解释。本次研究的数据来源于五大主要渠道：（1）测试（前测、后测与延迟后测）；（2）作业（作业1至作业4）；（3）语言水平等级（高考（Gaokao）英语成绩）；（4）实验组学生调查问卷；（5）教师访谈。本数据集包含本研究各分析阶段的经处理数据文件。