Cognitive Style “Equivalence Range” as a Predictor of EFL Vocabulary Acquisition Gain in Offline and Online Classroom

The aim of this research is to define the correlation between the scores of the cognitive style “Equivalence Range” and vocabulary gain in offline and online study environment and by using text and online dictionaries as sources of information for EFL lexis tasks completion. The problem of increasing digitalization of education is becoming extensively significant, however the personal perception traits require thorough research. We hypothesize that the vocabulary gain is correlated with the scores of the cognitive style “Equivalence Range”. Second hypothesis is that the vocabulary gain is dependent on the usage of a text or online dictionaries in offline or online environment.
Procedure
The study consisted of seven stages. Firstly, the CEFR level of students was assessed through a mock IELTS exam and expert assessment of oral and written production. Secondly, half of respondents took the test on the cognitive style “Equivalence Range” before the pre-test, another half after the post-test. The test was conducted on paper, students were required to put 30 words into groups as they perceived it logical and to send a photo of their answers to the assessor.
Thirdly, when in offline or online classroom, students passed pre-test in the format of CATSS on an online platform Yandex Surveys. Fourthly, students were randomly divided into four groups: 1) using text in offline environment, 2) using text in online environment on the Zoom platform, 3) using online dictionaries in offline environment, 4) using online dictionaries in online environment on the Zoom platform and were allocated lexis task sets appropriate for their CEFR level. Fifthly, during the treatment stage students individually completed the tasks in accordance with their environment, source of information and level of English. On the Zoom platform they were placed in individual breakout rooms and in classroom they set at separate tables. Then the sets of tasks were given in to the assessor in the offline classroom and access to online tasks was closed in the online classroom in order to make the post-test valid. Next students took post-test in the same format as pre-test.
Overall, the usage of online dictionaries in offline classroom appears to be more efficient for ESL vocabulary gain in students with wide equivalence range. This finding is essential for the methodology of foreign language instruction as it allows to individualize the educational route based on individual perception traits and maximize the results of classes.