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.本研究旨在明确认知风格“等效范围（Equivalence Range）”得分与线下、线上学习环境中的词汇习得量之间的关联，研究以文本词典与在线词典作为完成英语作为外语（EFL, English as a Foreign Language）词汇任务的信息来源。当前教育数字化程度持续加深的趋势愈发显著，但个体感知特质仍有待系统深入的研究。本研究提出两项假设：其一，词汇习得量与认知风格“等效范围”得分存在相关性；其二，词汇习得量取决于学习者在线下或线上环境中对文本词典或在线词典的使用情况。 研究流程 本研究共包含七个阶段。第一阶段，通过模拟雅思（IELTS）考试与专家对学生口头、书面表达能力的评估，确定受试者的欧洲语言共同参考框架（CEFR, Common European Framework of Reference for Languages）水平。第二阶段，半数受访者在预测试前完成“等效范围”认知风格测试，另一半则在后测结束后完成该测试。测试以纸笔形式开展，要求受试者将30个单词按自身认定的逻辑规则分组，并将作答照片发送至评估人员。第三阶段，无论处于线下课堂还是线上课堂，学生均通过Yandex Surveys在线平台完成CATSS格式的预测试。第四阶段，将学生随机划分为四组：1）线下环境使用文本词典；2）通过Zoom平台在线环境使用文本词典；3）线下环境使用在线词典；4）通过Zoom平台在线环境使用在线词典，并为各组分配适配其CEFR水平的词汇任务套装。第五阶段，在干预阶段，学生需结合自身所处的学习环境、可使用的信息来源与英语水平独立完成任务。在Zoom平台中，学生被安排至专属分组会议室；在线下课堂中，学生则被安排在独立课桌就座。随后，线下课堂的任务套装需提交至评估人员，而在线课堂需关闭在线任务访问权限，以保障后测的有效性。接下来，学生采用与预测试完全一致的格式完成后测。 总体而言，对于等效范围较广的学生而言，在离线课堂中使用在线词典对其英语作为第二语言（ESL, English as a Second Language）的词汇习得更为高效。这一发现对外语教学方法论具有重要参考价值，因其能够基于个体感知特质实现教育路径的个性化定制，并最大化课堂教学成果。