Abstract
This study analyzed teaching advantages of integrating picture books into balanced reading instruction in terms of second language acquisition (SLA). Current picture books could support learners to acquire new words by context cues in the logoagraphic phase, but were unable to assist learners in acquiring new words by phonics in the alphabetic phase. This study considered different perspective of vocabualary learning strategies, and developed an ASR-based e-picture book on the iOS platform to enhance current picture books. Furthermore, in order to verify its feasibility and usability, we cooperated with an English teacher and integrated the developed app, iSpeaking, into the balanced reading instruction to conduct field experiments. One class of 29 sixth grade learners in a certain elementary school of northern Taiwan participated in this study. Learners adopted the iSpeaking app as learning media under the English teacher’s instruction and were grouped by team-assisted individualization (TAI). Learners’ learning performance, attitude and interaction processes were collected and analyzed. The research findings showed that integrating iSpeaking app into balanced reading instruction could improve heterogeneous learners’ vocabulary dictation, retention and applications, especially for underachievers. In addition, adopting the iSpeaking app as learning media had positive impacts on learning motivation. Learners engaged in adapting their pronunciations according to ASR feedbacks, which integrate token reinforcement. Teacher also agreed that adopting TAI model could convert her role to become a facilitator beside learners. In contrast to traditional picture books, the iSpeaking app could help learners acquire vocabulary through the enhancement of phonological loop under context cues. This study points out six success elements of teaching and learning vocabulary through picture books - R.E.C.I.T.E. R: Repetitive phonics learning opportunities. E: Enough time to verify individual learning difficulties. C: Context cues of picture books. I: Immediate pronunciations feedbacks. T: Token reinforcement mechanism. E: Equal participation and socialized collaboration. Based on the data collection and analysis, this study reaches the following conclusions: 1.The interactive word learning model reached by iSpeaking app can assist learners in adopting contexts as cognitive cues, and reciting vocabulary through phonics based on context cues. 2.The ASR feedbacks integrated the structure token could be regarded as referential indexes of CSCL and promote members to optimize their pronunciations repetitively. 3.The feedbacks of ASR, peer-to-peer instruction and teacher’s assistance could build up a three-tier scaffolding to help learners learn efficiently. 4.Both teacher and learners agreed that iSpeaking app could be used as supplementary materials for teaching vocabulary. We hope that the iSpeaking app will be applied in more extensive learning contexts to assist teachers in constructing low-anxiety and joyful learning environments, and improve leaners’ vocabulary learning strategies by enhancing their phonological loop under the support of context cues.