Investigating the effects of technology-enhanced vocabulary learning strategy instruction on supporting mixed-ability EMI learners studying a journalism and communication major: An action research project at a university in China

This paper reports on an action research project conducted at a university in China over the course of an academic year which aimed to investigate the vocabulary development of mixed-ability learners studying on an English medium instruction (EMI) journalism and communication course and evaluate the effect of providing technology-enhanced language support. Learners’ vocabulary proficiency was measured at the start and end of each term. In the first term, the instruction focused on promoting vocabulary learning strategies (VLSs) and the use of a website/app called Memrise. In the second term, a course was created on a Moodle platform that trained learners to use online resources and VLSs. In each term, the assignation of a control group allowed for evaluation of the effectiveness of the interventions on improving learners' vocabulary proficiency and EMI grades. Evidence for the beneficial impact of the interventions was found, in particular for a small group of learners who it is argued demonstrated high levels of self-regulation.