Presentation Schedule
Investigating Bidirectional L1-L2 Vocabulary Learning: Student Responses and Teacher Perspectives on a Cross-Curricular Mobile Application (105379)
Tuesday, 24 March 2026 14:30
Session: Poster Session 2
Room: Orion Hall (5F)
Presentation Type: Poster Presentation
This study investigates the pedagogical effectiveness of a mobile learning application designed to integrate Japanese (L1) and English (L2) vocabulary acquisition, examining bidirectional learning approaches and teacher perspectives on cross-curricular language instruction. Theoretical frameworks including the Linguistic Interdependence Hypothesis (Cummins, 1984), Multicompetence (Cook, 2002), and Translanguaging (García & Li, 2014) support the significance of L1-L2 connections in language learning. However, practical implementation remains limited due to curricular compartmentalization and insufficient materials bridging language subjects. We developed a cloud-based application using LearningBOX LMS featuring a four-stage sequence: meaning recognition, synonym identification, short sentence composition, and integrative story writing. The sequence begins with English-to-Japanese translation, followed by Japanese synonym selection, and concludes with sentence composition using target vocabulary across three sets, culminating in a Japanese story (approximately 75 characters) integrating all target words. Seven secondary school students completed the tasks and participated in semi-structured interviews. Findings revealed that students appreciated the novel format connecting L1 and L2 vocabulary, recognizing its potential for developing core semantic understanding. However, they expressed strong preferences for English output tasks. Teacher interviews highlighted structural challenges of cross-curricular collaboration, with one teacher employing a "curry and nikujaga" metaphor to illustrate how Japanese and English courses conduct similar cognitive activities without coordination. Teachers emphasized that L1-based logical reasoning instruction can effectively scaffold L2 writing development, particularly for lower-proficiency learners, while noting practical constraints limiting interdepartmental cooperation. These findings suggest that bidirectional vocabulary applications can enhance metalinguistic awareness, though effective implementation requires consideration of student output needs and sustainable integration.
Authors:
Kaoru Mita, Jissen Women's University, Japan
Misa Otsuka, Jissen Women’s University, Japan
Eiji Akiyama, Ehime University, Japan
Tetsuaki Miyoshi, Kansai University of International Studies, Japan
About the Presenter(s)
Ms Kaoru Mita is a University Professor/Principal Lecturer at Jissen Women's Junior College in Japan
See this presentation on the full schedule – Tuesday Schedule
Conference Comments & Feedback
Place a comment using your LinkedIn profileShare this Presentation
Comments
Powered by WP LinkPress