Annotations instructions: Guidelines for Annotations (150-250 words) for each source: 1)Summary A) What is the main argument? Key findings? B) Define key terms or concepts. C) Identify short quotation if helpful (page number) 2) Evaluation/Assessment A) How does it compare with other sources? B) Is the information reliable, biased and/or objective? 3) Connection to a theme/problem area A) How useful or helpful is the source for the research questions? B) How might the reading influence your thinking in terms of methods, concepts, content, etc.? Research Questions: Q1: In a foreign language learning context, what is the impact of online language exposure on learners’ vocabulary and second language acquisition? Q2: Does blended classroom learning increase second language vocabulary and second language acquisition? if yes, then in what ways does it happen? You may choose one question or part of the question when writing each annotation. Example of an annotation: Waring, H., & Yu, D. (2018). Life outside the classroom as a resource for language learning. The Language Learning Journal, 46(5), 660671. doi:10.1080/09571736.2016.1172332 In their study on the importance of integrating learners lives as resources for language learning, Waring and Yu explored how engaging students life outside the classroom (e.g. their identities, experiences) can be used as a resource for both vocabulary development and classroom interaction. By using conversation analysis framework, their study informed that CA can contribute to understanding the process of second language acquisition. The study didnt specify types of interactions that can occur during classroom conversations but rather it stated that those interactions might be seen small trivial or even irrelevant by teachers. However, the authors suggested that those interactions play a significant role in expanding students vocabulary knowledge. Building upon learners lives conversations and engaging students to have interactions related to their identities and experiences can be profitable in vocabulary acquisition. Also, the CA excerpts in this study showed not only that students were able to acquire new vocabulary but also they were able to acquire correct pronunciation during classroom interaction. Waring and Yu article serves as an excellent guide and would also be an appropriate framing for new studies on how CA framework can contribute to understanding vocabulary acquisition process. Also, their study explored the importance of linking students identities to lesson plans and goals. However, the study didnt discuss if the acquired vocabulary is only noticed and produced by ELLs, or if students vocabulary acquisition was permanent
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