Research on Data Analysis to Improve English Vocabulary Learning Performance

2021 ◽  
pp. 251-264
Author(s):  
YingLin Liu ◽  
YuanMeng Yi ◽  
ZiZhen Qin ◽  
Songlin Cao
Keyword(s):  
Data Analysis ◽  
Vocabulary Learning ◽  
Learning Performance

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners

ReCALL ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Chih-Ming Chen ◽  
Huimei Liu ◽  
Hong-Bin Huang
Keyword(s):  
Vocabulary Learning ◽  
Rank Correlation ◽  
Learning Performance ◽  
Control Group ◽  
Game Based Learning ◽  
Vocabulary Size ◽  
Mobile Game ◽  
Qualitative Approaches ◽  
Retention Of Knowledge ◽  
Experimental Group

AbstractMany studies have demonstrated that vocabulary size plays a key role in learning English as a foreign language (EFL). In recent years, mobile game-based learning (MGBL) has been considered a promising scheme for successful acquisition and retention of knowledge. Thus, this study applies a mixed methodology that combines quantitative and qualitative approaches to assess the effects of PHONE Words, a novel mobile English vocabulary learning app (application) designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), on learners’ perceptions and learning performance. During a four-week experiment, 20 sophomore students were randomly assigned to the experimental group with MEVLA-GF support or the control group with MEVLA-NGF support for English vocabulary learning. Analytical results show that performance in vocabulary acquisition and retention by the experimental group was significantly higher than that of the control group. Moreover, questionnaire results confirm that MEVLA-GF is more effective and satisfying for English vocabulary learning than MEVLA-NGF. Spearman rank correlation results show that involvement and dependence on gamified functions were positively correlated with vocabulary learning performance.

scholarly journals Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary

2018 ◽  
Vol 8 (1) ◽  
pp. 189
Author(s):  
Chiung-Li Li ◽  
Yi-Hsuan Chen ◽  
Hung-Yen Li
Keyword(s):  
College Students ◽  
Technical College ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Learning Performance ◽  
After School ◽  
Motivation Factors ◽  
The Future ◽  
Southern Taiwan ◽  
Technical College Students

The purposes of the study were to examine technical college students’ hospitality English vocabulary learning performance and motivation. The subjects were 93 students from a technical college in southern Taiwan. The instruments included one questionnaire called ARCS questionnaire consisting of four factors about learning motivation on hospitality English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on hospitality. The subjects accepted a 40-hour hospitality English vocabulary training course. Then, 93 subjects took a 50-minute PVQC test and 10-minute ARCS questionnaire in December, 2015. The researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and inferential statistics. The results revealed that most of the subjects liked to learn hospitality English vocabulary, and found that learning hospitality English vocabulary was important for them, and most of them reported that English was associated with salary and promotion in the future; however, most of them spent little time learning English after school. The results also showed that some learning motivation factors had effects on hospitality English vocabulary learning performance, like being treated and assessed by teachers equally, getting recognition, or being willing to work hard. Finally, the researchers drew a conclusion based on the results and provided some teaching and research implications for the future.

scholarly journals Efforts to Improve Vocabulary Learning Outcomes Through Word Game Methods with Media Pass Picture in Grade 2 Students at SDN 3 Mendenrejo

2020 ◽  
Vol 3 (3) ◽  
pp. 1416
Author(s):  
Winarti Winarti
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Class Action ◽  
Learning Ability ◽  
Observation Data ◽  
Research Subjects ◽  
Teachers And Students ◽  
Word Game ◽  
Quality Learning

<p><em>The purpose of this research is to improve vocabulary learning through word game method with Pass Picture media in grade 2 students at SDN 3 Mendenrejo.Kabupaten Blora.This research is a class action research (PTK). Research is carried out in two cycles, with each cycle consisting of planning, execution of actions, observations, and reflections. The research subjects were grade 2 students at SDN 3 Mendenrejo with 16 students. Data sources come from teachers and students. Data collection techniques are by observation. Data analysis using descriptive data analysis techniques. Research procedures are interconnected. The results showed that through the application of word game methods through pass picture media can improve student vocabulary learning outcomes from pre-cycle I and from cycle I to cycle II. Improvement occurs in cycle I. vocabulary learning ability increases even if it is not optimal. The implementation of cycle II causes the ability to learn vocabulary to increase so that it can support a quality learning. The conclusion of this research is that the application of word game methods through Pass Picture can improve vocabulary learning skills in the learning of grade 2 students at SDN 3 Mendenrejo</em></p>

scholarly journals Webcams, Songs, and Vocabulary Learning: A Comparison of In-Person and Remote Data Collection as a Way of Moving Forward With Child-Language Research

2021 ◽  
Vol 12 ◽  
Author(s):  
Giovanna Morini ◽  
Mackensie Blair
Keyword(s):  
Word Learning ◽  
Deep Level ◽  
Eye Gaze ◽  
Vocabulary Learning ◽  
Methodological Approach ◽  
Testing Procedure ◽  
Learning Task ◽  
Learning Performance ◽  
Precision Data ◽  
Language Research

This article evaluates a testing procedure for collecting eye-gaze data with toddlers and preschoolers during a word-learning task. We provide feasibility and precision data by comparing performance in an in-person version of the study (conducted under controlled conditions in the lab), with performance in a virtual version in which participants completed the testing procedure from home. Our data support the feasibility of collecting remote eye-gaze data with young children, and present it as a viable alternative for conducting developmental language research when in-person interactions with participants cannot take place. Additionally, we use this methodological approach to examine a topic that has gained popularity in recent years—the role of music and songs on vocabulary learning. We provide evidence suggesting that while songs may help increase attention during a particular task, greater attention does not lead to greater learning. In fact, preschoolers show improved word-learning performance for items that were trained in a spoken sentence compared to items that were trained in a song. This means that while songs may be beneficial for increasing child engagement, spoken sentences may be best for supporting deep level learning of language concepts.

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