scholarly journals Developing and Evaluating an Adaptive Business English Self-Learning System for EFL Vocabulary Learning

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Yen-Hui Wang
Keyword(s):  
User Satisfaction ◽  
Vocabulary Learning ◽  
Learning System ◽  
Control Group ◽  
Business English ◽  
Learner Engagement ◽  
Unknown Word ◽  
Unknown Words ◽  
Self Learning ◽  
Experimental Group

This paper developed an adaptive Business English self-learning system for EFL vocabulary learning. The components of word reoccurrence and learner engagement have been built into the system where the amount of unknown word reexposure in various customized texts increases and vocabulary enhancement tasks are added to promote learner engagement with wanted words. To evaluate the system effectiveness on EFL vocabulary learning, the experimental group read system-screened texts with immediate and repeated contacts with individuals’ unknown words and performed vocabulary tasks specific to those unknown words, while the control group read online texts without unknown word reoccurrence and vocabulary practice. After one semester, these two groups were measured by one online vocabulary test, and an online user satisfaction investigation was also administered to the experimental group. The study found that the experimental group reading customized texts to reexpose to previously encountered unknown words in different texts along with doing individualized vocabulary exercises performed significantly better in EFL vocabulary learning than the other group. It was also found that the system was appealing for the learners to show positive attitudes toward the use of the system. The study demonstrated that the constructed adaptive Business English self-learning system could effectively promote vocabulary growth.

Business English Vocabulary Learning With Mobile Phone

2014 ◽  
Vol 4 (2) ◽  
pp. 46-63 ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Print Material ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

Business English Vocabulary Learning With Mobile Phone

2015 ◽  
pp. 1736-1755
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Chinese University ◽  
Print Material ◽  
Experimental Group

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals A Study of Idiom Teaching from the Perspective of Conceptual Metaphor

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xinrong Shan
Keyword(s):  
Quantitative Analysis ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Conceptual Metaphor ◽  
Vocabulary Learning ◽  
Control Group ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
Experimental Group

As a part of vocabulary learning, the idiom is an important part of language teaching. This study is to investigate whether conceptual metaphor can promote idioms’ teaching and learning or not. In the course of study, we make use of a combination of qualitative and quantitative analysis, collecting data through the questionnaire survey and do experiments in teaching and learning idioms. We get the conclusion: the T value of the experimental group and the control group is p<0.05, the pre-test and post-test values is p<0.05. It is feasible to apply the conceptual metaphor in idiom teaching and learning.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 379-393
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a webbased, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

The E-Learning on Analysis of the Experimental Results by Using Graphs

2015 ◽  
Vol 804 ◽  
pp. 355-358 ◽  
Author(s):  
Sirin Sirathanakul ◽  
Tanatta Amnuywattanakul
Keyword(s):  
Conventional Technique ◽  
Graphical Analysis ◽  
Learning System ◽  
Control Group ◽  
Average Value ◽  
Multi Stage ◽  
E Learning ◽  
Power Point ◽  
Experimental Group ◽  
Research Tools

E-learning is a popular technique that can solve learning problems of student. In this study, the learning package of data analysis by using graphing paper to attain linear relationship between independent and dependent variables was invented and utilized. The learning package, consisting of contents and answer key video made from Power Point was converted to video format. The samples were 58 students of Bachelor of Science program who were selected by multi-stage sampling and divided into experimental and control groups. The experimental group composed of 29 students, learnt by using e-learning via LMS Moodle at RMUTP website. The control group, 29 students, was performed by a conventional technique through multimedia teaching with PowerPoint. The research tools consisted of the lesson of graphical analysis, the questionnaire for quality evaluation of the lesson and the achievement evaluation. The results were found that the quality of research tools was very good and the average value of learning achievement of the experimental group was higher than the control group, no significant statistic at level of 0.05 by comparing with statistical method of t-test (n=29). It indicated that e-learning system can be used as a practical tool for increasing skill of the samples as well as correspondence between them in classroom.

Verschillen Tussen Leerlingen ten Aanzien Van Woordverwerving en Leesstrategieen

1990 ◽  
Vol 37 ◽  
pp. 51-58
Author(s):  
Carolien Schouten-van Parreren
Keyword(s):  
Reading Strategies ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Target Language ◽  
Sentence Structure ◽  
Unknown Word ◽  
Word Forms ◽  
Unknown Words ◽  
The Individual ◽  
Intensive Reading

Within the larger framework of a project on Mixed Ability Teaching, a qualitative experiment was carried out with respect to the individual differences between pupils of very different ability ranges, when learning French. This experiment was meant to gain insight into the nature of the differences concerning vocabulary learning and reading strategies. 69 pupils (12-15 year) pupils of very different ability ranges (but being educated together) were presented with a variety of vocabulary learning and reading tasks. They worked individually or in pairs and were requested to think aloud. The following tasks were used: 1) while reading a story, guessing the meaning of unknown words from the context, 2) after having read a story, memorizing the meaning of unknown words by means of vocabulary cards, 3) intensive reading of a relatively difficult illustrated story, 4) recalling the meaning of new words incidentally acquired (or not), while reading a story, 5) doing an exercise, involving different reading strategies. The analysis of the protocol records focused on the causes of the differences between weak and strong pupils. The differences which were found could be related to two relevant general strategies: guessing the meaning of an unknown word from the context and analyzing the word form of an unknown word. The main results were the following: 1) the attention of weak pupils tends to be exclusively drawn by one source of information; weak pupils are not able to integrate information from different sources (advance knowledge, text, word forms, context, illustrations, cues), 2) weak pupils take no account whatsoever of the sentence structure, 3) weak pupils have difficulties in generalizing from a new word to an already known word (in the target language or in the mother tongue). The article concludes with some implications for foreign language teaching.

scholarly journals The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

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.

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