scholarly journals The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Zeynab Khalafi
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners ◽  
Keyword Method ◽  
The Impact

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 Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals Understanding the Selection of Vocabulary Learning Strategies: The Impact of the Language Teaching Approach

2019 ◽  
Vol 17 ◽  
pp. 75
Author(s):  
Irene Castellano Risco
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Impact ◽  
Instructional Programme ◽  
Selection Of

This paper presents a study on how the selection of vocabulary learning strategies is affected by the kind of instructional programme followed. A total of one hundred thirty-eight secondary-school learners – seventy-two CLIL (Content and Language Integrated Learning) and fifty-six mainstream EFL (English as a Foreign Language) learners – took part in the study. They were asked to respond a vocabulary learning strategies questionnaire. The data were examined looking into how the use of strategies differed when comparing CLIL and EFL learners. Results permitted to develop two clear learner profiles that were compared. These findings will be discussed in relation to their possible implications for vocabulary development.

scholarly journals Vocabulary Learning via Reading: Is Input Modification Useful?

2019 ◽  
Vol 10 (5) ◽  
pp. 1103
Author(s):  
Mojgan Rashtchi ◽  
Reza Porkar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Vocabulary Learning ◽  
Intermediate Level ◽  
Primary Task ◽  
Authentic Texts ◽  
Efl Learners ◽  
Foreign Language Vocabulary Learning ◽  
The Impact

Since authentic texts address native speakers, they might lack the reader-friendly attributes which can help EFL learners to read and understand them. Also, learning the new vocabulary through reading can be difficult for EFL learners. As such, in order to utilize these texts as teaching materials in EFL classes, they should be modified. The present study investigated Iranian intermediate-level EFL learners and how they acquire English language vocabulary incidentally from modified English texts while their primary task is reading for meaning. In order to measure the impact of lexical input modification on the improvement of foreign language vocabulary learning, 60 adult Iranian EFL learners between the ages of 18 and 22 in two intact classes were selected and randomly assigned to two homogenous groups of control and experimental. The analysis of the data revealed that incidental second language vocabulary learning could be improved effectively by lexical input modifications such as lexical and typographical elaboration.

Sign in / Sign up

Export Citation Format

Share Document