scholarly journals Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110030
Author(s):  
Rui Li
Keyword(s):  
Foreign Language ◽  
Achievement Motivation ◽  
Vocabulary Learning ◽  
Control Group ◽  
Learning Achievement ◽  
Efl Learners ◽  
Self Confidence ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

Game-based vocabulary learning that is well documented to improve students’ vocabulary learning outcomes is gaining increasing attention. However, no consensus has been reached regarding the impact of game-based vocabulary learning application (APP) on the vocabulary learning achievement, motivation, and self-confidence among Chinese EFL (English as a foreign language) students, so large a population that should never be neglected. To address the issues, a total of 70 college students in two groups participated in a quasi-experiment. One is the experimental group in which students received the game-based vocabulary learning; the other is the control group in which students received the conventional paper-based wordlist learning. Each group consisted of 35 students. The experiment was carried out to evaluate how the implementation of game-based vocabulary learning influences students’ vocabulary learning achievement, motivation, and self-confidence. In addition, a regression analysis was exploited to examine the influence of motivation and self-confidence on vocabulary achievement. Results demonstrated that the game-based vocabulary learning APP benefited students in vocabulary achievement, motivation, and self-confidence. Furthermore, learning self-confidence and motivation did not predict learning achievement. Implications of the study were also given.

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 Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals The Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners

2015 ◽  
Vol 5 (3) ◽  
pp. 174
Author(s):  
Narges Laqaei
Keyword(s):  
Critical Thinking ◽  
Reflective Writing ◽  
Control Group ◽  
Vocabulary Test ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Practices ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The present study investigated the effectiveness of a rather newly- developed method in language teaching that was reflective writing in improving EFL learners’ writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey(2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners. </p>

scholarly journals Foreign Language Lessons as a Method of Developing Confident and Worthy Behavior of Students

2020 ◽  
pp. 93-96
Author(s):  
Darya Dmitrievna Trudnikova ◽  
Galina Veniaminovna Sorokoumova
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Aggressive Behavior ◽  
Learning Process ◽  
Educational Process ◽  
Control Group ◽  
Self Confidence ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The authors of the article emphasize that modern realities require the development of skills of confident and worthy behavior in all situations, etc. It is noted that skills must be developed in learning process using various methods and techniques in the classroom and off-hour work using various psychological trainings to create a psychologically safe and comfortable educational environment. The study of the impact of applying personal-oriented teaching methods in English language learning process on the formation of self-confidence, improving academic performance and increasing interest in a foreign language is described in the article. The purpose, hypothesis, tasks, methodological and theoretical basis of the research, methods and experimental base of the research are defined in the article; the results of the research of the summative, formative and control stages are analyzed. The method of Yakubovskaya P. was chosen as a diagnostic method at the summative and control stages of the study. P. Yakubovskaya's assessment test is aimed at the ability to distinguish between confident, insecure and aggressive behavior of an individual. The summative stage of the study showed that the majority of students do not see the line between confident and insecure behavior of the individual in situations that were taken as examples. It is mentioned that some guys couldn't tell the difference between confident and aggressive behavior. At the formative stage of the study, students in the control group studied using the classical method. For students of the experimental group, English lessons were developed and tested using specially designed tasks of a personality-oriented nature. During the control stage of the study, students who were part of the experimental group showed a significant increase in correct answers while doing the test. As a result of the analysis, it was found that the use of personality-oriented approach in the educational process positively affects the formation of self-confidence, improving academic performance and increasing interest in a foreign language in general, as well as contributing to the formation of a strong and self-confident personality.

The effect of second life on speaking achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 236-245 ◽  
Author(s):  
Serhat Guzel ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Experimental Research ◽  
Second Life ◽  
Control Group ◽  
Learning Tool ◽  
Efl Learners ◽  
Speaking Performance ◽  
The Impact ◽  
Experimental Group

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL’s effect on Turkish EFL learners’ speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this experimental research. The participants were divided into two groups as an experimental group of 20 learners and a control group consisting of 24 students. An interview grading their speaking performance was administered to both groups as pre-test and post-tests. While the control group participants took traditional speaking classes, the experimental group did the same speaking activities on SL. Considering the interview scores, results indicated that learners who used SL had a better performance than the ones who participated in traditional activities.  Keywords: english as a foreign language, second life, speaking, achievement.

scholarly journals The Impact of Portfolio Assessment on EFL Learners’ Vocabulary Achievement and Motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Parinaz Nassirdoost ◽  
Behdokht Mall-Amiri
Keyword(s):  
Instructional Material ◽  
Portfolio Assessment ◽  
Control Group ◽  
Efl Learners ◽  
Traditional Assessment ◽  
Motivation Level ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The purpose of this study was to examine the impact of portfolio assessment on EFL learners’ vocabulary achievement and motivation. To carry out the study, 90 female learners of Marefat language school located in Maragheh, Iran were non-randomly selected. They took a Preliminary English Test (PET) test and among these 90 participants 60 students aged between15 and 20 were selected as homogenous samples. These 60 intermediate learners were the main participants of this study. Then, they were randomly put into experimental and control groups. The participants were checked for not knowing the intended vocabulary items intended to be taught and tested in the pre-test. Also, both groups were shown to be homogeneous in terms of their motivation. Both control and experimental groups attended 12 sessions with the same instructional material. The control group received the traditional assessment while the experimental group received portfolio assessment, i.e., they were asked to make portfolios. They were given two piloted post-tests of vocabulary achievement and motivation immediately after treatment sessions. Quantitative analysis revealed that the use of portfolio assessment had a significant effect on EFL learners’ vocabulary achievement but; it did not affect EFL learners’ motivation level. Findings suggest that teachers can benefit from portfolios to arm the learners with appropriate material leading to their improvement in language skills.</p>

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

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 CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

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