scholarly journals The effect of contextualizing strategy on vocabulary learning in teaching Turkish language to foreignersYabancılara Türkçe öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimine etkisi

2015 ◽  
Vol 12 (1) ◽  
pp. 1440
Author(s):  
Ergün Hamzadayı ◽  
Nihat Bayat
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Foreign Students ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Data Collection Tool ◽  
Turkish Language ◽  
Experimental Group ◽  
Better Than

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>This study aims to determine the effect of contextualizing strategy on vocabulary learning in teaching Turkish as a foreign language. An experimental design was used with pretest-posttest control group. The research participants were 38 foreign students learning Turkish as a foreign language at the A2 level. A vocabulary test with 20 words taught at a higher level and comprising both noun and verb roots was used as a data collection tool. Following the pretest, the data collection tool words were taught to the experimental group by contextualizing them, and taught to the control group without contextualization. The vocabulary test was administered once more following the procedure. According to the posttest comparisons, the contextualizing strategy positively affected vocabulary learning and was statistically significant. Additionally, research results showed that nouns were learned better than verbs using contextualizing strategy.</p><p> </p><p><strong>Özet</strong></p><div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Bu araştırmanın amacı, Türkçenin yabancı dil olarak öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimindeki etkisini saptamaktır. Öntest-sontest kontrol gruplu deneysel desende yürütülen araştırmanın katılımcılarını Türkçeyi yabancı dil olarak öğrenen A2 düzeyindeki 38 yabancı uyruklu öğrenci oluşturmuştur. Veri toplama aracı olarak bir üst düzeyde öğretilen ad ve eylem kökenli 20 sözcükten oluşan sözcük testi kullanılmıştır. Yapılan öntestten sonra veri toplama aracında bulunan sözcükler deney grubuna bağlam içinde, kontrol grubuna bağlam kullanılmadan öğretilmiştir. İşlem sonrasında sözcük testi yeniden uygulanmıştır. Sontest karşılaştırmaları sonucunda bağlamlaştırma stratejisinin sözcük öğrenimini olumlu yönde ve istatistiksel olarak anlamlı düzeyde etkilediği saptanmıştır. Araştırma sonuçları, ayrıca bağlam içinde adların eylemlerden daha iyi öğrenildiğini de ortaya koymuştur.</p></td></tr></tbody></table></div></td></tr></tbody></table></div>

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.

Multisensory Language Teaching

2021 ◽  
pp. 151-170
Author(s):  
Şule Çelik Korkmaz ◽  
Çiğdem Karatepe
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Qualitative Data ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Based Instruction ◽  
Experimental Group ◽  
Qualitative Data Collection

This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade learners' English vocabulary knowledge. Accordingly, the experimental group was taught through MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically significant differences regarding pupils' vocabulary achievement in favor of the experimental group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore, content analysis of the learners' diaries, teachers' blogs, and interviews revealed mostly positive views about learning words through MSVT compared to coursebook-based learning.

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.

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.

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 Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Basma Issa Ahmad AlSaleem
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Vocabulary Learning ◽  
Seventh Graders ◽  
Control Group ◽  
Teaching English ◽  
Traditional Technique ◽  
School Year ◽  
Post Test ◽  
Experimental Group

This paper aims at highlighting the effectiveness of Encounter, Clarify ,Remember, Internalize, Fluent Use (ECRIF) strategy in English as a Foreign Language (EFL) Seventh Graders’ vocabulary learning and retention. It tries to answer the following question : Are there statistically important differences at (α ≤ 0.05) in the whole mean scores in vocabulary accomplishment among the students who learn English vocabulary through using ECRIF strategy (experimental group) and those who learn English vocabulary over the traditional technique (control group) in the post test? To accomplish the purpose of the study, the researcher shown the experimental group with a sample involved (125) students for ECRIF strategy. While the traditional technique was used with the control group which involved (100) students in the first term of the school year 2017-2018.The researcher used (pre -post &amp; delayed) vocabulary test and an analysis card to collect data. The study's results suggested that there were statistically important differences at (α ≤ 0.05) in the whole mean grade in vocabulary accomplishment between experimental and the control groups in the post &amp; delayed test in favor of ECRIF strategy. In addition, the researcher recognized these differences to using ECRIF strategy in teaching English language vocabulary. In light of these outcomes, the study suggested the necessity of applying ECRIF in teaching English language to get better results in students’ vocabulary learning and retention in English as a foreign language. Similarly, the ECRIF Strategy would be used with other English skills and sub-skills.

scholarly journals The effect of the problem based learning on academic success for the 6th grade students

2015 ◽  
Vol 5 (4) ◽  
pp. 361-374 ◽  
Author(s):  
Gülcan Uyar ◽  
Ayten Pınar Bal
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Data Collection ◽  
Secondary School ◽  
Working Group ◽  
Problem Based Learning ◽  
Control Group ◽  
Data Collection Tool ◽  
Learning Methods ◽  
Experimental Group

This study has conducted to reveal the effect of the problem based learning on academic success in the 6th grade math lesson. The working group of the study consists of 79 students who are 6th grade at Ismetpasa Secondary School in Düzce. The study has been designed in the model of pretest-posttest control group. "Mathematics success test" and "Semi-constructed interview form on the problem based learning" have been applied as data collection tool. Data has been tested with the analysis of both covariance and content. There is an important difference between pretest results and posttest results when the pretest points have been controlled. When the opinions of experimental group related to these learning methods have been examined these opinions provide the permanent learning, improve the success and develop the skills on problem solving.

scholarly journals Using Story Grammar Method to Develop Seventh Grade Students' Narrative  Texts Comprehension in English as a Foreign Language

2014 ◽  
Vol 8 (4) ◽  
pp. 645
Author(s):  
Wael H. Zidan
Keyword(s):  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Seventh Grade ◽  
Story Grammar ◽  
Narrative Texts ◽  
Story Mapping ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to investigate the effect of using the story grammar method to develop seventh grade students' narrative texts comprehension in English as a foreign language. Previous research suggests that narrative texts comprehension can be improved through story grammar method. The researcher designed a story-mapping for teaching the experimental group. The researcher also developed an instrument, which is a narrative comprehension test to measure the students' performance. The sample consisted of two classes (n= 52) of grade seven male students from a school in the Sultanate of Oman, Al-Batinah South. These classes were randomly selected. One class functioned as an experimental group and the other as a control group. The results revealed that the students in the experimental group performed better than the students in the control group. The story grammar method had a positive effect on the students' narrative textss comprehension. Based on these findings, the study presents some recommendations and suggestions for further research. 

scholarly journals The effect of the use of knowledge maps on Students’ level of learning and retention in second language vocabulary learningİkinci dil kelime öğrenmede bilgi haritaları kullanımının öğrencilerin öğrenme ve hatırlama düzeyine etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 2090 ◽  
Author(s):  
Güldehan Neşe Göral ◽  
İzzet Görgen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Basic Structure ◽  
Control Group ◽  
Vocabulary Test ◽  
Knowledge Maps ◽  
Significant Difference ◽  
Use Of Knowledge

Abstract The present study aims to investigate the effects of the use of knowledge maps on student’s level of learning and retention in second language vocabulary. Even if it is clear how important to learn vocabulary in foreign language, for many years this issue has almost never been addressed in-service programs related to this area. While the importance is given to teaching grammar, learning the words that make up the actual basic structure of the language with traditional teaching methods is thought to be sufficient. However, vocabulary learning strategies that go beyond memorization are thought both to facilitate vocabulary acquisition and to improve memory by adapting contents suitable for students. The effects of the use of knowledge maps which is thought to serve this purpose as a different teaching technique especially in vocabulary teaching are investigated and  according to the obtained results, various suggestions were made to foreign language teachers. Participants consist 52 7th grade students in Primary School. In this study, vocabulary test (pre-test) was administered to experimental and control groups as a means of data collection tool to determine their balances related to word knowledge. In the study, word instruction was performed by using knowledge maps in the experimental group and listing technique in control group. At the end of the experimental procedure, both groups were applied vocabulary test as post-test (the same as pre-test). After two weeks time, the same tests were applied as retention tests. According to the obtained results, there is a significant difference between the learning and retention levels of control and experimental groups using listing method and knowledge maps. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı ikinci dil kelime öğrenme sürecinde bilgi haritalarının kullanımının öğrencilerin öğrenme ve hatırlama düzeyine etkisini araştırmaktır. Yabancı dilde kelime öğrenmenin ne kadar önemli olduğu açıksa da uzun yıllardır bu alanla alakalı hizmet içi programlarında bu konuya yeterince değinilmemektedir. Ağırlık dilbilgisi öğretimine verilirken, dilin asıl temel yapısını oluşturan kelimelerin klasik öğretim yöntemleriyle öğrenilmesinin yeterli olacağı düşünülmüştür. Fakat ezberciliğin ötesine geçen kelime öğrenme stratejilerinin hem kelime kazanımını kolaylaştırması hem de içeriği öğrenciye uygun hale getirerek hafızayı geliştirmesi beklemektedir. Bu amaca hizmet edeceği düşünülen, özellikle kelime öğretiminde farklı bir öğretim tekniği olarak bilgi haritalarının kullanımının etkisi araştırılmış ve elde edilecek sonuçlara göre de yabancı dil öğretmenlerine çeşitli önerilerde bulunulmuştur. Katılımcılar, İlköğretim Okulu’nda okumakta olan toplamda 52 sekizinci sınıf öğrencisidir. Bu çalışmada veri toplama aracı olarak, deney ve kontrol gruplarına, araştırmada kullanılacak kelime bilgilerine ilişkin denkliklerini belirlemek amacıyla kelime testi (ön-test) uygulanmıştır. Araştırmada kelime öğretimi deney grubunda bilgi haritaları, kontrol grubunda ise listeleme tekniği kullanılarak yapılmıştır. Deneysel işlemin bitiminde her iki gruba da kelime testi son test olarak uygulanmıştır. 2 hafta sonra aynı test hatırlama testi olarak uygulanmıştır. Araştırmadan elde edilen sonuçlara göre listeleme yöntemini ve bilgi haritasını kullanan kontrol ve deney grubunun öğrenme ve hatırlama düzeyleri arasında deney grubu lehine anlamlı bir farklılık bulunmuştur.

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