scholarly journals VLASTWA: a vocabulary learning and strategy teaching web-app

2020 ◽  
pp. 240-246
Author(s):  
Siamak Mirzaei ◽  
Trent W. Lewis ◽  
Mirella Wyra ◽  
Brett Wilkinson
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Research Study ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Delayed Recall ◽  
New Words ◽  
Keyword Method ◽  
Web App ◽  
The Web

This research study tends to evaluate the efficaciousness and usability of a Vocabulary Learning And Strategy Teaching Web-App (VLASTWA) – a customised and targeted web-app for (1) teaching the KeyWord Method (KWM) which is a widely investigated vocabulary learning strategy, and (2) facilitating new vocabulary learning via KWM. In this experimental study, with a between/within design, native Persian participants (n=160, age:18-60) learnt to use KWM, applied it in acquiring 22 new words, and tested this newly learnt vocabulary immediate (T1)/delayed (T2) recall. The effectiveness of the use of KWM taught within the web-app and the traditional Pen and Paper (P&P) in the experimental groups were compared with the control app and P&P groups via immediate/delayed recall of learnt vocabulary. The results suggest VLASTWA was efficient for learning new vocabulary while highlighting how meaningful and interactive it can be in accompanying and enriching Foreign Language (FL) vocabulary learning.

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals THE TEACHING OF VOCABULARY: A PERSPECTIVE

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 182
Author(s):  
Alpino Susanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Teaching English ◽  
Personal View ◽  
Related Research ◽  
New Words

<p>The learning of Vocabulary is important part in foreign language learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered as the central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few  research indicate that teaching vocabulary can be considered as problematic, as some teachers are not really sure about the best practice in the teaching and sometimes not really aware how to start forming an instructional emphasis on the vocabulary learning (Berne&amp; Blachowicz, 2008). Through this article, the writer summarizes the related research that focus on the importance of vocabulary and explaining many techniques used by some English teachers and lecturer when teaching English, as well as writer’s personal view of the issues.</p>

scholarly journals Vocabulary Acquisition Through Flowcharts

2019 ◽  
Vol 2018 (1) ◽  
pp. 280
Author(s):  
Aaron Chao
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Proficiency Level ◽  
Learner Needs

In light of recent research on student-centered learning, researchers have highlighted the need for strategies and tools to foster learner autonomy. Particularly within the area of vocabulary acquisition, the need for such strategies and tools is justified by the scope and depth of vocabulary that a learner needs in order to achieve a high proficiency level in a foreign language. This paper proposes the use of flowcharts as a metacognitive vocabulary learning strategy that helps promote vocabulary acquisition as well as foster learner autonomy. The justification for using such a strategy is discussed as well as practical suggestions for how it can be used in the classroom. 近年における学生主体の学習に関する研究を探ってみると、研究者たちは学習者オートノミーを促進する(学習)方略とツールの必要性を強調している。特に語彙習得の分野において、このような方略とツールの必要性は、学習者が外国語(学習)において高い習熟度に到達するために必要となる語彙の範囲と深みという観点から、正当化されるものである。本論文は、語彙習得の促進および学習者オートノミーの奨励を手助けするメタ認知的語彙学習方略として、フローチャートの使用を推奨する。この方略を使用する正当性、またこの方略をクラスルームでどう用いるかという実践的な提議について検討する。

A Quest about eQuest and Blended Learning in Teacher Education

2015 ◽  
pp. 264-279
Author(s):  
A. Sivasankar ◽  
K. Mohanasundaram
Keyword(s):  
Experimental Study ◽  
Blended Learning ◽  
Student Teachers ◽  
Learning Strategy ◽  
Learning Experience ◽  
Control Group ◽  
Web Resources ◽  
Personal Variables ◽  
Experimental Group ◽  
The Web

While alternate modes of delivery in education are assuming importance, it is imperative to train the pre service teachers to use the web resources to maximise learning experience. This paper attempts to study the inquisitive nature of student teachers of south India to use the e resources named as e quest. This experimental study uses blended learning strategy as a treatment for experimental group and conventional method of teaching for control group with respect to some personal variables. The findings prove that blended learning strategy increases the e quest score of pre service teachers irrespective of their prior exposure.

scholarly journals Phonetic Matching, Semanticized Phonetic Matching and Phono-Semantic Matching as Techniques in Keyword Selection

2017 ◽  
Vol 7 (1) ◽  
pp. 45
Author(s):  
Yan Chen
Keyword(s):  
Foreign Language ◽  
Target Word ◽  
Native Language ◽  
Vocabulary Learning ◽  
Empirical Studies ◽  
Semantic Matching ◽  
Keyword Method ◽  
The Creation ◽  
Foreign Language Vocabulary Learning ◽  
Chinese And English

In foreign language vocabulary learning, the keyword method is among the most widely researched mnemonics and has been proved effective by numerous empirical studies. To use the keyword method, a keyword in the native language must be selected for the creation of an image or a sentence of the keyword “interacting” with the target word in the foreign language, thus facilitating retention and retrieval of the target word. In an attempt to contribute to successful application of the keyword method, this paper outlines three techniques in keyword selection, i.e., phonetic matching, semanticized phonetic matching, and phono-semantic matching, by mainly drawing on example pairs from Chinese and English. The phonetic and semantic links between keyword and target word pairs derived through each technique are analysed, and possible pitfalls are addressed as well. 

scholarly journals Vocabulary Learning Strategies by JFL Good Learners in the Digital Era

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 156-170
Author(s):  
Eka Marthanty Indah Lestari ◽  
Dewi Puspitasari
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Dominant Strategy ◽  
Language Learner ◽  
Japanese Language ◽  
Structured Interviews ◽  
Foreign Language Learners

Vocabulary is an integral aspect when learning a foreign language. The issue discussed in this research includes learning new vocabularies by Japanese language learners who are competent and the relevance of vocabulary-learning strategy by Oxford (1990) to foreign language learners' current condition. This research aims to elaborate on the relevant vocabulary-learning strategy for foreign learners of the Japanese language. The research methodology is qualitative, with semi-structured interviews by adopting the questionnaire by Saengpakdeejit (2014). The vocabulary-learning strategy is classified based on the taxonomy of vocabulary learning strategy by Oxford (1990), Schmitt (1997), and Churches (2009). The result shows that Japanese language learners who are competent apply the vocabulary learning strategy, as Oxford (1990) stated. The dominant strategy used by the participants is a cognitive strategy, which allows new vocabularies to be stored in the participant's memory. Furthermore, information related to new vocabularies needs to be stored in the participant's memory using vocabularies. Besides, a competent Japanese language learner can use the learning resources, printed materials, and digital application to improve the vocabularies.

scholarly journals Creating an Online Quiz Learning Media Using Flexiquiz to Practice Essential Vocabulary for the TOEFL

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Laily Nur Affini ◽  
Ajeng Setyorini ◽  
Irvani Varidha
Keyword(s):  
Online Learning ◽  
Web Application ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Descriptive Research ◽  
Online Strategy ◽  
Practice Questions ◽  
Research Type ◽  
Test Result ◽  
The Web

The objectives of this research are (1) to explain a tutorial in creating Flexiquiz web application to essential vocabulary learning for the TOEFL, (2) to explain the Flexiquiz web application to essential vocabulary learning for the TOEFL as a learning strategy in combining the user manual with the web application for online learning, (3) to know users’ responses towards the online TOEFL quiz in essential vocabulary learning using Flexiquiz web application. This study is a qualitative research type and it is categorized as descriptive research because it is aimed to describe a learning strategy using Flexiquiz web application that can be manifested as materials integrartion. The practice questions that are available in Flexiquiz web application are taken from a book entitled “Barron’s: Essential Word for the TOEFL”. It means that the writer joined between the book with the Flexiquiz web application. The data gathered in this study are a questionnaire and a test result using Flexiquiz. The results of this study expose that the users of the Flexiquiz web application have interest to use Flexiquiz web application as online strategy to learn. Two features of Flexiquiz web application that can improve learning in vocabulary are; Grading and Review Answer.  The conclusion can be drawn in this study shows the result that online learning using Flexiquiz web application is interesting, fun and easy.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners&rsquo; vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners&rsquo; vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners&rsquo; vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

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