scholarly journals The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 78-94
Author(s):  
Seunghee Jin
Keyword(s):  
Virtual Reality ◽  
English Language Learners ◽  
Language Learning ◽  
Online Survey ◽  
Cultural Knowledge ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Group ◽  
Affective Attitudes ◽  
Perceptions And Attitudes

The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.

scholarly journals Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary

2015 ◽  
Vol 5 (4) ◽  
pp. 501-511
Author(s):  
Adel M. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Online Survey ◽  
English Language ◽  
English Proficiency ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Word Search

This project investigated Vocabulary Learning Strategies (VLSs) English Language Learners used; and strategies they thought were effective to them in terms of language proficiency. Using an online survey, 121 participants responded to statements regarding their usage of VLSs. Participants have been divided into two groups: (1) learners with low English proficiency level and (2) learners with high English proficiency level to measure the significance between them in response to the VLS questionnaire. The analysis measured five sets of vocabulary knowledge: building synonyms network, learning definition(s) with contexts, pronunciation process, bookmark word search, and remembering strategy for writing. This project determined that the group with high language proficiency agreed more on the items selected than those with low language proficiency.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

2021 ◽  
Vol 18 (48) ◽  
pp. 337-350
Author(s):  
Anica Radosavljević Krsmanović ◽  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
Target Language ◽  
English Language Learning ◽  
Language Community ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

scholarly journals The Impact of Training by Augmented Reality Technology on Creative Thinking and English-Language Learning Motivation of Students

2021 ◽  
Vol 13 (2) ◽  
pp. 1230-1237
Author(s):  
Masoumeh Bagherpur ◽  
Khatoon Vakili ◽  
Tahereh Emami ◽  
Slimeh Eimery
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Creative Thinking ◽  
English Language ◽  
Learning Motivation ◽  
Control Group ◽  
English Language Learning ◽  
Language Learning Motivation ◽  
Augmented Reality Technology ◽  
The Impact

This study aims to investigate the impact of training by Augmented Reality technology (AR) on Creative Thinking (CT) and English language Learning Motivation (LM) among nine middle-school female students. The objective here is purely practical and a semi-experimental method is employed along with control and experimental groups. The case consisting of two groups of 30 people (test and control) were chosen by multi-stage cluster sampling method. AR technology was tested for English lesson learning for the test group, while conventional methods were provided for the control group. Data collection tools were used to collected data from A) the AR technology for the English lessons being held in 8 sessions of 60 minutes, B) Welch standard CT questionnaires, and C) the learning motivation, as propounded by Kashif et al. The statistical analysis results indicated that education by the AR technology had a positive and significant impact on the LM, especially on such components as learning facilities, family support and participation, peer influence, student personality, and student CT.

scholarly journals Reading Skills in English using Jolly Phonics at a Chinese Primary School

2018 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Ha Mei Ling ◽  
Fitri Suraya Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
Control Group ◽  
Teaching Reading ◽  
English Classes ◽  
Chinese School

This study investigates the viability of using a phonics programme for Primary One students who are studying at a National Type Chinese School in Sarawak, Malaysia.  Jolly Phonics is a Synthetic Phonics Programme that is used to address common reading problems. In this study, Primary One students who learn Mandarin as their main language in school, while learning English and Malay Languages at the same time. The phonics consists of teaching reading with five skills, namely learning the letter sounds, letter formation, blending, segmenting and tricky words.  39 students participated in the study. Two groups were formed to compare performances between those who used the phonic programme and those who attended the regular English classes. Data was collected on pre and post-test achievements for both the experimental and control group. Findings revealed that the phonics programme did not significantly impact the students’ reading ability when compared with performances of those who attended regular lessons which used existing methods of teaching reading skills for English language learning at the Chinese medium school.      Keywords: Night reading ability; non-native English language learners; phonics; Chinese school; foreign language learning

scholarly journals Modified British Parliamentary Debate Technique in Teaching Speaking to Indonesian EFL Learners

2021 ◽  
Vol 3 (11) ◽  
pp. 01-11
Author(s):  
Rafiah Nur ◽  
Ammang Latifa, M.Hum Latifa ◽  
Masriani
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Parliamentary Debate ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Speaking Skills

For English language learners, speaking is an essential skill that should be achieved. By practicing continuously, they can become trained and skilled. To support their proficiencies and competencies, they also should master the language subskills: pronunciation, structure, and vocabulary. The teachers, therefore, should facilitate their students by applying appropriate techniques of language learning in the classroom so that their students can speak English quickly. Through this study, the researchers managed an effective teaching technique for speaking class by implementing a modified British Parliamentary Debate to train the students' speaking skills. This study, therefore, projected to find out whether or not the use of the Modified British Parliamentary Debate technique in teaching speaking can increase their speaking skill. This study also aims to determine whether or not the students are interested in learning to speak through the modified British parliamentary debate. The study applied the quasi-experimental method with a nonequivalent control group design. The subjects of the study were students of Madrasah Aliyah Negeri Enrekang, Indonesia. The population of the research was 64 students. The researchers grouped the students into two groups. There were 32 students in group one and 32 students in group two. The researchers assigned both groups to the same activities in pretest and posttests but different treatments of teaching techniques. The researchers gave a modified British parliamentary debate model for the experimental group and a small group discussion for the control one. The instruments of the research were an oral speaking test and a questionnaire. The results of data analysis exhibited a significant improvement in the students' speaking skills after the treatments. The result of hypothesis testing showed that the t-test value (2.087) was higher than the t-table value (2.000) at the level of significance 0.05 and the degree of freedom 62. Moreover, based on the questionnaire, this study found that the students were interested in learning the speaking skill through modified British Parliamentary debate. In short, implementing the modified British parliamentary debate in teaching speaking can develop the students' speaking skills and encourage the students to learn speaking ability.

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

scholarly journals Model Pembelajaran Think Talk Write dan Motivasi Belajar terhadap Hasil Belajar Bahasa Indonesia

2020 ◽  
Vol 14 (2) ◽  
pp. 75-82
Author(s):  
Mahmud Haris Al Amin ◽  
Engelberthus Kukuh W
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Student Groups ◽  
School Year ◽  
Post Test

This study aims to determine the effect of Think Talk Write learning models on motivation and learning outcomes in Indonesian. The research design used was nonequivalent post-test only control group design. The population in this study were all grade IV SD 3 Sidoluhur, Lawang Malang Regency in the 2018/2019 school year. Samples were taken by random sampling technique. The data collected was analyzed with the MANOVA test. The results showed that: 1) there were significant differences in learning motivation between groups of students who were taught with Think Talk Write learning models and groups of students who were taught with conventional learning models 2) there were significant differences in Indonesian learning outcomes between groups of students who were taught with models Think to Talk Write learning and student groups that are taught with conventional learning models, 3) there are significant differences in learning motivation and Indonesian language learning outcomes between groups of students who are taught with Think Talk Write learning models and groups of students who are taught with conventional learning models.

scholarly journals The Dynamic Assessment of Narratives: A Bilingual Study

2018 ◽  
Vol 17 (1) ◽  
pp. 97-111
Author(s):  
Christine E. Fiestas ◽  
Elizabeth D. Peña
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Control Group ◽  
Mediated Learning ◽  
Narrative Performance ◽  
Children's Stories ◽  
Mediated Learning Experience

This study applied the dynamic assessment (DA) of narratives in a bilingual Spanish- and English-speaking early elementary population. We examined transfer and change in narrative performance within and across languages after mediated learning experience (MLE) in Spanish or English. Sixty-eight bilingual children were randomized to two groups: Spanish (n = 24) or English mediation (n = 25), while a control group (n = 19) participated in regular academic activities. The MLE Spanish and English groups participated in mediated learning focusing on storytelling ability, and children’s modifiability was rated. Pre- to posttest narrative macro- and microstructure change was measured for all children. Both MLE groups demonstrated significant gains in macrostructure compared to the no-treatment control group. Children’s stories were stronger in Spanish overall. Children in both MLE groups demonstrated transfer of narrative macrostructure across both languages regardless of the language of the MLE. When the language of MLE matched language of story production, children did not make greater posttest gains than when unmatched. Finally, MLE in English had a small effect on children’s modifiability ratings. For English-language learners, DA may be a valid method to assess children’s modifiability, language learning, and transfer of skills across languages in an academically relevant task.

scholarly journals Mobile-Assisted Language Learning Based Using Scientific Approach to Improve Students Vocabulary

2021 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Tri Perwita ◽  
Candra Hadi Asmana ◽  
Yudhi Arifani
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Alternative Strategy ◽  
Target Language ◽  
Control Group ◽  
Significant Difference ◽  
Scientific Approach ◽  
Teaching Learning ◽  
Positive Effect

One of the hard sections of learning the target language for English language learners is vocabulary. Vocabulary plays a significant part in language learning because without vocabulary the students cannot master 4 skills (speaking, listening, reading, and writing). So many problems were found in learning vocabulary which influence students’ vocabularies mastery and to solve it the researcher addresses the alternative strategy which can be used for teaching learning vocabulary. Based on previous studiess technology gave the positive effect on learning English. Thus, making different with the previous studies, the researcher applied MALL based using scientific Approach to teaching vocabulary. The objective of the study is to find out the significant effect of MALL based using scientific Approach to improve students’ vocabulary. The design of this study was quasi experiment design. The researcher chose eight grade students of SMPN 4 Babat which totally consisted of 48 students. The researcher chose the sample of the study through population sampling. The sample was divided 24 students of VIII-A as experiment group and 24 students of VIII-B as control group.  The data was collected by using pre-test and post-test about active and passive vocabulary. After getting the data, the researcher analyzed the data using SPSS 16.00 and independent Sample T-test. The research finding showed that there was significant difference between experimental group and control group. It has been proven by the result of sig. (2-Tiled) is .002. the sig (2-Tiled) is lower 0.05 (0.001 < 0.05). So, null hypothesis (Ho) can be rejected. It means that MALL based using scientific approach significantly affects students vocabulary.  The researcher concluded that MALL based using scientific approach give positive effect on students’ vocabulary ability. The researcher suggests the English teacher to implement MALL based using scientific approach as an alternative strategy in teaching learning process. For the next researcher, they can implement MALL for higher level students’ using other media.

Sign in / Sign up

Export Citation Format

Share Document