scholarly journals EFL students’ vocabulary learning strategies and their affixes knowledge

2019 ◽  
Vol 15 (1) ◽  
pp. 262-275
Author(s):  
Eko Noprianto ◽  
Pupung Purnawarman
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Learning Strategies ◽  
Efl Students

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2018 ◽  
pp. 427-448
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2022 ◽  
pp. 580-601
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

scholarly journals Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies

2021 ◽  
Vol 14 (12) ◽  
pp. 117
Author(s):  
Sijing Fu
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Chinese Culture ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Extensive Reading ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Efl Students

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words’ meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students’ rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students’ VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading. 

scholarly journals Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary

2017 ◽  
Vol 25 (1) ◽  
pp. 3 ◽  
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
T Test ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
The Difference ◽  
L2 Vocabulary ◽  
Experimental Group ◽  
Paired T Test

<p><span>Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari &amp; Mozaheb, 2012; Başoğlu &amp; Akdemir, 2010; Kiliçkaya &amp; Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto &amp; Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners’ opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants’ opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.</span></p>

scholarly journals The challenges of using TED Talks as authentic resources of academic listening for EFL university students

2020 ◽  
Vol 9 (3) ◽  
pp. 589-598
Author(s):  
Gusti Astika ◽  
Ardiyarso Kurniawan
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Listening Skills ◽  
Academic Context ◽  
Fast Speed ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
Ted Talks

Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the students’ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

scholarly journals A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

2020 ◽  
Vol 7 (2) ◽  
pp. 01-10
Author(s):  
Farzad Sabeki ◽  
Rezvaneh Karimzadeh
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Descriptive Statistics ◽  
Vocabulary Learning Strategies ◽  
Wide Range ◽  
Significant Difference ◽  
Efl Students ◽  
The University ◽  
Sistan And Baluchestan

The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scale was administrated. Data analysis included descriptive statistics and independent samples t-test. The results indicated that EFL students use a wide range of vocabulary learning strategies. Furthermore, the findings revealed that there was no statistically significant difference between bilinguals and monolinguals regarding English VLSs. Finally, the paper ends up with a number of pedagogical implications for English teachers.

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
pp. 281-294
Author(s):  
Muayad Abdulhalim Ahmad Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

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