The Impact of Portfolios and Journals on Iranian Pre-university Students’ Vocabulary Learning

2016 ◽  
Vol 6 (7) ◽  
pp. 1403
Author(s):  
Abdolhossein Omidi ◽  
Nahid Yarahmadzehi
Keyword(s):  
University Students ◽  
Alternative Assessment ◽  
Vocabulary Learning ◽  
Sampling Procedure ◽  
Control Group ◽  
Strong Positive Correlation ◽  
Traditional Assessment ◽  
University Center ◽  
The Impact ◽  
Experimental Group

This study was conducted to investigate the impact of portfolios and journals on Iranian Pre-university students’ vocabulary learning. Fifty female pre-university students who were studying General English as a part of their course syllabus at Tooba Pre-university Center of Tang Eram, Bushehr, Iran comprised the participants in the main phase of the study. This study adopted a convenience sampling procedure, since the real act of randomization was not feasible. The participants of the study were divided into two groups. The experimental group (N=25) received the treatment i.e. portfolios and journals, while the control group (N=25) underwent the traditional assessment. The results of data analyses indicated that the students in experimental group outperformed the students in control group in terms of their lexical knowledge. Moreover, the results of correlational analyses revealed that there was a strong positive correlation between the students’ lexical scores and their scores on motivation to alternative assessment in the experimental group. The results have some implications for EFL teachers, learners, and parents as well as for curriculum developers and syllabus designers.

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.

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 REFLEXIVE TECHNIQUES AS A WAY TO CHANGE THE EDUCATIONAL MOTIVATION OF MEDICAL UNIVERSITY STUDENTS

2021 ◽  
Vol 31 (1) ◽  
pp. 120-131
Author(s):  
I.G. Zhukovskaya ◽  
I.N. Leonov ◽  
T.F. Vostroknutova
Keyword(s):  
University Students ◽  
Educational Activity ◽  
Control Group ◽  
Activity Regulation ◽  
Educational Motivation ◽  
Group A ◽  
Medical University ◽  
The Impact ◽  
Experimental Group

The paper presents the results of a study of reflexive techniques impact on the educational motivation of medical university students. In the context of the implementation of the humanistic paradigm in pedagogy, the role of motivation in educational activity regulation is analyzed. Reflexion is considered by the subjects of pedagogical process as a factor of facilitation of "objectification" of needs in the context of educational activity and construction of its subjective sense. It was found that for ISMA students professional motives are dominant in educational motivation and avoidance motives are the least declared. As a result of a quasi-experiment with two non-randomized groups, the impact of reflexive techniques on educational motivation was assessed. The techniques made it possible to keep the structure of educational motivation unchanged in the experimental group, while in the control group a decrease in professional motives and an increase in communicative motives were found.

scholarly journals The Impact of Using CALL Online Writing Activities on EFL University Students’ Writing Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 141
Author(s):  
Zuhair D. Zaghlool
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Independent Learning ◽  
Control Group ◽  
Writing Achievement ◽  
Control Group Design ◽  
Online Writing ◽  
The Impact ◽  
Experimental Group

This study aims to investigate empirically the effectiveness of using CALL online writing activities on EFL university students’ writing achievement. It also attempts to reveal students' attitudes towards using CALL online writing activities in teaching writing. The sample of this study comprises forty randomly-selected male sophomore students. They are assigned to two groups: experimental and control. Both groups are taught via the regular writing teaching method; the experimental group received additional training using CALL online writing activities for eight weeks. An experimental pretest-posttest control group design is employed in this study. The instruments of the study are a writing achievement pre-posttest and a five-point Likert scale questionnaire. The results of the study revealed that there were no statistically significant differences between the achievement of the experimental group and the control group due to using CALL online writing activities. The results also indicated that EFL university students had positive attitudes towards using CALL online writing activities in teaching and learning writing. They believed that CALL online writing activities were useful, motivating, and enjoyable in addition to enhancing self-confidence and independent learning.

scholarly journals The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students

2018 ◽  
Vol 9 (3) ◽  
pp. 561
Author(s):  
Kamal Nasrollahi ◽  
Samran Daneshfar
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Homogeneous Groups ◽  
New Words ◽  
Contextual Support ◽  
Efl Students ◽  
The One ◽  
The Impact ◽  
Experimental Group

The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes.  During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group.

scholarly journals Influence of the NAO robot as a teaching assistant on university students’ vocabulary learning and attitudes

2021 ◽  
pp. 71-87
Author(s):  
Hossein Banaeian ◽  
Ilkay Gilanlioglu
Keyword(s):  
University Students ◽  
English Language ◽  
Qualitative Data ◽  
Vocabulary Learning ◽  
Teaching Assistant ◽  
Education Institution ◽  
Control Group ◽  
Nao Robot ◽  
Significant Difference ◽  
The Impact

This study investigated how the NAO robot as a teaching assistant affects the way university students learn vocabulary and their attitudes towards it. A mixed method approach was followed to gather both quantitative and qualitative data. A quasi-experimental design, including a pre-test and a post-test, was employed to explore the impact of the NAO robot on students’ vocabulary learning. Moreover, a questionnaire and an interview were used to identify the attitudes of the participants towards the NAO robot. The participants, who were taking a vocabulary course for language improvement as part of the regular curriculum of the program during the experiment, were freshman students of the English language teaching undergraduate program at a higher education institution in North Cyprus. Of the two groups, the control group performed slightly better than the experimental group even though the analyses did not show any statistically significant difference between them. Descriptive data analysis showed that most of the students liked the NAO robot and its abilities. However, related findings from the qualitative data were mixed. Most participants liked the NAO robot and thought that the robot helped them to learn the new words, while some thought that the technology needed to be improved.

scholarly journals The Effect of Strategy Training on Vocabulary Learning of EFL University Students

2020 ◽  
Vol 2 (3) ◽  
pp. 284-295
Author(s):  
Salma Seffar
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learning Ability ◽  
Control Group ◽  
Vocabulary Learning Strategies ◽  
Language Courses ◽  
Experimental Group

This study investigated the effect of training in five vocabulary learning strategies (VLS) on the vocabulary learning of EFL university students. The five vocabulary learning strategies were ‘Dictionary Work’, ‘Word Cards’, ‘Semantic Mapping’, ‘Word Parts’, and ‘Guessing from Context’. Forty-eight first year university students, in both the control group (24 students receiving English language courses) and the experimental group (24 students receiving English language courses besides VLS training) belonging to similar proficiency and vocabulary size levels, participated in the study. Data were collected utilizing two research instruments namely a vocabulary learning strategy questionnaire, pre-and post-tests of vocabulary learning ability. The vocabulary learning strategy questionnaire was used to elicit what types of vocabulary learning strategies the subjects employed while they learned and memorized the vocabulary taught independently outside and inside the class. The pre-test was employed to determine pre-existing knowledge of the participants. The posttest was administered to identify the impact of vocabulary learning strategy instruction on the students’ vocabulary knowledge. Descriptive statistics and t-test showed that after introducing vocabulary learning strategies training (VLST) in class, subjects from the experimental group used more VLS and significantly outperformed subjects of the control group in their ability to learn new words.

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 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 Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 127 ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Farideh Samadi
Keyword(s):  
Vocabulary Learning ◽  
Sampling Procedure ◽  
Thinking Styles ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
Collaborative Groups ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners )Laufer  & Hulstjin, 2001). This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008) reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group). All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research. 

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