The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

2016 ◽  
Vol 6 (10) ◽  
pp. 1964
Author(s):  
Gholam-Reza Abbasian ◽  
Helia Sakhaeian Haji Mohammadi
Keyword(s):  
Language Proficiency ◽  
Significant Role ◽  
Proficiency Test ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Intermediate Group ◽  
Proficiency Level ◽  
Research Questions

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.

A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners

2018 ◽  
Vol 9 (1) ◽  
pp. 113-134
Author(s):  
A Young Park ◽  
Talia Isaacs ◽  
Helen Woodfield
Keyword(s):  
Secondary Students ◽  
Vocabulary Development ◽  
Experimental Studies ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Proficiency Level ◽  
Quasi Experimental ◽  
Intensive Reading

AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

scholarly journals An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 59
Author(s):  
Huda Suleiman Al Qunayeer
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Multiple Choice Questions ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Proficiency Level ◽  
The Relationship

The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

scholarly journals The Relationship Between Language Mindsets and Feedback Preferences in L2 Writings of EFL Learners

2020 ◽  
Vol 6 (4) ◽  
pp. 183-203
Author(s):  
Shima Vaghei ◽  
Fariba Rahimi Esfahani ◽  
Sajad Shafiee
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
Proficiency Level ◽  
Intelligence Beliefs ◽  
Feedback Preferences ◽  
The Relationship ◽  
Frequency Counts ◽  
Do So

The present study intended to investigate intermediate Iranian EFL learners’ language mindsets and examine the possible relationships between language mindsets and feedback preferences in L2 writing. To achieve these aims, 150 EFL volunteer learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency level was determined through a proficiency test. The learners were then given the Language Mindsets Questionnaire and the Feedback Preferences Scale to fill out. Frequency counts, mean scores, one-sample t-tests, and SEM in Smart PLS were employed to analyze the collected data. The results of the study indicated that for the three subcomponents of the mindsets questionnaire (i.e., general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs about language learning), the learners did not agree (though not significantly) with the entity items, while they expressed significant agreement with the incremental items. The SEM results also revealed that the model (examining the relationship between entity/incremental mindsets and feedback preferences) indicated that entity mindsets were a significant predictor of feedback preferences, yet the incremental mindsets failed to do so. Among the feedback types, EFL learners’ preferences, in a deductive order, were found to be for commentary and conferencing significantly, and then for peer correction, prompts, self-correction to a non-significant extent. The significance of the obtained results are presented and the implications of the study are enumerated.

scholarly journals A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing

2018 ◽  
Vol 1 (2) ◽  
pp. p77
Author(s):  
Parisa Barkhodari
Keyword(s):  
Data Analysis ◽  
Significant Role ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Appropriate Use ◽  
Writing Performance ◽  
Efl Learners ◽  
Intermediate Learners

This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.

Comparing the Effects of L1 and L2 Definition on Incidental Vocabulary Learning through Listening to Stories

2016 ◽  
Vol 7 (3) ◽  
pp. 604
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Gholamreza Zareian ◽  
Sima Nour
Keyword(s):  
High School Students ◽  
Language Proficiency ◽  
Significant Loss ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L1 And L2 ◽  
Target Words

Vocabulary is an essential component of language proficiency which provides the basis for learners’ performance in other skills. This study investigated the effect of three kinds of definition conditions, that is L1, L2, and L1+L2 on incidental vocabulary knowledge of EFL learners. To this aim, three experimental and one control groups took part in the current study so as to examine the effectiveness of definitions with 96 target words through listening. The participants were 74 fourth-grade high school students. Eight stories with each with 12 target words (total 96 words) were given to the learners. Participants in each group listened to eight short stories under one of the three mentioned conditions for experimental groups, with no definition offered for control group. They all answered vocabulary list, eight immediate post-tests and eight delayed posttests of vocabulary. The data were analyzed using t-tests and one-way ANOVA for both immediate and delayed post-tests. The results indicated that definition groups significantly outperformed the other group in terms of vocabulary acquisition on both immediate and delayed retention of target words. However, the findings showed a significant loss from the immediate to the delayed post-tests. These findings are discussed and implications are offered for foreign language syllabus designers and instructors.

scholarly journals The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

scholarly journals Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

2017 ◽  
Vol 6 (7) ◽  
pp. 110 ◽  
Author(s):  
Muhammad Ishtiaq ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Language Proficiency ◽  
Educational Administration ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Teachers

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females) perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

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.

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