scholarly journals The Effect of Synchronous and Asynchronous Language Learning: A Study of Iranian EFL Intermediate Students’ Vocabulary Learning

2019 ◽  
Vol 9 (12) ◽  
pp. 1585
Author(s):  
Ahmad Reza Lotfi ◽  
Sayed Mir Hossein Hosseini Pozveh
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Asynchronous Learning ◽  
Placement Test ◽  
P Value ◽  
Intermediate Students ◽  
Synchronous Learning ◽  
Post Test

Synchronous learning and asynchronous learning are the two main approaches to teaching available in distance education. The main objective of the study was to determine which approach to vocabulary learning, would facilitate vocabulary learning more for Iranian EFL learners. From among the targeted population of 82 intermediate students of an English institute in Isfahan, Iran, students between the ages of 12 to 18, a sample of 60 students were chosen based on their score on a quick placement test (QPT). The selected participants undertook a vocabulary pre-test and were divided into two groups of 30 who in terms of language proficiency and vocabulary knowledge were homogenized. Both synchronous and asynchronous groups were taught “Advanced Vocabulary and Idiom”, by the same teacher at one particular institute. In the period of 10 sessions of a semester, the synchronous groups were taught the vocabulary items in class synchronously and the asynchronous group was taught via email. After the post-test, the results with the t-test observed, indicated a significance difference between synchronous and asynchronous groups, p-value of .003, gender with the p-value of 0.027 and pre-test and post-test with the p-value of 0.047, but no significance was observed for age with the p-value of 0.127. The post-test results indicated that the synchronous group considerably outperformed the asynchronous group in the vocabulary knowledge they attained.

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals EFFECTS OF USING ENGLISH PODCASTS ON IDIOMS AND VOCABULARY LEARNING OF IRANIAN EFL LEARNERS

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Golyas Akhavan Tabatabaee ◽  
Ehsan Rezvani
Keyword(s):  
Language Proficiency ◽  
Vocabulary Learning ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Intermediate Group ◽  
Attitudes Toward Learning ◽  
Post Test ◽  
The Mean ◽  
Standard Deviations

This study is an attempt to explore the potential effects of using podcasts on idiom and vocabulary learning of Iranian EFL upper and lower intermediate learners as well as their attitudes toward learning via podcasts. To achieve the goals of the study, 100 participants who are made homogeneous in terms of language proficiency using an Oxford Placement Test (OPT) are selected, and are subsequently divided into four groups: two experimental groups and two control groups. Those students whose scores fall two standard deviations above the mean are considered as the upper intermediate group and those whose scores fall two standard deviations below the mean constituted the lower intermediate group. Then, researcher make vocabulary and idiom pre-tests are administered to assess the learners� knowledge of the target vocabulary and idioms prior to treatment. As for the treatment, the students in the control group are taught conventionally using the readings in an ELT textbook, whereas the experimental groups� learners are taught using podcasts containing idioms and vocabulary in focus. Finally, the learners are given a post-test parallel in form to the pre-test. The findings indicate that the learners who are taught via podcasts outperformed the control group on the post-test. Moreover, the findings show that learners have a significantly positive attitude toward learning via podcasts. The results will have implications for EFL teachers and materials developers.

COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hamed Barjesteh ◽  
Elham Movafaghardestani ◽  
Ahmad Modaberi
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Visual Learning ◽  
Vocabulary Knowledge ◽  
Content Type ◽  
Intermediate Students ◽  
Learning Group ◽  
Visual Vocabulary ◽  
Mobile Assisted Language Learning ◽  
Quasi Experimental

PurposeCOVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.Design/methodology/approachTo complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.FindingsThe finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.Originality/valueThis study was conducted during COVID 19 between two groups in Iran.

scholarly journals The effect of podcast on vocabulary learning of elementary EFL students

2019 ◽  
Vol 11 (1) ◽  
pp. 1097-1102
Author(s):  
Saeid Angouti
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Learning ◽  
Choice Test ◽  
Placement Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Control Group Design ◽  
Efl Students

The present research which is within the domain of computer-assisted language learning (CALL) will try to show the effect of using podcasting on vocabulary learning of elementary EFL learners. In this experiment, the researcher will go through a pretest-posttest control group design to find out the effect of using podcasts on an experimental group in comparison with a common way of teaching vocabulary in the control group where the teacher presents a list of the same words by writing on the board, repeating and translating them. The participants of this study will be at the elementary level. In order to have relatively the same level of language proficiency, an Oxford Placement test (OPT) is going to be used at the beginning of the research. At the end of the semester (after 2 months), both groups will be examined by the same multiple-choice test to assess their performance on the material. The results will show whether using podcast has any effect in developing knowledge of vocabulary.

scholarly journals INTEGRATING QUIZLET INTO AVIATION ENGLISH COURSE

2021 ◽  
Vol 8 (18) ◽  
pp. 118-127
Author(s):  
Tetiana Fursenko ◽  
Bohdana Bystrova ◽  
Yurii Druz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mixed Method Research ◽  
Important Conclusion ◽  
Computer Based ◽  
Aviation English

The research aims to study and experimentally verify the effectiveness of the use of the Quizlet computer-based flashcard program for teaching future air traffic controllers (ATCs) profession-related vocabulary. In this research, we applied a mixed-method research design. The sample of the experiment participants was 57 first-year students majoring in “Aviation transport”. To evaluate the efficiency of Quizlet incorporation into aviation English learning, we used tests, speaking activities, observations, and questionnaires (the former two to assess passive and active vocabulary knowledge and the latter to evaluate the students` engagement and motivation). The empirical data proved Quizlet to be an effective vocabulary learning tool that positively influences students` proficiency in speaking skills and interest in learning aviation English. Based on the obtained findings, we claim vocabulary acquisition to be the basis for foreign language learners` general language proficiency contributing to the development of voice communication skills. An important conclusion is made on the need to include in aviation English courses the intentional vocabulary learning component implying explicit vocabulary teaching, which then should be complemented with speaking practice and incidental vocabulary acquisition techniques. The research findings can be implied in aviation English and foreign language teaching presenting an experimental verification of computer-based flashcard program efficiency in the language learning process.

scholarly journals Improving EFL Learners’ Vocabulary Learning Through Short Story Oriented Strategy (SSOS)

2020 ◽  
Vol 10 (7) ◽  
pp. 833
Author(s):  
Masoumeh Arjmandi ◽  
Farzaneh Aladini
Keyword(s):  
Language Learning ◽  
Short Story ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Language Abilities ◽  
Efl Learners ◽  
Spss Software ◽  
And Control ◽  
Listening And Speaking

Vocabulary is the main building block of language learning which acts as the kernel for all language skills. The present study attempts to investigate the effect of applying SSOS on Iranian upper-intermediate EFL learners’ vocabulary learning. Lack of English vocabulary knowledge of Iranian learners as EFL learners encounters them with a lot of English using difficulties which influence their language abilities (reading, writing, listening and speaking). To this end, based on convenience non-random sampling selection, 40 upper-intermediate female learners were selected via Quick Placement Test. The participants were assigned to experimental (n = 20) and control (n = 20) groups. A vocabulary test as a pretest and a posttest were administered to all participants. The data were analyzed through descriptive and inferential statistics using SPSS software. The result of findings indicated that it is helpful to utilize SSOS as a tool to enhance not only learners’ conceptual and comprehensible processes in order to discover, guess and grasp the meaning of vocabulary but also to store and internalize them in their minds more successfully.

scholarly journals The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

2016 ◽  
Vol 5 (3) ◽  
pp. 139 ◽  
Author(s):  
Mojtaba Rezaei ◽  
Mohammad Davoudi
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Learning Needs ◽  
Test Results ◽  
Efl Learners ◽  
Electronic Dictionary ◽  
Post Test ◽  
Knowledge Extension

<p>Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper Dictionaries (PD) on vocabulary learning and retention of Iranian EFL learners. Seventy college students formed the participants of the study. Before the treatment, a Preliminary English Test was used for assessing the participants’ homogeneity. The participants were assigned to Electronic Dictionary (ED) group and Paper Dictionary (PD) group. The treatment lasted for 15 sessions. Eighty-eight new target words were selected in order to be taught in this study. The ED group participants were asked to use their mobile dictionary (Blue Dict dictionary), that include eight popular different dictionaries. The participants of the PD group used their ordinary Paper Dictionaries for finding the meaning of words. In order to check their short-term and long-term vocabulary learning, both groups took part in an immediate and delayed post-test respectively after the treatment. Based on the t-test results, the participants in ED group outperformed those of PD group. The overall results indicate that EDs can improve vocabulary learning.</p>

The Effectiveness of Crossword Puzzle in Improving Mufradat Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 55-62
Author(s):  
Mutia Khaira
Keyword(s):  
Language Proficiency ◽  
Experimental Approach ◽  
Vocabulary Learning ◽  
Crossword Puzzle ◽  
Vocabulary Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Puzzle Games ◽  
The Right

Arabic mufradat is an element of various language elements, where the richness of vocabulary is part of the indicator of language proficiency. In reality, vocabulary learning often encounters obstacles, therefore choosing the right media is part of an effort to overcome the existing difficulties. This study aimed to test the effectiveness of the puzzle in improving Arabic vocabulary skills. This study was conducted with a quasi-experimental approach where data were obtained through pre-test and post-test. Based on the results, the use of puzzle games as learning media was effective to improve mufradat skills.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

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