scholarly journals The Impact of WhatsApp on EFL students' Vocabulary Learning

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Elias Bensalem
Keyword(s):  
Vocabulary Learning ◽  
Arabian Gulf ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Control Group ◽  
Gulf Region ◽  
Traditional Group ◽  
Positive Attitudes ◽  
Efl Students ◽  
The Impact

Social networking applications have emerged as potential new tools for enhancing second language vocabulary learning. The current study explores the development of academic vocabulary knowledge of English as a foreign language (EFL) students using WhatsApp compared to the traditional method of vocabulary instruction. It also aims at investigating students’ perceptions about the use WhatsApp in learning vocabulary. Forty Arab EFL students at the elementary level enrolled at a public university in the Arabian Gulf region participated in the study. Twenty one participants belonging to the same class were randomly assigned to the experimental group. They completed and submitted their vocabulary assignments which consisted of looking up the meanings of new words in a dictionary and building a sentence using each word and submitting their sentences via WhatsApp. Nineteen students from another class were assigned to the control group. They had to submit the same homework assignment using the paper and pencil method. Data were collected using pretest-posttest design. Results of t-test scores indicated that WhatsApp group significantly outperformed the traditional group on a vocabulary test. Furthermore, results of a questionnaire that gauged participants’ perception of the use of WhatsApp in learning vocabulary show that generally participants have positive attitudes towards learning new vocabulary items via WhatsApp. Implications for teaching and future research are discussed.

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.

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.

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 The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Vol 12 (3) ◽  
pp. 174-185
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Future Research ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

scholarly journals The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students

2015 ◽  
Vol 3 (1) ◽  
pp. 118
Author(s):  
Karim Shabani ◽  
Marjan Pasha Zanussi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Male Students ◽  
Control Group ◽  
Second Language Development ◽  
Matching Test ◽  
Post Test ◽  
Efl Students ◽  
The Impact

<p>Second language development could be achieved through various teaching and learning processes; however, applying multimedia technology has facilitated this process. This study aimed at examining the effect of captioned TV series on developing vocabulary knowledge of EFL students. There were forty intermediate male students learning English in Shokouh institute of Nowshahr, Mazandaran, Iran. The classes were held two sessions a week. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. The vocabularies including in this test were chosen from a TV series in order to investigate their knowledge of vocabulary. After the pre-test ‘Friends’, An American TV series, was shown to both groups. English captioned episode was shown to the experimental group and non-captioned episode to the control one. After that, a post-test was conducted to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control group in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how captions affect the vocabulary learning of Iranian EFL students.</p>

scholarly journals The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School

2016 ◽  
Vol 9 (8) ◽  
pp. 85 ◽  
Author(s):  
Sanaz Jafari ◽  
Azizeh Chalak
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Vocabulary Learning ◽  
Female Students ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Male And Female ◽  
Efl Students

<p>The availability and the use of mobile messaging applications are increasingly widespread among the new generation of students in Iran. The present study aimed to investigate the role of WhatsApp in the vocabulary learning improvement of Iranian junior high school EFL students. Using a mixed method design, a group of 60 students including 30 male and 30 female students studying at two male and female junior high schools in Isfahan, Iran participated in the study. A pre-test and post-test were used. Four English classes were instructed and the experimental group received vocabulary instructions electronically four days a week for four weeks using the WhatsApp while the control group was taught vocabularies of their textbook inside the classroom by traditional method used in all Iranian schools for teaching English to students. The results revealed that using WhatsApp had significant role in vocabulary learning of the students. The results also showed that there was not a substantial difference between male and female students regarding their vocabulary knowledge after using WhatsApp. The findings of this study can be beneficial to Iranian EFL students, teachers, language schools, policy makers, and syllabus designers.</p>

scholarly journals Podcasting and Vocabulary Learning in an EFL Context: a Mixed Methods Study

2021 ◽  
Author(s):  
Behrooz Ghoorchaei ◽  
Hashem Rastegar ◽  
Nematullah Shomoossi ◽  
Mostafa Amiri
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Instructional Tools ◽  
Efl Learners ◽  
Face To Face ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

Abstract The study investigated the impact of using podcasts as instructional tools on EFL learners’ vocabulary learning, and to evaluate their attitude towards listening to podcasts. A vocabulary pre-test was given to 60 male intermediate-level EFL learners which indicated that they were homogeneous regarding their vocabulary knowledge. The participants were divided into two groups; the experimental group were instructed by podcasts, but the control group continued with the routine instruction. The results revealed that the podcast group outperformed those in the control group in the post-test. To find out the students' attitudes towards podcasting, an 8-item Likert-type questionnaire was given to the participants in the podcasting group; through face-to-face interviews with 8 participants from the same group, a thematic analysis was conducted and four themes emerged: (1) vocabulary achievement, (2) learning by listening, (3) learner choice and flexibility, and (4) podcasts as useful instructional tools. The findings suggest that podcasts enhance learners’ vocabulary learning, thus emphasizing the pedagogical merits of podcasts on the enrichment of EFL classes. The results may provide implications for curriculum development and L2 vocabulary teaching and learning.

scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Future Research ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

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