scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies’ types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation’s multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
pp. 314-328
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies' types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation's multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

2017 ◽  
Vol 15 (4) ◽  
pp. 405-423 ◽  
Author(s):  
Abdel Rahman Altakhaineh ◽  
Aseel Zibin
Keyword(s):  
Experimental Design ◽  
Incidental Learning ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Before And After ◽  
Post Test ◽  
Arabic Speaking ◽  
And Control

This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.

Effects of Lexical Simplification and Elaboration on Iranian Intermediate EFL Learners’ Learning and Retention of Phrasal Verbs

2017 ◽  
Vol 7 (11) ◽  
pp. 1003 ◽  
Author(s):  
Melika Ghorbanian ◽  
Shadab Jabbarpoor
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
The Other ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Treatment Groups ◽  
Different Order

This study aimed at investigating the effect of lexical simplification and elaboration on Iranian intermediate EFL learners’ learning and retention of phrasal verbs. In order to achieve this goal, a PET test was run into 130 learners. When target participants were chosen, they were assigned into three groups including two treatment groups and one control group. Through a multiple choice test, 40 out of 60 phrasal verbs were selected as target phrasal verbs. Through 8 sessions of treatment, each group received a reading comprehension text that contained 5 phrasal verbs. But the way the phrasal verbs in two experimental groups were modified was different. One of them received elaborated input and the other group received simplified input; meanwhile, the control group received unmodified input. After eight sessions of treatment, an immediate multiple choice test was administered to find out which techniques had stronger effect on participant’s learning and retention of phrasal verbs. After one month, the same test, with a different order of items, was administered as delayed posttest to check the participants’ level of retention.  According to the results of the study simplified input group significantly outperformed the control and elaborated group on both learning and retention of phrasal verbs.

scholarly journals The Effect of Hidden Words Game on the EFL Students' Vocabulary Mastery

2021 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Intan Panca Mirta ◽  
Fitri Budi Suryani ◽  
Nuraeningsih Nuraeningsih
Keyword(s):  
Research Finding ◽  
Choice Test ◽  
Seventh Graders ◽  
Group Model ◽  
Multiple Choice Test ◽  
Single Group ◽  
Class D ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Teaching vocabulary to EFL students in this era can be a challenging task regarding their characteristic as the millenial generation. That’s why, the proper choice of media to teach is needed that will enable EFL students to learn vocabulary effectively. This study aims to find out if hidden words game application can increase English vocabulary mastery of the EFL students. The design of the research was quasi experimental using a single group model of pre-test and post-test. The population of the study was the seventh grade students of SMPN 2 Kudus with class D as the sample consisting of 32 students. The instrument of the research was multiple choice test. The research finding revealed that hidden words game application can increase the English vocabulary mastery of seventh graders.

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.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales

2021 ◽  
Vol 7 (4) ◽  
pp. 235-243
Author(s):  
Khomkrit Tachom
Keyword(s):  
English Translation ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Northern Thailand ◽  
Vocabulary Retention ◽  
Communication Course ◽  
Thai Students ◽  
Post Test ◽  
Efl Students ◽  
Group Members

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

scholarly journals IMPLEMENTATION OF E-MODULE TROUBLESHOOTING NETWORK SERVICES BASED MOBILE AS ALTERNATIVE MEDIA

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 53-64
Author(s):  
Sirwan Sirwan ◽  
Kamal Kamal
Keyword(s):  
Experimental Design ◽  
Mobile Learning ◽  
Research Method ◽  
Network Services ◽  
Choice Test ◽  
Average Score ◽  
Test Results ◽  
Multiple Choice Test ◽  
Post Test ◽  
The Mean

The purpose of this study was to: (1) knowing the level of practicality e-module based on mobile learning; (2) determine the effectivenes of using system e-module based on mobile learning in skill competency test TKJ.  The research method experimental design one group pre-test and post-test. Data were collected through multiple choice  test given to respondens before being given treatment and after being given treatment, then the data would then be analyzed using tes t. The results of the e-module practicality test throught a questionnaire distributed to students showed that the e-module based on mobile learning practicality used by students, while according to the assessment by the two media experts that e-module based on mobile learning was practical with an average score of 88.9%. Student readiness in UKK has been successfully improved using mobile learning-based e-modules. Increased readiness of students in UKK is in the medium category with a gain score of 0.4%. The T test results indicate that the Sig. (2-tailed) of 0.000 <0.05. The mean pre-test value was 78.6456 with Std.Deviation 4.85293. The highest value is 90.00 and the lowest value is Std.Deviation 6.57910. The highest score was 96.67 and the lowest score was 73.33.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

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