Elementary School EFL Learners' Vocabulary Learning: The Effects of Post-Reading Activities

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

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Incidental vocabulary learning and retention of EFL learners

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.19049.can ◽

2021 ◽

Vol 34 (1) ◽

pp. 31-52

Author(s):

Marco Cancino

Keyword(s):

Incidental Learning ◽

Vocabulary Learning ◽

Research Field ◽

L2 Reading ◽

Relevant Variable ◽

Efl Learners ◽

Topic Interest ◽

Incidental Vocabulary ◽

Incidental Vocabulary Learning ◽

The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

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

American International Journal of Humanities, Arts and Social Sciences ◽

10.46545/aijhass.v2i2.92 ◽

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.

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The relative impact of L1 and L2 glosses along with computer-generated phonological guidance on EFL learners’ vocabulary learning

Cogent Education ◽

10.1080/2331186x.2018.1483048 ◽

2018 ◽

Vol 5 (1) ◽

pp. 1483048

Author(s):

Elyas Barabadi ◽

Asma Aftab ◽

Amir Panahi ◽

Xiaofei Lu

Keyword(s):

Vocabulary Learning ◽

Relative Impact ◽

Efl Learners ◽

L1 And L2

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

English Language Teaching ◽

10.5539/elt.v10n4p92 ◽

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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IMPLEMENTASI BUDAYA LITERASI PADA KEMANDIRIAN PESERTA DIDIK DI SD MUHAMMADIYAH SERUT BANTUL

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v2i3.1257 ◽

2019 ◽

Vol 2 (3) ◽

pp. 109

Author(s):

Desy Ika Ratna Furi ◽

Sugeng Riyanto

Keyword(s):

Elementary School ◽

Short Story ◽

School Principals ◽

Program Planning ◽

Qualitative Approach ◽

Class Iii ◽

Research Subjects ◽

Implementation Evaluation ◽

Descriptive Research ◽

Reading Activities

Literacy culture needs to be instilled early on, because it can foster students' interest in reading. Serut Muhammadiyah Elementary School is one of the schools implementing a literacy culture program. This study aims to explain the planning, implementation, evaluation of literacy culture programs at SD Muhammadiyah Serut, as well as describing the independence of students in literacy culture at SD Muhammadiyah Serut. This type of research uses descriptive research with a qualitative approach. The research subjects were school principals, class III teachers and class IV teachers, librarians, class III and IV students taken randomly. The objects in this study are all matters relating to the independence of students in literacy culture in SD Muhammadiyah Serut. Data collection techniques used include observation, interviews, and documentation. Data were analyzed using the Miles and Huberman models, while to test the validity of the data using source triangulation and technique triangulation. The results showed: that literacy program planning is related to the vision, mission and goals of the library, while the literacy culture has been running smoothly. Literacy cultural activities include reading iqra, reading Juz 'Amma, reading activities 15 minutes before the lesson begins, short story activities and bulletin classes. The next stage is the evaluation at Serut Muhammadiyah Elementary School conducted once a semester, to find out the extent of the literacy culture program. In the independence of students in the culture of literacy at Serut Muhammadiyah Elementary School as students do not read when the teacher does not ask. Then students are not confident when reading the results of their work.

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