scholarly journals Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

2021 ◽  
Vol 11 ◽  
Author(s):  
Shufang Wang ◽  
Chang In Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Interview Data ◽  
The Other ◽  
Reading Texts

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

scholarly journals STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS

2018 ◽  
Vol 6 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Mariko Matsubara ◽  
Haruyo Yoshida
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Year ◽  
New Words ◽  
Effective Pedagogy ◽  
Vocabulary Building ◽  
Effective Use ◽  
Reading Activities

Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class. Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform. Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning. Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms. Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

scholarly journals Vocabulary Acquisition Through Flowcharts

2019 ◽  
Vol 2018 (1) ◽  
pp. 280
Author(s):  
Aaron Chao
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Proficiency Level ◽  
Learner Needs

In light of recent research on student-centered learning, researchers have highlighted the need for strategies and tools to foster learner autonomy. Particularly within the area of vocabulary acquisition, the need for such strategies and tools is justified by the scope and depth of vocabulary that a learner needs in order to achieve a high proficiency level in a foreign language. This paper proposes the use of flowcharts as a metacognitive vocabulary learning strategy that helps promote vocabulary acquisition as well as foster learner autonomy. The justification for using such a strategy is discussed as well as practical suggestions for how it can be used in the classroom. 近年における学生主体の学習に関する研究を探ってみると、研究者たちは学習者オートノミーを促進する(学習)方略とツールの必要性を強調している。特に語彙習得の分野において、このような方略とツールの必要性は、学習者が外国語(学習)において高い習熟度に到達するために必要となる語彙の範囲と深みという観点から、正当化されるものである。本論文は、語彙習得の促進および学習者オートノミーの奨励を手助けするメタ認知的語彙学習方略として、フローチャートの使用を推奨する。この方略を使用する正当性、またこの方略をクラスルームでどう用いるかという実践的な提議について検討する。

scholarly journals Engagement, Task Evaluation, and Vocabulary Acquisition Through Extensive Listening

2021 ◽  
Vol 2020 (1) ◽  
pp. 283
Author(s):  
Satoko Suzuki
Keyword(s):  
Statistical Analysis ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Negative Evaluation ◽  
Japanese University ◽  
Proficiency Level

In extensive listening (EL) outside the classroom, students select listening materials based on their proficiency level and interests; however, studies of its effectiveness are scarce. This study explored engagement, task evaluation, and vocabulary acquisition through a one-semester EL intervention. Participants included 75 Japanese university students studying once a week for 15 weeks in a general English course and required to practice EL outside of class. The results showed that they engaged in EL for an average of one hour per week and had a relatively negative evaluation for EL. Nonetheless, the statistical analysis showed significant aural vocabulary improvement for all groups, with greater improvements seen among students with a lower initial vocabulary level. This study concludes that EL homework is effective, but adjustments are necessary to facilitate vocabulary learning. 多聴活動では学生が自らの英語力と興味にあった教材を選ぶが、その効果に関する研究は少ない。本研究では、１学期間の多聴への取り組み、多聴に対する評価、多聴後の語彙習得について調査した。参加者は週１回１５週間の一般英語クラスを受講する７５名の日本人大学生で、授業外で多聴に取り組んだ。その結果、彼らは平均週１時間の多聴に取り組んだが、彼らの多聴への評価は比較的否定的であった。一方、語彙テストスコアの向上は全てのグループで確認され、語彙力の低いグループのスコアが語彙力の高いグループより向上した。この研究結果から、授業外での多聴で語彙の学習効果はあったが、その効果をより高めるためには調整をする必要があると分かった。

A list of English–Turkish cognates and false-cognates

2021 ◽  
Vol 57 (2) ◽  
pp. 325-327
Author(s):  
Levent Uzun ◽  
Umut M. Salіoǧlu
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Psychological Issues ◽  
Proper Nouns ◽  
Current Database ◽  
Language Issues ◽  
Reading Texts

Abstract This article presents a list of English–Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English–Turkish cognates and false cognates suggests that cognate status between the two languages is around 3%. For cognates, the rate is 1.6%, and for false cognates the rate is 1.2%. The current database of English–Turkish cognates and false cognates can be used to prepare reading texts that contain words from the list presented here, and to investigate how they affect reading comprehension, guessing from context, and language learning or processing of a language issues. It can be also used as a resource for researchers investigating the bilinguals of English and Turkish, and learners who study Turkish and/or English as a second or foreign language. The list provides a useful basis for further research into the lexical, linguistic, and psychological issues.

scholarly journals The Impact of Different Context Levels on Vocabulary Learning and Retention

2021 ◽  
Vol 9 (4) ◽  
pp. 24-34
Author(s):  
Elham Zarfsaz ◽  
Parisa Yeganehpour
Keyword(s):  
University Students ◽  
Word Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Word Type ◽  
New Words ◽  
The Impact ◽  
Target Words

According to research on new vocabulary development by text, frequent experiences with foreign words, as well as the context in which these words appear, facilitate word learning and retention. The aim of this analysis was to see how context levels, word occurrence rates, and the combination of these variables affected the understanding and retention of unfamiliar words. Both zero, reduced, and high contexts were included in the study. The research included 60 Turkish EFL university students, with 20 in each of the three situations. The target words were the same for all learners in each condition. The high informative context was discovered that increasing word occurrences had significant effects on both productive and receptive knowledge of meaning while increasing word occurrences had significant effects on both productive and receptive knowledge of word type. The influence of frequent experiences with new words on vocabulary learning was only seen in the more comprehensive sense. It is realistic to provide learners with new words in high context to trigger vocabulary acquisition and retention.

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