scholarly journals Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

2021 ◽  
Vol 11 (9) ◽  
pp. 563
Author(s):  
Duy Van Vu ◽  
Elke Peters
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
Formulaic Language ◽  
High Stakes ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Shed Light

This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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 RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

2018 ◽  
Vol 11 (9) ◽  
pp. 17
Author(s):  
Fatemeh Zarrabi
Keyword(s):  
Language Learning ◽  
Public Discourse ◽  
English Language ◽  
English Language Learning ◽  
Highly Qualified ◽  
Male And Female ◽  
Efl Learners ◽  
Life Chances ◽  
Efl Context ◽  
Efl Teachers

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

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