scholarly journals The Comparative Effects of L1 Equivalent versus Contextualized Vocabulary Instruction: EFL Learners’ Vocabulary Retention in Focus

2019 ◽  
Vol 7 (1) ◽  
pp. 38-49
Author(s):  
Hamed Barjesteh ◽  
Salimeh Alinia Omran
Keyword(s):  
Vocabulary Instruction ◽  
Vocabulary Retention ◽  
Efl Learners

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 Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

scholarly journals Semantic-related Word Root Sets: To Work, or Not to Work

2018 ◽  
Vol 9 (4) ◽  
pp. 675
Author(s):  
Li Min Chen
Keyword(s):  
Recall Test ◽  
Vocabulary Instruction ◽  
Morphological Awareness ◽  
Related Word ◽  
Specific Information ◽  
Learning Gains ◽  
Efl Learners ◽  
New Words ◽  
Form Recognition ◽  
As Graph

The study investigates whether semantic-related word root sets, such as -graph- & -scrib-, meaning to write, assist learning and analysis of morphological complex academic words in the EFL middle high setting. Two intact classes of 88 EFL learners (L1: Mandarin) were treated with two varied word lists grouped under semantic-related word root sets vs. alphabetical-ordered ones individually. Learning gains were measured on two levels of sensitivity, including two form recognition tests (target words and new words) and one form recall test. Although the effect of semantic-related word root sets seems negative on the form recall test, semantic-related word root sets may assist learners with the form recognition of new words. The study provides specific information to researchers, education practitioners and publishers fascinated with form-focused morphological awareness vocabulary instruction.

scholarly journals The Effect of Keyword and Context Methods on Vocabulary Retention of Iranian EFL Learners

2012 ◽  
Vol 1 (2) ◽  
pp. 49-55 ◽  
Author(s):  
Hassan Soleimani ◽  
Maryam Saeedi ◽  
Reza Mohajernia
Keyword(s):  
Vocabulary Retention ◽  
Efl Learners

Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

2019 ◽  
pp. 1396-1427 ◽  
Author(s):  
Roya Khoii ◽  
Zahra Arabsarhangi
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Collaborative Environment ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

2015 ◽  
pp. 344-373
Author(s):  
Roya Khoii ◽  
Zahra Arabsarhangi
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Collaborative Environment ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

Collaborative Method and Vocabulary Retention of Teenage EFL Learners

2015 ◽  
Vol 5 (11) ◽  
pp. 2395
Author(s):  
Ali Shokouh ◽  
Kian Pishkar
Keyword(s):  
Vocabulary Retention ◽  
Efl Learners
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