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。

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 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 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.

scholarly journals Digital flashcard L2 Vocabulary learning out-performs traditional flashcards at lower proficiency levels: A mixed-methods study of 139 Japanese university students

2018 ◽  
Vol 26 (1) ◽  
pp. 14 ◽  
Author(s):  
Robert John Ashcroft ◽  
Robert Cvitkovic ◽  
Max Praver
Keyword(s):  
Mixed Methods ◽  
University Students ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Proficiency ◽  
Vocabulary Learning ◽  
Japanese University ◽  
Additional Support ◽  
L2 Vocabulary ◽  
Different Levels

<p>This study investigates the effect of using digital flashcards on L2 vocabulary learning compared to using paper flashcards, at different levels of English proficiency. Although flashcards are generally believed to be one of the most efficient vocabulary study techniques available, little empirical data is available in terms of the comparative effectiveness of digital flashcards, and at different levels of student English proficiency. This study used a mixed-methods experimental design. The between-subjects factor was English Proficiency consisting of three groups: basic, intermediate and advanced. All participants underwent both a digital flashcards treatment and paper flashcards treatment using words from the Academic Words List. For each study mode, the two dependent variables were Immediate, and Delayed Relative Vocabulary Gain. The results of this study indicated that Japanese university students of lower levels of English proficiency have significantly higher vocabulary learning gains when using digital flashcards than when using paper flashcards. Students at higher levels of proficiency performed equally well using both study modes. It appears that by compensating for the gap in metacognitive awareness and effective learning strategies between students of lower and higher levels of language proficiency, digital flashcards may provide the additional support lower-level learners need to match their advanced-level peers in terms of their rate of deliberate vocabulary acquisition.</p>

scholarly journals EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS

2018 ◽  
Vol 41 (2) ◽  
pp. 287-311 ◽  
Author(s):  
Tatsuya Nakata ◽  
Yuichi Suzuki
Keyword(s):  
University Students ◽  
Vocabulary Acquisition ◽  
Semantic Relatedness ◽  
The Other ◽  
Semantic Clustering ◽  
Japanese University ◽  
Japanese Word

AbstractAlthough researchers argue that studying semantically related words simultaneously (semantic clustering) inhibits vocabulary acquisition, recent studies have yielded inconsistent results. This study examined the effects of semantic clustering while addressing the limitations of previous studies (e.g., confounding of semantic relatedness with other lexical variables). Furthermore, the study investigated the effects of spacing because spacing might facilitate the learning of semantically related items by alleviating interference. In this study, 133 Japanese university students studied 48 English-Japanese word pairs under two conditions: massed and spaced. Half the words were semantically related to each other while the other half were not. Although there were no significant differences between semantically related and unrelated items in posttest scores, semantically related items led to more interference errors than unrelated items. Furthermore, contrary to the authors’ hypothesis that spacing is particularly beneficial for semantically related items, spacing benefited unrelated items more than it did related items.

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