Business English Vocabulary Learning With Mobile Phone

2014 ◽  
Vol 4 (2) ◽  
pp. 46-63 ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Print Material ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

Business English Vocabulary Learning With Mobile Phone

2015 ◽  
pp. 1736-1755
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Chinese University ◽  
Print Material ◽  
Experimental Group

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

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 Effectiveness of a Romanised Mandarin Web-based Instruction in Teaching Writing and Reading Skills at Word Level for Non-native Learners

2011 ◽  
Vol 2 (5) ◽  
pp. 243-248
Author(s):  
Lim Soo Giap
Keyword(s):  
Reading Skills ◽  
Future Research ◽  
Control Group ◽  
Learning Material ◽  
Web Based ◽  
Word Level ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Experimental Group ◽  
Better Than

The time allocated to teach the sound system of Hanyu Pinyin in Universiti Teknologi MARA (UiTM) is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor.The objective of this paper is to assess the effectiveness of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in improving the writing and reading skills at disyllabic word level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the webbased instruction and the control group adopts the traditional approach as the mode of learning. This research is targeted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. The findings for writing of disyllabic words showed that the mean score of the experimental group is better than the control group but there is no significant statistical difference between them. At the same time, the findings also indicate that the experimental group, which was using this Guru Hanyu Pinyin web-based instruction, is performing better than control group in term of reading skill. As the result, the students from experimental group can read the pronunciation of initials and finals better. This paper also discusses some limitations that were discovered during the research and proposes some recommendations for future research.

scholarly journals A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings

2019 ◽  
Vol 12 (6) ◽  
pp. 146
Author(s):  
Ashraf Atta M. S. Salem
Keyword(s):  
Oral Presentation ◽  
Anxiety Level ◽  
Control Group ◽  
Business Majors ◽  
Business English ◽  
Vocabulary Retention ◽  
Speaking Anxiety ◽  
The Impact ◽  
Experimental Group ◽  
Ted Talks

This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.

scholarly journals The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

2020 ◽  
Vol 10 (12) ◽  
pp. 1576
Author(s):  
Yaghoob Javadi ◽  
Maryam Cheraghi Shehni
Keyword(s):  
Vocabulary Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Auditory Input ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Input Enhancement ◽  
The Given ◽  
Experimental Group

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

scholarly journals Developing and Evaluating an Adaptive Business English Self-Learning System for EFL Vocabulary Learning

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Yen-Hui Wang
Keyword(s):  
User Satisfaction ◽  
Vocabulary Learning ◽  
Learning System ◽  
Control Group ◽  
Business English ◽  
Learner Engagement ◽  
Unknown Word ◽  
Unknown Words ◽  
Self Learning ◽  
Experimental Group

This paper developed an adaptive Business English self-learning system for EFL vocabulary learning. The components of word reoccurrence and learner engagement have been built into the system where the amount of unknown word reexposure in various customized texts increases and vocabulary enhancement tasks are added to promote learner engagement with wanted words. To evaluate the system effectiveness on EFL vocabulary learning, the experimental group read system-screened texts with immediate and repeated contacts with individuals’ unknown words and performed vocabulary tasks specific to those unknown words, while the control group read online texts without unknown word reoccurrence and vocabulary practice. After one semester, these two groups were measured by one online vocabulary test, and an online user satisfaction investigation was also administered to the experimental group. The study found that the experimental group reading customized texts to reexpose to previously encountered unknown words in different texts along with doing individualized vocabulary exercises performed significantly better in EFL vocabulary learning than the other group. It was also found that the system was appealing for the learners to show positive attitudes toward the use of the system. The study demonstrated that the constructed adaptive Business English self-learning system could effectively promote vocabulary growth.

scholarly journals The Effect of Storytelling on Iranian EFL Learners’ Vocabulary Retention

2016 ◽  
Vol 4 (4) ◽  
pp. 416
Author(s):  
Shahla Morsali
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Private Language ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
New Words ◽  
Efl Context ◽  
Experimental Group ◽  
One Way Anova ◽  
Better Than

<p><em>This paper presents the results of a study on utilizing two storytelling techniques, summarizing and strip story arrangement, in an EFL context. It focused on exploring which type of storytelling technique was more effective and thus could help EFL learners master the new words better. In was carried out in a private language school in Tehran, Iran. The participants were 105 learners who were selected from 160 elementary learners based on their performance on Oxford Placement Test as the test of homogenization. Three groups were formed, two experimental and one control group with 35 subjects in each. The learners in the summarizing group used the new words to summarize the stories in their written and spoken tasks and the learners in the other experimental group, strip story arrangement group, were asked to arrange some split sentences in their personal drafts. After thirty treatment sessions, the learners were given the posttest. The three groups’ performances on the posttest were compared by one way ANOVA. The results showed that the learners in summarizing group performed better than strip story arrangement group and both groups outperformed the control group.</em><em></em></p>

scholarly journals The effect of contextualizing strategy on vocabulary learning in teaching Turkish language to foreignersYabancılara Türkçe öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimine etkisi

2015 ◽  
Vol 12 (1) ◽  
pp. 1440
Author(s):  
Ergün Hamzadayı ◽  
Nihat Bayat
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Foreign Students ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Data Collection Tool ◽  
Turkish Language ◽  
Experimental Group ◽  
Better Than

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>This study aims to determine the effect of contextualizing strategy on vocabulary learning in teaching Turkish as a foreign language. An experimental design was used with pretest-posttest control group. The research participants were 38 foreign students learning Turkish as a foreign language at the A2 level. A vocabulary test with 20 words taught at a higher level and comprising both noun and verb roots was used as a data collection tool. Following the pretest, the data collection tool words were taught to the experimental group by contextualizing them, and taught to the control group without contextualization. The vocabulary test was administered once more following the procedure. According to the posttest comparisons, the contextualizing strategy positively affected vocabulary learning and was statistically significant. Additionally, research results showed that nouns were learned better than verbs using contextualizing strategy.</p><p> </p><p><strong>Özet</strong></p><div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Bu araştırmanın amacı, Türkçenin yabancı dil olarak öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimindeki etkisini saptamaktır. Öntest-sontest kontrol gruplu deneysel desende yürütülen araştırmanın katılımcılarını Türkçeyi yabancı dil olarak öğrenen A2 düzeyindeki 38 yabancı uyruklu öğrenci oluşturmuştur. Veri toplama aracı olarak bir üst düzeyde öğretilen ad ve eylem kökenli 20 sözcükten oluşan sözcük testi kullanılmıştır. Yapılan öntestten sonra veri toplama aracında bulunan sözcükler deney grubuna bağlam içinde, kontrol grubuna bağlam kullanılmadan öğretilmiştir. İşlem sonrasında sözcük testi yeniden uygulanmıştır. Sontest karşılaştırmaları sonucunda bağlamlaştırma stratejisinin sözcük öğrenimini olumlu yönde ve istatistiksel olarak anlamlı düzeyde etkilediği saptanmıştır. Araştırma sonuçları, ayrıca bağlam içinde adların eylemlerden daha iyi öğrenildiğini de ortaya koymuştur.</p></td></tr></tbody></table></div></td></tr></tbody></table></div>

scholarly journals The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners

2017 ◽  
Vol 5 (3) ◽  
pp. 35
Author(s):  
Fateme Shir Mohammadi
Keyword(s):  
Language Learners ◽  
Vocabulary Learning ◽  
Real Life ◽  
Control Group ◽  
Metacognitive Skills ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Vocabulary Recall ◽  
Learning Tasks ◽  
Experimental Group

Language learners’ cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners’ cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was administered to 64 Iranian EFL learners studying at a language institute in Tehran. By considering 1 standard deviation above and below the mean score, two cohorts of participants were selected for this study, i.e., the experimental group (n=24) and the control group (n=23). Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problem-based vocabulary learning tasks were implemented in experimental group classes.  The results of data analysis revealed that the experimental group participants outperformed the control group learners in both tests of vocabulary recall and vocabulary retention (administered after a two-week interval). Pedagogical Implications are discussed.

scholarly journals Improving the Project Risk Competence using M-Learning: A Case of Bachelors in Technical Fields

2020 ◽  
Vol 14 (21) ◽  
pp. 107
Author(s):  
Anatoly Kozlov ◽  
Olga Tamer ◽  
Larisa Bondarovskaya ◽  
Svetlana Lapteva
Keyword(s):  
Mobile Technology ◽  
Student Outcomes ◽  
Test Score ◽  
Oil And Gas ◽  
Bachelor's Degree ◽  
Control Group ◽  
Standard Curriculum ◽  
Experimental Group ◽  
Nenets Autonomous ◽  
Better Than

<p class="0abstract">Mobile technology is a popular tool used to improve education efficiency. However, its impact on learners in risk assessment training is largely unknown. Projects are fraught with risks so individuals responsible for a project need to possess strong skills to handle the risky circumstances successfully.  Unfortunately, candidates for a bachelor’s degree in technical fields in Russia have an insufficient risk competence. This study offers a five-unit program to solve this problem. The study involved 128 students recruited from the Noyabrsk Institute of Oil and Gas (Yamalo-Nenets Autonomous Okrug, Russia). All participants were divided in three groups: two experimental and one control. During a semester, participants in the experimental group followed the proposed program in a mobile setting, while the control group was offered the standard curriculum. The results showed an improvement in the student outcomes: the test scores of the experimental groups were higher by 24.78% and 32.75% than that of the control group. Furthermore, mobile learners were found to perform better than classroom learners: their test score was higher by 3.5% to 8%.</p>

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