scholarly journals Review and Discussion of Learning Strategies of Second Language Vocabulary Acquisition

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Dr. Bachiri Housseine ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
Learning Strategies ◽  
School System ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Vocabulary Learning Strategies ◽  
Vocabulary Growth ◽  
Efl Students ◽  
L2 Vocabulary

Learning second language (L2) vocabulary can be a challenge for L2 students. As researchers and TEFL practitioners, we perpetually strive to seek ways to help our students with necessary linguistic tools to be ultimately both productive and resourceful. Moroccan EFL students in L2 are able to use learning strategies, which are valued in the school system, in order to, among other things, expand their vocabulary knowledge for the purpose of being able to communicate verbally and non-verbally. It is complex, however, to determine to what extent these strategies are used. In fact, very few studies have emphasized vocabulary learning strategies. Therefore, this study is of interest to Moroccan university students so as to determine which strategies to use, how often, and whether their use has an impact on students’ vocabulary growth.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2018 ◽  
pp. 427-448
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2022 ◽  
pp. 580-601
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

scholarly journals Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies

2021 ◽  
Vol 14 (12) ◽  
pp. 117
Author(s):  
Sijing Fu
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Chinese Culture ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Extensive Reading ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Efl Students

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words’ meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students’ rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students’ VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading. 

scholarly journals Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary

2017 ◽  
Vol 25 (1) ◽  
pp. 3 ◽  
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
T Test ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
The Difference ◽  
L2 Vocabulary ◽  
Experimental Group ◽  
Paired T Test

<p><span>Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari &amp; Mozaheb, 2012; Başoğlu &amp; Akdemir, 2010; Kiliçkaya &amp; Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto &amp; Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners’ opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants’ opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.</span></p>

scholarly journals The challenges of using TED Talks as authentic resources of academic listening for EFL university students

2020 ◽  
Vol 9 (3) ◽  
pp. 589-598
Author(s):  
Gusti Astika ◽  
Ardiyarso Kurniawan
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Listening Skills ◽  
Academic Context ◽  
Fast Speed ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
Ted Talks

Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the students’ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

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 Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

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