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 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.

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

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