scholarly journals The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

2021 ◽  
Vol 6 (3) ◽  
pp. 21-40
Author(s):  
Siros Izadpanh ◽  
Maryam Abdollahi ◽  
◽  
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners

Effects of Vocabulary Task Types on EFL Learners' Vocabulary Learning

2015 ◽  
Vol 22 (3) ◽  
pp. 27-55
Author(s):  
Joseph Ungsop Yun ◽  
◽  
Jong-Im Han
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners ◽  
Task Types

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Incidental vocabulary learning and retention of EFL learners

2021 ◽  
Vol 34 (1) ◽  
pp. 31-52
Author(s):  
Marco Cancino
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Research Field ◽  
L2 Reading ◽  
Relevant Variable ◽  
Efl Learners ◽  
Topic Interest ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

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 The relative impact of L1 and L2 glosses along with computer-generated phonological guidance on EFL learners’ vocabulary learning

2018 ◽  
Vol 5 (1) ◽  
pp. 1483048
Author(s):  
Elyas Barabadi ◽  
Asma Aftab ◽  
Amir Panahi ◽  
Xiaofei Lu
Keyword(s):  
Vocabulary Learning ◽  
Relative Impact ◽  
Efl Learners ◽  
L1 And L2

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 Effect of Problem-Based Learning on Iranian EFL Learners' Vocabulary Learning

2018 ◽  
Vol 15 (1) ◽  
pp. 208-216
Author(s):  
Ehsani Fard Elahe ◽  
◽  
Vakili Alireza
Keyword(s):  
Vocabulary Learning ◽  
Problem Based Learning ◽  
Efl Learners

scholarly journals Spacing effects in vocabulary learning: Young EFL learners in focus

2017 ◽  
Vol 4 (1) ◽  
pp. 1287391 ◽  
Author(s):  
Amir Reza Lotfolahi ◽  
Hadi Salehi ◽  
Zuochen Zhang
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners ◽  
Spacing Effects

Investigating the Contextual Meaning of Idioms of Animals in Some Selected English Colloquial Utterances

2019 ◽  
Vol 58 (1) ◽  
pp. 85-96
Author(s):  
Mahmood Atiya Farhan
Keyword(s):  
Vocabulary Learning ◽  
Literal Meaning ◽  
Current Paper ◽  
Intended Meaning ◽  
Efl Learners ◽  
Contextual Meaning

English is rich of idioms. Learning idioms is considered an integral part of vocabulary learning. Idioms of animals are very popular in everyday English and ESL and EFL learners should encounter them .The problem of this study is due to the fact that ESL and EFL learners may be unable to identify the intended meaning of idioms of animals since they are culture-bound and have colloquial sense. For example, “to beat a dead horse” has the abstract meaning  talk about a topic other people think it is over whereas the contexual meaning is a failure or loser man. The current paper aims at identifying and figuring out the contextual meaning of idioms of animal. It is concluded:(1)ESL and EFL learners are unable to master these idioms because understanding their contextual meaning is difficult,(2) these idioms are culture-specific matter that needs further awareness of translators, ESL and EFL learners,(3)many ESL and EFL learners understand the literal meaning depending on dictionary meaning

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