Use of Mobile Immersion in Foreign Language Teaching to Enhance Target Language Vocabulary Learning

2021 ◽  
pp. 66-82
Author(s):  
Muhammad Shahbaz ◽  
Raja Muhammad Ishtiaq Khan
Keyword(s):  
Mobile Phone ◽  
Mobile Application ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Smartphone Application ◽  
Target Language ◽  
Control Group ◽  
Post Test ◽  
Mobile Phone Applications ◽  
Experimental Group

Smartphones have an essential role in day-to-day lives. Mobile phone applications have several and wide ranging features. The use of these smartphone applications provides new insights for innovation and opportunities in language teaching and learning process. The present study intended to examine the efficiency of a mobile application on teaching 40 phrases from Nation and Martinez phrase test 1-5 compared to conventional activities. Quasi-experimental research design with pre-test and post-test was employed to determine the differences between the scores of the control group (N=20) and the experimental group (N=20) developed by using random sampling. Results indicated that participants in the experimental group performed significantly better in the post-test, demonstrating the effectiveness of the mobile application used in this study on learning idioms. The results showed that learners in the experimental group achieved considerably better development in the post-test, representing the efficiency of the smartphone application that was involved in the study. Suggestions have been given for using mobile phone applications more effectively for vocabulary learning.

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

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 Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

2018 ◽  
Vol 12 (4) ◽  
pp. 135 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Theory Of Planned Behaviour ◽  
Smartphone Application ◽  
Smartphone App ◽  
Control Group ◽  
Online Learners ◽  
Planned Behaviour ◽  
Post Test ◽  
Experimental Group

This study was conducted to develop a smartphone application to enhance self-efficacy for online learning. The theory of planned behaviour (TPB) was used as a framework for developing the smartphone app. The study used research and design (R&amp;D) through three phases: 1)<strong> </strong>examining relevant literature and interviewing recognized experts in the field, 2) developing the smartphone app, and 3) studying the effect of the smartphone app on the self-efficacy of online learners. The results demonstrated that the framework of the smartphone application based on the TPB comprised six components. They were 1) the TPB’s concept for online learning, 2) instructional process, 3) instructional support tools, 4) application features, 5) instructor’s role, and 6) learner’s role. For technical aspects, the smartphone app was developed and deployed by using Amazon Web Service (AWS) cloud computing platform and infrastructure. Studying the effect of the application on self-efficacy was performed for four weeks using two groups in a pre-test/post-test design. The research method involved purposive sampling of 180 undergraduate students, consisting of a 90-student experimental group and a 90-student control group. The application based on the TPB and the application without the TPB were implemented in the experimental group and the control group, respectively. The results demonstrated that the post-test score of self-efficacy in online learning for the experimental group was statistically significantly higher than the control group at 0.05 level. This result showed that the smartphone app based on the TPB could significantly affect self-efficacy for online learners; it has the potential to be an effective tool for teaching an online course.

scholarly journals A Study of Idiom Teaching from the Perspective of Conceptual Metaphor

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xinrong Shan
Keyword(s):  
Quantitative Analysis ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Conceptual Metaphor ◽  
Vocabulary Learning ◽  
Control Group ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
Experimental Group

As a part of vocabulary learning, the idiom is an important part of language teaching. This study is to investigate whether conceptual metaphor can promote idioms’ teaching and learning or not. In the course of study, we make use of a combination of qualitative and quantitative analysis, collecting data through the questionnaire survey and do experiments in teaching and learning idioms. We get the conclusion: the T value of the experimental group and the control group is p<0.05, the pre-test and post-test values is p<0.05. It is feasible to apply the conceptual metaphor in idiom teaching and learning.

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.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper

2019 ◽  
Vol 2 (5) ◽  
pp. 422-432
Author(s):  
Goodarz Shakibaei ◽  
Fatemeh Shahamat ◽  
Ehsan Namaziandost
Keyword(s):  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
And Control ◽  
Experimental Group

This study intended to investigate the effect of using authentic texts on Iranian EFL learners' incidental vocabulary learning. To this end, a population of 52 Iranian female EFL learners aged 15 to 17 was selected. They were two intact classes; experimental group (25 students) and control group (27 students). Both groups received a pretest at the first session. Regarding the treatment, the authentic reading texts selected from World News for students of English, Level1 was taught to the experimental group while the texts selected from book 1 was taught to the control group. After a month post-test were run among all of the participants in both control and experimental groups to find out the possible effects of the treatment on the participants' vocabulary improvement. The analysis of data paired samples t-test and independent samples t-test showed that there was a significant difference between the post-tests of experimental and control groups. The experimental group outperformed the control group on the post-test.

scholarly journals The Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Basma Issa Ahmad AlSaleem
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Vocabulary Learning ◽  
Seventh Graders ◽  
Control Group ◽  
Teaching English ◽  
Traditional Technique ◽  
School Year ◽  
Post Test ◽  
Experimental Group

This paper aims at highlighting the effectiveness of Encounter, Clarify ,Remember, Internalize, Fluent Use (ECRIF) strategy in English as a Foreign Language (EFL) Seventh Graders’ vocabulary learning and retention. It tries to answer the following question : Are there statistically important differences at (α ≤ 0.05) in the whole mean scores in vocabulary accomplishment among the students who learn English vocabulary through using ECRIF strategy (experimental group) and those who learn English vocabulary over the traditional technique (control group) in the post test? To accomplish the purpose of the study, the researcher shown the experimental group with a sample involved (125) students for ECRIF strategy. While the traditional technique was used with the control group which involved (100) students in the first term of the school year 2017-2018.The researcher used (pre -post &amp; delayed) vocabulary test and an analysis card to collect data. The study's results suggested that there were statistically important differences at (α ≤ 0.05) in the whole mean grade in vocabulary accomplishment between experimental and the control groups in the post &amp; delayed test in favor of ECRIF strategy. In addition, the researcher recognized these differences to using ECRIF strategy in teaching English language vocabulary. In light of these outcomes, the study suggested the necessity of applying ECRIF in teaching English language to get better results in students’ vocabulary learning and retention in English as a foreign language. Similarly, the ECRIF Strategy would be used with other English skills and sub-skills.

Integrated Diabetes Self-Management Program Using Smartphone Application: A Randomized Controlled Trial

2021 ◽  
pp. 019394592199491
Author(s):  
Yeojin Kim ◽  
Hyejin Lee ◽  
Ji Min Seo
Keyword(s):  
Smartphone Application ◽  
Nursing Intervention ◽  
Management Program ◽  
Self Management ◽  
Calorie Intake ◽  
Smartphone App ◽  
Control Group ◽  
Imb Model ◽  
Post Test ◽  
Experimental Group

This study identified the effects of an integrated diabetes self-management program using smartphone application (app), based on the Information-Motivation-Behavioral skills (IMB) model. A randomized comparison, using a pre-and post-test design, was conducted with 32 participants in the experimental group and 36 in the control group. The integrated diabetes self-management program consisted of face-to-face educational sessions, a diabetes self-management smartphone app, and phone counseling. In the experimental group, diabetes self-management knowledge (Z=-2.70, p=.007), social motivation (Z=-1.97, p=.048), and behavior (t=3.22, p=.002) improved, with their hemoglobin A1c (Z=-4.83, p<.001) decreasing compared to the control group. At the post-test, the experimental group’s fasting blood sugar level (t=2.79, p=.009), total calorie intake (t=3.94, p=.001), carbohydrate intake (t=5.69, p<.001), and fat intake (t=2.54, p=.021) decreased compared to the pre-test. An integrated diabetes self-management program using smartphone app, based on the IMB model, should be utilized as a nursing intervention.

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