scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 10 ◽  
pp. 1-17
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Incidental Vocabulary ◽  
Different Dimensions ◽  
Incidental Vocabulary Learning ◽  
Intensive Reading

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation of participants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability.  Participants divided into three experimental groups randomly: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the period between the pre- and post-test, but, there was a significant difference between the effects of incidental vocabulary learning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, there was a significant difference between the effects of the form-focused and meaning-focused task.

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 113-123
Author(s):  
Simin Sattarpour ◽  
Assef Khalili
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Needs Analysis ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Self Assessment ◽  
Significant Difference ◽  
Teachers And Students

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

scholarly journals Incorporating Mindfulness into EFL Literature Courses to Foster Critical Reading

2020 ◽  
Vol 15 (4) ◽  
pp. 21-31
Author(s):  
Mahmoud Azizi ◽  
◽  
Roman Kralik ◽  
◽  
Keyword(s):  
Stress Reduction ◽  
Reading Ability ◽  
English Language ◽  
Approaches To Learning ◽  
Mindfulness Practice ◽  
Critical Reading ◽  
Positive Effects ◽  
Paired Samples ◽  
Significant Difference ◽  
The Impact

Recently, educators are becoming interested in exploring the use of mindfulness-based approaches to learning and teaching a foreign language. Through these approaches they tend to reduce stress (for teachers and students alike), enhance and improve classroom atmosphere, and help students to focus their attention, and even think more clearly (Tregenza, 2008; Yager, 2009; Collins et al., 2011). The purpose of the present study was to investigate the impact of mindfulness techniques on the development of critical reading abilities of EFL learners in literature courses. Although much research has been conducted in the realm of mindfulness and positive effects are reported on stress reduction, relaxed environment, and so forth, research on the role of mindfulness in students' critical reading performance is scarce. To this end, a quasi-experimental study was undertaken with the participation of 35 BA students (both male and female) majoring in English language and literature. The participants were divided into two groups of mindful and less mindful students based on their scores on Mindful Attention Awareness Scale (MAAS). Data were collected while students were engaged in some mindfulness techniques before they performed different forms of critical reading activities. A critical reading test was used as pre and posttest to investigate the gain in critical reading ability, if any, after the treatment. Paired-samples T-test through SPSS software was used to analyze the data. The results revealed that there was a significant difference between the mean scores of pre-test and post-test of all the participants. However, since both meditative and socio-cognitive mindfulness practice was utilized in this study, further research is required to shed light on the nature of mindfulness in some new ways and explore the differential effects of these two approaches. Overall, the findings of this study will be beneficial for teachers to be aware of some mindfulness techniques and use them in their classes in order to give students the opportunity of learning in a more relaxed and focused environment.

scholarly journals The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals Influence of the NAO robot as a teaching assistant on university students’ vocabulary learning and attitudes

2021 ◽  
pp. 71-87
Author(s):  
Hossein Banaeian ◽  
Ilkay Gilanlioglu
Keyword(s):  
University Students ◽  
English Language ◽  
Qualitative Data ◽  
Vocabulary Learning ◽  
Teaching Assistant ◽  
Education Institution ◽  
Control Group ◽  
Nao Robot ◽  
Significant Difference ◽  
The Impact

This study investigated how the NAO robot as a teaching assistant affects the way university students learn vocabulary and their attitudes towards it. A mixed method approach was followed to gather both quantitative and qualitative data. A quasi-experimental design, including a pre-test and a post-test, was employed to explore the impact of the NAO robot on students’ vocabulary learning. Moreover, a questionnaire and an interview were used to identify the attitudes of the participants towards the NAO robot. The participants, who were taking a vocabulary course for language improvement as part of the regular curriculum of the program during the experiment, were freshman students of the English language teaching undergraduate program at a higher education institution in North Cyprus. Of the two groups, the control group performed slightly better than the experimental group even though the analyses did not show any statistically significant difference between them. Descriptive data analysis showed that most of the students liked the NAO robot and its abilities. However, related findings from the qualitative data were mixed. Most participants liked the NAO robot and thought that the robot helped them to learn the new words, while some thought that the technology needed to be improved.

scholarly journals 2-Piece Cork Stoppers as Alternative for Valorization of Thin Cork Planks: Analysis by LCA Methodology

Foods ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 873
Author(s):  
Francisco Javier Flor-Montalvo ◽  
Agustín Sánchez-Toledo Ledesma ◽  
Eduardo Martínez Cámara ◽  
Emilio Jiménez-Macías ◽  
Jorge Luis García-Alcaraz ◽  
...  
Keyword(s):  
Life Cycle Assessment ◽  
Life Cycle ◽  
Raw Materials ◽  
Lca Methodology ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact ◽  
Different Thickness ◽  
Cork Stoppers ◽  
Wine Bottle

Natural stoppers are a magnificent closure for the production of aging wines and unique wines, whose application is limited by the availability of raw materials and more specifically of cork sheets of different thickness and quality. The growing demand for quality wine bottle closures leads to the search for alternative stopper production. The two-piece stopper is an alternative since it uses non-usable plates in a conventional way for the production of quality caps. The present study has analyzed the impact of the manufacture of these two-piece stoppers using different methodologies and for different dimensions by developing an LCA (Life Cycle Assessment), concluding that the process phases of the plate, its boiling, and its stabilization, are the phases with the greatest impact. Likewise, it is detected that the impacts in all phases are relatively similar (for one kg of net cork produced), although the volumetric difference between these stoppers represents a significant difference in impacts for each unit produced.

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.

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

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.

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