scholarly journals Quizlet as a Tool for Enhancing Autonomous Learning of English Vocabulary

2021 ◽  
Vol 13 (1) ◽  
pp. 150-165
Author(s):  
Thanh Thuy Nguyen ◽  
Dinh Tri Nguyen ◽  
Dang Le Quoc Khanh Nguyen ◽  
Huy Hoang Mai ◽  
Thi Thanh Xuan Le
Keyword(s):  
Educational Technology ◽  
Vocabulary Learning ◽  
Language Education ◽  
Active Role ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Lexical Knowledge ◽  
Self Study ◽  
English Major ◽  
L2 Vocabulary

L2 vocabulary learning seems to be one of the biggest challenges for many language major students as lexical knowledge involves productive understanding of its many components, including the form, meaning, and application of the terms (Nation, 2001). It is, therefore, necessary to find appropriate language education tactics and instruments for the successful and efficient acquisition of this aspect of the L2. Among advancements in the field of educational technology, Quizlet was invented with the hope that learners could effectively acquire L2 vocabulary in the absence of the teacher. In this study, the researchers want to figure out if Quizlet is helpful in assisting students in learning English vocabulary. They would also like to identify the difficulties that learners may encounter when using the application for their self-study. A quantitative survey was conducted on 100 English major freshmen and sophomores at a university in Ho Chi Minh City, Vietnam. Results reveal that Quizlet plays an active role in facilitating self-study of English vocabulary. A remarkable finding is that an application seems to provide an entertaining learning environment, which in turn enhances learning motivation. Besides, a couple of limitations of the app, namely distracting ads and limited mobile learning functionality, have also been identified.

scholarly journals L2 vocabulary learning motivation by Chinese EFL learners

2020 ◽  
Author(s):  
Xuan Wang
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
L2 Motivation ◽  
Regulated Learning ◽  
L2 Learning ◽  
L2 Vocabulary

L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixedmethod approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with regard to self-regulated vocabulary learning. The results reveal the instrumentality (i.e. promotion and prevention) of Chinese EFL learners in vocabulary learning, which is related to their learning strategies and selfregulation.

PROMOTING LEARNERS’AUTONOMY: TO WHAT EXTENT DO STUDENTS PRACTICE AUTONOMOUS ACTIVITIES FOR THEIR LEARNING?

2020 ◽  
Vol 43 (01) ◽  
Author(s):  
TRẦN KIỀU MỸ AN
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Vital Role ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
First Year ◽  
First Year Students ◽  
English Major ◽  
Learning English

Learner autonomy plays a vital role in the success of language education. The specific purpose of this study is to investigate the views English majored first year students regarding the students‟ awareness of the importance of learner autonomy as well as the practice of autonomous activities inside and outside the classroom at Faculty of Foreign Languages ( FFL) of Industrial University of Ho Chi Minh City ( IUH). This study was conducted with two instruments: questionnaire and interview. The questionnaires were completed to elicit responses from 100 participants who were English majored freshmen at FFL. At the same time, the writer also made two interviews with teachers who were teaching freshmen. There are four conclusions that are obtained from the findings and discussion. First of all, the majority of the participants in the research have intrinsic motivation when practicing autonomous activities for their learning. Secondly, most of them are aware of the importance of learner autonomy in learning English. And the third finding is about students‟ strategies in their own learning English. The result indicates that most of the students usually practice listening when they practice language outside the classroom. Finally, it is found that both of the two teachers in the research suppose that 90% of English major freshman at IUH have good perception of learner autonomy, which is a very positive signal for the language learning process.

scholarly journals Perceptions of Non-English Major College Students on Learning English Vocabulary with Gamified Apps

2021 ◽  
Vol 16 (18) ◽  
pp. 268
Author(s):  
Yang Fu ◽  
Luying Zhang ◽  
Shuang Zhao ◽  
Yang Chen
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
English Learners ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Group Setting ◽  
English Major ◽  
English Learning Motivation

As gamified English vocabulary learning Apps are increasingly popular among Chinese English learners, this study explores how non-English major college students, who may lack initiatives in foreign language learning, perceive those Apps. Following a qualitative approach, this study analyzed interview data from fifty-three students who have used gamified English vocabulary learning Apps in latest 12 months. The major findings of this study include: (1) the preferred game settings included challenge, team, leaderboard, competition, coins, and badges; (2) students perceived the motivation activation effects of the apps by receiving instant feedback, enjoyment, and sense of achievement, and inactivation effects considering the attention distraction, additional competitive pressure, and imperfect words matching; and (3) students believed that the apps helped to form vocabulary learning habits because of its convenience, rewarding mechanism, and group setting, while others did not because they had fixed learning routines. Then, this study explained and discussed the findings considering factors from or related to both the gamified Apps and students. This study explored the potential of the popular vocabulary learning Apps in enhancing students’ English learning motivation and learning habits and extended the scopes of research on gamification in foreign language education.

scholarly journals A study on vocabulary learning strategies employed by English major students at Ho Chi Minh City University Of Food Industry

2021 ◽  
Author(s):  
Trần Thị Như Quỳnh
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Food Industry ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Vocabulary Knowledge ◽  
Ho Chi Minh City ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
English Major

Vocabulary is extremely important for language learners. They will face difficulties learning a foreign language if their vocabulary knowledge is insufficient. The goal of this study is to find out which vocabulary learning strategies were used the most by third-year English majors and whether gender influenced their choice of vocabulary learning strategies. The participants are sixty-one English major students from Ho Chi Minh City University of Food Industry, fifty-three of whom are female and eight of whom are male. The questionnaire is the testing tool, and it is divided into five categories: determination strategies, cognitive strategies, memory strategies, metacognitive strategies and social strategies. The findings indicate that participants favoured guessing the meaning from context and making a list of words and memorizing the most, while social tactics were the least common. Furthermore, gender has little impact on the preference of vocabulary learning techniques.

Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners

2021 ◽  
pp. 136216882110046
Author(s):  
Xiao Zhou ◽  
Chuming Wang
Keyword(s):  
Vocabulary Acquisition ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Lexical Knowledge ◽  
Limited Effect ◽  
Efl Learners ◽  
Input Text ◽  
L2 Learners ◽  
New Perspective ◽  
L2 Vocabulary

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment magnitude and vocabulary learning outcomes. To this end, two studies were conducted. In Study 1, three groups of L2 learners were instructed to learn and use the target words while performing paraphrase, summary or continuation task. The results indicated that task-induced interactional intensity had robust effects on alignment magnitude as well as receptive and productive lexical knowledge. In Study 2, three groups of L2 learners were asked to complete a continuation task while interacting with high-proficiency peers (HL group), low-proficiency peers (LL group) or with both low-proficiency peers & video (LLM group). The results showed that interacting with high-proficiency partners had positive impact on alignment magnitude and lexical knowledge, but video exerted only a limited effect. The findings afforded evidence for the ‘interaction–alignment–learning’ research route and accounted for vocabulary acquisition from a new perspective.

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.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

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