scholarly journals Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

2021 ◽  
Vol 14 (6) ◽  
pp. 62
Author(s):  
Nunpaporn Durongbhandhu ◽  
Danuchawat Suwanasilp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Skills ◽  
Reading Program ◽  
Control Group ◽  
Essential Factor ◽  
Visual Aid ◽  
Post Test

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

scholarly journals The use of Quizlet to enhance vocabulary in the English language classroom

2019 ◽  
pp. 304-309
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Design Research ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education.

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals MOODLE platform as a didactic support for the English language skills improvement

2021 ◽  
Vol 4 (1.2) ◽  
pp. 358-371
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Sandra Paulina Porras Pumalema ◽  
Diana Carolina Campaña Días ◽  
Mónica Alexandra Garcés Villacrés
Keyword(s):  
English Language ◽  
Language Skills ◽  
Study Groups ◽  
Control Group ◽  
Intervention Phase ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group ◽  
English Language Skills

Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

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 & 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 & 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.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals The Use of Web 2.0 Tools in the Foreign Language Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 177
Author(s):  
Tawffeek A. S. Mohammed ◽  
Blanche Nyingome Assam ◽  
Mustapha Saidi
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Brick And Mortar ◽  
Post Test ◽  
Experimental Group

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks.  A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

scholarly journals Blended Learning to Improve University Students’ Language Skills in the Iraqi Context

2021 ◽  
Vol 12 (2) ◽  
pp. 246-255
Author(s):  
Hero Said Mohammed Nuri, Et. al.
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Traditional Approach ◽  
Language Skills ◽  
Control Group ◽  
Learning Approach ◽  
Dramatic Effect ◽  
And Control ◽  
Experimental Group

This study investigated the effect of a blended learning approach (BLA) on the main English language skills (listening, speaking, reading, writing) when learning English as a foreign language (EFL) in Iraq. In order to reveal the effectiveness of the approach, an experiment was carried out involving 40 participants who were divided into two groups: experimental and control. The experimental group was taught using a BLA whereas the control group was instructed with a traditional approach to teach English. The experiment was conducted during a semester (three months) in which two classes of English were taught every week. According to the results of the study, the BLA had a dramatic effect on improving the main skills of the EFL participants

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

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