scholarly journals The Effect of Group Work on English Vocabulary Learning

2018 ◽  
Vol 7 (4) ◽  
pp. 163 ◽  
Author(s):  
Su-Fei Lin
Keyword(s):  
Group Work ◽  
Repeated Measures ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Classroom Intervention ◽  
Repeated Measures Design ◽  
English Major ◽  
Knowledge Scale ◽  
Reading Activities

This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N=44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom intervention followed a repeated measures design with alternating sessions (one week IW, one week GW) for 12 weeks. In order to measure students’ word knowledge gains, the modified vocabulary knowledge scale was used in pre-, post- and delayed-post tests, and the scores from the tests were analyzed with paired t tests. Qualitative information about vocabulary discovery and retention was further obtained from interviews with 24 students conducted after the classroom intervention. Results showed that students’ overall improvement in vocabulary knowledge with group work was significantly higher than that with individual work on immediate post-tests, though both treatments had a beneficial effect. Later retention of word knowledge after GW was only 2% higher than that with IW. Interpretations and implications of these findings are discussed.

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 Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS

2018 ◽  
Vol 6 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Mariko Matsubara ◽  
Haruyo Yoshida
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Year ◽  
New Words ◽  
Effective Pedagogy ◽  
Vocabulary Building ◽  
Effective Use ◽  
Reading Activities

Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class. Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform. Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning. Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms. Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.

Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

Vocabulary learning

2011 ◽  
Vol 34 (2) ◽  
pp. 193-215 ◽  
Author(s):  
Farzad Dibaj
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Educational Background ◽  
Vocabulary Knowledge ◽  
Third Language ◽  
Knowledge Scale ◽  
Word Difficulty

The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.

Non-English Major Freshmen’s Perception and Practice of the Vocabulary Notebook as their Vocabulary Learning Strategy

2013 ◽  
Vol 1 (1) ◽  
pp. 64 ◽  
Author(s):  
Chin-Wen Chien
Keyword(s):  
Positive Attitude ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Hard Copy ◽  
Word Knowledge ◽  
Self Evaluation ◽  
Word Families ◽  
English Majors ◽  
English Major ◽  
Major Data

<p>Freshmen English is one of the compulsory courses in universities in Taiwan. Vocabulary notebooks are<br />frequently advocated as a way for students to take control of their vocabulary learning (Fowle, 2002).<br />This study focuses on the perception and practice of 157 freshmen, who were all non-English majors, of<br />the vocabulary notebook as their vocabulary learning strategy. The major data in this study included<br />vocabulary notebooks, self-evaluation of keeping vocabulary notebooks, and instructional PowerPoint<br />files. The freshmen in this study had a positive attitude toward vocabulary notebooks, because<br />vocabulary notebooks helped them learn English words and increase their word knowledge,<br />particularly of word families. They used the vocabulary notebooks to review the lessons and prepare for<br />the exams. One interesting finding was that participants in this study preferred making their vocabulary<br />notebooks in hard copy on paper because they could easily carry the notebooks around and review the<br />lessons. Moreover, of all the required elements of the vocabulary notebooks, the learners found that<br />word families were the most useful, because they could memorize word families and use them to make<br />sentences. Suggestions are provided for how to make vocabulary notebooks an effective vocabulary<br />learning strategy.</p>

Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110517
Author(s):  
Ehsan Namaziandost ◽  
Murad Hassan Mohammed Sawalmeh ◽  
Shouket Ahmad Tilwani ◽  
Meisam Ziafar ◽  
Arin Arianti ◽  
...  
Keyword(s):  
Statistical Significance ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
L2 Reading ◽  
High Involvement ◽  
Reading Task ◽  
Post Test ◽  
Involvement Load ◽  
Knowledge Scale ◽  
L2 Vocabulary

Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.

Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster Instruction

2010 ◽  
Vol 32 (6) ◽  
pp. 471-481 ◽  
Author(s):  
Eve M. Puhalla
Keyword(s):  
At Risk ◽  
Repeated Measures ◽  
First Graders ◽  
Explicit Instruction ◽  
Early Reading ◽  
First Grade ◽  
Vocabulary Knowledge ◽  
Read Aloud ◽  
Reading Failure ◽  
Repeated Measures Design

This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66 students participated in the study, 44 identified as at risk and 22 as average-achieving peers. Students identified as at risk were randomly assigned to either a booster group, where they received explicit instruction of selected storybook vocabulary, or a no booster group, where they received vocabulary instruction in the context of read alouds through an experimental Read Aloud curriculum. A repeated measures design was employed to compare the effects of the intervention. Results indicate that students in the booster group significantly outperformed the students in the no booster and average-achieving peers groups on storybook vocabulary measures.

HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?

2015 ◽  
Vol 37 (4) ◽  
pp. 651-675 ◽  
Author(s):  
Stuart Webb ◽  
Anna C.-S. Chang
Keyword(s):  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Extensive Reading ◽  
Low Level ◽  
Graded Readers ◽  
High Level ◽  
Relative Gains ◽  
Level Group

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of graded readers and were tested on three occasions. The results showed that the relative gains from pretest to immediate posttest were 63.18%, 44.64%, and 28.12% for the high-, intermediate-, and low-level groups, respectively. There was little decay in knowledge on the Term 1 three-month delayed posttest; relative gains ranged from 21.05% for the low-level group to 59.01% for the high-level group. The learning gains in Term 2 were consistent with those from Term 1. The results indicate that prior vocabulary knowledge may have a large impact on the amount of vocabulary learning made through extensive reading.

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