The Effect of Explicit Instruction of Clustering New Words on Vocabulary Learning of Iranian Intermediate EFL Learners through Hyperlinks

2012 ◽  
Vol 1 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Hassan Soleimani ◽  
Maryam Molla Esmaeili
Keyword(s):  
Explicit Instruction ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
New Words

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.

scholarly journals Using Authentic Materials and Vocabulary Profiler to Enhance Vocabulary Learning

2018 ◽  
Vol 2 (01) ◽  
pp. 1-13
Author(s):  
Patrisius Djiwandono
Keyword(s):  
Positive Attitude ◽  
Vocabulary Learning ◽  
Intentional Learning ◽  
Class Session ◽  
Authentic Materials ◽  
Efl Learners ◽  
New Words ◽  
Teaching Technique ◽  
Post Test

The paper reports a research about the effect of authentic materials and the use of vocabulary profiler on some EFL learners’ master of vocabulary. An intact class of 21 students was taught Vocabulary lesson, which amounted to 100 minutes of class session every week. In addition to this regular intentional learning, they were instructed to read authentic materials and utilize a vocabulary profiler to obtain a vocabulary profile of the materials. They were taught how to interpret the result of the profiling. Next, they were asked to show their texts on a blog so as to allow their classmates to learn new words from the texts. Questionnaires were used to elicit their opinions on this teaching technique. At the end of the semester a post-test was administered to determine the gains in their vocabulary mastery. While there was an apparent gain in their command of 5000-level English words, they did not make a similarly encouraging achievement in the new words from the texts. An explanation that accounts for the finding was offered. Meanwhile, the answers from the questionnaires seemed to reflect their positive attitude toward the use of authentic materials in this fashion.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Hamza Atifnigar Editor ◽  
Zia Ur Rahman Zaheer ◽  
Wahidullah Alokozay
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.

scholarly journals Sustainability of Vocabulary Teaching after Explicit Instruction in Kindergarten Children

2018 ◽  
Author(s):  
İsmail Zeki Dikici ◽  
Naciye Kunt
Keyword(s):  
Word Recognition ◽  
Explicit Instruction ◽  
Vocabulary Learning ◽  
Kindergarten Children ◽  
The Other ◽  
Word Recall ◽  
Semantic Mapping ◽  
Vocabulary Retention ◽  
New Words ◽  
Semantic Associations

This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.

scholarly journals The Relationship between Iraqi EFL Learners’ Vocabulary Learning Strategies Use and Their Receptive Vocabulary Size

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Adil Muhammd Ameen MAHMOOD ◽  
Fadime YALCIN ARSLAN
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Vocabulary Learning ◽  
Word List ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
The Relationship

This study investigated the relationship between Iraqi English as a Foreign Language (EFL) learners’ vocabulary learning strategies (VLS) and vocabulary size (VS). Participants included 118 EFL learners at Sulaymaniyah University in Iraq, all of whom were studying in the School of Basic-Education English Department. Two instruments were employed to collect data: a VLS questionnaire designed by Schmitt (1997) was administered in order to determine the range and frequency of VLS use, and a four-level (2000, 3000, 5000 and academic word list) vocabulary learning test (VLT) designed by Schmitt, et al. (2001) was used to measure learners’ receptive vocabulary size. The aim of this study was to determine the kinds of strategies learners utilized as well as their relationship to students’ VS. The results demonstrated that students utilized consolidation more frequently than discovery strategies. Moreover, the most frequently utilized VLS was studying the sounds of new words, while the least frequent one was working in groups to discover the meanings of new words. In terms of total VLS, the students can be considered as moderate VLS users (M= 3.003). The results of correlation analysis revealed that there exist positive, negative and sometimes no relationships between learners’ VLS and VS. Finally, the findings of multiple regression analysis concluded the R Square value to be (0.284), which means that the predicted variables could account for 28.4% of the participants’ levels of receptive VS.This study concluded that systematic and appropriate strategies support learners to increase their VS.

scholarly journals The Use and Evaluation of Vocabulary Learning Strategies among Sudanese EFL Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatima Salaheldeen Ahmed Hamza ◽  
Mohamad Subakir Mohd Yasin ◽  
Ashinida Aladdin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Depth Of Processing ◽  
Efl Learners ◽  
New Words ◽  
Processing Theory ◽  
Vocabulary Learning Strategies

The learning of new vocabulary as a part of English for Foreign Language (EFL) teaching and learning has not been investigated thoroughly because its effectiveness has been questioned by various researchers in the past. However, in recent years, various studies have shown that proper strategies in acquiring new words could be one of the keys to effective language learning among EFL learners. This study investigates how Sudanese EFL learners at Khartoum University, Sudan use and evaluate vocabulary learning strategies (VLSs). The three selected categories of vocabulary learning strategies - metacognitive, discovery, and consolidation - were chosen according to taxonomies proposed by Al-Fuhaid (2004), Schmitt (1997) and Nation (2001). These VLSs were then evaluated using Han’s Information Processing Theory and Craik and Lockhart’s Depth of Processing Theory (1972) to meet the two objectives of this study. The first objective was to examine the most frequently used VLSs employing a set questionnaire designed to elicit the necessary data. The second objective was to evaluate the usefulness of each of these VLSs by conducting in-depth interviews with the respondents. The results showed that metacognitive strategies were the most frequently used VLS among the three. In-depth interview data revealed that respondents evaluated all three VLS positively and considered them very useful in acquiring as well as understanding words. These findings suggest that language learners in Sudan should be taught vocabulary enhancing techniques while language instructors should use and teach these VLS to learners explicitly.

The Contribution of Word Webbing to Project-based Learning in Teaching Vocabulary: A Comparative Study in an EFL Context

2016 ◽  
Vol 7 (6) ◽  
pp. 1190
Author(s):  
Maryam Reisi ◽  
Andisheh Saniei
Keyword(s):  
Language Proficiency ◽  
Vocabulary Learning ◽  
Study Groups ◽  
Project Based Learning ◽  
Control Group ◽  
Efl Learners ◽  
New Words ◽  
Efl Context ◽  
Normality Assumption ◽  
Experimental Group

This study was an attempt to investigate the effect of applying word web strategy with and without project based learning (PBL) on EFL learners’ vocabulary learning. Ninety female EFL learners from a high school in Tehran were the participants of this study. They were at intermediate level of language proficiency and in three intact classes of 30 members. The three classes were randomly assigned as one control and two experimental groups. The homogeneity of three intact groups in terms of general language proficiency and knowledge of vocabulary was determined by comparing their mean scores after performing on a PET and a pretest of vocabulary respectively. After that, the participants received 12- session treatment, including teaching vocabulary using word web (WW) strategy without PBL for one experimental group, and using WW with PBL for another while the control group received the usual instruction of the teacher for the same new words without WW and PBL. At the end of the treatment, the teacher- made vocabulary posttest was administered to the study groups. To test the hypotheses of the study with respect to the violation of the normality assumption, Kruskal-Wallis test was run on participants’ scores. The results showed that the participants in both experimental groups significantly outperformed the participants in the control group in terms of vocabulary learning. The results also showed that the students who received WW with PBL outperformed those who received it without PBL.

Effects of Vocabulary Task Types on EFL Learners' Vocabulary Learning

2015 ◽  
Vol 22 (3) ◽  
pp. 27-55
Author(s):  
Joseph Ungsop Yun ◽  
◽  
Jong-Im Han
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners ◽  
Task Types

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.

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