Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos

This paper presents IdiomsTube (https://www.idiomstube.com), the first-ever computer-assisted language learning tool for facilitating the learning of English idiomatic expressions from YouTube videos. The web-based tool is designed to automatically (1) assess the speech rate and lexical difficulty level of any learner-chosen English-captioned YouTube video; (2) generate a range of vocabulary-building and revision tasks (e.g. fill-in-the-blanks, the classic spelling game hangman, pronunciation, flashcards); and (3) recommend YouTube videos based on learners’ individual learning progress, class teachers’ instructions, and current trends. This paper describes the app’s current features in conjunction with the challenges endemic in the development of applications that automatically generate English language learning content out of internet video content. At the time of writing, the IdiomsTube app had over 8,000 registered users worldwide.

THE USE OF LINE WEBTOON COMIC STRIPS TO UPGRADE STUDENTS’ VOCABULARY MASTERY

Vocabulary is the key for the learners’ language change in learning as a foreign language including English. However, Indonesian students still have problems in vocabulary building, particularly to memorize meaning of new words. This fact implies that they need effective ways to learn vocabulary. It would be more beneficial to use an effective vocabulary teaching technique to help the students in upgrading their vocabulary mastery. The use of relevant media in teaching vocabulary will also boost student’s motivation. The aim of this study was to reveal how Line Webtoon comic can be used to teach vocabulary, the student’s vocabulary mastery, and the student’s responses toward the use of Webtoon comic. The participants in this study were ninth-grade students and their English teacher. This research applied qualitative design. The data was gathered through observation during online learning in Google Classroom, student’s task and the interview process. Based on the data, the process of using Line Webtoon for ninth graders was successfully upgraded the students’ vocabulary mastery and motivation to read through online comic. It also showed that the students were interested to read because Webtoon consisted of many pictures and they were able to get many new words by using online media.

The Development of School Readiness of Kindergarten Students Through Storytelling

Complete–playtime is an early concept of kindergarten idea. However, recently, children no longer obtain many opportunities to explore themselves through contextual learning activities such as playing drama or listening to tale. Children are focused on academic-centered activities, so they experience learning boredom at an early age. Moreover, students have not owned a school readiness when entering elementary school. This research helps kindergarten students have school readiness like academic skill, emotional-social skill, and morality through storytelling classically. This experimental study used True-Experimental Postest-Only Design. The two kindergartens were selected through cluster sampling from 100 target populations—the data was collected using the Bender Gestalt Test and observation. The series of storytelling activities as a treatment given towards students proved that the experimental group had school readiness earlier than the controlled group. The experimental group possessed more school readiness than the control group, with the difference was 37% age equivalent to eight years old and 29.6% equal to 7 years old. Other purposes accomplished were developing school readiness skills in vocabulary building, active question-answering, positive attitude towards peers, concern towards social environment, and literacy development.

Singing to infants matters: Early singing interactions affect musical preferences and facilitate vocabulary building

This research revealed that the frequency of reported parent-infant singing interactions predicted 6-month-old infants’ performance in laboratory music experiments and mediated their language development in the second year. At 6 months, infants (n = 36) were tested using a preferential listening procedure assessing their sustained attention to instrumental and sung versions of the same novel tunes whilst the parents completed an ad-hoc questionnaire assessing home musical interactions with their infants. Language development was assessed with a follow-up when the infants were 14-month-old (n = 26). The main results showed that 6-month-olds preferred listening to sung rather than instrumental melodies, and that self-reported high levels of parental singing with their infants [i] were associated with less pronounced preference for the sung over the instrumental version of the tunes at 6 months, and [ii] predicted significant advantages on the language outcomes in the second year. The results are interpreted in relation to conceptions of developmental plasticity.

Penggunaan Aplikasi Quizizz dalam Mata kuliah Vocabulary Building: Masalah dan Solusi

Penulisan artikel ini berdasarkan pengalaman penulis sebagai dosen/peneliti dengan tujuan untuk mengetahui hasil penggunaan aplikasi Quizizz dalam mata kuliah Vocabulary Building bagi mahasiswa Sastra inggris universitas Al-Ghifari. Mahasiswa membuat kuis berdasarkan materi-materi perkuliahan mata kuliah Vocabulary Building. Kuis yang telah dibuat kemudian diunggah ke laman/aplikasi Quizizz. Kemudian, mahasiswa akan mendapatkan tautan untuk mengikuti kuis tersebut. Tautan kuis tersebut dibagikan ke semua mahasiswa di kelas daring Vocabulary Building. Mahasiswa yang hadir di kelas daring mata kuliah Vocabulary Building diwajibkan untuk berpartisipasi dalam kuis tersebut. Setelah mengikuti kuis, dilakukan analisis mengenai kegiatan yang telah dilakukan. Metode penelitian yang digunakan adalah metode penelitian kualitatif deskriptif. Data yang diperoleh untuk penelitian ini adalah melalui observasi partisipan dan wawancara. Berdasarkan hasil observasi dan wawancara, terungkap berbagai respon ketika menggunakan aplikasi Quizziz yang bisa menjadi kendala dan solusi. Kata Kunci: Kuis, aplikasi Quizizz, mata kuliah Vocabulary Building

The Use of Chain Word Game as Vocabulary Building Activity in Vocational High School

This paper aims to describe the implementation of chain word game in vocational high school in automotive program in order to improve students’ vocabulary knowledge. This research is self-observational study that involves a class that consist of 36 students. The data were obtained from the assignment given to students regarding to basic competence designed by Indonesia’s government which was giving congratulation and compliment and its responses. In this study, fun learning plays important role to maintain students’ engagement and giving reward system to appreciate students’ activeness is applied to keep the students’ motivated. The findings from data showed that misspelled words were found less in the students’ assignment that have been collected.

A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology

This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.

EFFECTS OF TEACHING VOCABULARY AT ELEMENTARY LEVEL THROUGH THE ECLECTIC APPROACH

Vocabulary acquisition is vital to language learning. Vocabulary learning and grammar; vocabulary learning and communications skills; vocabulary learning and comprehension and retention are inseparably unified.A single teaching technique cannot meet the diverse, multifaceted, multilayered and multiplied needs of the learners. So, there is a need for a rich and varied diet. Thus, the current study intendedto measure the effect of teaching vocabulary at elementary level through eclectic approach in Khyber Pakhtunkhwa. The keypurposes of the study were: to look into the influence of Eclectic Approach on vocabulary building;to delve theconsequence of Eclectic Approach on pronunciation; andto delve the consequence of the Eclectic Approach on students’ retention level.Three teaching techniques: Mother-tongue Equivalence; Repeat-after-me; and Gestures and Mimes were used for teaching vocabulary. The sample of the study consisted of 56schoolboys studying English in eighth Grade at Govt. High School,Timergara, KPK, Pakistan. Pre-test post-test equivalent group design was chosen for the conduction of this research. For formation of two groups, pair random sampling technique was applied. The group under investigation was subjected to the treatment of the Eclectic Approach, while in contrast the control group was taught through conventional lecture method. For the collection of data, teacher-made pretest, posttest and retention test were used. Independent samplet-test was used to analyze the collected data.Thestudy findingsexpounded that the Eclectic Approach of teaching proved far and much better than the traditional approaches for teaching vocabulary. Thus, for effective and productive teaching of vocabulary at all levels of education, the Eclectic Approach of teaching is recommended.

Students’ Perceptions of the Effectiveness of Using Smartphone Applications in Enhancing Vocabulary Acquisition

The normalization of mobile technology has given rise to mobile devices that are increasingly becoming effective learning platforms. This study explores Saudi learners’ perceptions about the application and effectiveness of smartphone applications (apps) in enhancing their vocabulary acquisition. It also examines the factors that might affect their perceptions of smartphone apps' potential role in vocabulary building. An online questionnaire and the researcher’s observation were employed to elicit the data from 270 English majoring students at the University of Bisha, Saudi Arabia. SPSS and NVivo software programs were used to analyze the data. The overall findings revealed that respondents have positive perceptions of the effectiveness of smartphone apps in advancing vocabulary acquisition as they have a transformational role in providing them exposure to sufficient vocabulary input. It was also found that the two factors of familiarity with the apps' use and age affected respondents’ perceptions of the apps effective role in vocabulary acquisition. Other factors of gender, possessing smartphones, college, educational level, frequency of using the smartphone apps, and the hours spent surfing the apps did not affect respondents’ perceptions of the apps effective role in vocabulary acquisition. Hence, it is recommended that teachers and educational policymakers should encourage students to use their free time in accessing smartphone apps to enhance their vocabulary. Program designers should also consider users’ learning needs.