An Account of Teaching Vocabulary to Indonesian EFL Learners through Web-Based Language Instruction (WLI): Attitude in Focus

Muhammad Aswad,Zeynab Rezaei Gashti,Abdul Hakim Yassi,Abidin Pammu,Nasmilah Nasmilah,Ehsan Namaziandost

doi:10.1155/2022/1660055

Muhammad Aswad, Zeynab Rezaei Gashti + Show 4 more

Open Access

https://doi.org/10.1155/2022/1660055

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Abstract

Since English has been deemed a foreign language in Indonesian schools, how EFL students learn and acquire English vocabulary has been a hot topic. The purpose of this study is to demonstrate the impact of WLI on Indonesian EFL students’ vocabulary gains and to discover how students feel about the usage of a web-based method in language instruction. Students were randomly assigned to one of two groups: the Experimental group (EG = 30), which used free vocabulary learning webpages on the IELTS English language learning site each day for 12 weeks, and the control group (CG = 30), which got regular classroom teaching every session. This was done to make sure that the groups were homogeneous. By introducing web-based training into the curriculum, it seemed that students perceptions of language acquisition had improved. The findings showed a considerable disparity in vocabularies among EG and CG. The vocabulary of EFL students improved as a result of WBL education. This study results might have some benefits on how languages are taught and learned.

Highlights

Vocabulary instruction is commonly neglected from foreign language curricula, and it is assumed to be self-taught
A posttest of vocabulary was run at the end of the study to check the impact of the treatment on participants’ vocabulary knowledge. e results of the posttest are given in the following tables
Traditional CAL has increasingly displaced WLL as the preferred method of WBLL. ese results are consistent with Rashtchi and Aghili [31], who suggest that CALL should be included in the ELT syllabus for all students

Summary

Introduction

Vocabulary instruction is commonly neglected from foreign language curricula, and it is assumed to be self-taught. Several textbooks and activity sheets ignored it, whereas the syllabus focuses on vocabulary, grammar, reading, and speaking; it places less focus on the significance of vocabulary. According to David Arthur Williams [2], without grammar, only a little amount of information can be given, but nothing can be expressed without vocabulary. The greater the vocabulary that EFL students acquire, the better their conversation will be [3–5]. Is suggests that understanding vocabulary is essential for bridging the gap between the usage of English [6] and other languages, whether in the construction of a sentence or dialogue. EFL students must put forth greater effort in understanding English vocabulary to communicate effectively in English

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Results

Conclusion