Effect of vocabulary mind mapping through Youdao Dict. on vocabulary learning of undergraduates with high and low motivation

Abstract

Students with limited English vocabulary and motivation it’s a challenge for their English instructor to boost their learning autonomy and drive. Therefore, instructors must discover an efficient vocabulary learning technique to employ in and after class to boost vocabulary proficiency and learning motivation. This study will explore the influence of the Youdao Dict. on English Vocabulary Acquisition of Students with Various Motivations This research uses a quasi-experimental methodology and one freshman class. 30 students are enrolled. Data will be collected using the Intrinsic/Extrinsic Motivation Scale of English Learning (I/EMSEL) and the Core English Vocabulary Test (CEV). They'll be sorted into high-and low-motivation groups. The middle level will be cut. Two groups' pre- and post-test learning will be assessed. The data will also be supported by classroom observation and interviews. In this research, the Paired Sample T-test is utilised to examine data. The findings suggest that the proposed cognitive process-based learning model (VMMYD) may boost students' learning strategies and vocabulary acquisition, and instructors can coach students in and after class to improve learning motivation.