Exploring the Students’ Voices on the Use of Wordshake and Shusi Spell Games to Teach English Vocabulary

This study explores effective ways of teaching and learning English vocabulary for EFL learners because vocabulary instruction has always been a backbone concern in foreign language teaching. The learning of English vocabulary has long been a common problem for EFL students, hindering the advance of their learning of the language, especially for many Taiwanese students with a limited understanding of the correlation between pronunciation and spelling. In this research, college students in two business English classes of juniors were divided into an experimental group (EG) and a control group (CG). Students in the experimental group were provided training not only in extensive reading and writing, but also in identifying morphological pattern instruction - word families: the prefixes, suffixes, and word roots, and the correlations between phonology and morphological patterns. Students in the control group were only provided an extensive reading and writing curriculum. The findings based on their placement tests in the first semester, finals in the second semester, questionnaires in two semesters, and interviews in the second semester are that there is a correlation between phonological awareness and morphological patterns. 1) the more sense of pronunciation and spelling they have, the easier they feel when memorizing vocabulary words, 2) the greater the number of word families they learned, the higher their learning achievements they performed, 3) the more training they got, the stronger their motivation was shown, and 4) the stronger the motivation they demonstrated, the higher self-confidence in English learning they had. The final average score of experimental group was 74.33, compared to 66.12 for the control group. The students in the experimental group also had higher attendance than that of the control group because of their peer teaching and group works, and there were more students coming to ask questions after class because they needed to make presentations. Therefore, using phonological awareness in morphological pattern instruction should be on the right track to gear up students' vocabulary learning.

Psychological changes will often play a huge influence on the teaching effects in the English vocabulary learning and teaching process. To further explore the relationship of psychological regulation with English vocabulary teaching, the hybrid collaborative recommender technology may be underlying to propose a hybrid algorithm for studying how the English vocabulary teaching effect is subjected to the psychological emotion factors as parameters added in the original similarity calculation method in the psychological regulation environment where the emotion is the core of study. In the end, the paper conducts the questionnaire survey among 300 students. Test data show that positive emotion acts as the catalyst of the English vocabulary teaching effect, having basically reached the expected goal of study.

Vocabulary is the basis of high school English learning, and the effectiveness of teachers’ English vocabulary teaching has a direct impact on students’ vocabulary learning efficiency. This paper studies the effectiveness of high school English vocabulary teaching by using the questionnaire method, and mainly answers the following three questions: (1) What’s the status quo of the effectiveness of high school English vocabulary teaching? (2) What problems that have existed in English vocabulary teaching of senior high school ? (3) What are the suggestions for improving the effectiveness of high school English vocabulary teaching? In order to solve the above problems, the author carried out a study in a senior high school in Guang’an City. The participants are from a senior high school in Guang’an, two classes of students, a total of 100. Through the survey, it is found that there are more or less the following problems in high school English vocabulary teaching: (1) teachers do not pay enough attention to vocabulary teaching; (2) Students’ interest in English vocabulary learning is not high; (3) The presentation and teaching methods of teachers’ vocabulary teaching are single; (4) Students lack a vocabulary review and consolidation plan; (5) Students have fewer sources of vocabulary learning. At the same time, in order to improve the effectiveness of high school English vocabulary learning teaching, the following suggestions are put forward: (1) Use English discourse to promote high school English vocabulary teaching; (2) Classify vocabulary and learn vocabulary in blocks; (3) Broaden the sources of vocabulary teaching and enrich students’ vocabulary; (4) Make a reasonable review plan and consolidate memory in time; (4) Adopt multi-mode teaching and innovate the presentation way of vocabulary teaching.

The study aims to illustrate how important ice breaking activities are in a teaching and learning process. A teacher is not only skilled in delivering learning material, but also must be able to cope when students feel bored with ice breaking activities. In this study using the literature review research method which obtains data or information from relevant previous research such as from journals, books and others, which is then managed and analyzed. The results of this research based on information and data from various journals and books show that ice breaking activities can overcome boredom and loss of focus in early childhood during the learning process. The conclusion of this study with ice breaking activities will help teachers to arouse children's passion in learning and help children to refocus when learning.

The new curriculum standards have put forward new requirements for high school English vocabulary teaching, and the English vocabulary eco-classroom under the guidance of ecological linguistics theory can precisely make up for the shortcomings in the traditional vocabulary classroom and meet the challenges of the times. However, most of the existing researches on ecological classroom are combined with macro English subjects, and few of them are about English vocabulary teaching. This study takes the principles of ecological linguistics as the theoretical basis to support the conceptual construction and morphological reliance of the vocabulary ecological classroom, supplemented by modal theory as the process orientation of the four major stages in the teaching process, constructs a new vocabulary ecological classroom model based on Markov chain model, and applies the ecological classroom model to high school English vocabulary teaching to verify its teaching effects. The experimental results show that the Markov chain-based high school English vocabulary teaching under the “ecological linguistics” model can help students’ interest in vocabulary learning and promote their vocabulary learning level, accounting for 15% improvement in the learning effect.

English is one of the important courses in vocational schools of China, and the teaching of English vocabulary is of great importance. However, there are few researches on how to effectively improve English vocabulary teaching in vocational colleges. In recent years, the application of the theory of multiple intelligence to the teaching of various subjects, change the traditional teaching methods, improve students' interest in learning, and rise attention on students' personality differences home and abroad. The purpose of this paper is to study the current situation of integrated English vocabulary learning in vocational colleges, and whether students' interest in learning English vocabulary can be improved under the guidance of Gardner's multiple intelligence theory, and whether students' vocabulary learning performance can be improved. This study takes students majoring in primary math education as the research object, applies multiple intelligence to English vocabulary teaching and carries out vocabulary teaching through three kinds of teaching activities organized by logical and mathematical intelligence, including mind mapping, English songs, listening sounds and identifying sounds. This study uses a combination of quantitative analysis and qualitative analysis to conduct research in three ways: questionnaire, interview and experimental test. Statistical analysis software SPSS20.0 and Microsoft Excel 2003 were used for data analysis. The research results show that the English vocabulary teaching driven by multiple intelligence can improve students' interest in English vocabulary learning and vocabulary achievement and achieve the purpose of effective teaching with ideal effect. The English vocabulary teaching method based on the theory of multiple intelligence is worth popularizing and helps to improve the interest and effect of English vocabulary learning for primary math education majors.

The memeplex is a form of memetics, which is formed by the combination of memes and gets to a close mode of collection. Memes comes from The Selfish Gene, a famous work of the famous British scientist Richard Dawkins. Imitation is the main transmission of the meme. English vocabulary learning is essentially the process of imitation, reproduction and transmission. Through analyzing the formation of the Memeplex Mechanism to resolve the lexical memes, the thesis discusses the positive driving effects of Memeplex Mechanism in English Vocabulary Teaching. It mainly discusses the following questions: First, the deconstruction of the Memeplex Forming Process; Second, the construction of the new vocabulary meme in the Memeplex Mechanism; Third, the positive transfer of Memeplex Mechanism in developing English Vocabulary Teaching. The study shows that the Memeplex Mechanism is of great significance in in perfecting English Vocabulary Teaching, which can not only improve the English Vocabulary Teaching methods, but also provide more effective learning methods for English vocabulary acquisition.

English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

Modern technology has revolutionized the education by offering various tools that can enhance the teaching and learning process in general and English language teaching and learning in specific. Among a wide range of educational apps, Quizlet has been applied in vocabulary teaching and learning in different contexts. Therefore, this study aims at investigating bilingual students’ Quizlet-based English vocabulary learning. It involved a cohort of 50 bilingual students, who were conveniently sampled from an international school in Vietnam, in answering the questionnaires. The collected data were analysed in terms of descriptive statistics with the use of software SPSS. The findings have shown that bilingual students perceived Quizlet as a useful, enjoyable, easy, and convenient tool for English vocabulary language learning, and they reckoned that Quizlet could improve their vocabulary learning. Based on such findings, this study has come up with pedagogical implications for the use of Quizlet in English vocabulary teaching and learning in the research context and other similar ones.

Learning English needs a huge amount of vocabulary recalls as well as multiple grammatical structures and practices. With the development and improvement of the humanization and quality of English teaching, the multidimensional teaching of English has formed a powerful learning model and teaching method. The teaching of dual-coding theory assisted by computer teaching software mainly focuses on the dual activation representation of language combined with nonverbal graphic recognition to complete the recognition of information. According to the dual-coding hypothesis, in Gilford’s intelligence theory, the capacity of spatial and information recognition and reading is highly significant. With the large amount of visual recognition and information acquisition, images involve spatial domain information reading, which is a learning method based on the principle of information feature recognition. Based on the principle of dual-coding theory, it is a very effective way to present information and recall specific information in the form of vision and language. In this study, the application research for the purpose of English vocabulary teaching is adopted that has strong innovative and practical characteristics. According to the steps and contents of English vocabulary learning, the study is carried out step by step from the context in detail, so it continuously improves the learning quality and efficiency of English vocabulary teaching. Vocabulary teaching can help the students better improve their cognitive level of vocabulary and meet the vocabulary test requirements of the new institution entrance examination. Further, how to improve the effect of senior high school English vocabulary teaching is a major topic in the field of senior high school English teaching. In order to sort out this issue, I proposed a computer-aided dual-coding theory to help quickly understand vocabulary usage in order to increase learning efficiency. The Paivio–Desrochers model is used in this study. In addition, this study also attempts to explore the application of dual-coding theory in senior high school English vocabulary teaching.

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

English vocabulary is an indispensable part in the whole second language teaching process. Language experts and teachers have been devoting themselves to the exploration of effective English vocabulary teaching models. With the extensive application of information technology in recent years, multimodality has been integrated into the classroom and multi-modal teaching mode has been widely used in teaching. This paper tries to expound the feasibility of integrating multimodal teaching model into vocabulary teaching, and discuss the practical strategies of multi-modal teaching in English vocabulary teaching from the perspective of teaching implementation combined with teaching examples, hoping to provide beneficial enlightenment for the exploration of vocabulary teaching.

In the realm of foreign language acquisition, vocabulary is often recognized as the cornerstone of communicative competence. The complexity and diversity of English vocabulary present a formidable challenge to learners, particularly in non-English speaking contexts. Traditional vocabulary teaching methods have been criticized for their limited effectiveness, prompting a need for innovative approaches that address the multifaceted nature of vocabulary learning. Moreover, the cognitive processes underlying vocabulary acquisition and the role of learner autonomy in this process have become focal points in contemporary language pedagogy. This study aims to explore and analyze the challenges and opportunities in English vocabulary teaching, especially within the context of higher education in China. By comprehensively reviewing the research findings of some scholars, this paper reveals the multi-dimensional approaches and teaching strategies for English vocabulary acquisition. The study points out that vocabulary teaching should transcend the traditional model of separating grammar and vocabulary, and achieve an organic integration of vocabulary and grammar through morphological methods, metacognitive strategy training, and the application of the connectionist theory, thereby promoting the comprehensive improvement of students language abilities. In addition, this paper also emphasizes the application of corpora in English vocabulary teaching and the insights of cognitive linguistics for vocabulary instruction, proposing a novel vocabulary teaching model based on the theory of lexical chunks. The research results indicate that by comprehensively applying a variety of teaching methods and strategies, it is possible to significantly enhance students vocabulary memory, comprehension, and application abilities, thereby improving the overall effectiveness of English teaching.