Abstract
This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional memory. The hypothesis was that listening to carefully structured mobile English vocabulary lessons during routine physical activity would have a significant and positive effect on students’ vocabulary acquisition and performance. The audio lessons were designed to introduce vocabulary by moving from L1 to L2. Participants (N = 51) were first-year Ukrainian university students majoring in English as a second language. Their average age was 17-18. They were randomly assigned to one of three classes, one experimental and two comparison. The experimental group used the “integrating physical activity with listening to vocabulary lessons” strategy in addition to the traditional intentional learning strategy used by the comparison group. The results indicate that performance on the End-of-Unit test benefitted students who were in the Listening While Physically Active group. Their mean score was 81.9 versus 63.2 for the Comparison group. Results from a one-way ANOVA indicate that exam performance difference was statistically significant, F= 8.761, df = 1 , p < 05. Mobile devices offer students multiple opportunities to listen to, and pronounce, new vocabulary based on L1 to L2 translation while performing routine physical actions. This allows students to create not only receptive but also reproductive skills of L2 translation and communication
Highlights
No one doubts the fact that the main key in learning a second language (L2) is vocabulary memorising and the ability to express a person’s opinion with its help is what leads to effective communication with other L2 speakers
The primary goal of this study was to examine the effects of integrating mobile vocabulary listening with physical activity on vocabulary acquisition among ESL university students
Hypothesis #1: Students who listen to vocabulary lessons while physically active (LWPA) will perform better on End-of-Unit exams than students who do not use audio vocabulary lessons
Summary
No one doubts the fact that the main key in learning a second language (L2) is vocabulary memorising and the ability to express a person’s opinion with its help is what leads to effective communication with other L2 speakers. The main research question was as follows: Does mobile vocabulary listening during physical activity have a significant effect on ESL learners’ vocabulary acquisition and usage? Vocabulary in the Experimental Groups Traditional way vocabulary is introduced first in the classroom 1) vocabulary is introduced in L2 with definitions in L2 2) or with translations in Ukrainian (L1) 3) or by showing pictures that represent the vocabulary words 4) sentence example, “fill in” exercises, etc. Training Vocabulary in the Exercises at Home Step #1 – Complete oral and written exercises based on the vocabulary list (L1&L2) Step #2 – Practice writing the words to remember them (L2). Traditional Way Vocabulary is Introduced First in the Classroom 1) vocabulary is introduced in L2 with definitions in L2 2) or with translations in Ukrainian (L1) 3) or by showing pictures that represent the vocabulary words 4) sentence example, “fill in” exercises, etc.
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