Secondary School Students' Perception of Utilizing Instagram to Learn English Vocabulary: A case Study

Language learning

Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement of the students’ English vocabulary mastery. The topics covered in the materials were selected based on schemata theory. Vocabulary learning process was done through several activities provided in the materials: classroom and outside vocabulary learning. The results showed that the teaching of local cultural content materials have contributed to the improvement of the Elementary students’ vocabulary mastery. The schematic knowledge found in the familiar topics has aroused the students’ interest and motivation in learning English vocabulary. Students who were more familiar with the topics could respond to the vocabulary learning better than those who were not familiar with. The vocabulary mastery was more successful only if the students participated in both classroom and outside vocabulary learning process. Keywords: Vocabulary Mastery, Vocabulary Improvement, Local Cultural Content Materials, Vocabulary Learning, Schemata

This research explores the effectiveness of Instagram and TikTok as aids for enhancing students' English vocabulary acquisition. Instagram has instructional accounts that routinely publish English learning videos and introduce new vocabulary. TikTok offers exciting content that can aid in vocabulary acquisition but consumes significant data due to its video-centric design. The research investigated vocabulary learning processes and methods in both platforms in depth using a qualitative methodology and a case study design. Six English majors from a private university in South Borneo were asked to participate in this study because they had mastered English vocabulary through autonomous Instagram and TikTok use. Students saved vocabulary-related photos from these platforms to review them later. In addition, participants used the taught language in their regular activities to improve recall and employed mobile phone notes for additional practice. The urge to keep up with popular slang on Instagram and TikTok significantly motivates students to acquire new vocabulary. This indirect pursuit of slang language helps their speaking skills and reading, writing, and listening comprehension. This study highlights the importance of Instagram and TikTok in enhancing students' English vocabulary. Students can improve their language competence by utilizing educational accounts and enjoying these platforms' dynamic content. These findings have substantial implications for educators and students in the digital age who seek automated approaches to enhance language learning.

Vocabulary is a fundamental unit in learning a language. Vocabulary drives us in learning and understanding English skills (reading, listening, speaking, and writing). Without vocabulary, a reader, listener, speaker, or writer does nothing. This study attempted to carry out Community Language Learning Method to enhance secondary school students’ English vocabulary. Its hypotheses are (1) Community Language Learning Method cannot enhance secondary school students’ English vocabulary (H0) and (2) Community Language Learning Method enhance secondary school students’ English vocabulary (H1). This study used quantitative study by applying experimental design of one group pretest-posttest. The population was secondary school students at SMP Negri 4 Kota Ternate. The number of the population were 337 students. The sample was 35 students from the secondary school. They classified into two sexes namely; 15 male students and 20 female students. Simple random sampling technique used in taking the sample. The instrument applied in this study was a multiple choice test. It consisted of 30 items. The data were collected by applying pretest, treatment, and posttest. The data obtained were analyzed by using t-test formula from SPSS 16 version. Data findings and analysis on score mean and standard deviation indicated that pretest score mean was lower then posttest = (15.625), than for the posttest score mean was higher than pretest = (72.69). And, it compared standard deviation of pretest and posttest, standard deviation score of pretest and posttest showed difference each other. Standard deviation score of pretest = (15.625) and posttest = (10.707). it means that the independent variable had an effect on the total score of the subject (dependent variable). Moreover, t-test results showed that the average score in posttest x2 = 40.163. is greater than pretest x1 = 15.037. by applying the level of significance of 0.5. Therefore, its conclusion that the Community Language Learning Method is effective in teaching English vocabulary to the secondary school students. The alternative hypothesis stating that the Community Language Learning Method enhance students’ English vocabulary was accepted (H1)and null hypothesis stating that the Community Language Learning Method cannot enhance students’ English vocabulary was rejected (H0).

Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.

Communication strategies interlocutors use to avoid or resolve potential problems in face-to-face (FTF) and computer-mediated interactions can facilitate English learners’ second language acquisition (SLA) (Smith, 2003). Such strategies are beneficial because they encourage English learners to practice the second language (L2), learn vocabulary, and notice new grammatical structures (Long, 1996). Few studies have compared speakers’ communication strategies in different modes and their effects on second language learning. This study addresses this gap by investigating how FTF and text-synchronous computer-mediated communication (SCMC) task-based interactions impact the use of communication strategies, and to what extent native speakers (NSs) and L2 English learners differ regarding frequency and types of communication strategies used in both modes. Twelve participants were randomly paired to form six NS-L2 learner dyads. They completed a jigsaw task in each mode. Grounded theory was used to compare both modes. Findings revealed that FTF interactions promoted more communication strategies than text-SCMC, and regarding the number of strategies, NSs produced fewer than L2 learners. NSs and L2 learners differed regarding how frequently they applied certain communication strategies. To facilitate SLA, the findings suggest that teachers should teach NSs and L2 English learners how to implement communication strategies and engage them in FTF and text-SCMC interactions to encourage the use of these strategies.

Vocabulary acquisition is the premise of learning language. In English learning, college students always feel perplexed and painful on acquiring English vocabulary. Therefore, this paper aims to analyze and reveal negative factors in English vocabulary acquisition of college students and put forward some countermeasures. Compared with previous studies, this paper comprehensively analyzes most of negative factors on English vocabulary acquisition and according to collected data, more concrete and practical measures are put forward to help college students acquire English vocabulary. Interviews and questionnaires are conducted in turn. Interviews with college students and teachers shows there are many factors that have an negative impact on vocabulary acquisition such as the influence of Chinese and culture, individual motivation, learning habits and teaching model. Questionnaire shows the difficulties and learning habits most students had as well as English teaching model they desire. Through questionnaire, it is found that low motivation is the most influential factor and there is a relationship between students’ grade and their motivation. At the end of this paper, some countermeasures are proposed to help students learn vocabulary more effectively.

In this study, a vocabulary cognition experiment is designed with cross-language startup paradigm from the cognitive perspective to analyze the time course of English vocabulary semantic accessibility of college students, the influence of words and speech information on English semantic accessibility, and the relationship between English learning and Chinese learning and their mutual influence on the cognitive process. The experiment uses event-related potential technology to record the sensory and cognitive processes of the brain online in a continuous and real time manner. The components of the scalp area are separated to determine the cortical areas activated by the mental activity, thus determining the internal nerve source of the explicit behavior. This study discusses English vocabulary learning from the perspective of cognitive linguistics, mainly to understand learners' cognitive characteristics and cognitive process of English vocabulary learning. In view of this phenomenon, it is proposed that learners should establish the cognitive schema of English vocabulary to form the semantic network of English vocabulary, overcome the negative transfer of mother tongue, and achieve vocabulary cognition through a great deal of English input and mastery of context knowledge. This study complements the research on vocabulary cognition of college students, and the results provide theoretical guidance for college students' English learning and language teaching.

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

With the rapid advancement of informatization on a global scale, human society has entered a new era of information explosion and continuous data updating. In this situation, big data have become the future development trend of the world. In the context of big data, we must not only understand the world but also learn how to obtain information, and traditional teaching models can no longer meet the needs of teaching. Therefore, it is necessary to combine modern information technology, multimedia technology, and other means to assist the development of classroom teaching. At the same time, the holistic language teaching method plays an important role in improving students’ comprehensive ability, comprehension, expression, and thinking innovation ability. Therefore, this article attempts to combine the teaching background of big data and multimedia and use their advantages in teaching to find effective teaching methods to promote students’ vocabulary acquisition. This article uses questionnaire surveys and data analysis methods to understand the difficulties encountered by college students in English vocabulary learning and their views on the application of holistic language teaching methods in English vocabulary teaching. According to the survey results, due to factors such as large English vocabulary and complicated spelling rules, most interviewees think English vocabulary learning is more difficult. In addition, most of the interviewees believe that the application of the whole language teaching method in college English vocabulary teaching is very necessary and will get better teaching results, thereby improving the efficiency of college students in learning English vocabulary.

This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi-experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and VocabularyMorphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary. Keywords—ESL, instruction, morphemic analysis, vocabulary.

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.

The main aim of the study is to examine the impact of video games on vocabulary acquisition among Saudi university students, as well as what types of games are most effective and students’ perceptions of their use. A mixed-methods approach was employed, involving 100 students divided into control and experimental groups. Over twelve weeks, the experimental group used video game-based learning activities, while the control group followed traditional methods. Vocabulary gains were measured using pre-tests and post-tests. Qualitative data from questionnaires and interviews with the participants have supplemented the results. The findings show that the students who used video games reported greater engagement, motivation, and reduced language anxiety, appreciating the contextual learning and immediate feedback provided by video games. These findings support the use of video games as effective tools for vocabulary acquisition, offering an interactive and immersive learning experience. Students’ positive perceptions further highlight the benefits of integrating video games into language learning. Future research should investigate the long-term effects of video game-based learning and its influence on other language skills, as well as explore different game types in various educational settings. This study provides valuable insights for educators and policymakers seeking to enhance language education.

Little is known about the factors affecting children's language acquisition in transcultural situations and how clinicians can take these children's specific needs into account. To better understand the acquisition of bilingualism by migrant parents' children, our aim was to study the relations between parental transcultural perceptions and their children's language skills in both the heritage language and the host country's majority language. This cross-sectional study included 114 kindergarten children, born in France to migrant parents speaking Arabic, Tamil, or Soninke. Children's expressive language and comprehension skills were assessed with the ELAL and the N-EEL scales. In semistructured interviews, parents answered questions about perceptions of migration-related changes, extended-family relationships, and transgenerational transmission. Quantitizing methods and regression models were used to assess these factors' potential associations with children's language skills after adjustment for background characteristics and languages used at home. Children of parents with a strongly positive perception of transgenerational transmission had better expressive skills in their heritage language. However, strongly positive parental perceptions of extended-family relationships and of migration-related changes were independently associated with some poorer skills in the heritage language. None of these transcultural/familial factors was significantly associated with any of the majority language skills assessed. This research suggests that parental perceptions of migration, extended-family relationships, and transgenerational transmission are closely related to their children's heritage language skills regardless of the choice of languages spoken at home. Further research on transcultural factors is necessary to illuminate the mechanisms underlying bilingual learning and inform evidence-based practices for clinicians.

This paper examines the role of semantic priming in foreign language acquisition (English) among bilinguals and monolinguals. The study aimed to determine how bilinguals acquire English vocabulary when they are proficient in Ukrainian and a language with the Latin alphabet, and how semantic priming influences this process. The bilingual model of interactive activation was tested through an experimental study involving Group 1 (15 monolingual Ukrainian speakers learning English) and Group 2 (15 bilinguals, native speakers of a Latin-alphabet language, also learning English). Participants completed lexical decision and priming tasks to assess the interaction between L1 and L2 in vocabulary acquisition. The results indicate that semantic priming occurs when words from both the target and non-target languages compete for selection and acquisition. Among Ukrainian-speaking participants, L1 influenced semantic association selection, while in bilinguals, typological similarity played a role in English vocabulary acquisition. Overall, the study demonstrates that language-switching effectiveness can be explained by semantic priming, which creates associative links in the mind. Additionally, the findings suggest that interference between L1 and L2 is minimized when the received language input is partially predictable (e.g., when both languages share the same alphabet), allowing direct access to target language representations and easier assimilation.