Classroom Vocabulary Research Articles

Promoting Intentional Vocabulary Learning among EFL Learners in Saudi Arabia: The Role of Captioned and Subtitled TV Series

Video viewing whether a TV series, a documentary, or an excerpt can be a useful tool for exposing learners to enormous amounts of input to increase their vocabulary. Thus, this study investigates the effect of viewing of captioned and subtitled TV series in promoting vocabulary learning among EFL learners in Saudi Arabia, it also investigates the effect of the type of the on-screen text (whether English or Arabic) and proficiency level in gaining vocabulary. Data for this study were collected using a quantitative experimental approach. A total of 19 intermediate Saudi female learners participated in this study, they were assigned randomly into two different groups: captions group and subtitles group, both groups were viewing two episodes of a TV series. A pre and post-tests were administered to measure form recall and meaning recall gains of vocabulary. Results showed that the audio-visual input helped participants learn vocabulary in terms of meaning recall and form recall for both groups however the relative gains were found to be comparatively more in the captions group in terms of form recall with no statistically significant difference. With the meaning recall, the subtitles groups showed comparatively higher relative gains without any statistical significance. The relative gains were comparatively higher among students with B2 proficiency than those with A2 in both meaning recall and form recall, irrespective of the groups (p>0.05). The analysis also showed no effect of language of the on-screen text on either form or meaning recall. Taken together, these results suggest that audio-visual materials may aid students in learning and developing new vocabulary in EFL classrooms. Teachers can utilize them to supplement pupils' lack of vocabulary along with their textbooks by piquing their interest and stimulating their curiosity.

Pedagogical Implications in EFL Classrooms: A Reflective Praxis of Vocabulary Strategies and Techniques

Teaching vocabulary is a challenging ordeal, not only because of the vastness of vocabulary but also because it takes much effort to enable the students to acquire the meaning with their correct usage. The study uses qualitative research to elaborate strategies that can be implemented in EFL classrooms to teach vocabulary-based content. The present study has highlighted the meaning of reflective praxis in the teaching-learning process and how the process of reflection ultimately has a desirable impact on both the teachers and the students. The researcher has adopted the pragmatic approach as the paper emphasizes the possible difficulties teachers and students can face in teaching and learning vocabulary. The article foregrounds problems and is followed by their practical solutions in pedagogy. The study proposes a problem-solving approach to teaching vocabulary in EFL classrooms. It focuses on improving the lexical competence of the learners, which is considered one of the most essential components of language building.

Memorizing Vocabulary in Multilingual Classrooms: Strategies Adopted by Teachers in Distance Education

The aim of this research is to investigate the usage and assessment of vocabulary memorization strategies adopted by teachers of Greek as a second/foreign language (L2) in multilingual classrooms. In particular, it investigates which vocabulary memorization strategies are adopted in distance education and whether or not there are differences in the frequency of their usage within face-to-face education, as well as how effective teachers consider them to be. Research results show that the most popular strategies in distance education are the strategies of reading aloud (92%), linking the new word to students’ previous personal experiences (89%), and using synonyms–antonyms (87%), although there is no significant difference among the strategies that teachers adopt in face-to-face and distance education with some minor variations in statistics. Furthermore, it was shown that the frequency of a strategy’s usage is related to how important teachers consider it to be. Regarding the assessment of memorization strategies, it is of particular interest that in most cases the frequency of usage of a strategy is proportionate to the effectiveness attributed to it by teachers. After the teachers’ assessment, the strategies of reading aloud (89%), picture making (87%) and using synonyms–antonyms (86%) are in the top three.

Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness

Task-based language learning is an approach that highlights the use of meaningful and authentic tasks in language learning activities. In practical terms, students engage in activities or language tasks that are designed to simulate real-life situations, where they must use the language to complete the task. This approach demands that teachers design learning materials in accordance with task-based learning frameworks. Among the linguistic aspects that have been considered as having a dominant effect on language teaching is linguistic awareness. Therefore, the present study aims to develop task-based learning materials for teaching vocabulary in EFL classrooms for 11th-grade students in secondary high schools, viewed from the perspective of students’ linguistic awareness. This study employs the 4Ds (Define, Design, Develop, and Disseminate) study method. The data collection comprises two types of data, namely qualitative and quantitative data. The quantitative data are analyzed using statistical methods, while the qualitative data are analyzed using techniques such as data condensation, data display, and drawing conclusions. The outcome of this study is an English vocabulary learning material based on task-based language learning activities for high school students in Central Lombok. The task-based learning material is designed based on the syllabus, student needs, school conditions, and level of ability that the researchers have previously analyzed, ensuring that the resulting product is in line with the students' and English teachers' needs.

Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary

AbstractShared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a “toolbox” of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective (they are active, engaging, meaningful, socially interactive, iterative, and joyful), and then give examples of playful learning experiences that have been effectively used in classroom vocabulary interventions. Finally, we offer ways in which these activities can be easily adapted to help educators reach vocabulary‐teaching goals in their own classrooms.

Long-Term Effects of Kindergarten Vocabulary Instruction and Intervention on Target Vocabulary Knowledge Through Second Grade

We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were randomly assigned in clusters to either a control group that received only classroom vocabulary instruction or a treatment group that received the classroom instruction plus small-group supplemental intervention. We also identified a group of not-at-risk students who received classroom vocabulary instruction as a reference group. Analyses using multilevel modeling indicated that students in the treatment group continued to outperform students in the control group on measures of expressive and receptive knowledge of words taught during the intervention through the winter of second grade, almost 2 years after the end of the intervention. Although long-term effects of the intervention on target word learning in second grade were substantial and meaningful, there was some deterioration of intervention effects across time. There were no effects of the kindergarten intervention on general vocabulary knowledge at posttest or any follow-up points. Findings suggest that the effects of direct and extended vocabulary instruction and intervention are generally durable and sustain over time for taught words.

Critique Beyond Judgment: Exploring Testimony and Truth in the Classroom

This essay offers a set of strategies for utilizing the words of survivors and of witnesses to genocide in the classroom. Including the voices of survivors and victims in our classroom conversations about genocide, its impact, representation, and the possibilities for its prevention is crucial to an ethical and wholistic pedagogy of genocide. Discussion of these events in the classroom often finds us confronting questions from students about truth, historical accuracy, authenticity, and authority. Addressing such questions requires careful framing that takes into account student assumptions and cultural discourses about memory and witnessing, as we work with students to develop a shared vocabulary that accounts both for the individual survivor or witness, as well as often invisible issues in the study of testimony such as technical presentation, editing, and genre. This paper argues for the importance of working with students to develop a critical classroom vocabulary for analyzing both written and audio-visual testimonies in the classroom. Drawing on a number of conversations and using examples from assignments developed by the participants in the 2021 Silberman Seminar, this essay explores and reflects on several classroom exercises and activities for using survivor testimony in the classroom, and for navigating the multiple kinds of truth that are implicated in testimony. Acknowledging and analyzing the construction of these testimonies allows students not only a deeper understanding of the survivor and their experiences, but also great insight into how testimony, as a genre, as text and media, and as a discourse, shapes our encounters with survivors and their memories.

The Effects of using Pictures on EFL Learners’ Vocabulary Retention

Innovation is necessary for improvement. This inspirational saying triggered the author to try new things for enhancement. This study explored the effect of using pictures to instruct vocabulary in EFL classrooms. At the same time, the EFL students’ attitudes toward this instruction were also examined. To have the data for the study, a group of 70 seventh-graders at Duyen Hai Ethnic Boarding Junior High School in Tra Vinh province were recruited as participants. The study had two parts. The first part of the study dealt with the intervention of vocabulary instruction in the two groups of students. 35 students were chosen for the experimental group, and the other 35 for the control group. The experimental group was exposed to vocabulary instruction with pictures while the control group was taught with the traditional vocabulary teaching method (without using pictures). Both groups had undergone the pretest, posttest, and delayed tests. The results showed that both groups’ scores on vocabulary tests improved, but the experimental group’s scores were higher than that of its counterparts. Then, the study also had the result of the experimental students’ attitudes toward the intervention of using pictures to teach vocabulary. They had a positive attitude toward this teaching strategy. Finally, based on the results of the study, some suggestions and limitations of the study were proposed.

VOCABULARY DEVELOPMENT WITH MOBILE DEVICES AND APPLICATIONS

One of the crucial aspects of language is vocabulary. When learning a new language, having a big vocabulary helps with receiving and producing messages, as well as supporting four basic skills of language. Vocabulary teaching approaches have altered far too much in the language acquisition process. In the language teaching process, many different strategies have been used, and new ones are being developed all the time. Words were previously taught alongside their translation or synonym, and the teaching strategy was Grammar-translation; however, as the teaching method has evolved and the Communicative Approach has gained traction, the vocabulary teaching method has evolved as well. With flashes and pictures, the kids were taught words in context. With technology improvements, vocabulary teaching practices have improved. First Vocabulary is taught via computer games and activities when computers have started to be used in the classrooms during Computer Assisted Language Learning (CALL) process. In the present period, many vocabulary-learning applications for cell phones, tablets, and laptops have been developed. It is a relatively recent approach to exploit mobile technology and internet-based vocabulary teaching programs to teach vocabulary. Mobile devices were started to be used for educational reasons which caused the birth of Mobile Assisted Language Learning (MALL). On the App Store and Google Play, there are thousands of vocabulary-building apps. Some of these programs are drill-based, while others are context-based. One of the most popular video-based methods for teaching vocabulary is YouTube. Teachers can use the Google Classroom application to teach vocabulary in virtual classrooms. Kahoot and wordwall are two recent popular programs for creating a variety of interesting vocabulary challenges. This research analyses the ideas of prep class students at Van Yüzüncü Yıl University for the usage of mobile applications in vocabulary development.

A Study on the Application of Multimodal Vocabulary Teaching Mode

This study used questionnaires, interviews and teaching experiments to investigate the effectiveness of multimodal teaching mode in English vocabulary teaching. It was found that multimodal vocabulary teaching could improve teachers’ vocabulary teaching ability, promote students’ vocabulary learning ability and enhance their pragmatic skills. In English vocabulary teaching of junior high school, teachers should make full use of multimodal resources to mobilize students’ senses, bring into play their subjective motivation of vocabulary learning, and improve the efficiency of classroom vocabulary learning. At the same time, there are certain difficulties in applying multimodal theory-teachers need to choose the appropriate modality according to the actual situation.

Using Mobile Devices for Vocabulary Learning Outside the Classroom: Improving the English as Foreign Language Learners' Knowledge of High-Frequency Words.

The present study investigated the impacts of mobile assisted vocabulary learning via digital flashcards (DFs). The data were collected from 44 adult English as Foreign Language (EFL) learners in three intact classes in a private language teaching institute in Iran, randomly assigned to experimental (N = 27) and control (N = 17) learning conditions. The experimental group used a freely available DF application (i.e., NGSL builder) to learn items from a recently developed corpus-based word list for high-frequency vocabulary in English (NGSL). The treatment was implemented as out-of-the-classroom learning activities where the EFL learners used DFs to augment their vocabulary knowledge, and their learning gains were compared to the control group that received regular English language education. The participants’ vocabulary knowledge was tested in pre-, post-, and delayed post-tests, and the findings indicated that using DFs for outside the classroom vocabulary learning contributed significantly to short- and long-term improvements in the knowledge of high-frequency words. The study provided empirical evidence for the affordances of mobile assisted vocabulary learning for learning a considerable proportion of core vocabulary and has some implications for addressing the vocabulary learning needs of EFL learners.

The GoldList Notebook Method: A Study on L2 Vocabulary Learning

Vocabulary knowledge is of paramount importance when learning a second language. It requires effective and practical classroom vocabulary learning methods for long-term acquisition. Specific learning aspects helping the learner remember vocabulary such as spaced repetition and retrieval practice have shown efficacy but are often disconnected from practical in-class methods that can be used repeatedly. This study looked at data from 74 university students in Japan studying English vocabulary with the GoldList Notebook Method, which incorporates spaced learning and retrieval practice. The study was conducted over a nine-week period and consisted of a pre-test of target L2 idioms, a lesson teaching the idioms, the implementation of the GoldList Notebook Method, and a post-test on the target idioms. The data collected were analyzed through fixed effects with a generalized linear model in R version 4.0.3 and R Studio 1.2.5. In addition to quantitative data collected through the pre- and post-tests, qualitative observational data was compiled on the use of the GoldList Notebook Method in the classroom. The findings showed efficacy in using the method and found particular merit to spaced learning over two-week intervals. The study further addresses problems teachers may face implementing the method in the classroom and possible ways to alleviate the issues.

Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder.

Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school. A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (M age = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1-2 weeks prior, with posttest performance 1 week after each instructional condition. The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words. All participants showed positive learning gains following RP, whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to-be-learned material (Tier 2 words).

Evaluating some ways of semantisation of the vocabulary in teaching English in high schools

The study presents evaluation and analyses of some ways for semantisation in foreign vocabulary mastery in teaching English in high schools. The study aims to identify effective ways of semantisation in vocabulary teaching and word mastery. The relevance of the present study can be explained by the fact that identifying effective ways of semantisation in vocabulary teaching may aid higher English language proficiency of the 10th-grade students in meeting the curriculum requirements and standards. This also relates to the fact that teaching vocabulary remains to be one of the central issues in foreign language acquisition, as it is the basis for both productive and perceptive skills. It is hard to imagine a learner speaking a foreign language well without sufficient vocabulary. Thus, one of the main tasks in the EFL class is to expand the vocabulary of learners. The study provides general background on the peculiarities of teaching and learning foreign vocabulary, types of vocabulary, and reviews some ways of semantisation. The authors have reviewed and classified vocabulary semantisation into several groups: semantisation through translation, demonstration, description, numeration, synonyms, antonyms, semantic fields. A survey was applied to identify the effectiveness of the ways of semantisation in teaching vocabulary. Thirty-eight 10th-grade students answered survey questions and shared their perceptions and views on the ways of teaching vocabulary in EFL classrooms. According to survey results, semantisation of vocabulary based on lexical-semantic fields and description were evaluated as the most effective ways. It was found that each semantisation method may work effectively if it is applied with the appropriate word, phrase, or concept.

Intervention for English Learners With Developmental Language Disorder

There are increasing numbers of English learners (ELs) in American classrooms today. Some of them have developmental language disorder (DLD) and receive intervention in the school setting. It is ideal to provide intervention that supports bilingual development in both the first language (L1) and English. When providing therapy, speech–language pathologists can most benefit ELs with DLD by connecting therapy to the curriculum of the classroom, particularly focusing on Tier 2 academic classroom vocabulary. This article provides a scientifically-based description of how to teach English academic vocabulary most effectively to ELs with DLD. The article concludes with practical recommendations for methods and materials that can be used to support academic success for these students.

Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research

AbstractThe Involvement Load Hypothesis (ILH) is a framework for designing vocabulary‐learning tasks which was proposed by Batia Laufer and Jan Hulstijn in 2001. It assumes that task effectiveness depends on three components induced by a task: a motivational component (need) and two cognitive components (search and evaluation). The hypothesis has been investigated in numerous studies, which have provided varying degrees of support for it. This article reviews the ILH 20 years after it was first proposed and addresses issues arising from the research. The first category of issues is related to the assumptions of the hypothesis, including uncertainty about the relative weight of the components, lack of evidence regarding the effect of the distribution of the components, and the limited range of scores available to assign to tasks. The second category involves variables affecting the predictive ability of the hypothesis, including time on task, level of proficiency, and frequency of exposure. Two studies, which investigated these issues, are discussed. One of them suggested extending evaluation, clarifying the role of search, and redefining need to solve the issues related to the assumptions. The other revealed the effects of the variables in addition to showing the usefulness of the framework for predicting task effectiveness and the relative weight of the components. Issues that remained unresolved are discussed.

Elementary Classroom Vocabulary Experiences

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, the percentage of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.

Correction to: Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms

The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers’ direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students’ literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students.

LECTURERS’ NEED ANALYSIS FOR I-AQRAN MODULE IN ARABIC VOCABULARY CONSOLIDATION AMONG UITM LEARNERS.

This first-phase of a study known as needs analysis aimed at identifying the needs of Arabic language lecturers in designing and constructing the i - Aqrān Module for strengthening Arabic vocabulary among UiTM students. This needs analysis used survey as its research design and data were then analysed through quantitative approach. The study sample consisted of 40 Arabic language lecturers who teach Arabic II (Two) courses at UiTM in all branch campuses of Malaysia. The study also used a set of questionnaires as research instrument. Before the actual questionnaire was administered to the students, the researcher had consulted insights from 3 referral experts in the field related. The data obtained were analysed by using descriptive statistics in which mean score and standard deviation are generated followed by interpretations of the score. The data were analysed based on 6 constructs: (1) Arabic Language Interactive Learning in the classroom, (2) Interactivity in Arabic Classroom Vocabulary Learning, (3) The Need of Multimedia Software Technology in Interactive Learning, (4) The Need of Skills in Interactive Learning of Arabic language, (5) Proposed Learning Activities based on Multimedia Software Technology in Interactive Learning of Arabic Language and (6) Proposed Forms of Assessment in Interactive Learning of Arabic Language. The findings of the study showed highly positive response from the Arabic Language lecturers towards the 6 constructs listed in the questionnaire. The findings of this needs analysis phase can further solidify the elements that should be included in the designing and constructing of the i - Aqran Module. Needs analysis is an inevitable part or process in designing and building a module (Aliza & Zamri, 2015).

Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms

The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers’ direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students’ literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students.