Vocabulary Instruction Research Articles

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Fa'ālῑyat istikhdām 'ard al-suwar fῑ tadrῑs al-mufradāt ladā tullāb qism al i'dād al-lughawῑ bῑ jāmi’ati al- rāyah

this study aims to assess the effectiveness of one visual teaching method, namely the use of picture presentation, among students in the Language Preparation Department at Al-Raya University. This research adopts a field study approach, utilizing a quantitative method with an experimental design involving a single group, including pretest and posttest evaluations. The study's findings indicate that the statistical results of the Wilcoxon test reveal an Asymp.Sig (2-tailed) value of 0.001, which is smaller than <0.05. Consequently, it can be concluded that the hypothesis is accepted, suggesting a difference between the results of vocabulary learning in the pretest and posttest. Additionally, the study reveals that the average standardized progress score is 0.75, implying a high level of standardized progress for the proposed hypothesis. Therefore, it can be inferred that the use of picture presentation as a teaching method has an impact on the results of vocabulary learning among students in the Language Preparation Department at Stiba Al-Râyah, indicating the effectiveness of teaching vocabulary through picture presentation.

A Review of the Impact of Native Language on Emotional Aspects of Second Language Acquisition

This review explores how native language affects second language learners' abilities in processing emotional information, including the cognitive processing of emotional vocabulary, emotional expression and communication, and cross-cultural understanding of emotions. The research found that native language background plays a multi-dimensional role in this process, affecting not only the processing of emotional information within the language but also individuals' cross-cultural communication skills. Furthermore, this paper emphasizes the importance of focusing on emotional vocabulary teaching and the cultivation of emotional expression strategies in second language teaching, as well as directions for further research. By deeply understanding the impact of native language on emotional processing in a second language, practical guidance can be provided for cross-cultural education, promoting effective communication and understanding among people from different cultural backgrounds.

Research on the Corpus-Based Korean Vocabulary Teaching Model

This paper attempts to explore the teaching strategies and effective teaching methods of Korean vocabulary by constructing and using the basic Korean vocabulary corpus. The purpose is to introduce new educational methods into the classroom, seek new vocabulary teaching strategies, help students broaden their vocabulary, and explore the novel vocabulary teaching model.

The Application of Situational Teaching Method to English Vocabulary Teaching in Senior High School

The new curriculum standards (2017) have higher requirements for the comprehensive English ability of senior high school students. And English vocabulary teaching is still an important and difficult task in English teaching. In order to improve the problem that the high school English vocabulary is too large, the difficulty of memorizing words, so the situational teaching method gets into the classroom. Starting from the existing problems in senior high school English vocabulary teaching, this paper analyzes the development of situational teaching methods in vocabulary teaching, and expounds the theoretical basis and significance of situational teaching methods. Finally, this paper discusses in detail how to set the situation types and apply the situation teaching method to the practice of senior high school English vocabulary teaching in order to improve the efficiency of senior high school English learning.

Evaluating the Impact of Gamification on Learning Effectiveness in Technical Vocabulary Instruction

With the rise of digital education, the integration of gamified elements has emerged as a potential strategy to enhance student engagement and comprehension in various academic disciplines. This study seeks to evaluate the impact of gamification on learning effectiveness in the domain of technical vocabulary instruction during an online course. A mixed-methods approach was employed, involving data collection from students enrolled on an online technical vocabulary programme offered by the Language Centre at Gdansk University of Technology. A quantitative analysis of placement test scores, the frequency of using course material and final grades was conducted to understand their impact on learning outcomes, and data from surveys provided insights into students' perceptions and experiences with gamified activities. The findings indicate that the incorporation of gamification positively influenced learning effectiveness during the online course. Participants demonstrated higher levels of motivation, active participation, and a deeper understanding of technical terminology achieved through gamified interactions. The study's outcomes contribute to the growing body of research on gamification's potential benefits in online learning environments, especially in the context of technical vocabulary instruction, and offer valuable implications for educators and course designers seeking innovative approaches to optimize learning experiences in virtual settings.

Exploring EFL Teachers’ Strategies in Teaching Vocabulary at Senior High School Level (Case Study at SMKN 1 Barru)

The objectives of the research were to find out (1) the EFL teachers’ strategies in teaching English at Senior High School level; (2) the EFL teachers’ strategies in teaching vocabulary at Senior High School level; and (3) the EFL teachers’ problem in teaching vocabulary at Senior High School level. This research applied qualitative method. The subject of this study was an English teacher who taught at SMKN 1 Barru. The data collected were observation, questionnaire checklist and interview. The result of this study showed that (1) the EFL teacher uses five strategies in teaching English, discussion and demonstration strategies, using electronic media as a learning media, using games(applications), teaching vocabulary strategy; (2) the EFL teacher uses four strategies in teaching vocabulary to students, such as learning new vocabulary strategies independently without the help of teachers and other students, using strategies that involve teachers and other students, using strategies to remember new words or vocabulary, using games (applications); (3) the several problems faced by the teacher in teaching vocabulary, such as lack of motivation, phone dependency and self-confidence. Keywords: Teaching Strategies, Vocabulary, Teaching Vocabulary.

Using TPS Via Group Scrabble to Promote Students English Learning Vocabulary

This study aims to promote students' use of Scrabble game combined with Think-Pair-Share method in engaging English vocabulary learning cooperatively or individually. This research provides benefits and useful information in teaching and learning, especially in vocabulary learning through the promotion of game media. The learning process is responsive to teaching materials using Scrabble game media with Think-Pair-Share technique. This research was conducted using Descriptive Qualitative, for data collection techniques, researcher used observation methods, documentation studies, and also interviews conducted in the school environment. The results of the acquisition of class 1A scores experienced a satisfactory increase starting from cycle II sessions I and II 57.14% - 80.95% while the acquisition of class 1B scores 54.17% - 87.5% the acquisition proved satisfactory results. Promoting the use of Scrabble vocabulary game media as English language learning media and TPS method has a positive influence on students, able to arouse interest in learning, increase students' vocabulary better, help students to learn to engage in the language learning process cooperatively and individually.Keywords: Scrabble game, Think Pair Share, English vocabulary teaching

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Omani students must acquire English vocabulary to achieve educational qualifications and effectively communicate with English-speaking individuals, as vocabulary plays a crucial part in studying a foreign language and achieving academic success. Omani eleventh-grade students require assistance in employing effective ways for acquiring and retaining English vocabulary. They struggle with word retrieval in both spoken and written language. This study investigates the memory strategies utilised, preferred strategies, and influencing factors among eleventh grade EFL students in Oman. This study utilises an explanatory sequential mixed methods methodology. Convenience sampling was used to involve 126 students in this study. The researcher gathered data through a questionnaire, a semi-structured interview, and an observation checklist. The questionnaire data is analysed by descriptive statistical analysis, which includes calculating the mean and standard deviation. Thematic analysis is utilised for analysing the semi-structured interview data, while observation analysis is carried out to assess the classroom observation checklist. The findings showed that the most utilised category of methods is reviewing well (x=3.99), followed by employing actions (x=3.07). Interviews reveal that students favour utilising movies, visual aids, gaming, or competitive activities while interacting with their peers and friends. Additionally, CML tactics are predominantly utilised by teachers in their classrooms. The study results would assist educators in developing their vocabulary teaching strategies more efficiently, resulting in increased advantages for students. The curriculum developers could create tasks that enhance language acquisition.

Benefits and Barriers on Quizizz Application as Formative Assessment Tool in Vocabulary Teaching: Students Side

As technology becomes more advanced, education is getting more sophisticated. The purpose of this study is to find out the benefits and barriers related on Quizizz Application as formative assessment tool in vocabulary teaching for students. This study is classified as qualitative research, the sample of this research is 10 students of SMA N 4 Yogyakarta. Data were collected through observation, interviews and documentation. The study revealed two main aspects, the benefits and the barriers. Analysis of research data is descriptive. The results of the study showed students' perspectives on the use of Quizizz. In conclusion, students' opinions on the usage of Quizizz as formative assessment tool in learning vocabulary are positive, the platform is extremely entertaining to use in the classroom and helps students focus more on the material that they have learned. Keywords: Assessment Tool, Quizizz Application, Vocabulary

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

An Evaluation of the use of the Kahoot Application for Teaching Vocabulary at Hasanuddin 06 Junior High School Semarang

The research aims to (1) explain the use of the Kahoot for teaching vocabulary, (2) explain students’ perceptions of the use of the Kahoot application in learning vocabulary, (3) explain the benefits of the use of the Kahoot application for teaching vocabulary. This qualitative research explores the effectiveness and perceptions of using the Kahoot application for teaching vocabulary in Hasanuddin 06 Junior High School. The participants in this research are the English teacher and the 66 students from 8a, 8b, and 8c at Hasanuddin 06 Junior High School Semarang. The data was collected through in-depth interviews, observation, rubric evaluation and questionnaire. The findings from this research suggest that Kahoot is perceived positively by both students and teachers as a tool for teaching vocabulary. Participants highlight its engaging and interactive nature, ability to foster competition and collaboration, and potential to enhance vocabulary learning outcomes Keywords: Kahoot Application, Evaluation Learning Media, Teaching Vocabulary

The Effect of Using Edpuzzles in Teaching Vocabulary

The Effect of Using Edpuzzles in Teaching Vocabulary

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

The mastery of formulaic sequences by language learners is considered to be crucial since it enables them to accomplish the basic communicative requirements (Wray, 2002) of target language use. Of all the formulaic sequences, the mastery of collocations is known to have an enormous impact on learners’ ability to move beyond the intermediate level. This data-driven study explores the word combinations (both conventional and unconventional L2 strings) of L2 users of English. Specifically, the adjective-noun combinations in an L2 corpus (TUWE) were explored to find the potential L2 strings functioning as unconventional collocations. Then, these L2 strings were compared with the adjective-noun collocations in the LOCNESS corpus to determine whether the choices made by L2 learners differed from those of L1 users. The findings show that the spectrum of the L2 word combinations was broader in comparison with LOCNESS. The results suggest that the L2 learners produced a higher number of unconventional collocations than conventional collocations matching with the L1. The L2 strings support that the use of collocations can be rather problematic for learners of English however advanced they are. Some pedagogical implications of the findings for explicit collocation and vocabulary teaching are discussed.

Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A Country in Focus

Examining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq.

University students’ use of language learning strategies in English-medium instruction classes

Abstract The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.

Incidental Vocabulary Learning in a Postcolonial English Second Language Context

This study investigated the incidental English second-language (ESL) vocabulary development of 125 science university students over two years, as well as their productive vocabulary knowledge in relation to academic achievement. The study was conducted in Ghana, a typical postcolonial ESL country in West Africa. Results showed that productive knowledge of vocabulary at the 2000, 3000, and 5000-word levels was not mastered in academic year one. In spite of the poorly resourced educational context with limited print exposure, students’ longitudinal incidental vocabulary growth at the 3000-word level and academic word level was significant. Academic achievement was significantly predicted by word knowledge at these two levels. The study contributes to our understanding of incidental vocabulary learning in a “natural” ESL context, without language interventions. Given the predict ive factor of vocabulary knowledge on academic achievement, the integration of vocabulary instruction into the curriculum and establishm ent of required vocabulary thresholds seems warranted.

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

BackgroundUpper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.MethodsThis study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions.ResultsFindings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.ConclusionsMorphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

Technology-Enhanced Explicit Vocabulary Instruction in Teaching Science 8: Improving Students’ Scientific Comprehension and Performance

Technology-Enhanced Explicit Vocabulary Instruction in Teaching Science 8: Improving Students’ Scientific Comprehension and Performance