EFL Vocabulary Research Articles

Effects of video captioning on EFL vocabulary learning and listening comprehension

This study investigated how video caption type affected vocabulary learning and listening comprehension of low-intermediate Chinese-speaking learners of English. Each video was presented twice with one of the five caption types: (1) no caption (NC), (2) full caption with no audio (FCNA), (3) full caption (FC), (4) full caption with highlighted target-word (FCHTW), and (5) full caption with highlighted target-word and L1 gloss (FCL1), where gloss was presented simultaneously with full caption. The results showed that caption type did affect vocabulary learning. FCL1 facilitated the learning of both word form and meaning in a multimedia listening activity. FCHTW increased attention to word form at the expense of word meaning. Videos with either captions (FCNA) or audio (NC) were not helpful for the learning of written words, indicating that presentation of verbal information through two modalities (audio plus text) was superior over single-modality presentation. While caption type had no impact on listening comprehension, concurrent presentations of video, audio, and captions did not overload the learners in the FC condition, suggesting that selective attention might be allocated to different parts of the visual stimuli during the first and second exposure to the videos. Additionally, the presence of highlighted words and glosses in the captioning line might direct learner attention to vocabulary rather than video content.

The Effect of Mnemonic Keyword Techniques Instruction on Vocabulary Achievement and vocabulary Size of Iranian EFL Learners

This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.

Recall Efficacy in EFL Learning

This study investigated the efficacy of retrieving EFL vocabulary from memory as a long-term retention strategy. Three learning treatments, rereading, recognizing and recalling target words, were compared with the assistance of 74 university students who underwent the treatments to learn academic American English during a 15- week semester. In addition to investigating the efficacy of the learning treatments, the study explored the effects of recognition and recall testing in relation to the treatments for possible interactions between learning treatment and test format. The study found that while rereading was the preferred student study strategy, recalling words was a more efficacious learning practice. Recognition learning was also less effective than recalling words, which suggests that the use of recall tests will promote long-term retention more than recognition tests such as multiple-choice tests. Learning treatment and test format comparisons suggested that the retrieval of words as a learning strategy was likely to be the most effective study practice regardless of test type despite transfer-appropriate processing inconsistencies.

The Effect of Group Work on English Vocabulary Learning

This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N=44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom intervention followed a repeated measures design with alternating sessions (one week IW, one week GW) for 12 weeks. In order to measure students’ word knowledge gains, the modified vocabulary knowledge scale was used in pre-, post- and delayed-post tests, and the scores from the tests were analyzed with paired t tests. Qualitative information about vocabulary discovery and retention was further obtained from interviews with 24 students conducted after the classroom intervention. Results showed that students’ overall improvement in vocabulary knowledge with group work was significantly higher than that with individual work on immediate post-tests, though both treatments had a beneficial effect. Later retention of word knowledge after GW was only 2% higher than that with IW. Interpretations and implications of these findings are discussed.

Investigating the Use of the Flipped Classroom Method in an EFL Vocabulary Course

This study investigated the efficacy of using the flipped classroom method in EFL vocabulary classes. The participants consisted of45freshmenstudents enrolled in the researcher's ENG.120 Building vocabulary course in the English program of Al-Mezahemiah Faculty of Education; Shaqra University. The control group was taught traditionally by lecture- style learning while the experimental group was taught using the flipped classroom method. Data collection instruments included pre-post test and a questionnaire. Findings of the test indicated that the experimental group outperformed the control group in the post- test. Findings of the questionnaire indicated that students in the experimental group had positive attitudes regarding using the flipped classroom method in the EFL vocabulary class.

Effects of Reading Aloud Tasks through a Mobile Phone on EFL Vocabulary and Reading Comprehension Skills

Effects of Reading Aloud Tasks through a Mobile Phone on EFL Vocabulary and Reading Comprehension Skills

Geleneksel Kelime Alıştırmalarına Karşı Çevrim içi Kelime Aracının Kullanımı

This study was conducted to reveal what Memrise, an online vocabulary study tool, can offer to upper-intermediate EFL learners compared to traditional vocabulary exercises in L2 vocabulary learning. Two groups of upper-intermediate learners (N=80) were randomly assigned to the experimental group and the control group and were given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and post-test. The participants in both groups were exposed to the target vocabulary items in the same reading text. While those in the experimental group created list of target vocabulary items collaboratively in Memrise and then studied the sets individually, the learners in the control group did traditional vocabulary exercises. The results of the post-tests indicated that there was a significant difference between the control group and the experimental group in favor of the experimental group. The researchers discuss possible pedagogical implications of this significant finding for EFL vocabulary instruction.

Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

The purpose of this study was to examine the effectiveness of content and language integrated learning (CLIL) in developing EFL reading comprehension skills, vocabulary skills and retention among college students. Participants were 10 students majoring in English language, Alghat college of Sciences and Humanities, Majmaah University, KSA. To collect data, the researchers prepared and used two tools; EFL reading comprehension skills pre-posttest and EFL vocabulary pre-posttest which was used as delayed test too. Having administered the pre-post tests and the delayed test, data were analyzed quantatively. The findings revealed that the use of the CLIL in developing EFL reading and vocabulary skills and retention among college students was effective.

Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning

T he aim of this research was to investigate the effectiveness of using Mobile assisted language learning ( MALL) approach in developing EFL prospective teachers' EFL listening comprehension skills and vocabulary learning. The design of the research is a mixed research methodology. It combines both quantitative and qualitative methods of inquiry. The participants of the study consisted of thirty students enrolled in third year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through Mobile assisted language learning program. The instruments of the research included an EFL listening comprehension skills test, vocabulary test, a semi-structured interview and self-report survey. Results of the research revealed a statistically significant difference between the mean scores of the study participants in the pre and post administration of the EFL listening comprehension skills and vocabulary learning in favor of the post administration. These results were ascribed to Mobile assisted language learning

Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning

Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning

The Effects of Teaching Formulaic Language on EFL Vocabulary Learning

Formulaic language has received attention in applied linguistics in terms of its association with improving communicative competence but little...

Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

Teachers are highly influenced by their cognitions related to their ideas, to their views of the world, and to their values and conceptions of their environment. The study of teachers’ cognitions forms a part of the process of understanding how teachers conceptualize their work (Hassankiadeh, 2012). Therefore, this study attempted to investigate the cognitions the Indonesian EFL teachers hold about vocabulary instruction along with analyzing reflected cognitions in their teaching practices in classroom context. This qualitative study used semi-structured interview and direct classroom observation to obtain the data from four Indonesian EFL teachers of senior high school. It was revealed that the teachers have well-developed cognitions about EFL vocabulary instruction. It is shown from their beliefs, understanding, and perceptions about the role of vocabulary, its importance in EFL teaching and learning including what words are taught and how words are taught. Moreover, some aspects of their cognitions about vocabulary teaching emerge to be in congruence with their vocabulary teaching practices although some inconsistencies have been identified as well.

The Effects of Methods on EFL Vocabulary Learning : The Roles of Contexts, Collocations and Translations

The Effects of Methods on EFL Vocabulary Learning : The Roles of Contexts, Collocations and Translations

The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary

This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.

Examining EFL vocabulary learning motivation in a demotivating learning environment

Situated in a demotivating learning environment, this study examined the roles of motivation and peers in EFL vocabulary learning. The participants were 155 science and engineering students in Japan. They took a vocabulary test and responded to a questionnaire based on the self-determination theory and peer engagement/disengagement in learning. The results of six multiple stepwise regression analyses showed that: (1) to enjoy and value learning is vital to develop a larger vocabulary size; (2) perceived autonomy is important in cultivating the enjoyment and value of learning in learners' minds; (3) perceived competence plays a decisive role in motivating and demotivating learners; and (4) whereas motivated peers have little impact on learners' motivation in a demotivating learning environment, demotivated peers have a negative influence. These findings reveal the malleability of peer influences as well as crucial factors for successful EFL vocabulary acquisition in a demotivating learning context.

The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

Constructivism-Based Mobile Application for EFL Vocabulary Learning

Constructivism-Based Mobile Application for EFL Vocabulary Learning

Effects of Communication-Based Translation Activities on EFL High School Students’ Vocabulary Achievement

Effects of Communication-Based Translation Activities on EFL High School Students’ Vocabulary Achievement Pham Ngoc Truong Linh Abstract In most EFL contexts of Vietnam high schools, vocabulary learning is accompanied with long lists of L1 equivalents in the grammar-translation method (GTM), which is criticized for abusing translation, focusing much on form and structure, lacking space for communicative performance; whereas the communicative language teaching (CLT) is more preferred in modern language teaching trends because it motivates learners’ discovery, participation and communication. How likely is it to integrate translation withCLT in communication-based translation activities (CTAs)? This study suggests some models of CTAs for teaching and learning EFL vocabulary at high school in Vietnam then tests their effects in an experimental project with 73 tenth-graders in two groups (with and without CTAs application), pre-post tests and a survey. After 8 weeks of treatment, the results highlighted CTAs in enhancing students’ vocabulary achievement both in recognition and its assistance in subsequent productive skills while GTM only improved students’ receptive vocabulary knowledge. Additionally, the survey indicated the experimental students’ positive attitudes, which were statistically influenced by their L1 and translation habits except for their gender. The study is supposed to provide practical implications for improving EFL students’ vocabulary and communicative performance at high school in Vietnam and those with similar contexts. Full Text: PDF DOI: 10.15640/ijlc.v5n2a3

A Closer Look at What Makes a Proficient Korean EFL Vocabulary Learner

This study is an investigation of what makes a good EFL vocabulary learner by interviewing three proficient and two less proficient learners. The five interviewees were selected out of 34 undergraduates primarily based on a translation quiz intended to assess how well they used English high-frequency words. The interview data were axial coded, and then respondent checking procedures were used to check the validity of the data analyses. Student interviews reveal that four common denominators have helped proficient learners successfully navigate the path to vocabulary learning: (a) They believe that vocabulary outweighs all others in importance. This belief is based largely on their adequate knowledge of what it takes to know a word. (b) They are avid users of dictionaries who know how to use them to best advantage. (c) They prefer learners’ dictionaries that are of enormous help to non-native speakers of English. (d) They have their own way of refining vocabulary skills through pleasure reading. One of the things that characterizes the two less proficient learners is that they have no idea what a learner’s dictionary is. The study’s findings have implications for the way EFL teachers assist unsuccessful vocabulary learners. One such example would be to clearly explain how to access every information a dictionary has to offer since using a dictionary resourcefully might not be as easy as it seems.