EFL Vocabulary Research Articles

The Role of Digital-Game Based Language Learning in EFL Vocabulary Learning and Retention: A Case Study at a Higher Educational Institute in Oman

This study investigates the role of Digital-Game Based Language Learning (DGBLL) in helping students learn and retain English vocabulary items in a foreign language context. Using a quantitative approach, data was collected from 80 students enrolled in four different levels of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were exposed to practice learning the meaning of ten vocabulary items per level using Kahoot and Wordwall games. Three tests were administered: a pre-test in week 1, a post-test after practicing the vocabulary items using the previously mentioned digital games in week 4, and a retention test in week 6. In addition, students’ perceptions regarding the efficacy of DGBLL in the vocabulary learning process were measured via a questionnaire following the post-test. The findings indicated the students’ positive attitudes in terms of utilizing DGBLL as a learning approach to mastering vocabulary regardless of gender or class level. Additionally, the findings demonstrated the effectiveness of DGBLL in vocabulary learning and retention. Hence, the study recommends using digital games to promote vocabulary learning and retention, resulting in a more engaging foreign language educational environment.

The effectiveness of using visual communication in teaching vocabulary to non-English majors students at the Foreign Languages Center of Nguyen Tat Thanh University

Due to the essence of English vocabulary learning and its challenges, teachers tend to be in search of effective pedagogical techniques. The current case study aims to explore the usefulness of visual media in teaching vocabulary at Nguyen Tat Thanh University. A total of 240 non-English majors completed an online survey to express their opinions on using visual media in vocabulary class. Findings revealed the benefits, such as interesting learning conditions, stronger word memorization, improved learning strategies, high contexts for word practice, and convenient word meaning presentation. The perceived reasons were interesting, memorable content, different kinds of visualizations, interactive and extensive exercises, and the use of many senses. The results have a few applications to EFL vocabulary teaching and learning at the university. This study could make contributions to future studies as its findings delineated that visual media adapted from the coursebook can facilitate students’ vocabulary learning and foster their learning motivation. ® 2024 Journal of Science and Technology - NTTU

STUDENTS’ PERCEPTION OF LITERATURE AS A TEACHING STRATEGIES IN ENRICH THE EFL STUDENTS’ VOCABULARY

This study set out to find out what the students thought about using literature as a teaching approach to increase the vocabulary of EFL students. In order to learn what students think about using literature as a teaching approach to boost students' EFL vocabulary, this research employs interviews and a qualitative descriptive design. Thirty EFL students who were taught English at Universitas Islam Negeri Fatmawati Sukarno Bengkulu (UINFAS) are the participants in this study that consist of 9 male and 21 female students. Through stratified random sampling, they were chosen. Additionally, seven English lecturers from the Al-Ain district—two men and five women—were specifically selected to participate in the group interview. The data were analyzed quantitatively and qualitatively. Quantitative data were through percentage, frequency and mean scores, while qualitative data through thematic analysis. The interview findings revealed ten questioners of Literature. Based on the findings, because literature aided in the English teaching and learning process, most teachers were in favor of using it in the classroom. It indicates that the use of literature in EFL classrooms was well-received by the students.

The effects of lexical densities and task types on Chinese students’ incidental vocabulary acquisition

This study examines the effects arose by different lexical densities (2%, 5%) and task types (mind map, continuation task) on Chinese senior high students. Four classes of intermediate-level Chinese EFL learners were randomly assigned to four groups, where the treatment condition for each group includes two variables (group1: 2%+mind map, group2: 5%+mind map, group3: 5%+continuation task, group4: 2%+continuation task). It was found that (1) lexical density (2%, 5%) would not result in a significant difference on incidental vocabulary acquisition; (2) Both tasks would lead to a significant difference on incidental vocabulary acquisition and (3) mind map showed superiority in enhancing receptive vocabulary, productive vocabulary and word retention under the text of 5% of lexical density; (4) 2% of lexical density more facilitated output vocabulary when the continuation task was administered. Pedagogical implications of these results for EFL vocabulary acquisition are discussed.

Behavioural engagement with notes and note content in digital game-based vocabulary learning and their effects on EFL vocabulary development

ABSTRACT Purpose Research on digital game-based vocabulary learning (DGBVL) has rapidly grown. Most of these studies have overlooked note use based on two tacit assumptions: (a) learners do not need notes in DGBVL, and (b) note use reduces the effectiveness of DGBVL. However, evidence suggests that vocabulary learners may need notes, and note use can promote vocabulary knowledge development in various settings, which may be generalised to DGBVL. Methodology To test the assumptions and gain a deeper understanding of DGBVL, we conducted a study involving 50 Chinese university students who learned vocabulary in a DGBVL programme that allowed note use. Data were collected using a Tobii X2-30 eye tracker, tests of productive vocabulary knowledge, and interviews. Findings The finding showed that in note-allowed DGBVL, learners actively used notes and created six types of note content: spellings, meanings, L1 equivalents, word learning strategies, parts of speech and example phrases and sentences. Writing example phrases and sentences in notes significantly promoted vocabulary knowledge development, while word spellings in notes and frequent fixations on notes had the opposite effects. Originality Based on the findings, we reject the two tacit assumptions of note use in DGBVL and suggest explicit training on note use in DGBVL.

Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia

This research demonstrates the important role of technology in education by highlighting the potential of audiovisual techniques as learning media for primary school students. Previous research studies have shown that appropriate audiovisual presentations can improve comprehension, especially in today's children who are enthusiastic about multimedia technology. A qualitative research method using a classroom action research design was used to carry out the research procedure, while thematic analysis was used to analyse the data and evaluate the findings. The aim of this study is to evaluate one of the most effective EFL vocabulary teaching methods for primary school students, namely audiovisual translation, and to summarise the students' impressions while learning vocabulary using audiovisual translation. This research contributes to innovative EFL teaching methods by suggesting the widespread use of audiovisual translation in primary schools around the world, especially in Indonesia, based on its proven success and positive responses from students.

Examining the Concurrent Contribution of Receptive and Productive Vocabulary Breadth Aspects to Moroccan EFL Students’ Speaking Ability

The present paper investigates the contribution of productive as well as receptive vocabulary breadths to Moroccan learners’ EFL speaking ability. The study’s significance lies in its exploration of the under-researched area of speaking proficiency, furthering our understanding of the link between vocabulary knowledge and language skills. To further probe this connection, particularly in the high school context, this study investigated the relationship between vocabulary size and speaking ability using valid and reliable vocabulary research instruments. This study addressed two research questions: a) to what extent do receptive and productive vocabulary size scores correlate with speaking ability? b) to what extent do receptive and productive vocabulary size scores explain the variance in learners’ speaking ability? To answer these questions, the researchers administered the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and a speaking task to 40 tenth-grade EFL participants. Spoken data were graded by reference to IELTS’ speaking band descriptors. Results of Pearson Correlation disclosed positive correlations between receptive and productive lexical breadths and speaking proficiency. Moreover, findings of multiple linear regression revealed that receptive and productive vocabulary sizes could explain performance in speaking ability. Implications for EFL vocabulary instruction and speaking proficiency development are discussed.

Self-regulated digital game-based vocabulary learning: motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay

Digital game-based learning has shown usefulness in developing EFL vocabulary knowledge and encouraging learner application of self-regulated learning (SRL) strategies. Previous literature revealed that applying SRL strategies might improve motivation. High motivation, in turn, may promote vocabulary knowledge development – These findings may be generalised in digital game-based learning and explain its effectiveness. However, so far, motivation and its associated interplay have barely been considered in this learning context. To address the gap, we developed a self-regulated digital game-based EFL vocabulary learning (SR-DGBVL) program and conducted mixed-method research on motivation, application of SRL strategies, vocabulary knowledge development, and their interplay therein. One-hundred-and-one Chinese university students (experimental group: 50; control group: 51) engaged in our study and were evaluated through pre-test, immediate post-test, and delayed post-test of vocabulary knowledge, questionnaires, and semi-structured interviews. Results revealed that the SR-DGBVL participants experienced significantly greater improvements in vocabulary knowledge and reported higher levels of motivation compared to those in the conventional vocabulary learning context. We also found motivation to be a full mediator between the use of SRL strategies and vocabulary knowledge development. Interestingly, the application of SRL strategies appeared consistent across different learning methods. From these findings, we suggest long-term SRL training, investigation of SRL strategies with consideration of motivational variables, and longitudinal qualitative studies on learners’ SRL strategy use.

Supporting EFL Listening Ability and Vocabulary Acquisition with Lyrics Training App

Supporting EFL Listening Ability and Vocabulary Acquisition with Lyrics Training App

Using Technology to Assist in EFL Vocabulary Acquisition and Reading Comprehension

Technology has significantly assisted ESP vocabulary development and reading comprehension, an aspect confirmed and validated by several research projects. The majority of research has focused on assessment outcomes. However, student input must be addressed to enhance the use of technology and its influence on learning. This study intends to assess the usefulness of technology in this sector in terms of student views, attitudes, and preferences to boost technology acceptance and usage in English vocabulary learning and reading comprehension. 31 students were asked questions about using multimedia tools to learn English. The responses were then compared and examined. The results showed that ESP learners had a good attitude regarding the apps. Furthermore, they prefer to employ a variety of technology instruments.

Using the Technique of Mind Maps to Enhance Preparatory School Students' EFL Vocabulary

Using the Technique of Mind Maps to Enhance Preparatory School Students' EFL Vocabulary

The Effects of Modes of Word Presentation on Retention of Word Meanings in EFL Vocabulary Learning

The Effects of Modes of Word Presentation on Retention of Word Meanings in EFL Vocabulary Learning

Perceptual Differences towards Digitalizing EFL Learning among Rural Grade Two Learners in Chemba District, Tanzania: The Case of Vocabulary Mobile Application

Recent developments in digital technologies have necessitated the use of digital learning materials in education and EFL learning in particular. While previous studies affirm that digital technologies facilitate EFL learning, few studies in Tanzania have focused on this area. This study, therefore, was an attempt to shed light on this matter. The paper presents part of the findings of the design-based research in which the author was a team member. Participants were 20 grade 2 pupils (8 years old) and 7 teachers from Chemba district, Dodoma region, who were purposely sampled. The researcher used semi-structured interview sessions and observation methods to collect the data, and inductive thematic analysis was adopted for data analysis. The results revealed conflicting opinions regarding the use of the designed mobile application as a resource for EFL vocabulary learning. While the learners were positive about the use of the mobile application, teachers were divided on the matter. On the one hand, most of the young teachers in the sample recommended the use of the approach, while the old teachers and only one young teacher, on the other hand, and discouraged the application. This study regards such contestations as a battle between traditions and modernity in the field of EFL learning. The study, therefore, recommends awareness training for teachers so that they can take advantage of such digital materials to enrich EFL learning and vocabulary learning in particular.

Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development

Learners tend to engage in task-based language learning from behavioural, cognitive, and emotional dimensions, and their engagement has overall positive influences on language development. Recently, digital game-based vocabulary learning (DGBVL) has been increasingly investigated and implemented. However, research remained insufficient on how learners engaged in DGBVL and how their engagement influenced their vocabulary knowledge. Since an in-depth understanding of learner engagement is essential for designing language learning tasks, it appears valuable to research this topic in DGBVL. Hence, we developed a DGBVL programme and conducted a mixed-method study to explore learner engagement therein and its effects on vocabulary development. Fifty Chinese EFL university students participated in the programme, completing pre-post-delayed vocabulary tests, questionnaires and interviews. Their eye movements during DGBVL were collected via a Tobii eye-tracker. The findings indicated learners’ overall active engagement in DGBVL behaviourally, cognitively, and emotionally. The three dimensions of engagement in DGBVL had different patterns, fluctuating degrees, and interdependent relationships. Statistically significant, positive effects of learner engagement in DGBVL were identified on vocabulary development, while engagement from different dimensions had different influences. Based on the results, we analysed the mechanism underlying learner engagement and the interactions among the three dimensions of learner engagement in DGBVL.

Relative Effectiveness of Morphological Analysis Training and Context Clue Training on Multidimensional Vocabulary Knowledge

The study explored the relative effectiveness of morphological analysis training and context clue training on multidimensional EFL vocabulary knowledge. A total of 90 college English learners were equally and randomly assigned to three groups: a morphological analysis group, a context clue group, and a control group. Vocabulary development was measured in four dimensions: inferencing, grammar, meaning, and collocation. The ANOVA results indicated that both experimental groups outperformed the control group in multiple aspects of word knowledge. In addition, in the word inferencing and meaning tests, the morphological group demonstrated significantly better performance; while the context clue group showed superior word grammar and collocation knowledge. Relevant implications are discussed based on the findings.

The Effect of Reading Short Stories on ‎Enhancing EFL Vocabulary Acquisition of ‎Secondary Stage Students and Their Interest

The Effect of Reading Short Stories on ‎Enhancing EFL Vocabulary Acquisition of ‎Secondary Stage Students and Their Interest

STUDENTS’ PERSPECTIVES OF UTILIZING HELLO ENGLISH APPLICATION FOR ENGLISH VOCABULARY LEARNING: A QUALITATIVE CASE STUDY

Nowadays the use of technology media is inevitable in EFL classrooms. However, the study pertaining to the use of the Hello application that focuses on learning vocabulary is still relatively limited. Therefore, this study aims to explore students' perspectives on using the Hello English application for English vocabulary learning. This research used a qualitative case study. The data were collected through interviews, observation, and document reviews from the 9th-grade students at a state junior high school in Sidoarjo, East Java, Indonesia. The data were then analyzed using thematic analysis. The result revealed two main themes: the benefits and concerns associated with using the Hello English application for vocabulary learning. The students perceived benefits of the application including improving their understanding, pronunciation, and expansion of English vocabulary, along with enjoyable learning experiences. However, students encountered challenges, such as technical difficulties and struggles with advanced games. In addition, the students overcame these issues with the assistance of others. The study might have implications on the understanding of the enactment in using the technological application for EFL vocabulary learning.

Comparative Analysis of Gamification and Storytelling Strategies in EFL Vocabulary Acquisition

In both first and second-language education, vocabulary acquisition serves as a crucial skill. This quasi-experimental research study was carried out to assess the impact of storytelling and gamification strategies on the lexical abilities and working memory development of EFL young learners. The research cohort comprised 40 Turkish students aged 9 to 10 and the study was conducted within the confines of an elementary school affiliated with a foundation in Türkiye. An independent sample t-test was employed, permitting the evaluation of variations in vocabulary assessment scores which were conducted on four separate occasions both within and between groups. The empirical findings reveal a notably higher level of achievement within the gamification environment as opposed to the storytelling milieu, resulting in more substantial lexical advancements. Accordingly, this study ascertained that the integration of educational games as a pedagogical strategy with young learners serves to enhance vocabulary acquisition. Furthermore, the research uncovered the salient influence of repeated exposure on the expansion and retention of acquired vocabulary over time. In light of these findings, this study advocates for a more intensive integration of educational games within language instruction, particularly in the context of children embarking on the journey of learning English as a foreign language.

EFFECTS OF EFL VOCABULARY INSTRUCTION ON ARAB LEARNERS’ USAGE OF LEXICAL COLLOCATIONS IN SPEAKING PERFORMANCE

For many decades, the role of the learner's mother tongue in foreign and second language classrooms has been a topic of debate. EFL teachers may present and explain vocabulary in student’s native language, they may do so in the target language, or they may keep switching between the two. The aim of the current study is to investigate how EFL vocabulary instruction affects EFL Arab learners' usage of English lexical collocations in their speaking performance through implementing several working memory strategies. A quasi-experimental, mixed method design was adopted comparing teacher code-switching and L2 explanations in teaching lexical collocations. Within twenty-six sessions of teaching intervention to teach lexical collocations to EFL learners, the study measured learners' responses to vocabulary instruction in the two experimental groups. The study also explored how working memory strategies used by learners in response to vocabulary instruction may enhance learning lexical collocations by EFL learners. For this purpose, 45 Arab elementary EFL learners in the English language centre in Kuala Lumpur were divided into three groups (code-switching, L2 explanation group, and control group); they completed three speaking tests, pre, and post-test and delayed post-test. The results indicated that both the code-switching group and the L2 explanation group were improving their vocabulary; however, the study showed an important role of L1 in learning lexical collocation. The findings revealed that working memory strategies assisted learners to retain collocations effectively. The study included several pedagogical suggestions and implications for future research to improve the standard for teaching, learning, and retention of lexical collocations in speaking performance.

Developing EFL Vocabulary Through Flashcards at Secondary Level in District Sahiwal, Pakistan

This paper attempts to enhance EFL vocabulary through flashcards at the secondary level in District Sahiwal. This research aims to show how flashcards help students to enhance their EFL vocabulary at the secondary level. For this purpose, classroom action research is used as a research methodology that includes planning, acting, observation, and reflection. It is quantitative research. Data has been collected from 10 students at a government school in Sahiwal that consists of one pre-test and two post-tests as series 1 and series 2. The mean score is applied to analyze data. From the findings, the mean result of the pre-test is 24.8 which consists of the traditional method. After applying flashcards, the result of post-test series 1 is 33.9, and series 2 is 43.9. The results conclude that by using flashcards learners took more interest in language learning. The result of post-test series 2 is higher than series 1 and the pretest. It shows that flashcards help learners to improve their EFL vocabulary.