EFL Vocabulary Research Articles

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.

Self-regulation Strategies and Vocabulary Size of EFL Turkish University Students

Abstract The present study attempted to investigate the relationship between Turkish EFL learners⿿ self-regulated learning components and vocabulary knowledge. The study examined the relationship between the participants⿿ proficiency level and vocabulary size. To fulfill this objective, a 150-item Schmitt vocabulary test administered to a sample of 149 students at Hacettepe University and 30 English Language and Literature students at Bulent Ecevit University. The Self- Regulation Questionnaire was administered to the same participants after they answered the vocabulary test. The results revealed that there is a strong positive correlation between high levels of self-regulation and high vocabulary size.

Using different types of dictionaries for improving EFL reading comprehension and vocabulary learning

This study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an efl program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in dictionary (experimental group 2); (3) book dictionary (experimental group 3); and (4) no dictionary aid (control group). Following training on different types of paper and electronic dictionaries, posttests were given to the participants. Findings showed differential effects produced by the three treatments compared with the control group. Results indicated that the pop-up dictionary group had the shortest average vocabulary searching time, vocabulary and text reading time, and more “look-ups” (p<.0001) than other dictionary groups. In addition, anova analyses showed that text reading time was significantly longer for the book dictionary group. Reading comprehension and vocabulary learning were higher for the pop-up dictionary group than for other dictionary groups. Furthermore, survey data indicated that popup dictionary participants had slightly more positive attitudes toward dictionary use than the type-in group, and both had significantly more positive attitudes than book dictionary participants. Discussion of findings according to cognitive load theory followed, eventually leading to recommendations for teaching and research.

The Effects Of Using Paper And Electronic Monolingual English Learners’ Dictionaries While Reading On Students In-depth Vocabulary Knowledge

Learning new words is a primary concern for most learners. Accordingly, many EFL students make use of English-English dictionaries, paper and electronic to develop their vocabulary. The purpose of this quasi-experimental study is to examine the effects of using dictionaries on students’ in-depth vocabulary knowledge. The results showed that students’ in-depth vocabulary knowledge improved when they used their dictionaries, in particular electronic ones. Thus, using dictionaries as a learning tool deserves more attention in the context of EFL vocabulary learning and teaching.

How Contextual Clues and Nonsense Words Facilitate Reading Comprehension

T his study aims at investigating the effect of contextual clues and nonsense words on EFL reading comprehension and vocabulary decoding. To this end, twenty foundation year engineering students were assigned to two ten-student groups: The control group was pre taught certain vocabulary items; whereas the same vocabulary items were replaced by nonsense words and the students in the experimental group were asked to discover the meaning through contextual clues. The “t” test analysis of the mean scores on the reading comprehension test showed statistically significant results in favor of the experimental group and students showed gradual improvement in using contextual clues and giving clearer meanings to nonsense words.

Interleaving in a Foreign Language Learning Context

This study examined the efficacy of two learning procedures, blocked and interleaved learning, with regard to EFL vocabulary acquisition. Blocked learning activities are highly regarded by both instructors and students, yet laboratory research in the field of psychology has demonstrated the superiority of interleaved learning over blocked learning for the retention of learned material. While such research suggests that better learning procedures may be available to teachers and students, classroom-based research is needed to confirm the validity of these laboratory findings for the EFL classroom if stakeholders are to be persuaded to change their learning practices. The 68 Korean university students that took part in this study were divided into two groups of 34 students, one of which underwent a blocked vocabulary learning procedure and the other an interleaved one. The results reinforce the claims made for the efficacy of interleaved learning as compared to blocked learning with respect to the retention of learned material and suggest that interleaving is particularly beneficial when the material to be acquired is challenging. Overall, the study results suggest that EFL educators and students would benefit from considering the adoption of interleaved learning activities in order to maximize the retention of student learning.

Relationship between Gender and Vocabulary Teaching Methodology among Iranian EFL Children: A Comparison of TPR and Direct Method

The present study intended to examine the impact of methodology on EFL vocabulary learning of elementary school boys and girls. To achieve this end, 40 elementary female and male students aged 9-10 were selected from among 60 students studying at a language institute in Isfahan, Iran. The students were selected based on the results of an overall language proficiency test as a placement test that had been prepared by the institute that identified students' level of proficiency. They were further divided into two experimental groups. Next, a pretest was used to identify the number of words students knew before treatment. The experimental group A learned vocabulary through Direct Method and in the experimental group B students learned vocabulary through Total Physical Response. After 12 weeks of instruction a post-test was administrated to measure and compare the results of vocabulary learning of two groups after treatment. The data collected were put to statistical analysis using SPSS. The results of t-test showed the positive effect of TPR on learners’ L2 vocabulary knowledge. With regard to the impact of gender on learners’ L2 vocabulary knowledge, findings revealed that there were not any statistically significant differences between the male and female learners’ vocabulary score. Keywords: Total physical response, direct method , gender, vocabulary, Iranian EFL learners

Developing EFL Vocabulary through Speaking and Listening Activities

Vocabulary is an important aspect of language and communication skills. Teaching new vocabulary words in a foreign language classroom can be a challenge for many teachers. This is because a complete knowledge of a word needs far more than simply recognizing the word or being able to give its meaning; it includes learning its: form (spoken and written form, word-parts), meaning (form and meaning, concepts and referents, associations) and use (grammatical functions, collocations and constraints on use). Since the aim of English language school program is to learn English for communicative purposes, this article, based on current research on foreign language vocabulary teaching and learning, appeals to the use of some very important strategies and techniques for effective vocabulary teaching while building listening and speaking skills: dividing text vocabulary into active and passive ones, effectively organizing and focusing repetition, using the target foreign language in different phases of the lesson and selecting effective teaching and learning activities. These strategies provide good opportunities for learners to extend the knowledge of their actual vocabulary and acquire new words of the target language in a classroom based setting. DOI: 10.5901/ajis.2015.v4n3s1p390

The Effectiveness of Extensive Reading on EFL Learners’ Vocabulary Learning: Incidental versus Intentional Learning

Forty-six students majoring in business English volunteered to take part in an extensive reading program. The learners were divided into two groups: EG, the experimental group, received instruction in methods of extensive reading plus explicit output-pushed activities, and CG, the control group, received instruction in methods of extensive reading only. This study measured the effects of extensive reading on EFL vocabulary learning, as well as the effects of the two different instruction methods on learning receptive and productive vocabulary for the 46 learners of different vocabulary size. The research found that (a) both the two instructional methods resulted in significant gains in learners’ receptive and productive vocabulary knowledge, but the combination of the incidental and intentional learning instruction yields greater vocabulary gains; (b) around 60 % of receptive vocabulary is understood productively; and (c) students’ vocabulary size plays a decisive role in acquiring the receptive and productive aspect of vocabulary knowledge.

THE TEACHING OF EFL VOCABULARY IN THE INDONESIAN CONTEXT: THE STATE OF THE ART

There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.

The Impact of Implementing Computer Games and Motor Activity on Early EFL Vocabulary Achievement

Study aims to investigate the effect of implementing computer and motor activity games on early EFL vocabulary achievement and using it at the sentence level. To do so three intact groups were chosen. Then the game group learned English vocabulary through motor activity, computer group was taught by using two software Jumpstart English and Baby Einstein, and children in control group was taught through traditional methods. In the last session an oral achievement test (reliability= 0.87) was run and the results revealed that at the both levels (vocabulary retention and sentence level) children who learned through motor activity game performed significantly better on the achievement test than those who learned through other methods.

The Relationship between EFL Learners' Multiple Intelligences and Vocabulary Learning Strategies Use with a Focus on Gender

Over the past decade or so, Multiple Intelligences Theory (MIT) has witnessed a great deal of attention from theoreticians, researchers, and educators in the field. Accordingly, the current study was designed to examine the relationship between Iranian EFL male and female learners' MI types and their vocabulary learning strategies (VLSs) use. A total of 150 intermediate learners from an English Language Institute in Tabriz participated in this study. Two questionnaires were employed to collect the necessary data, namely, MI and VLS questionnaires. Following a range of correlational analyses, the obtained findings revealed that there was a significant relationship between participants' MI types and VLS categories, and the musical type of intelligence had the strongest relationship with SOC category of VLS. In addition, both male and female learners employed MEM and SOC categories of VLS as the most and the least frequently used strategies respectively. Finally, the obtained findings revealed that the interpersonal and linguistic types of MI were the best predictors of male learners' VLS use. For the female learners, however, the bodily and naturalist intelligences contributed significantly to the prediction of their VLS use. The results suggest implications for both educators and learners.

Project-Based Learning and Its Positive Effects on Iranian Intermadiate EFL Learners Reading Ability and Vocabulary Achaivement

New challenges are coming in the present globalized world of 21 th century that consequently has required deep changes in educational process, since the 21 th century requires more creativity, critical thinking, problem solving as well as communicative skills. English, as the main international language, is playing an important role in the globalized world's people's life, so the scholars try to use more sophisticated learning methods in EFL scope. The present study was an attempt to investigate the effect of project-based language learning, which is supposed by its proponents as a creativity developer, commonly used method in general science instruction, on some Iranian female intermediate EFL learners' reading ability as well as their vocabulary size improvement in short term, and long term vocabulary recall. The analysis of the collected data through out of this study confirms that, the PBL group's progress in all measured scopes were statistically significant. The researchers believe that using project-based language learning in Iranian EFL courses positively affects the learners' reading ability and accelerates their vocabulary achievement.

The role of short text messaging in Iranian EFL vocabulary learning and motivation

Although the penetration of mobile phones in Asian countries keeps climbing, little research has explored the application of the short message service (SMS) in vocabulary learning in Iranian young adult learners. This study aims to examine the role of SMS on vocabulary acquisition and motivation of Iranian students. Sixty young female learners in Pre-Intermediate level were randomly distributed into two groups and they were given a list of words to make sentences with. The experimental group sentences were corrected by the teacher through SMS and the control group sentences were checked in their notebooks. Later, the post-test was administered. Utilizing the paired and independent sample t-test, and descriptive statistics, the data were analyzed. The results revealed that the experimental group outperformed the control group (Sig= 0.01,sig<0.05). The findings also revealed that both learners and parents had positive attitude toward using cell phones in vocabulary learning.

The Effect of Evaluation Factor on the Incidental Vocabulary Acquisition through Reading

This empirical study investigates the respective effectiveness of three factors (need, search and evaluation) included in task-induced involvement load on the EFL vocabulary learning and retention. Three tasks with the same amount of involvement load but containing different factors are assigned to 108 non-English majors at Beijing Institute of Petrol-chemical Technology in China. After these reading tasks, the participants are given an unannounced immediate posttest. One week later, the participants are given the delayed posttest. A 3 × 2 analysis of variance (ANOVA) is employed to process the scores and identify the relationship between the EFL incidental vocabulary learning and the three factors contained in the involvement loads. The results are assumed to show that the Evaluation factor is more decisive and crucial than the other two factors (need and search). Learners benefit more by using the target words in their original contexts. That means vocabulary instruction should focus on tasks that require high degrees of evaluation.

EFL 어휘학습에서 의미적 정교화 과업의 효과

EFL 어휘학습에서 의미적 정교화 과업의 효과

On Vocabulary Presentation Modes in College English Teaching and Learning

Vocabulary is one of the most indispensable components in a language. The most important way teachers use to teach new vocabularies is vocabulary presentation mode, and how the new vocabularies are presented in English teaching and learning will have a great influence on the students’ EFL vocabulary retention. This paper mainly elaborates the researches on some effective vocabulary presentation modes abroad and at home in order to help college students master vocabulary presentation modes so that they can learn the new vocabularies efficiently, and improve English vocabulary teaching and learning level.

Developing and Evaluating an Adaptive Business English Self-Learning System for EFL Vocabulary Learning

This paper developed an adaptive Business English self-learning system for EFL vocabulary learning. The components of word reoccurrence and learner engagement have been built into the system where the amount of unknown word reexposure in various customized texts increases and vocabulary enhancement tasks are added to promote learner engagement with wanted words. To evaluate the system effectiveness on EFL vocabulary learning, the experimental group read system-screened texts with immediate and repeated contacts with individuals’ unknown words and performed vocabulary tasks specific to those unknown words, while the control group read online texts without unknown word reoccurrence and vocabulary practice. After one semester, these two groups were measured by one online vocabulary test, and an online user satisfaction investigation was also administered to the experimental group. The study found that the experimental group reading customized texts to reexpose to previously encountered unknown words in different texts along with doing individualized vocabulary exercises performed significantly better in EFL vocabulary learning than the other group. It was also found that the system was appealing for the learners to show positive attitudes toward the use of the system. The study demonstrated that the constructed adaptive Business English self-learning system could effectively promote vocabulary growth.

Pilot Study for Use of Memrise Application by Korean Junior College Students Studying EFL Vocabulary in a Blended Learning Context

Blended learning can present difficulties in terms of student usage of applications outside of the classroom. This pilot study aimed to investigate the use of a free online based learning application (Memrise) employed in a supplementary model of blended learning at a junior college in central South Korea. The study employed mixed methodology, consisting chiefly of collection of behavioral data as a byproduct of application use in order to determine the extent of student elective application use. The central question of the study aimed at determining the extent to which freshmen college students voluntarily utilized a freely accessible multimedia web-based application in a supplemental model blended learning context. Questionnaire and focus group data was collected to explore factors affecting participant application use. Application use results were diverse, with some using it to a great extent, and others making no use of it. Quantitative and qualitative data explored these results by identifying elements which influenced application usage. It was found that internet access was not a problem for most participants, and that the application in question could be used with blended learning. The findings suggest that applications used in blended learning would be more successful on mobile than desktop platforms.