English As A Foreign Language Vocabulary Research Articles

English vocabulary development in the global south context

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

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.

Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills

This study explores young learners’ intelligibility of English vocabulary for young learners in the EFL (English as a Foreign Language) context using Digital Books vs Printed Books which focus on listening and pronunciation skills. The intelligibility was measured from listening tests. The research is an experimental study with a pretest–posttest control group design. Sixty-one out of 156 elementary level from grade 4th were taken randomly thirty students belonged to the control group while another thirty belonged to the experimental group. This study applied the Mann-Whitney Test. The result showed that young learners with digital books outperformed listening and pronunciation for young learners in the EFL context. In short, digital books with listening and pronunciation are very beneficial for young learners in acquiring EFL vocabulary.

A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

Abstract For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG.

With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners' online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners' language proficiency levels.

Revisiting bilingual foreign language learning advantages: The role of extramural exposure

Aims and objectives: Prior research shows that bilingual pupils may have foreign language learning advantages over monolinguals, but evidence is controversial. Investigating English as a foreign language (EFL) in the context of the Netherlands, we hypothesized that the conflicting findings may be partly explained by differences in extramural EFL exposure. We further predicted that amount and length of EFL exposure might moderate the effects of bilingualism on EFL learning and cross-language relationships between English and the previously acquired languages. Approach: Twelve- to 14-year-old Turkish–Dutch bilinguals ( n = 30) and Dutch monolinguals ( n = 31) participated. The Peabody Picture Vocabulary Test was used to measure receptive vocabulary in English, Dutch, and Turkish. Grammatical ability was measured with a sentence repetition task. A questionnaire was used to obtain information on children’s language exposure. Data and analysis: Data were analyzed by means of multilevel linear regression. Amount and length of extramural exposure were used as control variables in the analyses comparing EFL skills of bilinguals and monolinguals. The role of exposure as a moderator of bilingual effects and cross-language relationships was also tested. Findings/conclusions: If differences in exposure were not taken into account, the bilinguals were outperformed by the monolinguals on EFL vocabulary, but not on grammar. However, the between-group difference disappeared once exposure measures were controlled for. Bilinguals with little exposure to English performed worse than monolingual peers, but at higher exposure levels, bilinguals outperformed monolinguals. In the bilingual sample, Dutch vocabulary predicted English vocabulary, but Turkish proficiency did not predict English skills. Originality: This is the first study to include measures of extramural exposure in investigating the effects of bilingualism on EFL learning. Significance/implications: This research shows that differences between monolingual and bilingual EFL learners can be either concealed or inflated if exposure is not controlled for. Furthermore, exposure moderates bilingual effects in EFL learning.

Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading

Abstract This study investigates the impact of metacognitive knowledge on vocabulary learning among English as a Foreign Language (EFL) learner, involving 776 university students in China. Its primary goal is to develop and validate a scale for assessing metacognitive knowledge in vocabulary learning. The scale is structured around three sub-dimensions: person, task, and strategies, identified through exploratory and confirmatory factor analyses. These sub-dimensions serve as independent variables in analyzing their influence on incidental vocabulary learning outcomes from reading, which includes knowledge of word form, meaning, and use. The study’s results validate the scale and reveal that the three factors – person, task, and strategies – have varying impacts on learners’ incidental vocabulary learning performance. The findings emphasize the crucial role of metacognitive knowledge in EFL vocabulary acquisition, offering insights for enhancing learning strategies. Additionally, the study provides important implications for educational practices in vocabulary teaching and learning.

USING COGNITIVE LINGUISTICS TO TEACH SYNONYMS FOR IRAQI COLLEGE STUDENTS

It's challenging to help EFL students in Iraq learn and use synonyms. This study investigates the challenges faced by Iraqi English as a Foreign Language (EFL) students in understanding and employing synonyms. By employing Langacker's cognitive linguistic theory of domains, the research aims to enhance EFL Iraqi students' synonym knowledge and vocabulary acquisition. The study utilizes a descriptive analysis technique, with a pre-test and post-test design, involving fifty first-year students at the University of Baghdad's College of Languages, Department of English. The findings reveal that the domain theory significantly improved students' comprehension and application of English word semantics. Prior to the intervention, students had limited knowledge of the domain approach and struggled with recognizing and producing lexical features. After five weeks of treatment, students demonstrated increased abilities to define different types of domains and their properties, as well as understanding the literal and conceptual meanings of words. The study concludes that implementing the theory of domains can effectively enhance vocabulary acquisition among Iraqi EFL students and emphasizes the importance of teaching synonyms with a focus on sense relations.

EFL Students' Strategies for Learning Academic Vocabulary with Mobile Phones at Van Lang University in Vietnam

This research has investigated how EFL (English as a Foreign Language) students use mobile applications to learn academic vocabulary in a self-directed and autonomous manner. Forty first-year students at Van Lang University taking part in the research process were divided into experimental (N=18) and control (N=22) groups. The experimental group utilized a mobile app throughout the semester, whereas those in the control group used traditional methods. Three final tests every semester were used to check the participants' newly gained vocabulary knowledge. The findings revealed that the students in both groups could enhance their vocabulary proficiency. Nevertheless, the experimental group achieved better results in all three final tests. Moreover, this group also saved significant time when using the phone to support vocabulary learning, while the control group gave unstable test results. The findings demonstrate the potential of mobile apps for independent academic vocabulary acquisition and provide impacts on EFL vocabulary learning.

A Modification of UTAUT2 Model Applied to the Field of Chinese University EFL Students’ Adoption of Mobile Technology-integrated Vocabulary Learning

Vocabulary learning plays an important role in English as a foreign language (EFL) learning among Chinese university students. The emergence of mobile technology provides ways for EFL vocabulary learning towards student-centered learning, but the factors that influence the adoption of this learning model by EFL university learners are not clear. In this study, the author explains the current situation of EFL vocabulary learning among Chinese college students and reviews the relevant theories of the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model. The author aims to investigate the factors influencing Chinese EFL students’ adoption of mobile technology-integrated vocabulary learning towards student-centered learning by utilizing the potential of the UTAUT2 model. The theoretical framework was modified from the original model by incorporating the additional constructs of privacy, trust, personal innovativeness, and information quality to examine their effects along with the original UTAUT2 determinants on behavioral intentions and use behavior. By exploring the influence factors of EFL students' adoption of mobile technologies using a modification of UTAUT2 model, the author hopes to promote the integration of mobile technology and English courses and contribute to the existing literature on technology acceptance.

The Efficacy of Visual Aids in Enhancing Vocabulary Acquisition in EFL Classes

This research paper investigates the impact of visual aids on vocabulary acquisition in English as a Foreign Language (EFL) classes. Vocabulary acquisition is a fundamental aspect of language learning, and innovative teaching methods are continuously sought to improve this process. Visual aids, such as images, videos, flashcards, and infographics, are known to enhance comprehension, retention, and engagement in language learning. However, their specific effectiveness in the context of EFL vocabulary acquisition has not been comprehensively explored. The study employs an experimental research design. 62 EFL learners are randomly assigned to two groups: one group receiving traditional vocabulary instruction without visual aids, and the other group exposed to vocabulary teaching supported by various visual aids. Pre-tests and post-tests are conducted to assess vocabulary knowledge, and feedback from learners is gathered to understand their perceptions and preferences. Preliminary findings suggest that the use of visual aids in EFL vocabulary instruction leads to a statistically significant improvement in vocabulary acquisition (M=5.63) for the pretest and M=6.95 for the posttest. Learners in the visual aids group demonstrate enhanced comprehension, retention, and engagement. The research findings also reveal that visual aids worked better for low level of proficiency students.

Stakeholders’ Perceptions of Teaching and Technological Skills in EFL Vocabulary Instruction: Implications for Remote Learning

This study examines stakeholders' perceptions of teaching and technological skills in English as a foreign language (EFL) vocabulary instruction and how this relates to remote learning. This research included 280 participants from 30 public and private institutions of secondary and higher education in southern Ecuador. All participants volunteered and consented to contributing data for the study. The data collection process consisted of administering questionnaires based on a Likert scale and conducting structured interviews with teachers. The aim of these instruments was to collect participants' views on teaching and technological skills in EFL vocabulary instruction. The researchers adopted a mixed-method approach, with quantitative analysis of the questionnaire responses using descriptive statistics and qualitative analysis of interview data. The findings indicated that participants had positive perceptions of EFL vocabulary instruction in terms of teachers' classroom management, technological skills, technological resources, and teaching methods. However, some aspects, such as learning environments, teachers’ training, online classes, and the use of information and communication technologies (ICT), were perceived more positively in private institutions. The findings have implications for EFL vocabulary instruction, particularly in remote learning contexts, and can inform the development of appropriate classroom management, technological resources, and teacher training programs to enhance this aspect of the EFL teaching and learning process.

Assessing the efficacy of augmented reality in enhancing EFL vocabulary

Augmented reality (AR) has drawn interest in education because AR helps learners practice real-life experiences during their learning. AR describes the process of adding computer-generated perceived data to the physical surroundings to generate an interactive experience. Implementing AR in developing vocabulary impacts English as a foreign language (EFL) learners’ capacity to master a language. The present study aims to determine the effects of AR in developing vocabulary learning using a mixed-method design to collect the data. The participants of the study were 95 male EFL learners from Common First Year students of Prince Sattam Bin Abdulaziz University (PSAU). The instruments used in the study were pretest, post-test, delayed post-tests, and semi-structured interviews. T-Test was used to analyse the data from the pretest, post-test and delayed post-test. The results revealed that AR helped learners develop their vocabulary skills. The learners also demonstrated positive perceptions of the implementation of AR in vocabulary learning.

Investigation of the use of infographics to aid second language vocabulary learning

People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. The paper adopts a quasi-experimental two-group pretest–post-test–delayed test design. A total of 41 Arab EFL learners participated in this study. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. Infographic materials were designed to teach the students’ course “Vocabulary I,” where the syllabus modules were fully converted into infographics during the whole semester. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session’s completion, and at a delayed time (4 weeks after the whole treatment). An oral interview was used to gauge the learners’ production knowledge of vocabulary. In addition, a questionnaire was utilized to examine the learners’ perceptions toward using infographics for learning EFL vocabulary. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Pedagogical implications and recommendations for future research were also proposed.

The Relative Effectiveness of Gap Filling, Summary Writing and Sentence Making in EFL Vocabulary Acquisition

This study investigates whether reading task type affects English as a foreign language (EFL) learners’ vocabulary acquisition or not. 68 EFL learners are divided into three groups at random, assigned to one of three reading tasks of learning 15 target words of meaning and part of speech. The tasks are designed based on the Involvement Load Hypothesis (ILH), which induces need (N), search (S), and evaluation (E) as components of involvement. The three tasks involve the same or different components: gap filling (+N, -S, +E), summary writing (+N, -S, +E) and sentence making (+N, -S, ++E). The findings are summarized as follows: the higher involvement loads a reading task induces, the more word meaning and part-of-speech knowledge EFL learners can acquire; the effects of tasks with equal involvement loads are identical on EFL learners’ acquisition of word meaning and part-of-speech knowledge. The results support the ILH and have some implications for English teaching.

The effectiveness of multimedia input on vocabulary learning and retention

ABSTRACT Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word information + audio, definition + word information, and definition-only). One hundred twenty-five Chinese-speaking university students were randomly allocated to the four conditions. The vocabulary knowledge test focused on receptive and productive vocabulary knowledge and served as a pretest, immediate posttest, and delayed test after 2 weeks. Participants also completed a survey related to their perceptions of the assigned learning mode. Five participants from each input condition completed an individual interview as well. Analyses of covariance supported the pronounced effects of the definition + word information + video condition on vocabulary learning and retention. The questionnaire and interview findings explained the value of multimedia input, particularly in the definition + word information + video condition. Overall, results highlight the importance of audiovisual input in vocabulary learning and retention. Relevant theoretical and pedagogical implications are discussed based on the findings.

A Review on Vocabulary Learning-Designed MALL Applications in the EFL Context

This review synthesizes the role of applications designed for vocabulary learning in Mobile-Assisted Language Learning (MALL) in previous studies in the EFL (English as a Foreign Language) context from 2010-2022, according to a set of criteria: (quasi) experimental studies, open access peer-reviewed articles and book chapters, types of applications installed on smartphones, vocabulary learning in the EFL context, students, and publication period (2010-2022). Specifically, the paper emphasizes the role that vocabulary learning-tailored applications have played in impacting learners’ EFL vocabulary learning (henceforth EFLVL) process. The papers that have met the criteria (51 out of 146) were examined using a set of categories: context of the study, level of education, types of applications, learning impact, major, and gender. The analysis showed that specifically designed mobile applications play an important role in boosting learners’ EFL vocabulary knowledge, motivation, attitudes, and perceptions. Research gaps and future recommendations are suggested based on the findings.

The continuation task and the model-as-feedback writing task in L2 vocabulary learning: Timing of model texts

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge – written form, meaning and form, and grammatical functions – were each assessed by receptive and productive tests. It was found that (1) both tasks led to significant immediate and long-term development of word knowledge of written form, form and meaning, and grammatical functions; and (2) the continuation task showed superiority over the MAFW task in enhancing productive knowledge of written form, and receptive and productive knowledge of form and meaning as well as grammatical functions. Implications of these results for EFL vocabulary teaching are discussed.

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on second language (L2) learners’ vocabulary meaning acquisition. To examine whether the assumptions can be applied to the L2 vocabulary context, this study compares the effect of text-first and picture-first multimodal input on English as a Foreign Language (EFL) learners’ word meaning learning and retention. The multimodal materials in this study included written forms of English words, audio, first language (L1) translations and pictures. For text-first input, Chinese translations preceded pictures while it was the reverse for picture-first input. Pre-, post-, and delayed post-tests were conducted to examine learners’ gains and retention of word meaning. The results showed that though both groups achieved significant gains, participants learning with picture-first input performed significantly better and reported positive attitudes. This study reveals the advantageous effects of presenting pictures before L1 translations on L2 vocabulary meaning learning, thus indicating that the Sequencing Effects of IPTC Model and the Scaffolding Assumption can be applied to the L2 multimodal vocabulary learning context, and providing pedagogical implications for EFL teachers and material developers.

Using Digital Comics for Enhancing EFL Vocabulary Learning during the COVID-19 Pandemic

The aim of this quantitative study is to determine the impact of using digital comics to strengthen English as a Foreign Language (EFL) vocabulary knowledge during the COVID-19 pandemic. The approach was quasi-experimental with 262 public high school students from three of the four regions of Ecuador. The students’ ages ranged from 12 to 14 years and their proficiency level was A1 in accordance with the Common European Framework of Reference for Languages (CEFR). They were divided into control and experimental groups. The participants in both groups received explicit vocabulary instruction through workshops, but the experimental group had the opportunity to practise EFL vocabulary using digital comics while the control group used supplementary resources and the textbook established by the Ecuadorian Ministry of Education. The data were collected using pre-tests, post-tests, and a perception survey. Based on the statistical analysis, the results showed a significant improvement in vocabulary acquisition in the experimental group. This group also demonstrated a positive perception of the use of digital comics for enhancing EFL vocabulary knowledge because comics allowed students to create original digital stories and customise them according to their preferences. Further research might consider the use of comics for teaching specific linguistic skills in on-site learning environments.