English Vocabulary Acquisition Research Articles

Effect of vocabulary mind mapping through Youdao Dict. on vocabulary learning of undergraduates with high and low motivation

Students with limited English vocabulary and motivation it’s a challenge for their English instructor to boost their learning autonomy and drive. Therefore, instructors must discover an efficient vocabulary learning technique to employ in and after class to boost vocabulary proficiency and learning motivation. This study will explore the influence of the Youdao Dict. on English Vocabulary Acquisition of Students with Various Motivations This research uses a quasi-experimental methodology and one freshman class. 30 students are enrolled. Data will be collected using the Intrinsic/Extrinsic Motivation Scale of English Learning (I/EMSEL) and the Core English Vocabulary Test (CEV). They'll be sorted into high-and low-motivation groups. The middle level will be cut. Two groups' pre- and post-test learning will be assessed. The data will also be supported by classroom observation and interviews. In this research, the Paired Sample T-test is utilised to examine data. The findings suggest that the proposed cognitive process-based learning model (VMMYD) may boost students' learning strategies and vocabulary acquisition, and instructors can coach students in and after class to improve learning motivation.

Realia as a Digital Resource for the Acquisition of English Vocabulary

The present investigation was carried out in the Amazonas Educational Unit with the students in the ninth basic year, with the purpose to analyze how the Realia as a digital resource is linked to the acquisition of vocabulary in the English language through the use of some strategies and digital resources to apply them in the process of a class. It was also analyzed how this technique contributes to the students' learning and these, in turn, feel motivated to increase their vocabulary in the English language. The method is deductive, due to the nature of the information obtained from other projects, and the research is descriptive, due to the information that was used through bibliographic sources and digital degree theses that were acquired from the Internet and which helped to analyze the relationship that exists in both the independent and dependent variables. A survey was conducted for students, and the data collection instrument was a questionnaire of 10 questions with a polytomous scale of Strongly agree, Agree and Disagree, with scaling Likert-type through the Google Form application. From the result of this research, it was found that students find a significant connection in the use of digital strategies and resources for the acquisition of vocabulary in the English language through online platforms or applications. In conclusion, digital resources using the Realia technique are of great value when acquiring new knowledge in the English language, especially in the acquisition of vocabulary.

The effect of content retelling on incidental vocabulary acquisition for Chinese EFL learners

As the foundation of English learning, the acquisition of vocabulary has always been a hot topic in the fields of second language acquisition and foreign language teaching. Contrasted with intentional vocabulary acquisition, incidental vocabulary acquisition (IVA) relates to lexical gains as a by-product of main cognitive activities. In the field of teaching English as a foreign language (TEFL) in Chinese high schools, the incidental acquisition of English vocabulary has increasingly attracted the academic attention in recent years. However, few empirical studies have focused on the incidental acquisition of English vocabulary engendered by doing content retelling tasks. In light of the inadequacy, this study adopted the quality audio-visual material as input and content retelling as output (forming an input-output-input circle), aiming at exploring the effect of retelling on Chinese high school EFL learners’ IVA. Results indicated that learners who retold the content of the audio-visual material between two viewings can pick up more words. In this process, the attempted use of new words in oral reproduction plays a positive role in strengthening the immediate acquisition and long-term retention of the target words.

Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar

Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications.

Understanding Sustainable Development of English Vocabulary Acquisition: Evidence from Chinese EFL Learners

Vocabulary learning is often seen as an important but also difficult aspect of learning English as a foreign language (EFL). Thus, it is particularly important to promote the sustainable development of vocabulary acquisition. Many features of English words affect the sustainable development of vocabulary acquisition, including frequency, polysemy, word family, part of speech, and word length. The influence of most of these factors on vocabulary acquisition has been extensively explored in previous studies, but the effects of cognateness and lexicalization remain unclear. This is in part due to the measurement tool, the Vocabulary Size Test, which does not include enough cognates and non-lexicalized words to adequately represent the language used in authentic contexts. To better our understanding of the effect of word features in the context of Chinese EFL learners, the present study modified the Vocabulary Size Test by including additional 19 non-lexicalized words and 33 cognates and administered it to 527 Chinese non-English major sophomores. The results revealed that cognateness, frequency, and polysemy were positively correlated with vocabulary acquisition, whereas word length and lexicalization were negatively correlated with acquisition. Further, multiple regression analysis indicated that cognateness, polysemy, and frequency were the largest contributors to acquisition.

The Effectiveness of Using Augmented Reality Applications in Developing English Vocabulary Acquisition Among Preparatory Schools Pupils.

The Effectiveness of Using Augmented Reality Applications in Developing English Vocabulary Acquisition Among Preparatory Schools Pupils.

Construction of MALL Vocabulary Acquisition Model from the Perspective of Deep Learning

Mobile-assisted language learning (MALL), as an important part of mobile learning, is gradually attracting the attention of scholars. Mobile-assisted language learning is gradually replacing traditional Computer Assisted Language Learning as the dominant approach to Distance Education. The teaching of English vocabulary, as the foundation of language teaching, is often neglected in English teaching, and teachers often leave students to learn words on their own, and students also lack the corresponding theoretical basis and learning mode. Although mobile learning is convenient, its fragmented characteristics lead learners to learn only at a superficial level, and deep learning is difficult to reach. Therefore, this thesis argues that a teaching model specifically designed for deep acquisition of English vocabulary should be designed to provide a channel for learners to acquire vocabulary knowledge at a deep level. Therefore, this thesis designs a five-step model based on deep English vocabulary learning, which corresponds to the process of deep English vocabulary acquisition: 1. Introductory Session; 2. System Construction Session; 4. Practice and Examination System Construction Session; 5. The Construction of Critical Thinking Session. These five steps correspond to the corresponding mobile applications to improve students' deep English vocabulary acquisition. Students' attitudes toward Deep Motive, Deep Strategy, Surface Motive, and Surface Strategy will be tested before the start of the course using the R-SPQ-2F Questionnaire.

The Effect of Serious Mobile Games on Student English Vocabulary Acquisition and Attitude Toward English

The main aim of this study was to explore the effect of the serious mobile game Jumo the Jumper on the vocabulary acquisition of primary school English as a Foreign Language (EFL) students and their attitudes toward an EFL course. The main research design of the study was a quasi-experimental design with nonequivalent control groups that included pre-test and post-test control groups. Twenty students in the experimental group played the serious mobile game aimed at teaching English vocabulary about the “animals” unit for four weeks, while 20 students in the control group received traditional, curriculum-based tuition. Based on the analysis of the independent sample t-test, the use of the serious mobile game Jumo the Jumper in primary school classrooms had a significant effect on the vocabulary acquisition of the students compared to traditional instruction. On the other hand, the serious mobile game did not have a significant effect on the students’ attitudes toward the EFL course.

Exploring Deep Learning of English Vocabulary Acquisition in a Mobile Learning Environment

With the continuous development and extension of mobile learning technology, English vocabulary learning has become more extensive, personalized and communicative with the support of the mobile learning environment; at the same time, the creation of this environment has gradually become one of the important ways to learn English vocabulary. However, there are two sides to everything, and mobile learning is no exception. In the learning process, we find that English vocabulary learning becomes more fragmented in the mobile learning environment, and the relevant information is not effectively accessed by learners, lacking some deep learning thinking skills. Deep learning in education is a way of learning that aims to construct more meaningful learning, to understand, generalize, master and apply on the basis of memory, to critically accept and learn new knowledge in conjunction with pre-existing knowledge structures, to establish interconnections between knowledge, and through analysis, to make decisions and solve problems through learning. Based on the research on English vocabulary learning in mobile learning environment, this paper makes corresponding elaborations and suggestions on the problems and effective strategies for deep English vocabulary learning in mobile environment in order to improve learners' efficiency in English vocabulary learning, enhance the depth of learning and improve the thinking ability of learning.

Positive and Negative Lexical Transfer in English Vocabulary Acquisition

The aim of the paper is to explore the appearance of positive and negative lexical transfer of plurilingual learners in English vocabulary acquisition. Cross-linguistic influences in the study are examined by word translation tasks from Croatian into English, including true, partial, and deceptive cognates or false friends in English, German, and Italian. The results have revealed different language dominances and positive or negative transfer manifestation. Lexical transfer from L4 German is manifested positively, but the Italian language seems to play a dominant role in the acquisition of English vocabulary. The effect of Croatian is manifested both positively and negatively. The study has confirmed previous psycholinguistic studies on the complexity of lexical connections in plurilingual learners and the dynamic interaction of various learning-based factors, such as language recency, proficiency, exposure to languages, the order in which languages are learned, and the formal context in language learning.

Exploring Deep Learning of English Vocabulary Acquisition from Mobile Learning Environment

With the advent of the 5G era, the rapid development of communication networks has provided comparatively favorable conditions for the popularity of mobile learning. Mobile learning devices, mainly smartphones and tablets, have gradually replaced traditional computer-assisted devices as one of the important forms of learning for learners in the new era. This study summarizes the characteristics of mobile learning as: Ubiquitous; Portable; Personalized; Interactive; Updated; and Seamless. Based on the above characteristics, mobile vocabulary learning has its advantages such as convenience and efficiency, but due to its fragmented learning characteristics, however, the fragmented nature of learning makes it difficult for learners to achieve deep learning. In the content of vocabulary acquisition, deep learning refers to after a word has been learnt, it may trigger associations, images or stories on the basis of the learner's past experiences. In the field of education deep learning provides an effective solution to the problem of fragmentation in mobile learning and provides a new path and idea for effective vocabulary acquisition. This study uses a combination of questionnaires and empirical research to ask the following research questions: Question 1: To what extent do learners have an understanding of mobile learning of English vocabulary? Question 2: To what extent can deep learning-based mobile learning of English vocabulary improve students' English vocabulary? After the questionnaire survey and the empirical study, we can see that Learners have a degree of understanding of deep learning-based mobile vocabulary learning and that deep learning-based mobile learning of English vocabulary can will contribute positively to the acquisition of English vocabulary.

Mobile Apps Based on Keller Personalized System of Instruction to Promote English Vocabulary Acquisition

Mobile learning (or m-learning) is the ability to learn anywhere and at any time using a portable electronic device. Mobile technologies gradually integrate into learnedness. Mobile devices and apps are changing the way learners acquires English. This study aims to develop a mobile Apps based on the Keller Plan Personalized system of instruction (PSI) theory called JuJu English Vocabulary to improve learners’ vocabulary acquisition. The mobile Apps was developed using ADDIE instructional design model. The developed Apps was investigated using a quasi-experimental research design among 60 students separated into two(2) groups: control and experimental groups. Data were analysed using SPSS software. The outcome shows a significant difference between Post-test experimental (using the mobile app) and the control group (traditional learning). This Mobile Apps design allows personalised growth among the experimental group of students in terms of their vocabulary acquisition. The design mimicking a game strategy did help increase their interest to enjoy the learning process.

Software Development of Word Search Game on Smart Phones in English Vocabulary Learning

At present, mobile devices are a medium of learning in school that is enjoyable with educational content. They are becoming as a part of daily life with new software games, which are considered as entertainment. As we all know, a word search game has been implemented on mobile devices for decades. It facilitates English vocabulary acquisition of students. The word search game on mobile devices allows education to be delivered in a more flexible way, anytime and anywhere at the students’ own place. To this paper, a survey is conducted to target Thai students at Bangkok University, Thailand. Therefore the word search game on smart phones embedded with the English dictionary, which helps Thai students to memorize the words is developed. Additionally, the process in developing the word search game on smart phones has been presented. It is expected that our research findings in English learning on mobile devices for Thai students will be further shared in the future.

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = .485 (95% CI = .120 to - .850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.

An Empirical Study on the Effect of Metacognitive Strategy Training on English Vocabulary Teaching in Chinese Junior High Schools

During English teaching in Chinese junior high schools, exploring the application of advanced teaching methods and teaching ideas can promote the reform and innovation of English vocabulary teaching and be conducive to cultivate students’ ability of learning English vocabulary. This paper, by adopting quantitative methods, aims to explore the effect of metacognitive strategy training on junior middle school students’ acquisition of English vocabulary. It explores to make a preliminary evaluation on the practical value of metacognitive strategy-training, trying to shed a light on the English vocabulary teaching reform in junior high schools.

A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

AbstractThis mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

LEARNING VOCABULARY THROUGH GAMES: A CRITICAL REVIEW

For decades linguists have been interested in doing research on English vocabulary and vocabulary teaching. In the article Learning Vocabulary through Games published in the Asian EFL Journal, Huyen and Nga investigate the benefits of using games for their students’ vocabulary learning. They argue that games are helpful for students to enrich their English vocabulary acquisition. As of May 2021, the article has been quite influential and cited for 381 times by scholars and students around the world. This paper presents a critical review of the aforementioned article. The discussion is mainly centred on the relation between the research and communicative language teaching, strengths and weaknesses of the research, and reflection of the research findings on the authors’ learning and teaching experience.

Language Acquisition of English Vocabulary on 5 Years Old Child Through Social Media YouTube

Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.

LEMMATIC INFLUENCE ON VOCABULARY ACQUISITION AMONG L3 ENGLISH LANGUAGE LEARNERS IN TANZANIA

This paper presents the findings of a study that investigated cross-linguistic influence (CLI) on the acquisition of English vocabulary by Tanzanian third language (L3) learners. Specifically, the study aimed to determine how lemmatic CLI from L1 and L2 influences L3 in a multilingual rural context where L1 is a dominant ethnic community language (L1=Haya, L2=Swahili, L3=English) and determine the source language responsible. In all, 40 participants performed three language tasks i.e. word association(WAT), letter writing task (LWT) and wordless picture narration (WPN). The study found evidence of lemmatic transfer from background languages in various forms. More significantly, , the L2 played instrumental and facilitative roles, both strategically and spontaneously, in influencing L3 vocabulary acquisition relative to the L1. Also, the study found the status of L2 is the predominant source language for lemmatic influence on L3 English and was modulated by proficiency and exposure.The study confirms that L3 learners reduce CLI as they increase L3 proficiency and that L2 acts as both a filter and source language as it features in L3.

THE USE OF VIDEOGAMES BY PUBLIC SCHOOL STUDENTS AS A TOOL TO LEARN ENGLISH AS A SECOND LANGUAGE

The integration of entertainment and education has been studied over the years (RAPEEPISARN, et al. 2006). In this regard, games and gamified activities are motivating factors for L2 learning, after all, people learn more when what they do becomes a relevant activity (CROSS, 2007). Through bibliographic studies and data collected with high school students, this quantitative research aims to verify the acquisition of English vocabulary by playing videogames, as well as the recognition by students of the new vocabulary learnt in the second language (L2). In this empirical research, we collected data throughout the year of 2020 in a state public school in the city of Gravataí/RS with students of the third grade of high school. Therefore, we applied a questionnaire with 70 students aged 16-19 to examine their opinion on the use of videogames as a teaching tool. The data collected include information about players and non-players, while the data analysis includes the response of 45 players on different aspects about playing. With the analysis, it was possible to build the profile of these participants and verify that the students greatly increase their vocabulary when playing, at the same time they develop reading and listening comprehension. Although this research presents information about a specific group of participants, it is possible to say that, playing games makes students have fun, feel motivated and challenged to learn the L2, which is a benefit to the learning process.