English Vocabulary Development Research Articles

A Movie Method Proposal to teach vocabulary for “Nuevo Rocafuerte High School” EFL Students

The research conducted at Nuevo Rocafuerte High School evaluated the efficacy of the Movie Method, which is an app for learning English that focuses on English vocabulary development for tenth-year EFL students. Methodologically, the research integrated surveys with test performance analysis to gauge the impact of digital tools on language acquisition at the A1 proficiency level. Results demonstrated a marked preference for digital learning, with 60% of students favoring movie-based methods over traditional vocabulary learning strategies. The adaptability of the Movie Method was a significant factor, reflected in its high average score for enhancing vocabulary retention and understanding of difficult words. Despite initial reductions in participation due to unfamiliarity with the method, engaged students displayed considerable gains in vocabulary comprehension and usage, affirming the potential of such applications in bolstering language proficiency. The study underscores the importance of integrating mobile technology in educational strategies and the necessity of accessible, user-centered educational resources. Further investigation is required to corroborate these findings and assess the long-term impact of digital tools in diverse educational settings.

The Application of Situational Language Teaching for English Vocabulary Development of Housekeeping Students

The Application of Situational Language Teaching for English Vocabulary Development of Housekeeping Students

The Impact of Emotional Support from Family on Children's Growth in English Vocabulary

The influence of the emotional environment on cognitive development, specifically language acquisition, has been a pivotal topic in child psychology and pedagogics. This study aims to explore the interplay between emotional support from family and its effect on children's growth in English vocabulary. Utilizing a cross-sectional survey design, data was gathered from a total of 155 children, aged between 9 and 18, and their parents. Multivariable regression models were employed for statistical analysis. The research findings indicate a significant positive correlation between the level of family emotional support and the rate of English vocabulary acquisition in children. The greater the emotional support, the more noticeable the children's English language progress appears to be, highlighting the profound influence of a positive familial emotional climate on English vocabulary acquisition. The study underlines the importance of providing emotional support to children in their journey of language learning, suggesting that parents and educators should consider this aspect in promoting successful English vocabulary development.

The role of home and classroom literacy environment and expectations in early vocabulary development in bilingual primary education

This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children (n = 106) were tested on vocabulary in both languages in kindergarten (m age = 5–10) and grade 1 (m age = 6–10). Their parents (n = 106) and teachers (n = 16) filled out questionnaires on respectively HLE and CLE, and shared their expectations of children’s future L1 and L2 achievement through a second questionnaire. Results indicated that L2 HLE correlated with L2 vocabulary and number of L1 books at home correlated with L1 vocabulary. L1 vocabulary development was predicted by teacher expectations, but not by parent expectations, HLE or CLE. L2 vocabulary development was predicted by parent expectations, but not by teacher expectations, L1 vocabulary level in kindergarten, HLE or CLE. These findings highlight the importance of parent and teacher expectations in early bilingual vocabulary development. They suggest a unique but also combined role of two systems in which children learn and develop a second language: the home and the classroom.

The Community Service as Judges in an Elementary Level English Vocabularies Competition at SDN 137/III Koto Salak

This community service activity is participation as judges in an elementary school English vocabulary competition at SDN 137/III Koto Salak. It aims to improve students' English vocabulary skills, learning motivation, and development of communication skills. The students learn about good preparation and teamwork through healthy competition. It also involves the community as volunteers and spectators, strengthening the relationship between the school and the surrounding environment. The results of this activity include increasing vocabulary skills, learning motivation, developing communication skills, and achievement awards. In this community service, good cooperation is needed between the school, judges, and community as well as evaluation and improvement for similar activities in the future. Utilizing these suggestions, this event is expected to be developed continually and provide greater benefits to participants, teachers, and the community in strengthening English language education.

The Effect of Duolingo Online Application on Students’ English Vocabulary Mastery of VII Grade Class at SMP Al Razi Sinar Harapan

The aim of this study was to determine the use of the Duolingo application to increase students' English vocabulary. In developing this research, the researcher implemented Duolingo through the discussion method so that it was chosen in this study to solve the problem. the method used in this research was quantitative data. The subjects of this study were 28 students of class VII SMP Al Razi Sinar Harapan with the research sample being class VII-2 as the experimental class and class VII-4 as the control class. The research instrument uses multiple choice. The results of the data show that there is a development of students' English vocabulary. This can be seen from the pre-test average for the experimental class was 53.85 and for the control class was 53.5 and the post-test average for the experimental class was 76.71 and for the control class was 67.35. From these data it can be seen that students' English vocabulary increased by using the Duolingo application as a learning medium. The research results found in this study observed t-observed 3.29 and t-table 2.05, so it can be concluded that there are differences in students' vocabulary when using the Duolingo application and without the Duolingo application. In addition, students also look active and enthusiastic about using Duolingo as a learning medium.

PERCEPTION OF USING TIKTOK TO IMPROVE VOCABULARY MASTERY ON ELEVENTH GRADE STUDENTS AT SMA NEGERI 3 BAUBAU

The problem statement of this research is whether the Tiktok application give an impact to improve students English vocabulary masery in SMA Negeri 3 Baubau of eleventh grade students. The research provides the motivation to explore students’ perceptions of the influence of the students' use of social media such as TikTok on the development of the student's English vocabulary on 11th grade students in SMA Negeri 3 Baubau. This research used a mixed methods with QUAL-quan type, where data will be distributed by qualitative methods such as interviews and documentaries and quantitative methods such as questionnaires. A total of 37 11th graders, 3 baubau students, have been involved in the research. The technique of data Analysis used embendded design with chosee data collecting, data reduction, data display, and data conclution. Results showed that social media TikTok provided English sources of content that could be used to supplement the student's English vocabulary. Students can also access applications at any time and anywhere, further students can also gain entertainment and add their English vocabulary at any one time. Beyond that students also mention the problems they face in accessing a ticktock app such as an Internet connection. It may be concluded that students have a positive perception of a TikTok application with a view to improving the English vocabulary

Developing English Vocabulary Mastery of Students at SMPIT Ibnu Sina Makassar through Word Card Games

This study is to describe two main points, namely (1) the development of English vocabulary mastery of 7th-grade students of SMPIT Ibnu Sina, Makassar using word card games, and (2) the aspects of vocabulary that hinder their English vocabulary development. Pre-experimental research method with pre and post-test design was used to quantitatively describe the impact of the treatment given through the use of word card games in developing students' vocabulary mastery comprising three aspects, namely (1)vocabulary forms in spelling and pronunciation, (2) denotative meaning of vocabulary, and (3) vocabulary usage focusing on the use of Present and Past Tense sentence patterns both in oral and written forms and the hindering aspects of their vocabulary mastery development which are then described qualitatively. The grade 7 students of SMPIT Ibnu Sina, Makassar totalling 28 students were the population of this study using the census sampling technique. To collect data, a vocabulary test was administered in three forms of questions, namely (1) spelling and pronunciation, (2) matching for vocabulary meaning, and (3) multiple choice and making simple sentences. The results showed that (1) the word cards could develop the English vocabulary mastery of students in terms of vocabulary form, vocabulary meaning, and vocabulary use empirically indicated by the mean score of pre-tests as 58.13 taken into an average category and post-tests is 79.72 classified into a good category and (2) the aspect that hinders students' vocabulary mastery is pronunciation and sentence construction. These findings are simply considered that word card games can be implemented to bridge the development of students’ vocabulary mastery coming along with teaching English structures.

IMPROVING VOCABULARY MASTERY THROUGH SEGONG GAME FOR FIRST-GRADE STUDENTS AT ALOK PUBLIC JUNIOR HIGH SCHOOL

Vocabulary proficiency plays a vital role in English language acquisition, enabling individuals to comprehend written texts and effectively articulate their ideas in oral and written communication. This article presents an academic study that focuses on enhancing the vocabulary competency of first-grade students through the implementation of traditional Segong activities. The research was conducted in the context of Alok Public Junior High School during the academic year 2022/2023. This study reexamines the efficacy of employing specific Segong traditional games as a strategy to facilitate the development of English vocabulary among students in an educational setting. The Segong game format was utilized to enhance students' vocabulary knowledge while harnessing the teacher's instructional prowess. The research employed a two-cycle classroom action research methodology, incorporating assessments, questionnaires, and observations to gather data. The findings reveal a substantial improvement in vocabulary mastery, as evidenced by an initial data analysis showing a percentage increase of 18% in the pre-cycles. Notably, the first cycle demonstrated a growth rate of 63%, while the second cycle witnessed a remarkable increase of 85.72%. These outcomes affirm the effectiveness of the Segong game in enhancing English vocabulary acquisition

Does social media impact the development of general English vocabulary? perceptions of Egyptian university students

The importance of vocabulary in language learning cannot be overstated because meaningful communication requires a vast repertoire of words to convey ideas. Yet, social media places English language learners in multicultural communities where they can acquire new vocabulary knowledge and use it communicatively. The aim of the study is to investigate the impact of social media on learning English vocabulary at university level. A case study approach was adopted. To this end, a hypothesized model on aspects of learning English from social media was constructed. That was supported by a participant observation and a thorough review of the literature. Based on the model, a questionnaire was constructed and disseminated to a total number of 135 Egyptian undergraduate university students. Findings of the study are: 1) learning vocabulary occurs through receiving, producing and constructing vocabulary knowledge, 2) the indirect impact of social media enhances self-confidence, self-esteem, critical thinking, creativity and collaboration among Egyptian university students, 3) social media is characterized by factors that enhance vocabulary learning, and 4) social media has a few limitations that, to some extent, hinder vocabulary learning. It is recommended that further research is conducted on the effect of different social media applications on learning English language vocabulary, grammar and other aspects.

The Use of Subtitled Video Animation To Improve Students Vocabulary At Ban Erawan School Thailand

The purpose of this research is to examine how students utilize animated video subtitles to increase their English vocabulary and reading comprehension. This study used a quantitative experimental design using class VI research participants. The participants in this research were all Ban Erawan School pupils, a total of 32 persons. The three steps of data collecting are pre-test, treatment, and post-test. The data from this research will be evaluated to see whether the experimental and control groups yield substantially different outcomes. The experimental class received animated movies with captions, but the control class did not. Initially, pupils in both grades received a pre-test. The experimental class was then given therapy, and the pupils completed the post-test. The study of the collected data results in the following conclusions: 1) Animated video media with subtitles has a considerable influence on pupils' English vocabulary and reading development. 2) Students' reading of animated films with subtitles receives a substantial score, precisely 0.05. 3) The difference in the average value of vocabulary learning outcomes for experimental class students is 77.18, whereas the control class is 55.62. while the results of learning to read experimental class students as much as 71.87 for the control class as much as 62.81. The conclusion that animated video media with subtitles has a significant increase in the vocabulary mastery of elementary school students is reached based on the data examination conducted.

Utilizing Blogs on ESL learners’ vocabulary learning through social constructivist theory: A descriptive study

During this period in history, the advancement of technology is developing at a fast pace, and it is becoming more important to every normal person. In particular, the smart phone, which is quickly becoming one of the most frequently used gadgets in ordinary life, is no longer considered a luxury commodity. Because of the COVID-19 epidemic, students are not required to utilise textbooks while studying. Beyond textbooks, there are numerous other media that may be used to advance an individual's education and development. The purpose of this research study is to investigate the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. A questionnaire was adopted for data collection from 60 people from different universities, and the results were analysed using a descriptive method. Following the responses given by the respondents, it was noticed that a lot of ESL learners believed that using Blogs to improve vocabulary development is beneficial since it raises the degree of involvement in studying. The current research investigates the use of social constructivist theory in the teaching of ESL learners. The purpose of this study report is to demonstrate the statistically significant impact of the use of Blogs on the growth of learners' vocabulary. Finally, the article concluded that, in light of the descriptive study, the social constructivist method is very significant in English language learning, particularly in vocabulary development.The following objectives were established for the study through Descriptive Method of Social Constructivist Theory of Learning Vocabulary:•To explore the relationship between the use of Blogs and an interest in ESL learners' vocabulary knowledge.•To identify the effect of Blogs on the development of English vocabulary among ESL learners by using social constructivist theory.•To examine the effect of using Blogs on students' capacity to improve their vocabulary usage.

ENGAGING SIMPLER APPLICATIONS TO DEVELOP STUDENTS’ ENGLISH VOCABULARY AT THE SECONDARY LEVEL

Considering the importance of vocabulary in learning English, it was necessary to make efforts to improve students' abilities in developing English vocabulary. The existence of the Simpler application as a medium was expected to make a positive contribution to students. Students' interest in learning while playing can motivate students to actively learn English. This study aimed to improve the development of English vocabulary. This research was experimental research using the pre-experimental method carried out by following the Cresswell research procedure including a pre-test, treatment, and post-test activities. The research was carried out in the first grade of SMPN 7 Tarakan for the academic year 2022/23 consisting of 31 students. The results showed that before giving students treatment using the Simpler application, the average result of the test of students was 48.19, and after 6 meetings using the Simpler application, the result of the final test was an average value of 78.00. The researchers also obtained the results of hypothesis testing using SPSS, whose significance value was smaller than 0.005 and the t value obtained was higher than the t table, 8.488> 1.697, meaning that Ha was accepted. It can be highlighted that the use of the Simpler application in the development of first graders' English vocabulary was very useful.

The effectiveness of Konjo traditional game “Ak Bombo-Bombo” in English vocabulary mastery

Using games in an English class can enhance the student’s learning process. It offers an environment where the students can practice using new words and express themselves freely. This study aims to measure the effect of the traditional game the Konjo community “Äk’ Bombo-Bombo” in improving the student’s vocabulary mastery. The game is one of the popular traditional games in rural areas of the Kajang sub-district. Therefore, it is proper to be applied for students of elementary 115 in Tana Toa Village, Kajang. The study conducted a pre-experimental method with one group pre-test and post-test design. Independent and dependent variables were determined as the traditional game of Ak Bombo Bombo and the student’s English vocabulary development scores, respectively. There were 20 students in sixth grade in elementary school as the samples, which were chosen by using the total sampling technique. The results of this study showed that the student's mean post-test score (3.10) was higher than the pre-test score (3.05). Statistical tests also show that the value of the t-test, pre-test, and post-test is less than the alpha value (0.000 < 0.05). It can be concluded that the traditional game Ak Bombo-Bombo increased the student’s English vocabulary significantly in a positive way.

Songs for Teaching Vocabulary: English Learning Media for Preschoolers

In terms of language acquisition, preschoolers are associated with the golden age. This led to the awareness of the importance of mastering English as early as possible. Vocabulary learning is an important aspect of learning a language because the basis of language is vocabulary. However, a lack of strategy in introducing English vocabulary is the problem faced by preschool teachers. This study is a literature review that aims to review the use of songs in vocabulary learning for preschoolers. In addition, the success of using songs in English vocabulary learning for preschoolers, which was reported by a lot of studies, is thought to be paramount to discuss. This study refers to 49 references which are books or articles from journals related to the use of songs as a medium in vocabulary learning for early childhood. Therefore, this article is intended to review the use of songs in English vocabulary learning for preschoolers. The English vocabulary, English children's songs, and development of English Vocabulary in preschoolers were presented descriptively. The review concludes that songs can be an alternative media in vocabulary learning for preschoolers.

The The Influence of Teaching Prefixes and Suffixes In Context On Developing Students’ English Vocabulary at Sman 2 Garut

Vocabulary through morphemes provides meaningful vocabulary acquisition skill. Students learn to guess the word meaning by looking for prefixes and suffixes in context. The students analyze prefixes and suffixes within the words. Then, the students analyze other context clues such as part of speech around the words. The purpose of this research is to uncover the significant difference between the influence of teaching prefixes and suffixes in context and without context toward students’ English vocabulary development. This research uses quantitative study in line with experimental method. This research was held in SMAN 2 Garut located at Jalan Guntur No. 3 Leles Garut. The population of this research is eight classes of students in the second grade of SMAN 2 Garut. The writer chooses two classes to be sample of the research, they are class XI IPA 1 as experimental group and class XI IPS 1 as the control group. The total numbers of the sample are 66 students. Pre-test and post-test are used to collect research data. Analisis butir soal pilihan ganda is used to test the validity of the data. To find out the reliability of the data, the writer uses split-half method as proposed by Suharsimi Arikunto ( 2009: 93). Because the data distribution is normal, t-test formula is used to analyze the data. Students’ diversity scores averages show that the experimental group gets 40 and the control group gets 30.15. It means that there is positive progress of the experimental group after having the treatment. Based on the data analysis, tcounted = 3.5 and ttable= 1.99. Because tcounted= 3.5 is out of Ho acceptation area, between ttable = -1.99 and 1.99, so that Ha is accepted. It means that Ha is accepted, there is significant difference of influence between teaching prefixes and suffixes in context and without context toward students’ English vocabulary development in the Second Grade Students of SMAN 2 Garut on ninety five percent (95%) significance level.

Online Computerized Adaptive Tests of Children's Vocabulary Development in English and Mexican Spanish.

Measuring the growth of young children's vocabulary is important for researchers seeking to understand language learning as well as for clinicians aiming to identify early deficits. The MacArthur-Bates Communicative Development Inventories (CDIs) are parent report instruments that offer a reliable and valid method for measuring early productive and receptive vocabulary across a number of languages. CDI forms typically include hundreds of words, however, and so the burden of completion is significant. We address this limitation by building on previous work using item response theory (IRT) models to create computer adaptive test (CAT) versions of the CDIs. We created CDI-CATs for both comprehension and production vocabulary, for both American English and Mexican Spanish. Using a data set of 7,633 English-speaking children ages 12-36 months and 1,692 Spanish-speaking children ages 12-30 months, across three CDI forms (Words & Gestures, Words & Sentences, and CDI-III), we found that a 2-parameter logistic IRT model fits well for a majority of the 680 pooled vocabulary items. We conducted CAT simulations on this data set, assessing simulated tests of varying length (25-400 items). Even very short CATs recovered participant abilities very well with little bias across ages. An empirical validation study with N = 204 children ages 15-36 months showed a correlation of r = .92 between language ability estimated from full CDI versus CDI-CAT forms. We provide our item bank along with fitted parameters and other details, offer recommendations for how to construct CDI-CATs in new languages, and suggest when this type of assessment may or may not be appropriate.

Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?

The aims of the research were to examine the effect of Hello English application on students’ English vocabulary development at the seven-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021 and to know the perceptions of students on utilizing the Hello English App to increase English words. This study applied a quantitative method with quasi-experimental design. The seventh-grade students of SMP PGRI Selapajang Jaya in the academic year 2020/2021 was used as the population; also, the research sample was both classes consisting of 30 students in each class (experimental and control). The researcher provided a multiple-choice test as the instrument. The researcher employed statistical calculating of the t-test formula with 5% significance level utilizing SPSS 22 version. In accordance with the research findings, it discovered the mean score of a post-test in the treatment class was higher than the conventional class (76.67 > 62.50). The result of t-test showed that t0 (4.184) was higher than ttable (2.003); thus, it indicates that Ha is acceptable while Ho is rejectable, and it is concluded that utilizing Hello English has a significance impact on the development of students’ English words at the seventh-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021. Questionnaire was also applied as another research instrument to measure students’ perception in learning English words employing the Hello English application. As recorded by the questionnaire results, the students agree that the Hello English App can assist them in English learning, particularly English words; also, they felt satisfied and loved the learning process when they employed the Hello English App to acquire English words.

THE EFFICACY OF TREASURE HUNT GAME WITH LUWU LOCAL CULTURE BASED IN TEACHING ENGLISH VOCABULARY AND INTRODUCING CULTURES HERITAGES OF LUWU AT SMPIT AL HAFIDZ KOTA PALOPO

The aim of the research was to find out the efficacy of Treasure Hunt game with Luwu local culture content based for teaching vocabulary and introducing the cultures heritages of Luwu to the students at SMPIT Al Hafidz Kota Palopo. The method of the research was pre experiment. The subject of this research was the students of class 7th SMPIT Al Hafidz Kota Palopo consisting of 20 students. Test was used to collect the data. To analyze the data the researcher utilized t-test through SPSS 20. After the analysis, this research showed a significant improvement in the students’ vocabulary in English and students can enrich their knowledge on Luwu Culture. It is supported by the t-test result with the P value was 0.00. In conclusion, teaching vocabulary using Treasure Hunt game with Luwu Local culture content-based is effective both in English vocabulary development and Luwu culture knowledge of students.

Developing an assessment of vocabulary proficiency for Irish-English bilingual children: the Irish crosslinguistic lexical tasks

ABSTRACT Assessing vocabulary knowledge is an important part of establishing language proficiency in bilingual children. The crosslinguistic lexical tasks (CLTs) provide a framework for testing vocabulary development in three-to-six year-olds using a standard procedure and comparable items for multiple languages. This study describes the development of the Irish CLTs to test receptive and expressive vocabulary for nouns and verbs. The test was then used in a pilot study to measure the vocabulary development in both Irish and English of 41 bilingual children attending Irish-immersion education in an Irish-speaking region of Ireland. The results showed that, as expected, children found lexical comprehension to be easier than production, and nouns easier than verbs. As a group, those from Irish dominant homes performed similarly on both the Irish and English versions of the CLTs, but those from bilingual and English-dominant homes performed significantly better on the English version. The amount of home-language exposure to Irish and English showed advantages on production tasks in each language. However, all groups performed relatively poorly on the production and comprehension of Irish verbs. We explore the findings in relation to the importance of language exposure in a minority language context.