English Vocabulary Knowledge Research Articles

Teachers’ receptive and productive vocabulary sizes in English-medium instruction

ABSTRACT Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood. The ability of teachers in the EMI environment (i.e. disciplinary or ‘content’ teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of instruction is English. Across EMI contexts, concerns have been raised about teachers’ level of English proficiency (their ability to speak, write, read and listen in English), but research measuring their English proficiency attainments is lacking. This paper focuses on a key dimension of teachers’ English proficiency: vocabulary knowledge. Teachers (n = 130) took tests of receptive and productive knowledge of general and academic English vocabulary. The testing revealed significant proficiency variation in the cohorts tested, with some teachers exhibiting very low levels (<3000 words) of receptive and productive vocabulary knowledge. Implications for teaching in EMI are discussed.

Efforts to increase English vocabulary skills using puppet theater and flashcards at TK Islam Amaryllis, Cibubur

This community service activity aims to increase English vocabulary in daily life for the kindergarten level at TK Islam Amaryllis, Cibubur. At the kindergarten stage, aspects of physical and psychosocial development are needed, which include intellectual, language, motoric, and social-emotional development. Besides that, especially the introduction of English vocabularies. Socialization, demonstration, and practice (with puppet theater and flashcards as media), and evaluation are the stages carried out in this program. The result is that students at TK Islam Amaryllis, Cibubur, have increased their knowledge of English vocabulary, which can be used for further levels of education by using or demonstrating learning media, namely puppet theater and flashcards.

English Vocabulary with a Picture Application for Enhancing Thai EFL Students’ Daily English Vocabulary Memorization

With the emergence of new technology, computers have been used for language learning. This experimental study aimed to develop English Vocabulary with a Picture Application (EVP) for improving students’ daily English vocabulary memorization and examine the effectiveness of EVP used between an experimental group and a control group. EVP was designed on picture mnemonic technique based on a cognitive theory of multimedia learning. The participants were 48 undergraduate students who were randomly assigned to the experimental and the control group. Prior to the intervention, the participants of both groups were given a pre-test to determine their daily English vocabulary knowledge. Then, the experimental group received EVP, and the control group went through a traditional method. After the treatment, the post-test was administrated to both groups. The results manifested that the experimental group who received EVP noticeably outperformed their counterpart in the post-test. The participants also provided positive opinions regarding the use of EVP. In consequence, the findings implied that EVP could be an optional learning tool to enhance students’ daily English vocabulary. Further study could investigate the achievement of EVP in teaching vocabulary for different purposes in various contexts.

Validation of two measures for assessing English vocabulary knowledge on web-based testing platforms: long-form assessments.

The goal of the current work was to develop and validate web-based measures for assessing English vocabulary knowledge. Two existing paper-and-pencil assessments, the Vocabulary Size Test (VST) and the Word Familiarity Test (WordFAM), were modified for web-based administration. In Experiment 1, participants (n=100) completed the web-based VST. In Experiment 2, participants (n=100) completed the web-based WordFAM. Results from these experiments confirmed that both tasks (1) could be completed online, (2) showed expected sensitivity to English frequency patterns, (3) exhibited high internal consistency, and (4) showed an expected range of item discrimination scores, with low frequency items exhibiting higher item discrimination scores compared to high frequency items. This work provides open-source English vocabulary knowledge assessments with normative data that researchers can use to foster high quality data collection in web-based environments.

Validation of two measures for assessing English vocabulary knowledge on web-based testing platforms: brief assessments.

Two measures for assessing English vocabulary knowledge, the Vocabulary Size Test (VST) and the Word Familiarity Test (WordFAM), were recently validated for web-based administration. An analysis of the psychometric properties of these assessments revealed high internal consistency, suggesting that stable assessment could be achieved with fewer test items. Because researchers may use these assessments in conjunction with other experimental tasks, the utility may be enhanced if they are shorter in duration. To this end, two "brief" versions of the VST and the WordFAM were developed and submitted to validation testing. Each version consisted of approximately half of the items from the full assessment, with novel items across each brief version. Participants (n=85) completed one brief version of both the VST and the WordFAM at session one, followed by the other brief version of each assessment at session two. The results showed high test-retest reliability for both the VST (r=0.68) and the WordFAM (r=0.82). The assessments also showed moderate convergent validity (ranging from r=0.38 to 0.59), indicative of assessment validity. This work provides open-source English vocabulary knowledge assessments with normative data that researchers can use to foster high quality data collection in web-based environments.

The Effects of Multimodal Teaching on English Vocabulary Knowledge of Thai Primary School Students

It is increasingly prevalent in digital learning and teaching strategies for discerning a global perspective on creating the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially during the COVID-19 pandemic in which immersive learning environments, such as a virtual learning platform, were employed. This immersive platform may assist learners in engaging in, paying attention to, and reflecting on their learning. This quasi-experimental study examined the effects of multimodal teaching on primary school learners&amp;rsquo; English vocabulary and their attitude toward the learning environment. The participants were 59 primary school students in the northeastern part of Thailand. They were divided into two groups: experimental and control groups. The former consisted of 33 students, while the latter comprised 26. Following Nation&amp;rsquo;s (2013) word knowledge framework, two tests were developed to measure participants&amp;rsquo; receptive and productive knowledge of the words. L2 vocabulary scholars validated the tests, and the reliability of the tests was checked using Cronbach&amp;rsquo;s alpha coefficient. The questionnaire was also developed to explore the participants&amp;rsquo; attitudes toward using multimodal teaching methods to improve their vocabulary knowledge. The results showed that although both groups increased their vocabulary knowledge, the statistical analysis revealed that the multimodal teaching technique significantly enhanced participants&amp;rsquo; receptive and productive vocabulary knowledge. The results also indicated that primary school participants had a positive attitude toward using multimodal teaching methods to improve their vocabulary knowledge. The current study suggests that the multimodal teaching method effectively improves Thai primary school learners&amp;rsquo; receptive and productive word knowledge and helps them learn new vocabulary.

Dyslexia-related loci are significantly associated with language and literacy in Chinese-English bilingual Hong Kong Chinese twins.

A recent genome-wide association study on dyslexia in 51,800 affected European adults and 1,087,070 controls detected 42 genome-wide significant single nucleotide variants (SNPs). The association between rs2624839 in SEMA3F and reading fluency was replicated in a Chinese cohort. This study explores the genetic overlap between Chinese and English word reading, vocabulary knowledge and spelling, and aims at replicating the association in a unique cohort of bilingual (Chinese-English) Hong Kong Chinese twins. Our result showed an almost complete genetic overlap in vocabulary knowledge (r2 = 0.995), and some genetic overlaps in word reading and spelling (r2 = 0.846, 0.687) across the languages. To investigate the region near rs2624839, we tested proxy SNPs (rs1005678, rs12632110 and rs12494414) at the population level (n = 305-308) and the within-twin level (n = 342-344 [171-172 twin pairs]). All the three SNPs showed significant associations with quantitative Chinese and English vocabulary knowledge (p < 0.05). The strongest association after multiple testing correction was between rs12494414 and English vocabulary knowledge at the within-twin level (p = 0.004). There was a trend of associations with word reading and spelling in English but not in Chinese. Our result suggested that the region near rs2624839 is one of the common genetic factors across English and Chinese vocabulary knowledge and unique factors of English word reading and English spelling in bilingual Chinese twins. A larger sample size is required to validate our findings. Further studies on the relationship between variable expression of SEMA3F, which is important to neurodevelopment, and language and literacy are encouraged.

Designing Vocabulous: a Case Study in Classics, EdTech and English Literacy

AbstractThis article examines the website Vocabulous, an innovative resource that combines Classics and English literacy. The aim of Vocabulous is to improve students' English vocabulary knowledge and skills using Latin and Greek root patterns. For example, the root ‘scrip’ meaning ‘write’ can help students understand that ‘inscription’, ‘manuscript’ and ‘transcription’ are all related to writing. Students use these roots to work out the meaning of unfamiliar vocabulary, so that by the end of the programme, they have the skills they need to decipher new words on their own. As Alex Quigley notes, ‘over 90% of the vocabulary of academic texts in school has Latin and Greek origins and therefore teaching etymology has positive implications for learning and cracking the academic code of school’ (Quigley, 2018: 71). This article discusses the pedagogy behind the site, the selection of Latin and Greek roots, the design of the questions (based on vocabulary acquisition research) and the use of animated videos to engage students. The article concludes by outlining the current Vocabulous trial with 10–13-year-olds in 50 schools across the UK, combining teacher testimonies with ideas for practical application in the classroom1. Vocabulous is funded by The SHINE Trust and is part of a research trial led by Professor Arlene Holmes-Henderson and Christ Church, Oxford. It will be available for school subscriptions from September 2023.

English medium higher education in Hong Kong: linguistic challenges of local and non-local students

This research project involved a mixed-methods study investigating language-related challenges of first-year students at an English Medium Instruction (EMI) university in Hong Kong. The two-phased sequential study employed a questionnaire survey and semi-structured student interviews. The survey and interview findings indicate that first-year students face a number of language-related academic challenges during their first year at an EMI university in writing, reading, speaking, and listening, many of which appear to stem from lower levels of vocabulary knowledge in English, unfamiliarity with academic and technical terminology, and limited exposure to varieties of English. Additionally, the findings suggest that these challenges can vary significantly based on background and first language, relating specifically to three different demographic student groups: local Hong Kong Cantonese-speaking students, Putonghua-speaking mainland Chinese students, and non-Chinese speaking local and international students.

Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge

ABSTRACT Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals’ breadth of vocabulary knowledge – both expressive and receptive – is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. “Properties of Dual Language Input That Shape Bilingual Development and Properties of Environments That Shape Dual Language Input.” In Input and Experience in Bilingual Development, edited by T. Grüter, and J. Paradis, Vol. 13, 119–140. Amserdam: John Benjamins]. However, relatively little is known about the quality of bilinguals’ knowledge of the words they do know (e.g. their understanding of how words relate to each other semantically) and how input frequencies influence that knowledge. Using the Cognitive Abilities Tasks – 4 (CAT-4), this study explored the potential links between three types of input sources – home language exposure, self-reported rates of language use in general, and language use with friends – and bilinguals’ performance on two types of vocabulary tests in both Welsh and English: verbal analogy and verbal categorisation. Results revealed similar performance across-the-board in relation to their knowledge of English vocabulary, regardless of their exposure to and use of Welsh and/or English in general and with friends, but their knowledge of the links between words in Welsh was related to home language exposure and rates of language use. The implications and application of these results in practice are discussed.

The Effects of Using Digital Stories and Media in Foreign Language Teaching

In Kazakhstan, as in many other countries, foreign language education starts at an early age, but the desired success is not achieved. This may be due to instructional, environmental or socioeconomic factors, as well as cognitive and psychological factors such as the structure of the language, the teaching methods used, and attitudes towards language learning. In language education, digital story activities can play an effective role in the development of students' vocabulary and language skills. In this study, the effects of digital storytelling on English vocabulary and grammar knowledge and attitudes towards the course were examined. This research was conducted experimentally with 70 students from 5th grade of a primary school in Almaty. In this study, which observed the effects of digital storytelling and traditional teaching approaches on vocabulary knowledge, grammar knowledge and attitudes towards the lesson, an experimental research design with control group was used and data were obtained through tests and scales. The findings of the study showed that digital storytelling activities in the experimental group were effective on students' English vocabulary knowledge, grammar knowledge and attitudes compared to the control group in which traditional teaching was applied.

Assessing the Nexus of EFL Learners’ Academic Self-concept and Their Formal English Vocabulary Knowledge

Vocabulary is unquestionably the cornerstone of language learning. No matter the learners' first language, foreign language, age, or level of ability and skill. Yet, it is scarcely founded studies regarding formal English vocabulary knowledge. This investigation expected to explore the correlation between undergraduate EFL learners’ academic self-concept and their formal English vocabulary knowledge. The quantitative research method has been applied. The participants completed a written vocabulary test in English and filled in an academic self-concept questionnaire. The data were analyzed using simple correlation regression and qualitative analysis from data obtained from the interview. The results show that the undergraduate English as a Foreign Language learners’ academic self-concept has a positive correlation with the learners’ formal English vocabulary knowledge. Based on interview results confirm that illustrates the power of contextual language learning. Vocabulary learning was influenced by the amount of exposure, word self-regulation, general intellectual ability, motivation, and creativity factors that support the learners’ vocabulary knowledge achievement. The results suggested that teacher educators should pay more attention to the enhancement of the power of EFL learners’ academic self-concept to help the acceleration of teaching and learning English as a foreign language. For strengthening the academic self-concepts of EFL students as well as some essential considerations to be made before beginning the development of learners' English vocabulary knowledge are discussed. Last but not least, some pedagogical implications are proposed for EFL teacher educators.

AI 펭톡이 초등 영어 학습자들의 어휘력과 정의적 영역에 미치는 효과 및 활용 방안

The purpose of this study was to explore the use and effects of AI PengTalk on primary English learners’ vocabulary knowledge and affective domains. The research was carried out with one class of sixth graders (a total of 17 students) from a primary school. Learning English based on AI PengTalk was conducted over fifteen weeks. Vocabulary knowledge tests, affective domain tests, a student questionnaire, and a teacher's observation journal were used to collect data. The results were analyzed using quantitative and qualitative methods. Paired t-tests using SPSS were used to analyze quantitative data, and the questionnaire and observation journal analysis were used to analyze qualitative data. It was found that learning English using AI Peng Talk had a positive effect on primary English learners’ vocabulary knowledge and affective domains. In addition, it is determined that AI PengTalk increases primary English vocabulary knowledge and affective domains such as attitude, interest, belief, and expectation.

Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen &amp; Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages who also have appropriate translations of Germanic origin for this vocabulary. Interestingly, previous studies have indicated that proficient Norwegian-speaking students taking tertiary studies made extensive use of Graeco-Latin cognates when translating academic English vocabulary, but research has yet to expand this investigation to upper secondary students and across proficiency levels. Therefore, the current study investigated if Norwegian-speaking students (N= 132) in their first year of upper secondary education produced Graeco-Latin cognates when translating academic English. Findings showed extensive use of L1 Latinate cognate forms to translate the English target words. However, less proficient learners had significantly fewer cognate translations and significantly more untranslated target words than more proficient learners. Findings suggest that in-class instruction raising awareness of Graeco-Latin cognates in academic English may be worthwhile, especially for less-proficient learners.&#x0D; Keywords: Academic vocabulary, cognates, translation, English language learners, vocabulary knowledge, proficiency, educations&#x0D;

The Immersion Method for Improving Basic English Vocabulary

The present research project attempts to improve the English vocabulary knowledge of the forty-nine Tenth Graders at Unidad Educativa "UPSE" by creating and proposing a Didactic Guide focused on what the Immersion Method establishes. In the educational setting, immersion aims at using the target language as the medium of instruction of academic, cultural, and subject content that supports language learners to be highly involved in the lessons.For the accomplishment of the main purpose, quantitative and qualitative methods were used, which allowed the researcher to apply several techniques to gather relevant data, such as observation, interview, and survey. The analyzed information helped to have a better understanding of the students' needs in learning meaningful vocabulary. This paper suggests a set of immersive content vocabulary activities based on the school's curriculum and topics of interest. Furthermore, those were designed to endow the educator with a tool that seeks to decrease the gaps in the teaching-learning process and encourage learners to put new words into practice while developing their English skills.

Improving Secondary School Students’ Vocabulary Mastery through Scattergories Game

This study aims to determine whether the scattergories game significantly enhances Makassar junior high school students' vocabulary mastery. The researcher employed a pre-experimental design with a pre- and post-test for a single group. The experimental design included a group that was given a pretest, then exposed to a treatment, and then given a posttest. This study's participants were eighth-grade students at SMPN 27 Makassar. The class that comprised the study's sample was determined using cluster random sampling. The results indicated that the average score on the post-test was higher than the average score on the pretest; the average score on the post-test was (84.27), while the average score on the pretest was (32.20). The test score for the hypothesis is less than 0.05, specifically 0.00 0.05. Therefore, the null hypothesis (H0) is refuted, and the alternative hypothesis (H1) is accepted. Based on the analysis, it can be concluded that implementing the scattergories game to the eighth-grade students at SMPN 27 Makassar substantially improved their English vocabulary knowledge.

The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison

Knowledge of English affixes is commonly considered a factor contributing to L2 learners' knowledge of English words (Bauer & Nation, 1993). Although previous studies have tested learners' knowledge of English affixes as distinct components, few studies have examined how affixes directly contribute to the difficulty of producing English words. In this study, we coded the 6,302 words contained in Schmitt et al.’s (2021) Knowledge-based Vocabulary Lists for 38 common English affixes, and conducted multiple regression to determine if they contributed to word difficulty for Chinese, German, and Spanish learners relative to non-derived forms. Although, as hypothesized, words with affixes were somewhat more difficult for all L1 groups than words without, multiple regression models indicated that once word frequency and length were controlled for, the difficulties of individual affixes could differ considerably depending on learner L1. The findings highlight the importance of considering learner L1 when teaching and researching affixes and derivational forms.

EXPERIENCE OF STUDENTS’ ENGAGEMENT IN FLIPPED CLASSROOM STRATEGY TO LEARN ENGLISH WRITING SKILL IN JUNIOR HIGH SCHOOL

To improve their writing learning outcomes, it is necessary to carry out learning activities that involve student participation (student-centered). This can be achieved by using the Flipped Classroom technique as an appropriate teaching strategy. Because the flipped classroom is a relatively new method among Indonesian educators, it might be considered a new variation of imaginative learning. The current research, which is based on a descriptive case study, strives to provide a thorough and contextualized image of a specific phenomenon it is used to explain phenomena and circumstances that occur in real life. This was done through a google form using mobile phones and the internet to find out students'' perceptions of writing English. Practically speaking, the interviews were addressed to six participants (three men and three women). The outcomes of the semi-structured interviews reveal some similar patterns in general. Different participants had a degree of resemblance with their English class interviews. Second, while numerous other respondents claimed to be involved at the same level, the reasons for their statements differed. This perspective can help guide the design of questions so that students'' ideas about their participation in English e-learning are captured accurately. The aim of this study is to highlight the problems and solutions associated with teaching English writing to junior high school students. On the one hand, these difficulties include student talent On the other hand, the difficulties include students'' failure to generate ideas for writing in English, students'' lack of knowledge of English vocabulary, and students'' lack of motivation to learn to write in English

English for Homestay Tourism: Barriers and Needs of Entrepreneurs in Rural Community of Thailand

Nowadays English language has become a medium of communication and is used as a lingua franca by native and non-native speakers including in homestay tourism. Therefore, this qualitative research investigates the barriers and needs of English for homestay entrepreneurs in a rural community, in Phetchabun province, Thailand. The samples were 15 key informants selected by purposive sampling. They are homestay entrepreneurs in Baan Saliang Haeng 3, Khao Kho District, Phetchabun province that has obtained the Thai homestay standard evaluation. Participant observation and in-depth interviews were employed for data collection and the data were analyzed by thematic analysis. The findings reveal two main issues: i) the limitations and barriers of using English for communication with international visitors and ii) Needs for English skills development for homestay entrepreneurs. The key limitations of the homestay owners are their educational background. Most of them graduated from primary and secondary school as well as they do not use English in their daily life. As a result, they lack knowledge of English vocabulary and are not able to construct English sentences. In terms of the need for English improvement, most homestay entrepreneurs need English learning materials that are in bilingual version (Thai – English) with Thai language reading and meaning such as a booklet with the contents of greetings, room explanation, room rate, room facilities, amenities explanation, and tour itinerary of the community which they can learn by themselves.

Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages

ABSTRACT Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed and it remains unclear if, and under what circumstances, vocabulary in one language supports reading comprehension development in another. The present study followed 84 Spanish-English bilingual children, assessing their vocabulary skills at 5 years and their reading comprehension at 6, 7, 8, and 9 years. Longitudinal multilevel models revealed significant within-language relations between early vocabulary knowledge and subsequent reading comprehension in both English and Spanish and no across-language relations. There were significant concurrent across-language relations between English and Spanish reading comprehension skills. These findings suggest that the contribution of vocabulary knowledge to reading comprehension is language specific but that there are also language general components to reading comprehension, which result in significant concurrent relations between reading comprehension skill across languages.