English Vocabulary Learning Research Articles

The Relationship between Learning Vocabulary via Mobile (Mobile-Assisted Language Learning) and Iranian EFL Learners’ Social Anxiety and Loneliness

The present study has investigated the relationship between learning English vocabulary via mobile phone and the learners’ social anxiety and loneliness. The participants of the study were thirty-two intermediate English as foreign language (EFL) learners studying English at the University of Zanjan, Zanjan, Iran. Sixty American English idioms were chosen and became available in a Telegram channel, during a six-week period of treatment to provide the participants with Mobile-Assisted Language Learning (MALL). A researcher-designed achievement test was administered to assess the learners’ vocabulary learning via mobile phone. Interaction Anxiousness Scale (IAS) (Leary 1983) and UCLA Loneliness Scale version 3 (ULS) (Russell 1996) were used to estimate the learners’ social anxiety and loneliness, respectively. The results showed no significant correlation between the variables; thus, it can be concluded that MALL not only frees the learners from the restrictions of time and place, but also minimizes the possible intervention of some socially and emotionally affective variables, such as social anxiety and loneliness in the process of language learning. Keywords: Learning Vocabulary, Mobile-assisted Language Learning, Social Anxiety, Loneliness

The vocabulary learning strategy use of Iranian elementary EFL learners

In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy. Keywords: Language, learning strategies, vocabulary, Iranian, elementary.

DESIGNING ENGLISH VOCABULARY BOOKLET FOR MOTORCYCLE ENGINEERING DEPARTMENT OF VOCATIONAL HIGH SCHOOL

In Vocational High School, the students mostly learn vocabulary from a general course book. However, the entire vocabulary that they learn is not related with the vocabulary that they will use in their future work field. The research aimed to find out the target needs, to describe the learning needs, and to develop an appropriate English vocabulary booklet for the students of the Motorcycle Engineering Study Program of SMK KH.Ghalib Pringsewu. The research is categorized as Research and Development (R&D) research design. A need analysis questionnaire is distributed to the students. Based on the result, 80% of the students need support for their future job including the need for learning English vocabulary to access the information correlates with their work. Meanwhile, 70% of students having lacks or difficulties in learning English materials such as in memorizing, expressing sentences, and reading the text because they do not understand the meaning of the word. Moreover, 76% of students want to learn English appropriate with their major equipped with media like a worksheet, used LCD, and the pictures with its meaning. The product designed consists of three small unit in the form of booklet including materials and exercises. After the writer draft of the materials was developed; the materials were then evaluated by experts’ judgment. Based on materials evaluation the main score of all aspects of developed materials was 3.35 which is categorized as “Very Good”.

The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.

Non-English Majored Students’ Use of English Vocabulary Learning Strategies with Technology-Enhanced Language Learning Tools

Abstract: Technology has become an integral part in language education in general and English language teaching and learning in specific. Accordingly, the use of technology enhanced language learning (TELL) tools in English language learning has become common as they can improve the knowledge retention and increase engagement. The study aims at unravelling the employment of TELL tool based English vocabulary learning strategies (VLS) among non-English majored students at Ho Chi Minh City University of Technology (HUTECH). The participants were a cohort of 240 first-year and second-year students answering the questionnaires and 20 students in responding the semi-structured interview questions. The SPSS was utilized to process the qualitative data in terms of descriptive statistics and T-Test, while the content analysis approach was employed for qualitative data analysis. The results showed that the participants employed the TELL tool based English VLS at a high level. Additionally, it is noticeable that second-year students utilized the TELL tool based English VLS more often than their first-year students.
 
 Keywords: English vocabulary, strategies, TELL tools.

The Impact of Audio-Visual Aids on Learning English among MSU Third-Year Students

This study investigates the efficacy of audio-visual technologies in assisting MSU third-year students in learning English vocabulary. The interplay of audio-visual aids in educational conversations has been researched from a variety of perspectives (Tuovinen, 2000). Multimedia is a multimodal experience in which information is communicated through text, graphics, pictures, audio, and video. It has been demonstrated that a combination of words and images always carries a substantial quantity of information (Mayer, 2018: 55). The use of multimedia in teaching and learning. The goal of this research is to determine the efficiency of audiovisual aids in the learning of English vocabulary among MSU third-year students. The use of multimedia in instruction and learning threatens the foundations of higher education. The current study investigates how third-year students at Malaysia's Management and Science University use multimedia in their English studies (MSU). To fulfill the study's aims, the researchers used both a qualitative and quantitative approach. An online poll of 200 students enrolled in the Bachelor of English as a second language program was used to construct the study corpus (BTESL). In addition, 150 MSU students from the same program were polled. The study's findings indicate that multimedia inspires BTESL students to learn English creatively and engagingly. It also aroused students' attention and compelled them to learn new terms. Multimedia, according to the study, is an excellent tool for third-year English students. It also helps students enhance their understanding of correct terminology and language.

‘AReal-Vocab’: The New A La Mode of English Vocabulary Learning for Children with Autism

American Psychiatric Association defined autism spectrum disorder as a neurological disorder due to which diagnosed child may face difficulty in social communication or have a repeated or restricted set of behaviours. Learners with autism are mostly visual strategy learners and they tend to learn better through pictures and images. Due to their cognitive disabilities, most learners with autism struggle to acquire new vocabulary and with the existence of fourth industrial revolution, the use of technology is no longer a stranger to the education field. Hence, the use of augmented reality technology is considered in this study as past literature has proven that augmented reality technology could help to provide autism learners with a more meaningful learning session. In conjunction to that, this study is aimed at developing a mobile augmented reality application named ‘AReal-Vocab’ to help learners with autism, which then later to be employed as an intervention to autism learners in their English vocabulary learning process. The developed mobile augmented reality application is employed to two mild autism learners aged 7 and 10 years old to qualitatively discover their acceptance towards the developed mobile application. Based on the findings, it can be seen that AReal-Vocab application has given a significant impact on autism learners’ language learning process. AReal-Vocab has helped autism learners to learn English vocabulary in a more interesting yet meaningful manner and at the same time sparks their interest in their English vocabulary language 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.

PENGGUNAAN WORKING WITH WORDS SEBAGAI STRATEGI UNTUK MENINGKATKAN KOSAKATA BAHASA INGGRIS

Vocabulary learning plays a very important role in the process of learning a language, such as English. To help students improve their vocabulary mastery level, there are various methods that can be used. One of them is using Working with Words through Category Game. In response to this, the program reported in this article was conducted at a junior high school located in the city of Gorontalo Province. The results showed that the use of Working with Words method through Category Game for English vocabulary learning help students increase their English vocabulary mastery level, with the following details: 11 students had 65% to 79% increase of English vocabulary mastery level (Fair); 7 students had 80% to 89% (Distinction); and 5 students had 90% to 100% (High Distinction).

Digital-Game-Based Language Learning for Children: A Study in Vocabulary

In modern age, people can learn or acquire a second language with the help of technology. The development of technology allows people to create an application called Digital-Based Language Learning (DGBLL). An example of a game application used during research is Studycat’s “Fun English”. This thesis discusses the useof DGBLL in the learning of English vocabulary as a second language. This research is aimed to identify phonemes that are difficult to be pronounced by Indonesian children, to identify the supporting factors for second language acquisition, and to compare the results of before and after the use of DGBLL in children.The writer uses the purposive sampling method, participant observation or referred as the Simak Bebas Libat Cakap technique, and recording technique in collecting data. The recorded data will be analyzed in contrastive analysis method to investigate which phonemes are difficult for children to pronounce.There are three findings of the research. First, the findings show most of the children as subjects find it hard to pronouncethe phonemes [ʤ]; [ʈʃ]; [ð]; [θ]; [æ]; [ʌ]. Second, the findings show that an essential part a second language learning is motivation to learn the language. Third, DGBLL is a useful tool to improve the subjects’ English vocabulary.Keywords: DGBLL; second language acquisition; contrasitive analysis

Effects of Using a Vocabulary Learning Program by Smartphone on Middle School Students’ English Vocabulary Learning

목적 본 연구의 목적은 스마트폰 어플리케이션을 활용한 활동이 중학생의 영어 어휘 학습에 끼치는 영향을 알아보기 위해 진행되었다. 방법 충남 소재 중학생 202명을 대상으로 실험 연구를 기반으로 하여 스마트 기기를 사용한 수업 활동과 개인의 어휘 능력, 읽기 능력, 정의적 영역의 상호 연관성을 분석하였다. 실험반 99명과 통제반 103명으로 나누어 실험을 진행하였으며 실험반에 클래스카드라는 스마트폰 단어 학습을 도입했다. 통제반은 스마트폰 단어 학습을 도입하지 않았으며 두 집단을 통틀어 어휘 활동 유형만 다르게 하고 나머지 암기 시간, 어휘목록과 같은 조건은 동일하게 유지했다. 결과 통제반에 비해 실험반 학생들이 영어 학습에 있어서 긍정적인 변화를 보여주었다. 단어의 학습 능력 뿐 아니라 영어 독해 지문의 읽기 능력을 향상시킬 수 있는데 많은 도움을 주었고 학생들의 흥미, 자신감, 참여도와 같은 정의적 영역에도 무한한 영향을 주었다. 세부적으로 학습자가 자기주도적인 학습방법을 도입해 단어를 암기하는 속도를 조절할 수 있다. 단어를 빠르고 효율적으로 외우며 독해 지문을 쉽게 이해할 수 있다. 더 나아가 단어를 학습해야 하는 부담감에서 벗어나 흥미있고 자신감있는 태도로 학습의 인식을 변화시킬 수 있다. 결론 스마트 기기를 활용한 언어 학습법을 이해하고 효과적으로 도입하여 학생들의 주도적인 어휘 학습에 많은 도움이 될 수 있을 것이다.

Effects of performance goal orientations on learning performance and in‐game performance in digital game‐based learning

AbstractBackgroundPerformance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in‐game performance in the context of digital game‐based learning.ObjectivesThis study implemented a game‐based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in‐game performance.MethodsA total of 59 non‐English major university students participated in this study, divided into performance‐approach learners (PAPL) and performance‐avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses.Results and conclusionsThe results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in‐game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in‐game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in‐game performance in the competition activities.ImplicationsThe findings of this study suggest that performance goal orientations play significant roles in both learning performance and in‐game performance, which could benefit the PAVL's in‐game performance, which is a substantial factor in promoting their learning performance via DGBL.

Retraction Note: Evaluation of solar energy potential based on target detection and design of English vocabulary teaching platform

Target detection is now a hot research direction in the field of computer vision, where we can find applications for national defense, security, and medical security. Currently, there are many target detection algorithms, such as Fast R-CNN, Faster R-CNN, YOLOv3, and SSD. Among them, the YOLOv3 algorithm treats target detection as a regression problem and recognizes the entire image, which effectively improves the detection speed. The backbone network uses a residual structure to significantly increase network depth and balance accuracy. Currently, the international community has agreed to use new energy technologies to solve energy and environmental problems. At the same time, the energy consumption of urban buildings is one of the main reasons for energy consumption. The solar energy on the roof of the building has no pollution and noise and is easy to collect. Now, it has become one of the new energy technologies that are very suitable for applications in people’s residential areas. The combination of advanced educational theories and modern information technology is the direction of the development of English vocabulary education. It combines POA and modern technology and integrates advanced concepts such as output drive and input to promote learning and other advanced concepts into English vocabulary teaching. It plays a role in promoting. At the same time, it can also find problems in learning English vocabulary and develop related software theory and technology. According to the specific needs of learners, combined with the development of modern technology, it involves an English vocabulary learning software, which is based on the Android mobile teaching platform and innovates a variety of memory methods to help learners.

The Relationship between Learning Vocabulary via Mobile and Iranian EFL Learners’ Personality Trait

The growing inclusion of technological devices in language learning calls for exploring their efficacy and determining to what extent learners’ characteristics mediate their effectiveness. In light of these concerns, the current study has sought to examine the relationship between learning English vocabulary via mobile phone and the learners’ personality trait. The participants of the study were 100 intermediate English as foreign language (EFL) learners studying English at the University of Zanjan, Zanjan, Iran. Sixty American English idioms were chosen and became available in a Telegram channel, during a six-week period of treatment to provide the participants with Mobile-Assisted Language Learning (MALL). A researcher-designed achievement test was administered to assess the learners’ vocabulary learning via mobile phone. Big Five Inventory (BFI)” (John et al. 2008) was used to estimate the learners’ personality trait. The data analyses showed no significant correlation between the variables; however, simultaneous multiple regression offered extraversion as the unique significant predictor. The results revealed MALL not only frees the learners from the restrictions of time and place, but also minimizes the possible intervention of learners’ characteristics in the process of language learning. The fruitfulness of MALL in leaving behind students’ characteristics has important implications for both educators and practitioners.

Students’ Perception In Learning English Vocabulary Through Quizlet

Vocabulary learning in second and/or foreign languages is needed to make effective communication and it is impossible to use a language effectively without an adequate vocabulary and to master other skills in English. However, many senior high school students have poor knowledge of vocabulary mastery because the process of remembering vocabulary is considered bored and stressful. This study is focused to investigate the student perceptions of the use of Quizlet in learning English vocabulary. The total participation is five students from senior high school. The interview was used to obtain information and explanations related to the student perceptions of learning English vocabulary. The data was analyzed through thematic analysis for classification and summary purposes. The results showed that Quizlet is effective to learn vocabulary interestingly and it makes the students felt more enthusiastic in learning English vocabulary. Accordingly, this research recommends English teachers use Quizlet in teaching English vocabulary to students in the classroom.

USE OF QUIZLET OUTSIDE CLASS IN ENHANCING ESFL LEARNERS’ VOCABULARY LEARNING: A CASE STUDY

Quizlet, one of the applications of Mobile assisted language learning (MALL) is a free tool to learn vocabulary, concepts, and terminology through flashcards and fun games to help learners remember easily and remember for a long time. This study aims at investigating the use of the Quizlet outside classroom to improve the English vocabulary learning capacity for 11th grade students at Hoang Hoa Tham Upper Secondary School - Danang city, Vietnam. The research employed a mixed study method using quantitative and qualitative data. The quantitative data were gathered from vocabulary tests involving 81 students and questionnaires, while the qualitative data were collected through interviews with 10 students. The results showed that Quizlet changed the vocabulary scores significantly compared to traditional methods. Most student participants agree that Quizlet is a useful tool for learning new vocabulary. In addition, it is also suggested that students should use a combination of traditional methods and Quizlet to gain the best results. Regardless of students’ perceptions, Quizletencouraged them to learn vocabulary at great frequency. They also indicated that they had high emotional engagement in using Quizlet. Quizlet was user-friendly and helped them to learn vocabulary fast. Therefore, students can use Quizlet as a useful tool in learning English vocabulary and improving their vocabulary memorization.

Impacts of Augmented Reality Apps on First Graders’ Motivation and Performance in English Vocabulary Learning

The education community has gradually recognized the value of augmented reality (AR) technology and its positive impacts on student learning performance. Still, few studies have proposed specific solutions and results to confirm this phenomenon for first graders in English vocabulary learning. Hence, this research explores the effects of AR apps on first graders’ English learning motivation and performance in addition to analyzing the moderating effects of learning styles. For this purpose, the class was divided into the experimental group that used an AR app in learning and a control group that used traditional learning methods. A series of stochastics analyses were carried out. Based on the results, this study finds that incorporating AR apps into English vocabulary learning can significantly improve first graders’ motivation and English vocabulary learning performance. The study’s findings will be beneficial to educational practitioners and researchers in developing instructional theories, strategies, and materials and improving elementary students’ learning motivation and performance.

Randa Abdel Salam Saad Belal A Gamification-Based Program to Enhance English Vocabulary Learning and Retention among Kindergartners

Randa Abdel Salam Saad Belal A Gamification-Based Program to Enhance English Vocabulary Learning and Retention among Kindergartners

The problems of learning english vocabulary in harapan senior high school

The aim of this study is to find out the problems in learning English Vocabulary especially in the eleventh-grade students of Harapan Senior High School Denpasar. In this study, the writer had 70 students of 11 social 2 and 11 social 3 at eleventh-grade students in Harapan Senior High School Denpasar. The writer gave a test to the participants. Since this study has purpose to know the students’ problem in learning vocabulary, the writer also interviewed 3 students who got lower score than other students to get rich description of the problems. The eleventh-grade students still have many difficulties in vocabulary learning. The categorization of the student problem is based on vocabulary learning aspects, such as pronunciation, spelling, word meaning and word use. The average score that the students got in pronunciation is 81,43%, in spelling is 59,71%, in word meaning is 71,02%, and in word use the students got 73,33%. So, the students still have problems in vocabulary. Furthermore, the problem can be caused by many factors, such as: hard to memorize many words, their motivation, or lack of experience in language learning.

Instagram Usage in Learning English: A Literature Review

The social media of Instagram, one of the most used mediums to connect online, is used to build relations and correlations among individuals to support long-distance interaction. Educators and researchers often apply it in global contexts for educational purposes like teaching and researching English vocabulary learning. Moreover, vocabulary is essential in order to enhance EFL learner’s skills. This study presents an analysis of Instagram usage in learning English Vocabulary. The purpose is to analyze how Instagram can assist EFL students in learning vocabulary and investigate whether or not Instagram improves vocabulary comprehension. The authors also review journals taken from several trustworthy sources like Research Gate, Turkish Online Journal of Educational Technology, Arab International English Journal, Springer link, Atlantis press, and Science Direct.