English Vocabulary Teaching Research Articles

The Effect of Songs in Teaching English Vocabulary at The Seventh Grade of SMPN 1 Labuapi

This research investigates the impact of using songs on English vocabulary acquisition among seventh-grade students at SMPN 1 Labuapi. It explores how songs can enhance vocabulary learning, boost student engagement, and create a more enjoyable learning environment. A quasi-experimental design was used, comprising a control group and an experimental group. Pre-tests and post-tests assessed vocabulary improvements. Results indicate that the experimental group demonstrated greater advancements in vocabulary mastery than the control group, highlighting the effectiveness of songs in language education.

The Ecological Construction Path of English Vocabulary Teaching Based on Markov Chain in the Perspective of Ecological Linguistics

The new curriculum standards have put forward new requirements for high school English vocabulary teaching, and the English vocabulary eco-classroom under the guidance of ecological linguistics theory can precisely make up for the shortcomings in the traditional vocabulary classroom and meet the challenges of the times. However, most of the existing researches on ecological classroom are combined with macro English subjects, and few of them are about English vocabulary teaching. This study takes the principles of ecological linguistics as the theoretical basis to support the conceptual construction and morphological reliance of the vocabulary ecological classroom, supplemented by modal theory as the process orientation of the four major stages in the teaching process, constructs a new vocabulary ecological classroom model based on Markov chain model, and applies the ecological classroom model to high school English vocabulary teaching to verify its teaching effects. The experimental results show that the Markov chain-based high school English vocabulary teaching under the “ecological linguistics” model can help students’ interest in vocabulary learning and promote their vocabulary learning level, accounting for 15% improvement in the learning effect.

A Study on the Course Design of CCQs in Vocabulary Teaching in Higher Vocational English Teaching

This paper aims to explore the application of Concept Checking Questions (CCQs) in English vocabulary teaching in higher vocational colleges. The teaching strategy of CCQs sets the real context and questions for students, promotes students’ in-depth understanding and memory of vocabulary, and improves the efficiency and quality of vocabulary teaching. This study provides a new and effective strategy for English vocabulary teaching in higher vocational colleges through a detailed analysis of its research background, theoretical basis, advantages of teaching methods, specific course design and future development direction.

An Analysis of the Instructors’ Techniques in Teaching English Vocabulary at MY LIBERTY International English School

This study discusses the techniques used in teaching English vocabulary to young learners at MY LIBERTY International English School. The theoretical significance of the research lies in its potential to enhance readers' knowledge about effective teaching techniques for young learners. Additionally, this research can be a reference for future researchers exploring similar topics. The study aims to analyze the techniques employed by instructors in teaching English vocabulary to young learners and to evaluate students' responses to these techniques. A qualitative descriptive methodology was used, with observation sheets and interviews serving as the primary data collection methods. The researcher conducted interviews with three instructors and nine students to supplement the observational data. The results of the study indicate that out of nine identified techniques, eight were actively used by the instructors. These techniques include repetition, the use of pictures, pronunciation drills, modeling/demonstration, providing clues, games, question and answer sessions, and reading aloud. One technique was not observed in the teaching process. Understanding students' responses to these teaching techniques is crucial for instructors as it provides valuable feedback for improving their teaching strategies. The analysis of student responses revealed that out of the nine respondents, seven students had positive reactions, while two students had negative responses.

The Use of Schema Theory in the English Vocabulary Teaching

The Use of Schema Theory in the English Vocabulary Teaching

Enhancing English Vocabulary Teaching for Primary School Teachers: Leveraging Fuzzy Delphi Method in Designing Virtual Reality Technology Modules (CoSpaces Edu)

Enhancing English Vocabulary Teaching for Primary School Teachers: Leveraging Fuzzy Delphi Method in Designing Virtual Reality Technology Modules (CoSpaces Edu)

Using Word Wall In Teaching English Vocabulary And Its Impact On The Students’ Vocabulary Achievement

Using Word Wall In Teaching English Vocabulary And Its Impact On The Students’ Vocabulary Achievement

Teachers’ Strategies in Teaching English Vocabulary by Using the EWA Application

This study investigates teachers' strategies for applying the EWA application in the classroom. Using qualitative methods, data were collected from teachers through observation, interviews, and documentation. The documentation consisted of materials from teachers who used the EWA application, while structured interviews provided detailed insights into their experiences teaching English vocabulary with the app. The results highlight two main strategies: Cooperative Learning and the Clustering Method. In Cooperative Learning, students share and exchange vocabulary, promoting peer-to-peer learning. The Clustering Method involves using pictures to prompt students to identify related vocabulary, enhancing visual learning. Both strategies actively engage students and make learning enjoyable due to the EWA app's interactive and visually appealing features. However, internet connectivity issues pose challenges. Teachers utilize LCD projectors and computer labs to overcome these, ensuring that lessons proceed smoothly. This study concludes that using Cooperative Learning and the Clustering Method with the EWA application can significantly enhance student participation and enjoyment in learning English vocabulary.

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

English Vocabulary Learning Strategies between High-achievers and Low-achievers

This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strategies, low-achievers use more pre-planning strategies, while high-achievers apply more selective attention strategies. For cognitive strategies, both high-achievers and low-achievers tend to use repetition strategies. Achievers are better at categorizing what they have learnt than low-achievers. For affective strategies, low-achievers apply reference books strategies most frequently and neither type of students uses authentic material strategies very often. Students’ beliefs, habits and attitudes towards vocabulary learning affect the application of strategies to some extent. High-achievers are better at utilizing the environment and even creating opportunities for English communication than underachievers. In addition, high-achievers have stronger learning motivation and they are also better at setting and achieving goals than low-achievers.

Teachers’ Attitude towards the Use of Computer Technology in Teaching English Vocabulary among Primary Schools in Nyamira County, Kenya

This paper investigated teachers’ perception towards use of computer technology for teaching and learning English vocabulary in primary schools in Nyamira County, Kenya. The researchers adopted the descriptive design and employed stratified simple random and purposive sampling techniques to select 62 teachers and 23 Curriculum Support Officers (CSOs) who participated in the study through questionnaire and interview. Data was analyzed using both quantitative and qualitative techniques. The study revealed that teachers hold positive perception towards the use of computer technology in English vocabulary lessons. They perceived computer technology as important in improving the quality of vocabulary teaching and learning, increasing learners’ engagement and promoting innovation in English vocabulary. The study thus recommends a need to support the positive perception of teachers through provision of regular professional development opportunities on technology use for successful use of the computer technology in teaching and learning.

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

The Application of Situational Teaching Method to English Vocabulary Teaching in Senior High School

The new curriculum standards (2017) have higher requirements for the comprehensive English ability of senior high school students. And English vocabulary teaching is still an important and difficult task in English teaching. In order to improve the problem that the high school English vocabulary is too large, the difficulty of memorizing words, so the situational teaching method gets into the classroom. Starting from the existing problems in senior high school English vocabulary teaching, this paper analyzes the development of situational teaching methods in vocabulary teaching, and expounds the theoretical basis and significance of situational teaching methods. Finally, this paper discusses in detail how to set the situation types and apply the situation teaching method to the practice of senior high school English vocabulary teaching in order to improve the efficiency of senior high school English learning.

Using TPS Via Group Scrabble to Promote Students English Learning Vocabulary

This study aims to promote students' use of Scrabble game combined with Think-Pair-Share method in engaging English vocabulary learning cooperatively or individually. This research provides benefits and useful information in teaching and learning, especially in vocabulary learning through the promotion of game media. The learning process is responsive to teaching materials using Scrabble game media with Think-Pair-Share technique. This research was conducted using Descriptive Qualitative, for data collection techniques, researcher used observation methods, documentation studies, and also interviews conducted in the school environment. The results of the acquisition of class 1A scores experienced a satisfactory increase starting from cycle II sessions I and II 57.14% - 80.95% while the acquisition of class 1B scores 54.17% - 87.5% the acquisition proved satisfactory results. Promoting the use of Scrabble vocabulary game media as English language learning media and TPS method has a positive influence on students, able to arouse interest in learning, increase students' vocabulary better, help students to learn to engage in the language learning process cooperatively and individually.Keywords: Scrabble game, Think Pair Share, English vocabulary teaching

The Development of Word Square Media to Teach English Vocabulary for University Students

The article discusses the development of word square media in learning vocabulary for students. RnD model of researchers according to ADDIE. This study is a data analysis technique with descriptive analysis. Used to analyze data from questionnaire calculations and the results of interviews conducted. So that the data used in the study are grouped into 2, namely qualitative and quantitative data. Then it is analyzed descriptively to determine the suitability and quality of the product developed. The results of the research conducted obtained the results that word square media in learning vocabulary in students is very feasible to use. This is evidenced by the results of media expert validation by obtaining an average percentage result of 89.23% with the criteria of "very worthy". And it is also proven by the results of media trials with 19 students with the results of the evaluation of the developed word square media obtaining an overall score percentage of 86.63% with the criteria of "very worthy". Based on the results of data acquisition, it shows that word square media in learning vocabulary in students is very feasible to be used in the process of teaching English vocabulary. Keywords: Word Square Media, Teach Vocabulary, Development Media

The Implementation of Shape Poem Technique in Project-Based Learning in Teaching English Vocabulary at an Elementary School: A Pre-Experimental Research

The purpose of this study is to investigate the effectiveness of the shape poem technique in project-based learning for teaching English vocabulary, specifically among 5th-grade students at SD Negeri 1 Banjar Jawa. In this study, researchers employed a pre-experimental strategy. The researcher adopted a one-group pre-test and post-test design. The statistical analysis of student scores is used to assess student vocabulary competence. The research sample consisted of 38 fifth-grade pupils from SD Negeri 1 Banjar Jawa. The finding of the study was pupils' post-test scores improved significantly as compared to their pre-test levels. The data was assessed using a Paired Sample T-test, resulting in a sig. (2-tailed) of 0.000. This level of significance is lower than the standard alpha level (α=0.05). The results also demonstrate that using the shape poem technique in project-based learning can help students learn in class. As a result, using the shape poem technique in project-based learning is encouraged since it has a major impact on students' vocabulary abilities during the learning process; also, it can generate a joyful and pleasurable learning environment.

The Cultivation of Intercultural Communication Competence in the Teaching of English Vocabulary of Junior High School

Language and culture are closely interrelated. Vocabulary, as the most basic element of language, highlights the most important culture element in a certain culture inevitably. Therefore, vocabulary teaching seems a helpful way to cultivate the intercultural communication competence of junior high school students. Thus, the study investigates the impact of vocabulary teaching on the cultivation of intercultural communication competence in junior high school. It is based on the discussion about the meaning differences between English vocabulary and Chinese vocabulary and their reasons. And it reveals two strategies, etymology method and English-Chinese comparison method, aiming to cultivate intercultural communication competence of Junior High School in the teaching of English vocabulary.

Flashcard Strategy Role in Teaching English Vocabulary: A Systematic Review

This systematic review investigates how flashcards function in different educational contexts to teach vocabulary. The study summarizes data from empirical research released in the last three years, which are from 2021–2023. It focuses on how flashcard-based interventions affect vocabulary acquisition, retention, and overall teaching outcomes. The findings provide insights into the advantages, limitations, and best practices associated with employing flashcards in vocabulary instruction.

Cultural Input in English Vocabulary Teaching

Cultural Input in English Vocabulary Teaching

Empowering English Vocabulary Instruction through Generative Artificial Intelligence: The AEFC Method

In the realm of English Foreign Language (EFL) learning, the significance of vocabulary acquisition has been repeatedly underscored. Despite its paramount importance, memorizing words has remained a formidable challenge. This research, drawing on the outcomes in educational neuroscience, introduces the AEFC Method based on generative artificial intelligence (AI). The AEFC Method comprises four components, harnessing AI to generate learning materials for, 1) capturing students' attention by AI-generated content containing familiar elements for students, 2) fostering active engagement with AI supported instruction, 3) testing for feedback with personalized exercises generated by AI, and 4) utilizing mobile app for consolidation. After conducting as a quasi-experiment with 94 seventh-grade Chinese students over a 4-week, the results demonstrate significant improvement in vocabulary and English proficiency attributable to the method. We posit that the AEFC Method is a promising instructional approach deserving further dissemination.