Vocabulary Expansion Research Articles

Exploring ChatGPT Practices and User Experiences in Learning English Skills

This study investigates the utilization of ChatGPT as a tool for enhancing English language proficiency, specifically targeting fluency, vocabulary acquisition, writing, reading comprehension, and listening skills. A survey was conducted to evaluate students' engagement with ChatGPT in their language learning practices. The results indicate that regular interaction with ChatGPT on diverse topics significantly improves language fluency and comprehension. Furthermore, the tool facilitates vocabulary expansion by introducing new words, along with their definitions, pronunciations, and contextual usage. In the realm of writing, ChatGPT supports the development of creative writing skills, such as story and poetry composition, while providing essential grammar feedback. The importance of grammar is emphasized, with students encouraged to practice using meaningful examples and correct errors. Additionally, the study underscores the role of ChatGPT in enhancing reading comprehension through summarization exercises and listening skills using conversation transcripts and pronunciation practice. The research also highlights ChatGPT's effectiveness in exam preparation by offering practice opportunities and feedback. Finally, the study emphasizes the tool’s role in deepening understanding of idiomatic expressions and cultural nuances, and its use in language games and interactive tests to reinforce language skills, positioning ChatGPT as a valuable resource for English learners.

Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students

This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.

The Impact of Using DeepL Artificial Intelligence on Students’ Writing Skills in an Indonesian Senior Highschool Context

This study looks at how eleventh-grade students at SMA Negeri 2 Singaraja's writing abilities are affected by the use of DeepL artificial intelligence. The study uses mixed methods with an explanatory sequential design; for quantitative analysis, a quasi-experimental non-equivalent control group design is used, and for qualitative insights, in-depth interviews utilizing the RASE model are conducted. Purposive random sampling was used to choose the samples, and two classes participated in the investigation. While the control group received traditional instruction, the experimental group received training via DeepL-based AI. Descriptive and inferential data analysis showed that the experimental group's mean score (81.36) was higher than the control group's (76.26). Furthermore, the inferential analysis demonstrated a significant difference in writing competency between students taught with DeepL AI and those without (Sig. (2-tailed) = 0.000, p < 0.05), supporting the alternative hypothesis that DeepL AI-enhanced instruction leads to superior outcomes. Interview findings further underscored DeepL's efficacy in enhancing writing skills by facilitating vocabulary expansion, offering grammar corrections, and suggesting alternative word choices for language learners. Additionally, inferential analysis showed a significant difference in writing competency between students who received DeepL-based AI instruction and those who did not (Sig.(2-tailed) = 0.000, p < 0.05), confirming the alternative hypothesis that better results are obtained from DeepL AI-enhanced instruction. The results of the interviews provided more evidence of DeepL's effectiveness in improving writing abilities by helping language learners expand their vocabulary, suggest other words, and provide grammatical corrections.

EFL teacher beliefs about collaborative writing at Swedish primary school

ABSTRACT Writing is a key component of primary EFL education and the way it is taught can influence pupils’ language learning. To enhance written and overall proficiency, collaborative writing (CW) has been advocated, but few CW studies include teachers of young learners. Their views on writing instruction are relevant to consider, since they can have an impact on classroom teaching and pupils’ progress in EFL. This study therefore adopts semi-structured interviews with 15 Swedish EFL teachers to explore their beliefs about how CW affects 10–12-year-olds’ EFL learning opportunities. A reflexive thematic analysis generated six themes, where perceived beneficial outcomes of CW concern vocabulary expansion, writing improvement, motivation and a decrease in foreign language anxiety. Constraints, according to the teachers, relate to grouping pupils to maximise linguistic gains and finding time for CW. The study concludes that the teachers believe CW to be a multifaceted approach that potentially supports young learners as EFL users in general and writers specifically.

PreparedLLM: effective pre-pretraining framework for domain-specific large language models

ABSTRACT The direct application of large language models (LLMs) to specific domain tasks frequently encounters challenges due to the scarcity of domain data, variations in domain semantics, and the complexity of domain knowledge. Further pretraining of advanced foundational models on extensive domain-specific corpora can infuse these models with domain-specific knowledge and enhancing their ability of solving domain-specific tasks. However, the development of most domain-specific models focuses primarily on collecting large-scale domain data, often overlooking the crucial optimization of the pre-pretraining stage, which significantly impacts both model performance and training efficiency. This paper introduces PRE -PretrAining FRamEwork for Domain-specific Large Language Models (PreparedLLM), a framework designed to enhance the pre-pretraining stage for domain specialization of LLMs. PreparedLLM employs advanced techniques in data recipe, data cleaning, vocabulary expansion, and embedding initialization. These techniques are implemented to optimize both the composition and quality of the training data, and to enhance understanding of domain terminologies and concepts, as well as improve token embedding initialization. Utilizing the geoscience domain as a case study, this paper applies PreparedLLM for the domain specialization of the Llama, a widely recognized general-purpose LLM. Experimental results demonstrate that PreparedLLM enhances model convergence speed, training speed, inference speed, the text volume of the context window, and overall performance in domain specialization. The utilization of PreparedLLM in developing domain-specific LLMs has significantly increased performance while reducing both time and resource investment. The case study provides valuable insights into the development of domain-specific LLMs.

Training to Improve English Vocabulary Through Audio-Visual Media for Junior High School Students at Kuala Lumpur International School

When it is done appropriately, the transition from traditional classroom instruction to technology-based instruction in English language instruction has a lot of potential advantages. A few crucial aspects of its implementation to consider include selecting appropriate technology and emphasizing vocabulary expansion. There is a great chance that training targeted at increasing students' vocabulary following the use of audio-visuals in English language learning will boost their motivation even more. Participants from Silo Baru Village's coastal primary schools will have the chance to learn more about this technology in particular. It is hoped that by using audio-visual media to enhance vocabulary acquisition, students will become more intrinsically motivated as a result of this training activity. It is thought that since kids are really interested in studying, they would be able to concentrate more on improving their mastery of vocabulary in English. It is important to monitor and evaluate the impact of this training, both in terms of increasing vocabulary and in students' learning motivation. The data and feedback obtained from this activity will be key to assessing the effectiveness of audio-visual technology in improving the English language skills of coastal elementary schools in the new silo village of Asahan Regency.

Knowledge of English Affixes in Thai EFL Learners of Science and Language Programs

This study investigated the knowledge of affixes on vocabulary development among English as a Foreign Language (EFL) learners, focusing on the differentiation between students studying science and those studying the language. Affix knowledge, encompassing both prefixes and suffixes, is essential for expanding word family knowledge, serving as a cognitive bridge to proliferate word family members. To explore this, 111 secondary school students from a semi-urban Thai school, split into 53 science and 58 language program students, were assessed through receptive and productive affix knowledge tests. The findings reveal that science program students outperformed their language counterparts in receptive affix knowledge tests. Additionally, results indicated a learning continuum in affix acquisition, with students showing better average performance on receptive tests compared to more complex productive tasks. Notably, affix knowledge concerning prefixes was superior to that of suffixes across both test types. Moreover, the correlational analysis revealed a medium to strong relationship between English affix knowledge and vocabulary knowledge. The findings also suggest that suffix knowledge has a greater impact on productive vocabulary than on receptive vocabulary. Regression analysis supports the correlation results, highlighting that a deeper understanding of affixes is linked to stronger vocabulary knowledge in both comprehension and usage. These results suggest a structured progression in affix learning, from recognition to production, and underline the significance of affix knowledge in vocabulary expansion for EFL learners. The study emphasizes the need for further research into the mechanisms of affix acquisition and its role in language learning curricula.

Training to Improve English Vocabulary Via Audio-Visual Media For Primary Students of Silo Baru Village Dusun X Asahan District

When it is done appropriately, the transition from traditional classroom instruction to technology-based instruction in English language instruction has a lot of potential advantages. A few crucial aspects of its implementation to consider include selecting appropriate technology and emphasizing vocabulary expansion. There is a great chance that training targeted at increasing students' vocabulary following the use of audio-visuals in English language learning will boost their motivation even more. Participants from Silo Baru Village's coastal primary schools will have the chance to learn more about this technology in particular. It is hoped that by using audio-visual media to enhance vocabulary acquisition, students will become more intrinsically motivated as a result of this training activity. It is thought that since kids are really interested in studying, they would be able to concentrate more on improving their mastery of vocabulary in English. It is important to monitor and evaluate the impact of this training, both in terms of increasing vocabulary and in students' learning motivation. The data and feedback obtained from this activity will be key to assessing the effectiveness of audio-visual technology in improving the English language skills of coastal elementary schools in the new silo village of Asahan Regency.

Investigating Effective Instructional Approaches for Vocabulary Expansion through Extensive Reading: Emphasizing Volume or Focusing on Unknown Words?

Extensive Reading (ER) emerges as a promising approach for acquiring a foreign language, allowing for a large amount of language exposure. However, the influence of supplementary activities within ER programs has yet to be thoroughly investigated, despite previous studies suggesting their potential effectiveness. This research investigated the effects of ER combined with supplementary instructional approaches on vocabulary acquisition and reading strategies among university EFL students in Japan. Two supplementary instructional approaches were implemented within ER programs of equivalent duration, learner proficiency levels, and grade levels: one emphasizing reading volume and the other focusing on directing attention to unknown words while and after reading. The results revealed that directing learners' focus to unknown words led to more pronounced growth in vocabulary size. However, when attention was directed towards unfamiliar words, students were less inclined to infer their meanings from context and more likely to resort to using dictionaries. Conversely, placing emphasis on increasing reading volume increased the likelihood of students encountering engaging books and series, and reading materials at a specific readability level. These findings indicated that supplementary activities within ER programs influenced learning outcomes and reading strategies. Consequently, when integrating supplementary activities into the ER program, educators should carefully consider the program's objectives and incorporate suitable activities accordingly.

Metode moderne de predare a limbajului de specialitate

In the educational process, both the teacher and the student act using teaching and learning methods that influence the quality of work and the efficiency of the learning process. The methods used in higher education, namely teaching specialized language in a foreign language, vary from classical to modern ones, adapted to the specific context. Innovative methods involve learning through communication and collaboration, facilitating the confrontation of ideas and opinions, and creating learning situations focused on cooperation and active participation. Among the modern teaching methods are also the cluster method and mind mapping, which are used to channel students' creativity and to organize and synthesize knowledge. The cluster method is an interactive technique for learning vocabulary, which encourages association and expansion of vocabulary in a visual and interactive way. On the other hand, mind mapping is a graphic representation of ideas, providing a more organized and hierarchical structure. Both techniques have advantages and disadvantages, and the choice between them may depend on preferences and the specific purpose of use in the learning process.

Individual differences and non-English-majors’ engagement in business English language classrooms in the Chinese university context

This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.

Полихудожественное взаимодействие обучающихся во время построения лингвокультурных сценариев как средство обогащения тематического словарного запаса студентов – будущих переводчиков (на примере английского языка)

The purpose of the study is to determine the influence of poly-artistic methodological support for the study of linguistic and cultural scenarios on the formation of lexical and grammatical foreign language skills among students at the Faculty of Translation. The initial understanding of the cognitive approach to teaching foreign languages in a narrow sense (only as a system-theoretical support for processes) led to its underestimation and oblivion. The article examines the current trends towards borrowing individual components of the cognitive approach for the development of a communicative method of learning foreign languages. The scientific novelty of the research consists in the introduction of a poly-artistic approach in the training of students – future translators through the adaptation of professional highly specialized exercises for the training of future actors, directors and theater critics for their subsequent integration into the process of studying English-language frame models and scenarios, which had not previously become the object of research. The relevance of the study lies in the fact that, despite many years of experience using a communicative approach in teaching foreign languages, many students still face difficulties activating passive thematic vocabulary and grammatical rules and, as a result, a language barrier. As a result of the study, it was found that in conditions of meaningful operation of language and speech skills, students present the educational process not as a set of rules or a set of information, but as a toolkit for independent creative language activity. Using the Kolmogorov-Smirnov λ-criterion and the Fisher φ*-criterion (circular transformation), the beneficial effect of artistic and methodological support for the construction of linguistic and cultural scenarios on the expansion of the thematic vocabulary of students within the framework of the theme “At the Restaurant” has been experimentally confirmed.

YouTube for EFL Students: Perceptions on Building Speaking Confidence

This study aimed to investigate students' perceptions of utilizing YouTube as a learning medium to foster their speaking confidence in English. Specifically, it explored students' views on YouTube's accessibility, usefulness, and practicality while examining its potential to enhance their confidence in speaking English. The researchers collected data through questionnaires and interviews with 10 second-grade students from SMAN 1 Tinambung. The findings revealed that students perceived YouTube as an accessible and user-friendly platform, aiding their comprehension and vocabulary expansion. Furthermore, they found it useful and motivating to practice proper English-speaking skills. Notably, students acknowledged YouTube's role in triggering their confidence to speak English, whether in front of a camera or in class settings. Peer feedback and comments were deemed valuable for augmenting knowledge and confidence. The questionnaire data indicated positive perceptions, with 80% acknowledging YouTube's accessibility, 82% recognizing its usefulness, 84% appreciating its practicality, and 72% reporting increased confidence levels. The interview data further corroborated these findings, with most students endorsing the continued integration of YouTube, as it facilitated their understanding of lesson materials and bolstered their confidence in spoken English. The study underscored YouTube's potential as an effective learning medium for developing EFL learners' speaking confidence.

Algorithm Design and Implementation of Automatic Assessment and Expansion of English Vocabulary

Automatic assessment and expansion of English vocabulary play a crucial role in language learning and proficiency evaluation. In this paper, we propose the use of an Optimized Bi-directional Long Short-Term Memory Deep Learning (Obi-LSTM-DL) model for these purposes. We conduct experiments using a comprehensive vocabulary dataset and evaluate the model's performance across various scenarios. The results demonstrate the effectiveness of the Obi-LSTM-DL model in accurately assessing vocabulary proficiency levels and expanding vocabulary knowledge. Through optimization experiments, we show that increasing the vocabulary size leads to improved model performance. Additionally, the model's proficiency level assessment capability allows for tailored instruction and support for language learners. Comparative analysis with baseline models further confirms the superiority of the Obi-LSTM-DL model. The results demonstrate the effectiveness of the Obi-LSTM-DL model in accurately assessing vocabulary proficiency levels and expanding vocabulary knowledge. Through optimization experiments, we show that increasing the vocabulary size leads to improved model performance, with an average increase in accuracy of 1.5% for every 1,000 words added to the vocabulary. Additionally, the model's proficiency level assessment capability allows for tailored instruction and support for language learners. Comparative analysis with baseline models further confirms the superiority of the Obi-LSTM-DL model, with an average increase in accuracy of 3.2% over traditional models.

Enhancing listening skills in English language

This article explores effective strategies for enhancing listening skills in English language learning. Listening comprehension is a critical aspect of language acquisition, and improving this skill can greatly enhance overall proficiency. The article discusses practical techniques such as active listening, vocabulary expansion, exposure to authentic materials, and targeted practice exercises.

Technologies for Teaching Law Students a Professionally Oriented Foreign Language

The article considers the influence of traditional and innovative technologies on the process of learning a foreign language by law students, investigates their educational potential, identifies advantages and disadvantages. The author presents the prospects of integration of “Foreign Language in Law” and artistic means (literature, music, cinema) as a means of vocabulary expansion, introduction to the socio-cultural reality of the country of the studied language, development of students’ creative potential, removal of psychological barriers to communication in a foreign language. Examples of working out professional lexical units and grammatical structures with the help of song compositions are given. The positive influence of cinema on moral and ethical development of youth is also noted.

Sources of English Neologisms

With the social changes and technological development since the 20th century, many new things have emerged, and with them, the language has also changed. Neologism is a linguistic phenomenon, which is the product and reflection of the development and change of language. According to statistics, there are currently more than 600 million native English speakers in the world, and one-third of the world's population speaks English as a second language. This shows the importance of English as a universal language. Consequently, English inevitably produces many new words with the rapid changes in social life. This paper delves into the origins and mechanisms behind neologisms in the English language. This study aims to explore the dynamic processes that drive vocabulary expansion by examining vocabulary innovation, borrowing, and integration. Based on grasping the concept of English neologisms, this paper discusses the origin and derivation of English neologisms through the study of dictionaries and monographs, and a large number of examples of neologisms. The study found that the sources of English neologisms are mainly divided into three aspects, namely, traditional word formation, new meanings of old words in modern English, and the fusion of foreign words and native words.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

«Coronavirus Pandemic» Conceptual Framework: Analysis of Verbal Representation in the English-Speaking Media

The article is devoted to the study of the "coronavirus pandemic" conceptual framework. The new conditions of existence could not but be reflected in the language — through the appearance of new words and phrases, as well as through the actualization of previously existing lexical units as a result of their transition from special spheres of functioning to general use, which in turn are united by one conceptual framework оf "coronavirus pandemic". The relevance of this work is determined by the constant development of the English language, the emergence of new lexical units that directly affect the expansion of vocabulary. This paper presents a selection of lexical units that verbalize the conceptual framework of the "coronavirus pandemic" in the English linguistic consciousness. The object of the study is the conceptual framework "coronavirus pandemic". The subject of the study is the lexical means of representing the concepts that make up the "coronavirus pandemic" conceptual framework. The purpose of this work is to study the linguistic ways of representing the conceptual framework of the "coronavirus pandemic" and to identify its structure. The empiric material is lexical units obtained by continuous sampling from English-language websites and online magazines for 2020-2022. The scientific novelty of the study lies in an attempt to study and model the conceptual framework of the "coronavirus pandemic" and consider the means of its representation. In this study, the following methods were used: continuous sampling method, analysis, synthesis, cognitive modeling method, contextual method, word-formation analysis, as well as quantitative analysis.

Assessing the Impact of Cross-Cultural Interactions on English Language Acquisition in Kazakhstan's Educational System

This article examines the impact of cross-cultural interactions on English language acquisition within Kazakhstan's educational system. Recognizing the increasing globalization and the role of English as a lingua franca, this study explores how cross-cultural exchanges influence language learning. Using a mixed-methods approach, the research analyzes data from surveys and interviews with teachers and students across various schools in Kazakhstan. The study also incorporates case studies of specific programs promoting cross-cultural understanding. Key findings suggest that exposure to different cultures, whether through exchange programs, digital platforms, or multicultural classrooms, significantly enhances language acquisition. This enhancement is particularly noticeable in aspects of language learning such as vocabulary expansion, pronunciation, and understanding of cultural nuances in language use. The research highlights the importance of incorporating cross-cultural elements into language curricula to foster a more holistic understanding of English. Challenges such as limited resources for exchange programs and the need for teacher training in multicultural education are discussed. The article concludes with recommendations for integrating cross-cultural interactions in language learning and suggestions for future research directions in this area.