Vocabulary Learning Research Articles

Reporting Moroccan High School Students’ Attitudes Towards Vocabulary Learning Strategies: High Schools as a Case Study

Reporting Moroccan High School Students’ Attitudes Towards Vocabulary Learning Strategies: High Schools as a Case Study

TikTok Videos as a Catalyst for Vocabulary Acquisition in Tertiary Education

This study investigates the potential of TikTok as an educational tool for vocabulary acquisition among university students in Malaysia. As social media platforms continue to influence various aspects of daily life, their role in education, particularly in language learning, warrants closer examination. Through a mixed-methods approach, this research evaluates the effectiveness of TikTok videos in expanding the vocabulary repertoire of students at a public Malaysian university. The study builds upon previous research, including Simanungkalit and Katemba’s (2023) work on university students’ perspectives of TikTok for English vocabulary learning, and Abdullah et al.’s (2023) investigation into TikTok’s acceptance as an English learning tool. Results indicate that TikTok can serve as an engaging and effective platform for vocabulary development, with a significant portion of students reporting improved retention of new English words. The findings suggest that integrating TikTok into formal language education could enhance learning outcomes and provide students with additional, accessible means of language acquisition. This research contributes to the growing body of literature on social media in education and offers practical implications for educators seeking to leverage digital platforms in language instruction.

The Utilization of Chat-GPT 3.5 for Vocabulary Learning: A Study on Students’ Perceptions

Vocabulary plays a fundamental role in language acquisition and communication, serving as the building blocks for expressing ideas, understanding texts, and engaging in effective verbal communication. However, effectively learning vocabulary can be challenging due to learners’ diverse needs and learning styles, as well as a lack of motivation. With the emergence of artificial intelligence (AI), numerous opportunities exist to leverage technology in language instruction, including vocabulary learning. This research explored students’ perceptions towards using Chat-GPT 3.5 (free version) to improve vocabulary acquisition beyond the classroom. The study employed a mixed-methods approach, administering a survey with Likert-scale and open-ended questions based on the Technology Acceptance Model to students in university academic classes. Results from the Likert-scale section indicated the potential for learners to use Chat-GPT 3.5 for self-directed vocabulary learning after class. Findings in the open-ended parts revealed that Chat-GPT 3.5 can provide significant support to learners in terms of learning vocabulary for both meanings and usage in the relevant contexts if they can have enough guidance and scaffolding from teachers or peers. Therefore, it is crucial to raise awareness about organizing relevant training for English teachers on technological knowledge, especially on how to use Chat-GPT, and ensuring sufficient scaffolding for learners. This approach will help guide learners on the right path to independent vocabulary learning.

Vocabulary learning in EFL context: do primary school English Subject textbooks provide structured support?

Vocabulary learning in EFL context: do primary school English Subject textbooks provide structured support?

THE EFFICACY OF TIKTOK SHORT VIDEO TO ELEVATE THE STUDENTS’ ACHIEVEMENT ON THE VOCABULARY LEARNING: THE EXPERIMENTAL STUDY IN SMP NEGERI 3 SUTOJAYAN

This study aims to investigate the efficacy of TikTok short videos as a tool to improve students' achievement in vocabulary learning at SMP Negeri 3 Sutojayan Blitar. The research employs a pre-experimental design with a one-group pre-test and post-test methodology. A total of 30 seventh-grade students from Class 7A were involved during the period of April to May 2024. Data were collected through a pre-test, a treatment session involving TikTok videos, and a post-test to measure the improvement in students' vocabulary. The analysis was conducted using quantitative methods based on Sugiyono's (2019) framework. The results of the study indicate that the use of TikTok short videos significantly improved students' performance in vocabulary learning. The study concludes that integrating social media platforms such as TikTok can be an effective strategy in vocabulary learning, offering an engaging blend of entertainment and education. The study recommends further research to explore the use of other digital tools in education.

Identifying Optimal Learning Strategies: Application of the Asymptotic Retention Rate Model in College Students’ Vocabulary Learning

Identifying Optimal Learning Strategies: Application of the Asymptotic Retention Rate Model in College Students’ Vocabulary Learning

Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory

Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

GAMIFIED ENGLISH INSTRUCTION MEDIATED BY KAHOOT! AT SENIOR HIGH SCHOOL: EVIDENCE FOR VOCABULARY GAINS

Learning vocabulary in a second or foreign language is necessary for effective communication. Because the process of memorizing vocabulary is boring and stressful for some high school students, they have poor vocabulary knowledge. This study is focused on investigating whether or not there is an effect of using Kahoot! on senior high school students' vocabulary achievement. This research was conducted in two classes, one of which was used as an experimental class, and the other was a control class. The duration of the treatment is two weeks, and the third week is to do a post-test. This research was carried out in one of the high schools in Jember City. To measure participants' achievement in vocabulary learning after the experiment, a vocabulary achievement test was developed by the researchers. To check the validity of the hypothesis, an independent sample t-test was run to determine the significant difference between the mean post-test score and the SPSS. The results of the study indicate that Kahoot is effective in improving the vocabulary learning of the experimental group.

THE EFFECTIVENESS OF WEB-BASED LEARNING MEDIA “GAMES TO LEARN ENGLISH” ON YOUNG LEARNERS' VOCABULARY MASTERY

Vocabulary is one of the essential parts of language that cannot be separated from learning English. It is challenging to master the four language skills without mastering a vocabulary because it is essential in language learning. The problem of this research is whether web-based learning media Games to Learn English to teach vocabulary to sixth-grade students at SD 1 Ternadi in the 2023/2024 academic year make a significant difference in vocabulary learning. This is an experimental study with one group pre-test and post-test. This study explores the difference in young learners’ vocabulary before and after being taught using web-based learning media Games to Learn English. Only one class in this study as respondents received the treatment as part of this design. The sig (2-tailed) value obtained is 0.00, which is less than 0.05, therefore there is a significant difference. As a result, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected, there is a difference between the two values. It is proved that Games to Learn English is effective to teach vocabulary for sixth grade students at SD 1 Ternadi.

A COMPARISON OF YOUTUBE SHORTS FEATURES WITH REGULAR YOUTUBE VIDEOS IN ARABIC VOCABULARY LEARNING

This study aims to compare the effectiveness of the Youtube Shorts feature with regular Youtube videos in teaching Arabic vocabulary. The research design employed is a literature review, where data were collected from various scholarly articles, research reports, and other relevant sources related to the utilization of both Youtube features in the learning context. Data analysis was conducted descriptively to evaluate the advantages and disadvantages of each feature based on aspects such as display design, time flexibility, and material accessibility. The results show that Youtube Shorts excels in capturing attention through interactive short videos but has limitations in delivering complex materials. Conversely, regular Youtube videos provide flexibility for more in-depth content delivery but require longer viewing times. This study recommends the synergistic use of both features, tailored to learning objectives and audience preferences, to enhance the effectiveness of Arabic vocabulary learning. Future studies are expected to conduct direct experiments with specific subjects to empirically evaluate learning outcomes.

Exploring the Lexical Approach for Vocabulary Learning Through AI-Driven Feedback

Despite the significant impact of the lexical approach for vocabulary learning, its classroom implementation has not been uniform. While related activities share the common Observe-Hypothesize-Experiment (OHE) elements, practitioners and researchers do not highlight how language input from the observing stage is turned into output and at what stage of learning it is likely to be most challenging for learners. The article reports on one classroom action research conducted on two groups of non-English-speaking university students. This present study investigates whether language proficiency plays a role and which stage of the OHE learning process deserves special attention. Different types of learning behaviors were found, and pedagogical implications that contribute to implementation of the approach are discussed. The paper argues that the OHE paradigm is not complete without immediate feedback, a component that has historically been impractical in formal EFL contexts and that AI-driven feedback should fill in the gap by enhancing the effectiveness of the lexical approach.

ENHANCING VOCABULARY MASTERY IN GRADE X STUDENTS OF SMAN 1 NGAGLIK USING ENGLISH SONGS

Classroom Action Research (CAR) was aimed at improving the tenth MIPA 1 graders’ vocabulary mastery of SMAN 1 Ngaglik through English songs. Two cycles of classroom action research were conducted by integrating English songs into learning activities. Each cycle consisted of four stages: Planning, Acting, Observing, and Reflecting. In gathering the data, the researchers used two instruments; a pre-test and post-test, and a questionnaire. The pre-test and post-test scores were used to see the improvement in students’ vocabulary mastery. Subsequently, the questionnaire was used to find out the students’ perspectives on the use of songs in English class and the impact of English songs on the students’ vocabulary enrichment. The criteria for success were the average of the students’ post-test scores that should reach 80 and the existence of a positive impact on the students’ vocabulary mastery. The findings demonstrated an increase in the students’ post-test scores, whereby the average of those scores in the two cycles was beyond 80. The findings unveiled a positive perception of the English learning using songs and an increase in the students’ learning motivation in learning vocabulary. In conclusion, the use of English songs in learning had boosted the students' vocabulary mastery.

Enhancing Students’ Participation in Learning Vocabulary Through Scrabble Game

This study focused on the learning activity in the classroom learning vocabulary to enhance students’ participation through the scrabble game. It was classroom action research. The research subject was SMP Negeri 4 Singkawang, especially the seventh-grade students of VII G class. The data was collected with tools, an observation checklist and field notes. The data was analyzed through Miles and Huberman's interactive data analysis techniques. The result showed that in the first cycle, several students were not actively involved in the learning process. However, in the second cycle, learning vocabulary through the scrabble game could enhance the students’ participation because they had fun, motivated, and engaging learning while playing.

Enhancing Second Language Vocabulary Acquisition through Self-Regulation, Spaced Repetition, and Cognitive Load Management Strategies

This study aims to investigate not only how learners perceive the effectiveness of this approach for long-term retention and practical application, but also how they experience the learning process in terms of cognitive load. Effectively managing cognitive load, the amount of information learners can process at once, is crucial for successful implementation of SR and SpR techniques. Building a strong vocabulary is essential for becoming fluent in a second language. Traditional methods like memorization often prove ineffective. Recent breakthroughs in understanding of memory and learning offer promising alternatives. such as spaced retention and spaced retrieval, believed to work even better together. The integration of SR and SpR positively influences the overall learning experience by promoting deeper cognitive engagement and better retention. Research shows that combining different instructional strategies, such as top-down and bottom-up processes, enhances vocabulary learning and retention. Cognitive load refers to the amount of information that learners can process at one time. While spaced learning offers advantages, it can be overwhelming if learners are presented with excessive vocabulary or complex retrieval tasks. As research on this combined approach continues to evolve, educators can utilize these findings to create inclusive and effective learning environments that empower L2 learners to achieve fluency and confidence in their vocabulary usage.

English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA

English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA

Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis

Abstract Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary with English proficiency and grade levels. The findings reveal that students valued diverse instructional methods, including specific strategies and engaging activities like games. However, they generally lacked autonomy in learning vocabulary, showing a tendency to rely on teacher instruction. The analysis also suggests that the students’ beliefs varied according to their English proficiency and grade levels. More proficient learners preferred strategy-focused instruction, while senior secondary students favoured more explicit instruction from teachers. Open-ended responses underscored the multifaceted and nuanced nature of students’ beliefs about vocabulary teaching. The study highlights the importance of promoting autonomous vocabulary learning, balancing engaging and conventional activities, and tailoring instruction to accommodate diverse needs across different proficiency and grade levels. We also provide insights for future studies on learner beliefs about vocabulary teaching.

A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners

In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.

Examining the Influential Mechanism of English as a Foreign Language (EFL) Learners’ Flow Experiences in Digital Game-Based Vocabulary Learning: Shedding New Light on a Priori Proposed Model

Over the last ten years, continuous attention has been paid to the use of digital games in vocabulary learning. Their effectiveness and availability have been widely discussed. However, the experiences of language learners and the underlying patterns of their engagement while using digital games for vocabulary learning remain underexplored. In order to fill this significant gap, this study aimed to examine the influential mechanism of English as a Foreign Language (EFL) learners’ flow experiences in digital game-based vocabulary learning (DGBVL). The sample consisted of 306 Chinese EFL learners who had DGBVL app usage experience, and data collection was based on a DGBVL flow experience instrument employed through an online platform. Structural equation modeling (SEM) was employed to assess the reliability and validation of the existing scale for various DGBVL apps. A multi-group analysis was then conducted, revealing that the influential mechanism was a process in which the effects of antecedents on outcomes could be mediated by flow experiences. In addition, the role of usage frequency was also explored, and three paths were found to differ across three usage frequency levels (i.e., seldom, sometimes, and always): the effect of balance of skill and challenge on enjoyment, the effect of enjoyment on satisfaction, and the effect of perceived learning on satisfaction. These findings provide new insights for the influential mechanism of flow experiences and will assist EFL learners in optimizing their learning outcomes in digital game-based vocabulary learning.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.