Vocabulary Learning Research Articles

USING WORD WALL TO IMPROVE EFL STUDENTS' VOCABULARY ACHIEVEMENT AT JUNIOR HIGH SCHOOL

One component of learning English is vocabulary mastery. Teachers can develop lessons to increase student's vocabulary achievement by using media that is interesting and fun such as Word Wall. The aim of the research was to improve the students’ vocabulary achievement using Word Wall. The setting of this research was at one of secondary school in Banyuwangi, East Java, Indonesia. The present study applied Classroom Action Research (CAR). The data were collected from the vocabulary test and observation. The previous students’ vocabulary mean score was 60. The result from vocabulary test after the action showed that the mean score was 76.2. The result showed that there were significant improvement on students’ vocabulary achievement compared to the students’ vocabulary mean score before using Wordwall media. The result of observation checklist also showed significant improvement from meeting to meeting. In meeting 1, 45.5% actively participated during the teaching and learning process. In meeting, 2, 55% of students participated actively. In meeting 3 and 4, the percentage of students who actively participated in wordwall based vocabulary teaching and learning improved from 60.8% to 90%. The findings suggest that the use of Word Wall as media can significantly improve EFL students’ vocabulary achievement.

English vocabulary development in the global south context

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

Teaching methods emphasizing phonological forms enhance L2 vocabulary learning

The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.

Educaplay as a tool to potentiate English vocabulary retention and learning

Introduction: A lack of vocabulary poses a major barrier to mastering English, often leading to communication challenges. Technology can support and facilitate the teaching-learning process, notably in the acquisition of a foreign language. Thus, this research explores the impact of Educaplay, on vocabulary acquisition among EFL high school students in southern Ecuador. Methodology: This study applied a quasi-experimental design, with a sample of 60 high school students, selected through a purposeful method. To collect data a pre-test, post-test, an observation checklist, and graded vocabulary activities were employed. The significance was measured with t-student and ANOVA. Results: Educaplay evidenced to be an effective technological tool to support students' retention and improvement of vocabulary as shown by the p-value of 4.86e-15 and the F-value (49.000) and p-values (0.000). Discussion: Implementing interactive and engaging activities through Educaplay and aligned with the teacher's guidance allowed participants to increase their vocabulary, thus they understood when and how to use different terms and the correct spelling of these words. Conclusion: Participants improved their vocabulary proficiency and increased their motivation to study this language. Additionally, the findings unveil that incorporating Educaplay in the classroom promoted a productive and interactive learning environment.

Incidental learning in EFL learners’ vocabulary accumulation: the lens of dual process theory

PurposeDrawing on dual process theory as the overarching framework, this study investigates how different types of incidental vocabulary learning yield different performance, repetition, and continuance intention outcomes and uncovers the underlying mechanism.Design/methodology/approachWe identify four popular types of incidental learning: traditional, a murder mystery game, noneducational live streaming, and VTuber. We propose that the underlying mechanism is the mediating role of perceived novelty as heuristic processing, and effort and performance expectancy as systematic processing. We conduct a between-subject experiment with four groups for the four types of incidental learning. From a total of 220 subjects, 55 valid responses were collected from each group. Analysis of variance and a partial least squares structural equation model are employed to examine the differences and mechanism.FindingsThe results show that noneducational live streaming performs significantly best for all three outcomes. The mechanism test demonstrates that perceived novelty and performance expectancy play significantly positive mediating roles, whereas effort expectancy has a null mediating effect.Originality/valueThe research provides both theoretical and practical implications.

The Role of Working Memory Capacity in L2 Vocabulary Learning Among Saudi EFL Students

Acquiring a second language (L2) involves complex cognitive processes, where working memory (WM) plays a crucial role. This study investigates the relationship between WM capacity and L2 vocabulary acquisition among 100 Saudi EFL learners, focusing on first-year university students. Utilizing the Automated Operation Span Task (AOSPAN) to measure WM capacity and a custom-designed vocabulary test, the study found significant correlations between WM capacity and vocabulary retention, immediate recall, and usage in context. The experimental group, which received WM training, outperformed the control group across all measures. These findings underscore the importance of WM in L2 vocabulary learning and suggest that WM training can enhance vocabulary acquisition. The study's implications for educational practices are discussed, highlighting the potential for integrating WM training into language curricula to support learners' vocabulary development. This research contributes to understanding cognitive factors in L2 learning and provides practical recommendations for educators to enhance vocabulary teaching strategies for learners with varying WM capacities.

Utilizing Virtual Reality (VR) and Augmented Reality (AR) Technologies in EFL Classrooms: A Novel Approach to Improve Vocabulary Learning and Retention

This study investigates the potential for EFL courses to benefit from VR and AR technologies to enhance vocabulary learning and retention. The study included 220 English language and literature students from English departments at colleges, including Al Balqa Applied University and Al Yarmouk University in Jordan. The implications and data generated from this study aim to provide insights into how new immersive technologies can be applied, compared to traditional methods, in an educational context to enhance vocabulary acquisition. Pre- and post-tests measured vocabulary acquisition, and the delayed post-test was conducted weeks after the study was completed to measure the acquisition and retention of vocabulary. The study demonstrates significant differences in vocabulary acquisition following the intervention using VR and AR technologies compared to traditional learning methods. The average scores before the pretest were similar in all groups, with VR at 45.2, AR at 46.0, and control at 44.8. The results of the post-test, however, had average scores for VR at 78.5, AR at 75.3, and control at 58.4. The direction of the measures indicated significant improvements in vocabulary acquisition among the students in the English departments at the universities who used VR and AR technologies. The study is prospective; VR and AR technologies significantly improve vocabulary acquisition in EFL learning environments.

Intelligent personal assistants in self-access L2 vocabulary learning

Intelligent personal assistants in self-access L2 vocabulary learning

The Role of Digital-Game Based Language Learning in EFL Vocabulary Learning and Retention: A Case Study at a Higher Educational Institute in Oman

This study investigates the role of Digital-Game Based Language Learning (DGBLL) in helping students learn and retain English vocabulary items in a foreign language context. Using a quantitative approach, data was collected from 80 students enrolled in four different levels of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were exposed to practice learning the meaning of ten vocabulary items per level using Kahoot and Wordwall games. Three tests were administered: a pre-test in week 1, a post-test after practicing the vocabulary items using the previously mentioned digital games in week 4, and a retention test in week 6. In addition, students’ perceptions regarding the efficacy of DGBLL in the vocabulary learning process were measured via a questionnaire following the post-test. The findings indicated the students’ positive attitudes in terms of utilizing DGBLL as a learning approach to mastering vocabulary regardless of gender or class level. Additionally, the findings demonstrated the effectiveness of DGBLL in vocabulary learning and retention. Hence, the study recommends using digital games to promote vocabulary learning and retention, resulting in a more engaging foreign language educational environment.

Distributed retrieval practice and picture illustrations: Improving initial aural foreign vocabulary learning.

Distributed retrieval practice and picture illustrations: Improving initial aural foreign vocabulary learning.

The Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language

ABSTRACTMost studies in the literature propose that new words should be presented in unrelated sets due to interfering effect of learning vocabulary in semantic sets. Semantically‐related words are suggested to be taught in different sessions to avoid this negative effect. However, that is implausible for most second language (L2) teachers owing to the restrictions from curricula or coursebooks, most of which serve new words in semantic fields. The literature does not shed light on how to tackle that problem. Accordingly, this study involves three sets of classroom research conducted with 58 young EFL learners to investigate the effects of mnemonics on minimizing the interference of semantic clustering of new vocabulary. Within 15‐week course, one intact class was taught target words through mnemonics while the control group received similar instruction with sentence‐context method. The study results demonstrated that mnemonically‐instructed L2 learners outperformed on both immediate and delayed recognition of target words.

Pendampingan Penguasaan Mufradat Melalui Ice Breaking Tebak Makna dalam Pengajaran Bahasa Arab di MDTA Madinatul Ulum Desa Margaluyu

For a student, increasing Arabic vocabulary is very important, especially for those who are involved in Arabic language education. The fewer vocabulary a student has, the slimmer his chances of mastering the context of Arabic sentences. Therefore, to make the learning process more interesting, media is needed in the learning process that is easy to understand and easy for students to master. So that the learning process can achieve the desired goals and be more dynamic, other tools or media are needed, such as audio-visual media, print projectors, films, games and so on. The opportunity to master the Arabic learning of vocabulary more easily if the learning media is better. The Arabic Language Education Study Program's Community Service uses the Participatory Action Research (PAR) method, namely a research method carried out in a participatory manner among MDTA Madinatul Ulum Margaluyu students. The service team will try to provide training and mentoring as a stimulus in an effort to improve students' abilities in mastering Arabic vocabulary through Picture Card Media.The results of the Arabic Language Education Study Program Service Team succeeded in improving the abilities of MDTA Madinatul Ulum City Margaluyu students regarding mastery of Arabic vocabulary at MDTA Madinatul Ulum Margaluyu.

AI-Enabled Special Education : A Study on Factors Influencing Chinese Disabled College Students' Acceptance of AI-Assisted Mobile Foreign Language Vocabulary Learning

AI-Enabled Special Education : A Study on Factors Influencing Chinese Disabled College Students' Acceptance of AI-Assisted Mobile Foreign Language Vocabulary Learning

The Impact of ChatGPT on Vocabulary Learning in L3 German Class

Although technology is an established issue in applied linguistics, integrating chatbots, particularly ChatGPT into language learning, especially third-language (L3) learning, is a novel and mystic issue. To demystify this integration, the current study explores the role of ChatGPT in enhancing vocabulary learning, which makes up the skeleton of language, in L3 German class since multilingualism is becoming a norm nowadays. The participants of this exploratory qualitative case study, who are A1-level German learners, are three university students. They read and analyse five different ChatGPT-created texts and adapt the topic of texts to themselves via ChatGPT in which they are supposed to incorporate theme-related keywords throughout five weeks. Data is gathered through semi-structured interviews, vocabulary tests, and reflective journals. Grounded theory was conducted to analyse the data. The findings provide insights into the participants’ academic achievement through cognitive and affective dimensions. Pedagogical implications are discussed.

Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.

Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities

This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.

Using Digital Game Wordwall in Supporting English Vocabulary Mastery

English, a global language, weaves through education, business, relationships, technology, and science. Mastering vocabulary is pivotal for English proficiency. Utilizing media for vocabulary learning engages and challenges students, rendering the process more enjoyable and effective. This study looks into the effectiveness of using the digital game Wordwall to assist English Vocabulary Mastery at SMP Negeri 8 Samarinda. This study is being undertaken with the eighth graders of SMP Negeri 8 Samarinda. In this study, the researcher uses a mixed method with quasi-experimental design to compare two classes. The focus of this research is eighth grade, namely VIII C and VIII D. VIII D is the experimental class with 21 students and VIII C is the control class with 27 students. The quantitative data is acquired using multiple choice and fill-in-the-blank tests. Qualitative data is gathered through interviews. The results suggest that Wordwall media is effective in improving the vocabulary. Furthermore, Wordwall is a game/application that adds excitement, enthusiasm, and enjoyment to the learning environment. Wordwall entices students to use the application because to its appealing interface, simple gameplay, and broad selection of games.

Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

The effectiveness of using visual communication in teaching vocabulary to non-English majors students at the Foreign Languages Center of Nguyen Tat Thanh University

Due to the essence of English vocabulary learning and its challenges, teachers tend to be in search of effective pedagogical techniques. The current case study aims to explore the usefulness of visual media in teaching vocabulary at Nguyen Tat Thanh University. A total of 240 non-English majors completed an online survey to express their opinions on using visual media in vocabulary class. Findings revealed the benefits, such as interesting learning conditions, stronger word memorization, improved learning strategies, high contexts for word practice, and convenient word meaning presentation. The perceived reasons were interesting, memorable content, different kinds of visualizations, interactive and extensive exercises, and the use of many senses. The results have a few applications to EFL vocabulary teaching and learning at the university. This study could make contributions to future studies as its findings delineated that visual media adapted from the coursebook can facilitate students’ vocabulary learning and foster their learning motivation. ® 2024 Journal of Science and Technology - NTTU

Effect of a Self-Regulated Vocabulary Learning Mobile Application on EFL Students' Vocabulary Learning Achievement and Motivation

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners.