English Vocabulary Learning Research Articles

The Development of Game App 'Find the Object' to Improve English Vocabulary Mastery

English is a communication international language with more than 50 countries using it as their primary language. Therefore, understanding and ability to communicate in English is needed. During this time, the method of learning English is mostly delivered using the Teacher Centered Learning (TCL) method and there are still a few English vocabulary learning media in the form of applications used in the learning process in the classroom. The purpose of this study was to create a game called Find the Object to help students, especially the elementary school level, to learn English vocabulary to make it more interesting. There is a pre-test and post-test to conclude whether this game significantly managed to improve the mastery of English vocabulary. This needs to be proven through observing the value of the pre-test and post-test

The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes

Incorporating gamification into foreign language learning is a successful and effective strategy for improving learners' level of language skills and helping them to master communication with others. This study aimed to determine the impact of Kahoot, a gamification-based technological application, on English language vocabulary for academic purposes and motivation. Thus, 60 students were selected from among the university students enrolled in the English Language for Academic Purposes course. These students were randomly split into two equal classes: the control and experimental groups. English vocabulary Test was given to both groups following a pre-test, with the experimental group receiving Kahoot instruction while the control group received traditional instruction. The teaching continued for ten weeks, after which the students were tested with a post-test on the same vocabulary learned. Moreover, a motivation scale was used to identify the effect of Kahoot in enhancing the students' motivation toward learning English for academic purposes. The results showed positive results on the extent of the positive impact (of the Kahoot learning tool based on gamification) in learning English vocabulary for academic purposes and motivation.

The assistance of e-dictionaries in learning English vocabulary to Indonesian EFL students

This research investigated EFL Indonesian students' perception of using e-dictionaries in learning English. The subjects were 50 students still studying at a university in Banda Aceh, Indonesia. They completed a questionnaire, and ten were selected to be further interviewed. The questionnaire and interview questions were developed from several theories proposed by experts. The results of the study showed that the students had a positive attitude toward the use of e-dictionaries. Although e-dictionaries provided some benefits for students’ language learning, especially in vocabulary, such as ease of use, time, and place, the students also faced some difficulties using them. These included incomplete information on the definitions offered for words searched, uncomfortable and constant pop-up advertisements on the apps, cost and internet quota, and finally, eye health issues where students could not read their smartphone screen for some time duration. It is hoped that as the dominance of digital technology increases, more applications in the future can resolve these problems to better assist students in language learning.

Songs for Teaching Vocabulary: English Learning Media for Preschoolers

In terms of language acquisition, preschoolers are associated with the golden age. This led to the awareness of the importance of mastering English as early as possible. Vocabulary learning is an important aspect of learning a language because the basis of language is vocabulary. However, a lack of strategy in introducing English vocabulary is the problem faced by preschool teachers. This study is a literature review that aims to review the use of songs in vocabulary learning for preschoolers. In addition, the success of using songs in English vocabulary learning for preschoolers, which was reported by a lot of studies, is thought to be paramount to discuss. This study refers to 49 references which are books or articles from journals related to the use of songs as a medium in vocabulary learning for early childhood. Therefore, this article is intended to review the use of songs in English vocabulary learning for preschoolers. The English vocabulary, English children's songs, and development of English Vocabulary in preschoolers were presented descriptively. The review concludes that songs can be an alternative media in vocabulary learning for preschoolers.

Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language‐Diverse Second Language English Classrooms

AbstractVocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi‐ rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language‐diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) definitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed‐effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language definitions in immediate posttests with a small effect size but no differences in delayed posttests.

STUDENTS’ ATTITUDES TOWARDS QUIZLET IN ENGLISH VOCABULARY LEARNING

This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.

Effective techniques of teaching vocabulary in Afghan EFL classrooms

The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

Mental health education on college students' english vocabulary memorization from the perspective of STEAM education.

The formation and research of Constructivism theory is another understanding in developing educational psychology. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students’ English Vocabulary Memorization (EVM). In order to solve these problems, this work studies college Students’ EVM from the perspective of Constructivism. Firstly, the literature review and observation method understand the Students’ EVM performance and teaching behavior. Secondly, it analyzes the current situation, problems, and reasons for Students’ poor EVM abilities. Finally, combined with relevant theories, a college Students’ EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. Then, the SPSS21.0 is used in the independent-samples t-test, finding no significant difference (P < 0.05). Thus, the experimental group’s comprehensive English Proficiency Level (EPL) has not been negatively affected. The proposed teaching model can improve Students’ EVM efficiency and consolidate their memory. The proposal has important guiding significance for stimulating Students’ interest in English vocabulary learning and the quality of vocabulary teaching.

Integrating learning strategies for efl learners’ vocabulary enrichment and retention

This research investigates the impact of an integrated method based on Key-Word Strategy (KWS) and Mind-Mapping Strategy (MMS) on learning and retention of English vocabulary. The sample consisted of 80 Saudi female EFL students enrolled in the first grade of high school. The data were collected using pre-tests and post-tests and statistical analysis of the results compiled by employing a series of procedures, with all differences tested using statistical significance benchmark of 0.05. Results showed the outperformance of experimental group over the control group in the post-test. Similarly, the performance of the experimental group in the post test was much better than that in the pre-test. These results establish the positive impact of using the integrated method based on the MMS and the KWS for developing/ enriching and retaining vocabulary knowledge. The study recommends EFL teachers, learners and educational curriculum developers to integrate KWS and MMS in the Saudi context.

A Study on the Correlation Between English Vocabulary Learning Strategies and Breadth of Vocabulary Knowledge on Elementary Chinese English Learners

Vocabulary is the basic building block of language, and the acquisition of any language relies heavily on vocabulary knowledge. The use of vocabulary learning strategies is one of the main factors affecting vocabulary learning. In view of this, this study is an attempt to examine the correlation between the use of vocabulary learning strategies and breadth of vocabulary knowledge on elementary Chinese English learners. By ways of analyzing the data of the questionnaire and vocabulary level test, the author finds out that social/ affective strategy is the most popular strategy and is followed by metacognitive and cognitive strategies. A positive and significant correlation exists between these two variables and cognitive strategies have the most significant correlation among these three strategies. Based on these findings, elementary English learners are recommended to frequently use a variety of vocabulary learning strategies to increase vocabulary knowledge, especially cognitive strategies.

Effective English Learning and Character Education for Young Learners through Animated Video of Indonesian Folklore

The objective of this study is to determine the effectiveness of learning English for junior high school students on local Indonesian literature in English, listening and understanding the content of English language skills based on the popular Indonesian folktale "Timun Emas" uploaded on Andree Rivan Kurniawan's YouTube channel. This study was conducted at State Junior High School (SMP) of 5 Rakit Kulim from August to October 2021 for 20 of seventh grade junior high school students and 26 of the eighth grade students. Based on the results of this study, the values of character education implied in the Timun Mas video story were religious, honest, creative, independent, curious, communicative, hardworking, peace-loving, socially caring, and responsible. The results of this research on the effectiveness of YouTube's animated video learning media reveal that students maintain a positive attitude about learning English through animated videos. Students stated that animated films not only help them improve their listening and speaking skills, but also aid them in learning English vocabulary and sentence structure. This study's findings also imply that animated movies provide junior high school English teachers with extensive English vocabulary and sentence structures, as well as boost learning through engaging activities in English teaching.

Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model

Implementing the idea of gamification in mobile-assisted language learning has recently been gaining increasing attention from academia and industry. However, few studies have investigated students’ motivation to use and their acceptance of popular gamified English vocabulary learning apps. This study proposes a theoretical framework combining the self-determination theory and the technology acceptance model, and examines it with survey data collected from 272 Chinese college students. The findings of the descriptive statistical and structural equation modeling analysis include: (1) students generally choose these apps out of autonomous motivations instead of controlled motivations; (2) autonomous motivation positively affects both perceived usefulness and ease of use, whereas controlled motivation only shows positive effects on the former; (3) controlled motivation does not affect the autonomous motivation to adopt these apps; and (4) consistent with the TAM frameworks, perceived usefulness and ease of use positively affect behavioral intention and actual behavior in terms of the frequency and duration of use in the gamified English vocabulary learning context. This study is expected to not only provide a solid theoretical explanation about the impact of motivation on the degree of acceptance of learning technologies in the language education context among specific student groups, but also offers practical insights on how to maximize the potential benefits of gamification and mobile learning in foreign language education

The Role of Feedback Comments on Online Posts in Learning English Vocabulary and Phrasal Expressions

The study is an exploratory research which generally aims to generate a hypothesis regarding the efficacy of using feedback comments on social network for language learning purpose namely English vocabulary and phrasal expressions based on the university students’ both perception and experience. Teaching and learning have been unceasingly and unwillingly restrained to input exposition in classes without having been considering tie strengthening with the outside, i.e., real world. As teaching and learning a foreign language has been understood as getting involved with the culture, there have always been challenges with the ways how one could have an access to. Additionally, due to social media several methods have been tried out to learn English language better and effectively but less or almost none has yet attended to the use of feedback comments to do so. Therefore, the present study tries to work on the gap and reveal out the role and the strength of using this method to learn or improve English language by getting an in –depth insight in the users’ viewpoint. The study attempts to answer the following questions respectively, (i) what are the students’ perception concerning the use of feedback comments for learning?, (ii) to what extent can feedback comments, from the students’ perspectives, aid to learning English as a foreign language?, (iii) can feedback comments as well as posts on socials networks serve as a worthwhile academic platform for learning English language vocabulary and phrasal expressions? The study aims to gain insights regarding the efficacy of feedback comments on social networks in learning English vocabulary and phrasal expressions. In addition, it intends to unveil the extent to which the input exposition as feedback comments allows for learning English vocabulary and phrasal expressions. A mixed approach for seeking data is used, i.e., qualitative and quantitative. Thus, a structured questionnaire as well as an interview is administered to meet the aims of the study. University students in Kurdistan Region of Iraq at Salahaddin University- Erbil, College of Basic Education are target population of the study. The study concluded the followings, (i) the generation of an explorative hypothesis as EFL vocabulary and phrasal expressions can be efficiently learned due to the interaction with posts and feedback comments on social networks, (ii) having access to experiencing and interacting with so-called virtual authentic culture of English Language due to posts and feedback comments on social networks,

Use of translanguaging to facilitate students’ English learning in an Indonesian Pesantren

This self-observation report aims to investigate the translanguaging practices of teacher-students’ interactions in multilingual classrooms in an International Islamic Boarding School (henceforth: Pesantren). Since Pesantren is a multilingual and multicultural melting pot for Islam-based character building, it is necessary for English teachers in Pesantren to consider some relevant teaching approaches that merit to the needs of multilingual classrooms. Through extensive navigation, we found that translanguaging is one of referred teaching approaches that can accommodate the needs of learning English in multilingual context. However, empirical findings using translanguaging approach in Pesantren is found rare so far. Thus, this study is focused on the use of translanguaging to facilitate English vocabulary learning in a multilingual context. This self-observational report describes the first author’s teaching description about her teaching practices in a Pesantren classroom. She recorded her face-to-face interaction when explaining the meaning and the functions of English vocabularies. She also documented the lesson plans, learning materials, and students’ work to complete the self-observational report. The data were then coded and analyzed with theory-driven thematic analysis. This report found that translanguaging practices that she did were code-switching and code-mixing. When the teacher practiced translanguaging, the students tended to be able to use their L1 (Bahasa Indonesia) and L2 (Arabic) as linguistic resources to learn L3 (English).

THE USE OF THE MOVIE “THE GOOD DOCTOR” AS TEACHING MEDIA IN ESP

This study aims to determine the vocabulary needed by medical students and students' perceptions of the film "The Good Doctor" as a teaching media for English vocabulary for medical students. This research which uses a qualitative case study design is conducted in a Vocational School in Tasikmalaya. To collect data, the researcher combines the data obtained from thirty-one participants consisting of one English teacher and thirty medical students using semi-structured interviews and an open questionnaire. The results of semi-structured interviews shows that the English vocabulary needed by medical students contains a collection of English vocabulary-specific terms for drugs, diseases, medical equipment, etc. Meanwhile, the results of the open-ended questionnaire based on students' perceptions indicate that medical vocabulary is important because learning English vocabulary can increase students' knowledge. Mainly, special vocabulary and learning English medical vocabulary is useful for their careers. Finally, the researcher provides suggestions on how to increase the needs of vocational students, especially the English vocabulary needed by medical students. The education of this research is to allow the teachers to use films for teaching media in ESP classes.Keywords: ESP, perception, teaching media, The Good Doctor, vocabulary need.

Effects of Gaming Applications on English Language Vocabulary Learning Among Young Learners in Saudi Arabian Elementary Schools

The past few decades have witnessed tremendous innovations in technology. The digital revolution has immensely reconfigured the way of life. Among the sectors significantly impacted by the digitalization of the world is the education sector. In Saudi Arabia, technology has found widespread use in the education system. This study aimed to investigate whether gaming applications can improve learning English vocabulary among young learners in elementary schools. The study involved 30 students aged between 6 and 11 from two elementary schools in Saudi Arabia. The participants were subjected to a pre-test followed by the treatment during which they were subjected to different gaming applications under the supervision of their parents, teachers, and researcher for one month. After the experiment, the students took a post-test to assess the effects of the gaming applications. The pre-test and post-test scores were subjected to normality and homogeneity of variance tests before analysis. Since the post-test scores violated the parametric test assumptions, the data was analyzed through the non-parametric Wilcoxon's Signed Ranks test. The results show significant differences between pre-test and post-test scores (T = 455.0, Z = -4.79, p &lt; 0.001). The null hypothesis was therefore rejected. These results imply that gaming applications are important in improving English vocabulary learning among young learners in elementary schools in Saudi Arabia. These results therefore inform language teachers in Saudi Arabia to make games an integral part of foreign or second language learning for young learners.

An Examination of Pre-School Children's Interaction Levels and Motivation in Learning English with AR-Supported Educational Toys

In this study, the interactions of children in the English learning process with AR-supported educational toys were examined and the factors affecting their motivation were revealed. Based on the case study research design, this study included 15 volunteer children (10 girls, 5 boys) aged 5–6 years old. Children used AR-supported flashcards, match-cards, and puzzles to learn the English equivalents of vehicle names over the course of four weeks. At the end of the process, a total of 5 groups in groups of 3 were taken into the activity class separately, and their interactions while using AR applications were recorded with the camera. From the recordings, the interaction of the students with the material, their friends and their teachers, and their duration of occupation were noted on the observation form and analyzed descriptively. At the end of the implementation, interviews were conducted with 6 selected students. According to the results of the interaction, it was determined that the highest level of interaction was in the dimension of student-material interaction, and the lowest level of interaction was in the dimension of student-student interaction. In addition, the results related to motivation showed that there are many factors positively or negatively affecting preschool children's motivation in terms of attention, relevance, confidence, and satisfaction themes in the process of learning English vocabulary with AR-supported materials. It is thought that these detailed research results provide rich data for future research.

Pengajaran Kosakata Dasar Bahasa Inggris (English Basic Vocabulary) dengan Metode Drilling Untuk Anak-Anak Desa Kalangan Mulur Sukoharjo

The purpose of this community service activity is to teach and introduce English vocabulary through the drilling method so that it can improve the ability to memorize English vocabulary. The method of community service used is a demo. In carrying out this activity, teaching English vocabulary is carried out using the drilling or retreat method. There are several stages carried out, namely: scheduling the teaching of foreign language vocabulary, presenting English vocabulary material, introducing and using English vocabulary around, inviting children to interpret or define each new vocabulary taught, repeating English vocabulary material, and conducting tests to assess the level of achievement in learning English vocabulary using the drilling method. So that children can master vocabulary easily, fun learning is needed so that children are interested in memorizing English vocabulary. In its use, children must also be able to manage time well by using various drilling methods so that children do not feel bored quickly, enthusiastically, and enthusiastically learning English. Here, the task of educators is to determine and use appropriate English teaching techniques applied to children.

The Effect of Learn English Vocabulary Application on Senior High School Students' Vocabulary Mastery

The Effect of Learn English Vocabulary Application on Senior High School Students' Vocabulary Mastery

Learning English with electronic textbooks on mobile devices: Impacts on university students' vocabulary development.

The current study examined the use of electronic textbooks designed as mobile applications for learning vocabulary in English among Iranian university students. To this end, 95 university students in an experimental (N = 50) and a control group (N = 45) participated in the study. An explanatory sequential mixed methods design was employed and over an academic semester, the participants used either traditional materials or mobile-based electronic textbooks for learning 600 words in English. To assess the outcomes from different learning conditions, receptive knowledge of the target vocabulary items was tested in three junctures of time (i.e. pre-, post-, and delayed post-test). Additionally, open-ended questionnaires and interviews were used to collect qualitative data from the experimental group to further investigate their perceptions of using mobile-based electronic textbooks for vocabulary learning. The findings revealed a significant main effect for time and both groups significantly improved their vocabulary knowledge from pre-test to post-test. Moreover, a significant main effect was found for using electronic textbooks on mobile devices, and the experimental group outperformed the control group on the post- and delayed post-tests. The qualitative findings revealed three perceived benefits, namely episodic learning, easy access to materials, and enhanced enjoyment for mobile assisted vocabulary learning through electronic textbooks. The perceived challenges were related to health concerns, distractions associated with mobile environments, and external pressure resulting from excessive mobile use among the participants. In general, the findings of the study shed light on the potential offered by mobile-based textbooks for learning English vocabulary, with implications for teachers and materials developers in language teaching programs.