English Vocabulary Learning Research Articles

The Ninth Grade Students' Perception in Learning English Vocabularies Through Watching "Coco" Movie with Subtitle

Vocabulary is one of the important component should be learn by people who learns English. Movie can be an entertaining media and source for students to improve their language skills because movies represent real-life language by native speakers. The use of English movies can be different for every learners grade. This research was aimed to finding “The Ninth Grade Students’ Perception In Learning English Vocabularies Through Watching Coco Movie With Subtitle. To collect the data, the researcher used instruments of questionnaire. The researcher useD Descriptive Qualitative Method with 29 respondents from Ninth grade students from SMPN 8 Jember. The data analyzed by using Prof. Dr. Sugiyono those are data reduction, data display and conclusion drawing. Based on the data those were 9 students had a positive answered. From 3 students got 100% positive answered, 3 student got 75%, 3 students got 88% positive answer. 20 students had negative perception. 16 students got 50%, 4 students got 63% for negative perception. It showed that the total percentage of negative perception level is more higher than the positive percetions. Based on the data analyze it could be concluded that the use of COCO movie with subtitle can be used for learning activity but not for the first choice. Most of the students find difficulty when watching the movie because of the English Subtitle.

EFFECTIVENESS OF CAKE APPLICATION ON STUDENT'S VOCABULARY MASTERY

This study aims to determine the effectiveness of using the Cake application for students' English vocabulary learning. This research is a quantitative research which is a pre-experimental study with a one-group pre-test post-test design. The population of this studywere students of the Bhinneka PGRI University English Education study program in the 2022/2023 academic year. The sample of this study were 8th semester students, totaling 19 students. The sample used by the researcher is a purposive sampling type. The instruments used were pretest and posttest. In the pretest, students are asked to do a test about English vocabulary before using the cake application. In the posttest, students were also asked to work on test questions after using the cake application. The results showed that the use of the cake application affected students' English vocabulary mastery. This can be seen from the results of data analysis that has been carried out from the pretest average value of 72.37, as a comparison to the posttest value of 83.42. In addition, it is also proven again by using hypothesis testing paired sample t-test. The result obtained is 0.003. In the paired t-sample test rules, if the significance is less than 0.05, then H0 is rejected and Ha is accepted. Based on the results of the study, it can be concluded that the use of the cake application affects students' English vocabulary learning

Penerapan Media Gambar terhadap pembelajaran Kosa Kata bahasa Inggris dasar pada siswa kelas V SD 268 Mallahae

The implementation of this community service is to develop human resources in Mallahae Village, Kajuara District. This program is important to be implemented among children or beginner students in learning English vocabulary using picture media. Learning English vocabulary is a first for students at SDN 258 Mallahae, so teachers need to provide interesting and varied learning media. The method implemented in the classroom is the picture method combined with several other methods according to the needs of the class and according to the material provided. The method is effective and makes students' enthusiasm increase. In addition, student attendance at school is almost 90% present in every English learning process. This indicates that students have high enthusiasm for language learning.

챗GPT를 활용한 초등 6학년 영어교육의 연역적, 귀납적 어휘학습 효과 비교

Objectives The purposes of this study is to compare deductive and inductive vocabulary instructional effects on 6th graders’ uptakes by investigating the immediate post effects and their intakes (retention) by looking into the delayed post effets.
 Methods To this end, two experimental groups of two deductive (53 students) and two inductive (51 students) learning classes are selected out of 10 different classes based on their statistical homogenuity of the pre-test. After instruction, an immediate-post vocabulary test is given to two groups of students to find out the uptakes of the instruction. Three weeks after the immediate post-test, a delayed-post vocabulary test is given to two groups of students to find out the intakes or retention of the instruction.In addition, a quetionnaire on English vocabulary learning experiences and method is surveyed on the students before and after the intruction.
 Results The findings of the study is that deductive vocabulary instruction is significatly higher in uptakes, but the deductive group did not retain the significant difference as their intakes. However the pre/post comparison of each instructional group showed that both deductive and inductive learning are effective to 6th grade elementary students. The survey shows that students considers the vocabulary instruction using ChatGPT as positive experiences.
 Conclusions Compared to the previous studies, the current study shows a promising prospect on English instruction using ChatGPT to motivate students’ English learning. The current study also provides the feasibility that ChatGPT can facilitate teachers’ feedback on students’ English learning by analizing their errors and difficulties.

SURVEY ON VOCABULARY LEARNING STRATEGIES OF HIGH–QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

This research study aimed to investigate the usage of vocabulary learning strategies among English Studies students at Can Tho University (CTU), specifically those under the high-quality program at the School of Foreign Languages (SFL). The primary objective of the study was to identify the most commonly used strategies for learning English vocabulary and to compare the similarities and differences in how these strategies were applied among students by academic year. A total of 200 survey responses from SFL, CTU got involved in the study, and 12 of whom joined a semi-structured interview. The data gathered were analyzed using both descriptive and inferential statistical techniques. The results of this study provided insights into effective vocabulary learning strategies and would facilitate the improvement of English language teaching and learning practices at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Models of assessment in the classroom: a comparative research of CALL-based vs. traditional assessment on vocabulary learning among Iranian EFL learners

There are a few empirical studies on comparative effects of CALL-based assessment and traditional assessment on Iranian EFL students’ vocabulary learning; therefore, the present research tried to fill this gap. To achieve this purpose, the NELT was administered to 89 EFL students, and 58 of them whose level of English proficiency was the intermediate were chosen for the target sample of the current research. Then, they were randomly divided into two groups of control and experimental, and a vocabulary pre-test was given to them. Next, the experimental group (EG) received a CALL-based assessment treatment, and the control group (CG) received a traditional-based assessment instruction. After instructing 100 new words to both groups, a vocabulary post-test was conducted, and an ANCOVA test and a paired samples t-test were utilized to analyze the scores of the pre- and post-tests. The gained outcomes indicated that the EG outstripped the CG on the post-test of vocabulary. It was concluded that using the CALL-based assessment was more useful than the conventional assessment for learning English vocabulary items. The research findings can be beneficial for EFL teachers, learners, and curriculum designers.

Learners’ Motivation in Learning English Vocabulary Using Direct Method

The study's aimed at determining the motivation of students with regards to studying English as a Foreign Language using Direct Methods. The study population includes the ninth grade students at SMPN 3 Mare academic year 2022/2023 with 19 respondents. This study is descriptive research, and as a result of this analysis the researcher has identified an improvement in student motivation affecting active behavior and emotion associated with passion for vocabulary learning. It can be concluded, based on the results of the study, that there is a gain in motivation for pupils to learn words by indirect methods.

Using TikTok as a Tool for English Vocabulary Learning in the EFL Context

One of the most crucial components of studying a language is learning its vocabulary. Without sufficient vocabulary, communication becomes problematic. However, research shows that Saudi Arabian university students have a small English vocabulary size. Many technological tools exist in the literature for increasing students’ vocabulary size, including TikTok videos. TikTok has become one of the most popular social media platforms for producing and sharing videos. Because students’ perception of tools used in the classroom determine the tools’ success, investigating their perception of using TikTok videos for English vocabulary learning is essential. In this study, a quantitative research design was used to investigate students’ perception toward using TikTok as an English vocabulary learning tool in the EFL context. A descriptive quantitative methodology was adopted to analyze data from 115 female students at King Abdulaziz University. According to the findings, most students have a positive perception toward the use of TikTok videos as a vocabulary learning tool. These findings suggest that TikTok videos can be used to increase students’ English vocabulary size. The current study proposes an alternative pedagogical means for teaching English vocabulary to language teachers who want to help their students expand and develop their vocabulary.

STUDENTS’ PERSPECTIVES OF UTILIZING HELLO ENGLISH APPLICATION FOR ENGLISH VOCABULARY LEARNING: A QUALITATIVE CASE STUDY

Nowadays the use of technology media is inevitable in EFL classrooms. However, the study pertaining to the use of the Hello application that focuses on learning vocabulary is still relatively limited. Therefore, this study aims to explore students' perspectives on using the Hello English application for English vocabulary learning. This research used a qualitative case study. The data were collected through interviews, observation, and document reviews from the 9th-grade students at a state junior high school in Sidoarjo, East Java, Indonesia. The data were then analyzed using thematic analysis. The result revealed two main themes: the benefits and concerns associated with using the Hello English application for vocabulary learning. The students perceived benefits of the application including improving their understanding, pronunciation, and expansion of English vocabulary, along with enjoyable learning experiences. However, students encountered challenges, such as technical difficulties and struggles with advanced games. In addition, the students overcame these issues with the assistance of others. The study might have implications on the understanding of the enactment in using the technological application for EFL vocabulary learning.

Exploring Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Sindh, Pakistan

The leading purpose of the research is to investigate the vocabulary learning strategies employed by the undergraduate students of Shah Abdul Latif University Khairpur (SALU) and university of Shaheed Benazir Bhutto (SBUSBA), Shaheed Benazir Abad, Sindh, Pakistan. The study is designed as quantitative approach to answer two research questions of current study. The responses received from 150 students as part of this study. The base of questionnaire is on vocabulary learning strategies and it is adopted. The survey contains 40 close ended items. It covers four extensive English learning Vocabulary strategies, Memory strategy, Cognitive strategy, Metacognitive regulation strategy and Activation Strategy. The descriptive statistics is used to get results. The T-test samples used to observe the statistically significant variations in undergraduate students of two universities. However, two strategies appeared most influential in learning of English Vocabulary, Activation and Metacognitive strategy. The findings revealed that existing vocabulary learning strategies yields no statistical changes among undergraduates of SALU and SBUSBA. The recommendations’ set for implications to enhance teaching and learning technique. To teach and learn English Vocabulary learning strategies that may boost up the proficiency level of second language learners.

Students’ Perceptions of Duolingo Mobile Assisted Language Learning (MALL) in Learning English Vocabulary

This study aimed to find out the students’ perceptions of Duolingo Mobile Assisted Language Learning (MALL) in learning English vocabulary. This study involved 32 seventh-grade students from SMPN 1 Pangkajene during the academic year 2022/2023. Descriptive quantitative was used to carry out the study. This study's data was analyzed using quantitative data from a questionnaire. The questionnaire consisted of 30 closed-ended questions. The study found that the Duolingo application positively impacted students' language learning, particularly in acquiring new vocabulary. Students are becoming more enthusiastic to learn and are practicing and using their language skills in everyday circumstances. Furthermore, after using the Duolingo app, students' vocabulary and ability to recall it rapidly improve, as do structure and pronunciation, making it easier for students to improve their English language acquisition. Students found the app easy, helpful, and enjoyable for their English language learning practice. They prefer it over traditional book-based homework due to its convenience, accessibility in various formats, especially mobile, and gamification. The application’s success is attributed to its varied prompts skill-interleaving lessons gamification aspects and diverse lesson content perceived by the students.

Presenting points or rank: The impacts of leaderboard elements on English vocabulary learning through video lectures

AbstractBackgroundLeaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures.ObjectivesThe present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures.MethodsA total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed.Results and ConclusionsStudents' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance.ImplicationsOur findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance.

Exploring an Inquiry-based Approach to Enhance English Vocabulary Learning: Academy Students' Perspectives

Objective: The objectives of this study are (1) to describe how the IBL approach can improve and motivate students to learn English vocabulary and (2) to explore how academy students believe the IBL approach has improved their English vocabulary. Method: This qualitative study investigates the application of the IBL approach and how students address its significance in learning activities at a Computer Science Academy in Ternate, North Maluku, Indonesia. This research sample randomly chose 15 academy students based on their IBL experience. Results: Using observation and interviews, the results show that students at the Computer Science Academy used the IBL approach toward learning English, vocabulary, planning activities, retrieving information, assignment processes, creativity skill development, and project sharing. Furthermore, students liked applying the IBL approach in the classroom, particularly in English lessons. The IBL approach also plays a crucial role in improving students' English vocabulary skills. Novelty: An essential aspect of using the IBL approach in vocabulary learning is something new that sheds light on the group collaboration process, creativity, and engagement.

Improving Student’s English Vocabulary Mastery Using The Sing and Play Method in Class 4 MIS Baiturrahman Basilam BL 2022/2023 Academic Year

This study was structured with the aim of increasing students' vocabulary mastery, increasing motivation and learning outcomes of English for 4th grade students of MIS Baiturrahman Basilam BL 2022/2023 Academic Year using the Sing and Play method. This type of research is Classroom Action Research (CAR). In this study, researchers applied research in three cycles. Researchers used two data collection techniques, namely: observation and tests. Data is classified in the form of qualitative and quantitative. Qualitative data were obtained from observations while quantitative data were obtained from student learning outcomes. The subjects of this study were 4th grade students at MIS Baiturrahman Elementary School, totaling 16 students. Data were analyzed and presented in tabular form. These results also simultaneously show that the use of the Sing and Play method can improve English vocabulary mastery and learning activity for 4th grade students at MIS Baiturrahman Elementary School.
 
 Keywords : Methods, Vocabulary, Sing and Play, Learning Outcomes, Elementary School

Using Whatsapp in Teaching Vocabulary: A Case Study from Palestine

essaging applications have become well-known among 21st-century students worldwide and in Palestine in particular. These applications are useful in teaching and learning all disciplines and English in particular. This study has sought to find out the effect of using the WhatsApp application in enriching primary school students’ vocabulary. To this end, a 20 sixth-grade students (10 males and 10 females) from Al-Omariya Private Schools, Nablus were selected as a study sample. Since the research adopted one-group design method, a pre-test was administered to assess the student's level in vocabulary knowledge and to ensure their homogeneity. After that, the students in the experimental group received vocabulary instructions and a teacher's pedagogy through WhatsApp messages, which included pictures, texts and videos, three days a week for two months. A post-test was administered to the experimental group to measure the effect of using WhatsApp instructions on their vocabulary knowledge and gender as well. The results revealed that using WhatsApp had a significant effect on the improvement of the student's vocabulary knowledge. They also showed that there were differences in the effect of using WhatsApp in teaching vocabulary between males and females in favor of males. In light of these findings, the researchers suggest using WhatsApp messaging in other private and government schools.
 This study contributed to raising the awareness of students, teachers and curriculum designers of the importance of utilizing WhatsApp in teaching and learning. It also contributed to introducing students to new strategies and techniques for learning English vocabulary in a new environment that promotes students’ motivation and enhances autonomous learning whenever and wherever they want according to their pace. The study may also participate in introducing foreign researchers to the reality and capacities of the Palestinian educational context that may lead to mutual collaboration in future.

Research on Possible Causes and Solutions about the Problem of Second Language Vocabulary Acquisition Decay

English vocabulary learning is a difficult task for second language students. Therefore, it is very essential for second language students to master the methods of vocabulary memorization and how to prolong the time of vocabulary memorization. This paper will divide into three sections, namely describing a context with the problem of the accelerated lexical decay in a specific context in a Chinese after-school language class with details; analyzing possible causes and general solutions mentioned in vocabulary learning literature; as well summarizing what solutions to work in the specific after-school class in China.

Status of Memory Strategies Use among Medical English Students

High exchange of medical information worldwide requires students to improve their medical English language skills to compete globally. However, it is known that language skills cannot be used effectively without sufficient vocabulary knowledge. In medical English vocabulary learning, students often feel overwhelmed and lack motivation in learning this type of lexis. Research shows that the difficulty of medical English lies in vocabulary learning although the use of strategies can significantly improve the level of vocabulary memorization. In view of this, this study aimed to investigate medical English students’ use of memory strategies in vocabulary learning, using a questionnaire survey. A total of 500 medical undergraduates from Ningxia Medical University in China were selected as participants. The findings show that Chinese medical students apply memory strategies at an average level. The most frequently used memory strategy by Chinese medical English students is the repetition strategy, while the least frequently used is keyword strategy. Significant differences were found between male and female students’ use of spelling, chunking, repetition and use of word lists and association strategies. There are also significant differences in comprehensive use of strategies among students of different language proficiency levels. Thus, it is suggested that teachers invest more time in teaching memory strategies and students practice medical English vocabulary more frequently in a natural environment to improve their vocabulary levels and English proficiency.

Learning English Vocabulary for Young Learners' Through Song, Move and Video Methods

Foundational language abilities, particularly in English, are developed and nurtured throughout early childhood schooling. help get the next generation ready to compete on a global scale. Due to instructors' lack of information regarding effective methods of teaching English to primary school pupils, this research highlights the issue of kids not being exposed to the language at an early age. Activities and songs are used to educate youngsters the English language. With this study, I want to shed light on the ways in which SD Negeri 1 Gunung Tua, located in North Sumatra, use musical and kinetic video technology. This study used a qualitative descriptive research approach to investigate the usage of song, movement, and video using a sample size of twenty fourth-grade children. Young children benefit from singing and dancing together because it helps them develop their English language skills (children acquire English words by singing them), motor skills, and collaborative abilities. This study may help educators create a classroom setting that is conducive to English language acquisition.

Non-English Majors' Problems in Learning English Vocabulary and Strategies Revisited

English vocabulary learning is the focal point of English learning and has posed great difficulty to non-English majors. A survey conducted by the authors showed that non-English majors generally have such problems in English vocabulary learning as lack of English language environment, isolated vocabulary memorization, difficulty in retention, and the negative influence of the mother tongue. The corresponding strategies to tackle these problems include situational vocabulary learning, differentiation and induction, regular review and learning by association. Students should choose the learning strategies that best suit them so as to improve the effect of English learning.

Cognitive Linguistics and Its Implications for English Vocabulary Learning in University

Cognitive linguistics is extremely useful for vocabulary memory, especially the category theory and metaphorical system. Category theory has been applied to the learning of English vocabulary, emphasizing that there are inevitable causal links and kinds of similarities between different words after human conscious induction, i.e., there are relationships between words and words, words and contexts, words and the general meaning of texts, and words and the intention of expressions. In addition, cognitive linguistics believes that metaphors exist in any language. If conceptual metaphors are used well, they could make great progression on English vocabulary learning and for long-lasting patterns of thinking.