Vocabulary Learning Process Research Articles

The Impact of WhatsApp Groups on Improving Jordanian University Students’ Vocabulary Learning

The current study aimed at investigating the effectiveness of using WhatsApp groups to improve university students’ vocabulary learning. The study adopted a quasi-experimental research design. It consisted of 60 male and female EFL students from Ajloun College University at Al-Balqa Applied University. The participants were assigned evenly into a control group, which was taught via conventional teaching methods, and an experimental group, which was taught via a researcher-administrated WhatsApp group. The teaching material included the first three units of the curriculum specified for the English Language 1 course at Ajloun University College. The study used vocabulary pre- and post-tests. The findings of the study revealed that the experimental group members performed better than the control group in the vocabulary post-test results. The findings demonstrated the effectiveness of using the WhatsApp group method to improve vocabulary learning among undergraduate EFL students at Ajloun University College. The study concluded that using group instant messaging mobile applications significantly improves the vocabulary teaching and learning process.

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.

Mastery Through Frequency: Embracing New Techniques and Strategies for Comprehensive Understanding in the Education Field

Previous observations in the English language learning domain revealed that traditional techniques to memorize vocabulary were insufficient for enhancing students’ vocabulary proficiency. This issue leads to an exploration of substitute learning strategies. This study aimed to determine the effectiveness of integrating English songs into language learning to enhance students’ vocabulary mastery.This study used a quantitative research methodology. The study involved 54 students divided into an experimental group and a control group, with 40 students ultimately participating. The control group adhered to the conventional learning procedure and denoted with variable Y, while the experimental group was exposed to English Songs and denoted with variable X. The mastery of vocabulary was assessed in relation to exposure to English songs. The study’s findings demonstrated a significant improvement in vocabulary mastery among the experimental group, with an average score of 82.25, compared to the control group score, which was 63.25. Statistical analysis confirmed the effectiveness of the intervention, with a p-value of 0.000, which is well below the threshold alpha level of 0.05. The incorporation of English songs into the vocabulary learning process not only significantly improved students’ vocabulary mastery but also raised their interest and engagement levels. This study supports the use of musical component as a beneficial teaching aid in language instruction as well as pleasurable learning experiences.

Social media influences the process of vocabulary learning in Kurdish EFL university students

This study aimed to investigate the role of social media in vocabulary development and language acquisition among Kurdish EFL university students. It sought to demonstrate the benefits of using social media to increase vocabulary and acquire new languages while also providing evidence of the significance of social media platforms in this process. A legitimate market research approach was employed to determine the level of language acquisition among English language department students at Halabja University and the role of social media in this context. The quantitative method was used, and a survey questionnaire was designed after getting validity and reliability; 120 participants were selected from Halabja University through Google Forms. The findings suggest that social media is a powerful tool for vocabulary learning among Kurdish EFL university students. However, further research is necessary to explore the specific features of social media that facilitate vocabulary learning and investigate the effectiveness of different social media platforms. Additionally, future studies should consider incorporating qualitative methods to provide a more nuanced understanding of the impact of social media on language acquisition among Kurdish EFL university students.

Enhancing Students' Vocabulary through Interactive Word Wall Learning at SMP Yanbu'ul Hikmah

Possessing a sufficient vocabulary in English might motivate someone to write and converse in the language. Therefore, it is thought that vocabulary mastering is crucial for both the process of learning a language and the growth of a person's ability to learn a language. The number and quality of a person's vocabulary determine the level of their language abilities. Action research is the desired and appropriate research design for this study. The findings indicate that the efforts made by the researchers and their partners to use word wall learning materials to help third-grade SMP YANBUUL HIKMAH better understand English vocabulary has increased. Third-grade students agreed that using word wall media to study English will help them become more proficient in the vocabulary learning process is considered successful when there is a positive change in the student's overall self, or at least in part, 75% of the time. This is demonstrated by the learning outcomes. Therefore, it can be said that class III pupils'' mastery of the English vocabulary can be enhanced by using word wall media.

Una propuesta para usar Duolingo en la enseñanza de vocabulario en inglés a estudiantes de quinto grado en la Unidad Educativa Rumiñahui

Learning English can be challenging for students in rural areas due to limited access to educational resources. Technology has emerged as a solution to this problem, providing students with easy access to English language learning tools such as Duolingo, which can be downloaded on any device. This app can help students improve their English vocabulary and overall learning process. The aim of this study is to explore how useful Duolingo is in teaching English vocabulary as a foreign language to fifth-grade students at Unidad Educativa ‘‘Rumiñahui’’. An explanatory mixed method design was established by using a pre-test vocabulary and a structured interview with a convenience sample of learners based on their availability. Furthermore, the results obtained from the interviews were assembled using triangulation and discourse analysis, and then combined with the data gathered through the pre-test since this instrument greatly helped to classify the most relevant information for each aspect, as noted by Sayago (2014). Indeed, the data collected has been evidently positive since learners showed how practical and beneficial would the idea to use Duolingo be when they learn English.

Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning

This article reports on the development of Vocab+, a mobile app embedded with a self-regulation scheme that supports primary students’ whole process of self-regulated vocabulary learning (SRVL) across in-class and real-life contexts, and evaluates its impact on primary students’ perceived SRVL skills and vocabulary learning outcomes. The study lasted four months. A total of 129 Grade 4 students from three classes in a primary school in Mainland China were involved. The three classes were randomly assigned to three groups. In after-class learning contexts, Group 1 (44 students) used the Vocab + app with the self-regulation scheme, Group 2 (43 students) used the app without the self-regulation scheme, and Group 3 (42 students) did not use the Vocab + app. Data collection involved pre-and post-vocabulary tests, pre-and post-questionnaires and three focus group interviews (each involving five students) about students’ experience of using the Vocab + app for vocabulary learning. Both quantitative and qualitative data analyses were performed. The findings indicate that the learners using the Vocab + app with the self-regulation scheme exhibited significantly better SRVL skills and vocabulary learning outcomes than those using the Vocab + app without the self-regulation scheme and those not using the app. The implications of these findings are explored.

Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning

The present study aims to explore the impact of two types of e-learners’ anonymity on their language learning engagement in a 50-day competitive gamified English vocabulary learning process. The two anonymity types were full anonymity, which means the participants were anonymous to both their peers and the instructor in the learning process, and partial anonymity, which required the participants to be anonymous only to their peers. One hundred and eighty adult e-learners were recruited as the participants and randomly assigned into three groups, with one group adopting the full anonymity pattern, one group using the partial anonymity pattern, and a third group employing the non-anonymity pattern. An online pretest, an online posttest and two online questionnaires were used as the research instruments. The two tests were used to assess the participants’ learning performance. One questionnaire was to obtain the participants’ self-report values on three scales of learning engagement, namely behavioral engagement, emotional engagement, and cognitive engagement. The other questionnaire together with some interviews was applied to inquire about the participants’ attitudes toward anonymity in gamified learning. The results indicate that the full anonymity pattern exerted the most positive impact on the participants’ behavioral and emotional engagement, and this pattern also brought about the best learning performance on the posttest. However, the non-anonymity pattern outperformed the other two patterns on the cognitive engagement scale. Then the possible impact of anonymity on learning engagement and learning performance was discussed.

Impact of Using Authentic Videos on Foreign Language Vocabulary Learning

This study investigated the impact of authentic video use on the vocabulary reservoir of English language learners and aimed to compare the effectiveness of this technique to traditional techniques. The study included 45 students in two language classes with B1 English proficiency levels. The language context took place in a preparatory school at a foundation university in Istanbul. Half of the 45 students were chosen as the control group, and the other half became the experimental group. In the control group, the students were taught target vocabulary merely by the definitions and translations provided by the teacher. The experimental group was taught vocabulary using short excerpts from authentic videos such as different series, movies, and songs. The study lasted seven weeks. A pretest and post-test were given to both participant groups to assess their vocabulary discernment. The results of the quantitative data demonstrated that the experimental group was much more successful in their vocabulary learning process than the control group as the test fort he vocabulary recognition indicated, and each student had significant improvement in their target vocabulary knowledge, proven by the number of correct answers marked in the vocabulary test. In addition to the quantitative data, interviews with 6 open-ended questions, provided a deeper understanding of students' views about authentic video excerpts. Interviews were conducted with 10 students from the experimental group. The results indicated that students had positive attitudes toward the use of authentic video excerpts in the language classroom and expressed support for being more effective in vocabulary building.

Vocabulary acquisition in the language classroom: what it is, how it works, which strategies and approaches are suitable for Latin instruction

Abstract This paper aims to guide the training of all Latin instructors and learners who want to optimise the process of acquiring the language by applying the results of research carried out in the field of Second Language Acquisition (SLA), specifically here those related to the acquisition of vocabulary. Consequently, some theoretical considerations on the psycholinguistic operations that govern vocabulary learning are first offered, in order to build a better understanding of language acquisition and to make instructors and learners more knowledgeable about the vocabulary learning process, from the noticing of an unknown word and its integration into the subject's competence to the expansion and development of knowledge about the acquired words. The theoretical aspects of vocabulary learning will be illustrated at all times with practical examples taken from methods and books for learning Latin, as well as, in the fourth section, with a wide catalogue of practical advice – must-do items for the class – that can be easily implemented by Latin instructors.

A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

Abstract For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.

Improving English Vocabulary Mastery using Word Square Method

Students who study foreign languages have weaknesses in the vocabulary they learn. The aim of this research is to determine the process of increasing students' vocabulary mastery through the word square game in class II elementary school students in the city of Tangerang for the 2023/2024 school year. The subjects of this research were second grade elementary school students for the 2023/2024 academic year. This class consists of 11 students. This research uses quantitative methods. The results of the analysis in collecting data, researchers use tests. The tests were given in the form of pre-test, post-test 1 and post-test 2. Researchers analyzed the average score of each test to determine the increase in students' vocabulary mastery after carrying out these actions. students' mastery of skills increases optimally. This can be seen from the pre-test score of 80, post-test 1 90, and post-test 2 92.27. After implementing the actions, researchers were able to solve problems in increasing mastery of understanding. Students are able to understand the meaning of words based on the context. By using the word square game in vocabulary learning, students can easily understand and memorize new vocabulary. In the vocabulary learning process, when the teacher uses the word square game, students look very enthusiastic and enjoy the learning process.

Seeing Beyond Words: An Investigation of Students' Opinions on Interactive Murals for Vocabulary Teaching

This study investigates the ways in which students view interactive murals as part of the vocabulary teaching and learning process in the classroom. A qualitative methodology and survey were administered to 22 elementary school students. The three components of the questionnaire were as follows: the pedagogical content of the feature of interactive mural, and motivation in using the murals. The questionnaire was administered to a research sample of 22 students who were specifically selected for the study. With a coefficient of scalability (CS) of at least 0.60 and a coefficient of reproducibility (CR) of at least 0.90, the data were deemed to meet the unidimental and cumulative features after being analyzed using the Guttman scale. The results revealed that the mean CS score was 0.91, indicating that the coefficients of scalability were deemed good, and the mean CR score from the three indicators was 0.90, indicating that the CR results were valid. Considering the mean recapitulation rate among the students was 16,33%, the students’ perception was positive. The results, which showed that students’ perceptions of the interactive smural’s use as a technology in the classroom were positively correlated with their use of learning resources. It was possible for the students to acquire new teaching tools, such as interactive murals. Murals werehave been suggested as a potentially engaging substitute for traditional classroom media, particularly when teaching vocabulary. In summary, by documenting the diverse perspectives, this research not only sheds light on the perceived advantages of interactive murals but also emphasizes how these visual aids can be utilizedused to create captivating and productive vocabulary learning opportunities. The findings have implications for teachers, curriculum developers, and legislators who want to improve vocabulary instruction in the classrooms by incorporating interactive and visually appealing elements of murals.

Which vocabulary learning strategies are important and useful for Japanese university students? A text-mining approach

A growing body of vocabulary learning strategies (VLSs) studies focuses on accumulating empirical evidence on the relationship between frequency of VLS use and vocabulary acquisition by using the frequency-based measures of VLSs. Our study by contrast, examined which VLSs are perceived as important and useful, and how they are employed by Japanese university students learning English as a foreign language (N = 40). Further, we investigated whether university students’ perceptions and use of strategies vary between higher- (n = 16) and lower-proficiency groups (n = 24). To this end, we used the KH Coder software and produced co-occurrence networks to categorize the words extracted from the results of an open-ended questionnaire. The results revealed that Japanese university students perceived cognitive strategies related to word form, sound, association learning, and metacognitive strategies as important and useful, and employed them frequently. Results from the two proficiency groups showed that while the higher-proficiency group perceived the importance of metacognitive strategies, these tendencies were not observed in the lower-proficiency group. Given the possibility that learners’ proficiency influences the use of VLSs in the vocabulary learning process, considerations and suggestions for future VLSs studies and teaching are discussed.

A Case Study Investigating the Impact of Music Listening on Vocabulary Development During Foreign Language Learning

This study was conducted to find out the influence of music listening during study sessions on the process of vocabulary learning. The primary objective of this study was to determine the impact of listening to variety of music whilst studying the acquisition of new vocabulary, with a focus on identifying whether this practice has a positive or negative influence on the learning process. The data was collected from a sample of 20 elementary school pupils, with ages ranging from 10 to 11 years old who are studying in a public school. The students who have been chosen were engaged in the acquisition of English as a second language from their enrollment in the second grade and have been actively participating in English language instruction within the school curriculum for a duration of three years. The findings of the study indicate that individuals who engaged in vocabulary learning using flashcards exhibited varying levels of performance. Specifically, participants who were exposed to English vocabulary in conjunction with music achieved an average score of 77.6 points, whilst those who studied language in a serene environment attained an average score of 85.8 points. The results of this study strongly indicate that those who were exposed to a peaceful environment throughout their study sessions demonstrated superior performance.Keywords: Learning Types, Listening Skills, Multiple Intelligences, Studying with Music

A Look into the Effectiveness of Vocabulary Learning Strategies by Foreign Language Students in Undergraduate Classes

One of the foremost challenges encountered by students of foreign languages in the course of acquiring a foreign language is the acquisition of vocabulary. The significance of vocabulary in language acquisition has been acknowledged, as inadequate vocabulary proficiency among learners can impede their progress in acquiring a second language. The present investigation employed Schmitt's (2000) taxonomy of Vocabulary Learning Strategies, which encompasses five distinct categories of strategies, namely "determination", "social", "memory", "cognitive", in addition to meta-cognitive" methods. The primary objective of this study is to analyze and explore the implementation of contemporary techniques for instructing and acquiring vocabulary across students that study foreign language in diverse undergraduate courses. The research goals prompted the selection of a quantitative analysis design as the optimal approach to comprehensively examine the utilization of VLS among the targeted student population. This research employed a questionnaire to examine the circumstances surrounding the acquisition of foreign language vocabulary among an aggregate of 230 undergraduate students. Specifically, the study sought to elucidate the participants' attitudes towards vocabulary learning as well as their employment of learning strategies. The participants for the study were chosen using a randomized method, and the survey was conducted via an online platform. Additionally, upon conducting a statistical evaluation on the results, it was discovered that the metacognitive strategy was highest utilized strategy, with the greatest frequency, while the cognitive strategy was utilized least frequently. The findings suggest that this research's respondents would benefit from additional instruction in Vocabulary Learning Strategies in order to enhance their proficiency with various types of foreign language vocabularies. It is imperative to integrate efficacious strategies for both the acquisition and instruction of vocabulary into the vocabulary learning process of learners.

Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students

Abstract This article aims to build on prior research on translanguaging to document how linguistically and culturally diverse students in a primary ESL classroom mobilise a wide range of multilingual and multimodal resources to demonstrate their conceptual understanding of second language (L2) vocabulary knowledge during classroom interactions. The classroom interactional data will be analysed using Multimodal Conversation Analysis. The analyses of the classroom interactional data will be triangulated with the teacher’s video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis in order to analyse the teacher’s reflections on students’ use of translanguaging to externalise their thought processes. The findings demonstrate that students’ use of translanguaging resources allows for an externalisation of thinking processes which offers visible output for inspection by the teacher. The findings challenge the conventional perspective of L2 acquisition, which commonly involves comparing the learning outcomes of experimental and control groups to evaluate their L2 progress and development. I argue that students’ translanguaging practices can be used as interactional resources for them to visualise their conceptual understanding in progress, which offers valuable diagnostic information for the teacher to assess students’ current knowledge states in the learning process. The findings of this study can provide a comprehensive picture of the process of L2 vocabulary learning as an embodied activity, indicating the need for researchers to conduct fine-grained analysis of students’ translanguaging practices when documenting evidence of students’ L2 learning.

Analysis of Vocabulary Learning Process from Instagram and TikTok

This research explores the effectiveness of Instagram and TikTok as aids for enhancing students' English vocabulary acquisition. Instagram has instructional accounts that routinely publish English learning videos and introduce new vocabulary. TikTok offers exciting content that can aid in vocabulary acquisition but consumes significant data due to its video-centric design. The research investigated vocabulary learning processes and methods in both platforms in depth using a qualitative methodology and a case study design. Six English majors from a private university in South Borneo were asked to participate in this study because they had mastered English vocabulary through autonomous Instagram and TikTok use. Students saved vocabulary-related photos from these platforms to review them later. In addition, participants used the taught language in their regular activities to improve recall and employed mobile phone notes for additional practice. The urge to keep up with popular slang on Instagram and TikTok significantly motivates students to acquire new vocabulary. This indirect pursuit of slang language helps their speaking skills and reading, writing, and listening comprehension. This study highlights the importance of Instagram and TikTok in enhancing students' English vocabulary. Students can improve their language competence by utilizing educational accounts and enjoying these platforms' dynamic content. These findings have substantial implications for educators and students in the digital age who seek automated approaches to enhance language learning.

Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students

Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.

The Effect of Make a Match Technique Toward Students’ Vocabulary

This research intends to find out whether the application of Make A Match technique can enhance students’ vocabulary achievement at SMA Negeri 4 Gorontalo. It was conducted to first grade particularly class X IPA 1 as the sample of this research. The researcher used pre-test post-test design in order to find out the significant difference of students’ vocabulary achievement before and after the application of Make a Match technique. The quantitative method is applied for this research due to this type of research is explaining a phenomenon by collecting numerical data that are analyzed statistically. As the result, after application of Make a Match technique it can be seen that the students’ vocabulary increased. It showed based the result of mean score in pre-test is 16,25 and in post-test increased to 19,3. In addition, the application of this technique made the students actively participate and focus on the vocabulary learning process, interested to follow the learning process due to the learning media and the role that they play during the section. Finally, the students can build communication and corporate with other students.