Vocabulary Instruction Research Articles

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

English Vocabulary Learning Strategies between High-achievers and Low-achievers

This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strategies, low-achievers use more pre-planning strategies, while high-achievers apply more selective attention strategies. For cognitive strategies, both high-achievers and low-achievers tend to use repetition strategies. Achievers are better at categorizing what they have learnt than low-achievers. For affective strategies, low-achievers apply reference books strategies most frequently and neither type of students uses authentic material strategies very often. Students’ beliefs, habits and attitudes towards vocabulary learning affect the application of strategies to some extent. High-achievers are better at utilizing the environment and even creating opportunities for English communication than underachievers. In addition, high-achievers have stronger learning motivation and they are also better at setting and achieving goals than low-achievers.

تطوير تعليم المفردات باستخدام بطاقة أونو في المدرسة الثانوية الحكومية ليما بولوه كوتا

The objectives of this study are: (1) to determine the need for UNO Card media for vocabulary teaching in reading among students at MTsN 7 Lima Puluh Kota, (2) to ascertain the validation of UNO Cards at MTsN 7 Lima Puluh Kota, (3) to determine the practicality of using UNO Cards at Madrasah Tsanawiyah Negeri (MTsN) 7 Lima Puluh Kota. The method used in this research is developmental research (R&D). The development model used is the 4-D design: Define, Design, Development, and Disseminate. The results of this study are as follows: (1) UNO cards are beneficial and meet the needs of teachers in teaching vocabulary for reading Arabic texts. (2) The validation results of UNO Cards indicate they are highly valid with the following details: (a) Methodology expert validation with a percentage of 92% and the score is very accurate, (b) language expert validation at 80% and the score is correct, (c) and validation by subject matter experts at 95%, and the score is very accurate. The overall results indicate that the product validation shows an average score of 89%. This score indicates that the UNO card design is highly valid. (3) The results of using UNO cards are (a) teacher questionnaire responses at 92% and (b) student questionnaire responses at 94%, both indicating that the cards are convenient.

ENHANCING STUDENTS’ VOCABULARY SKILLS THROUGH NETFLIX SERIES IN THE TEACHING/LEARNING OF FRENCH

In our rapidly evolving technological landscape, the existence of digital platforms has become an undeniable reality, spanning diverse domains. The educational sector has embraced platforms such as Udemy, Coursera, Duolingo, Tandem, Kahoot, Voki, LearningApps and Padlet. Authentic materials, including articles, videos, and audio recordings, facilitate an interactive learning environment, while also supporting equal emphasis on the four language skills: speaking, listening, reading, and writing. Interactive, task-based activities cultivate effective communication and application of language skills. Among digital platforms, Netflix has gained popularity, particularly among youth, offering an abundance of updated series and movies to enhance foreign language skills, vocabulary, and cultural knowledge. This study employs qualitative research, specifically document analysis, to explore the role and impact of the French Netflix series in teaching/learning French as a foreign language. It seeks to highlight the significance of vocabulary instruction and demonstrate how Netflix series can be used as a tool in foreign language education to teach various topics. In accordance with Creswell's perspective on qualitative research, the study places data collected through document analysis as essential tools. As a result, it is demonstrated that the content available on the Netflix platform can be effectively integrated into classrooms where French is taught as a foreign language, aligning with the action-oriented goals specified in the Common European Framework of Reference for Languages (Council of Europe, 2001), which emphasizes practical daily language use and effective communication.

NAVIGATING ENGLISH LANGUAGE TEACHING THROUGH LEXICAL APPROACH: HOLISTIC PERSPECTIVE

The field of English language teaching (ELT) has witnessed a paradigm shift in recent years with the emergence and growing prominence of the Lexical Approach. This article synthesizes into the principles, methodologies, and implications of adopting the Lexical Approach in English language classrooms. Focused on the significance of teaching vocabulary and collocations in context, the paper explores the theoretical underpinnings of the Lexical Approach and its practical applications in enhancing language proficiency. Additionally, the article addresses the challenges and opportunities faced by educators when implementing this approach, considering factors such as teacher’s role, teacher’s role, design activities, and noticing techniques. So, the necessity of implementation of noticing in the process of acquiring new language plays in ELT crucial role. It is an extremely valuable technique of teaching as it motivates learners, encourages learners interaction, provides opportunities for self-learning. By navigating the intricacies of the Lexical Approach, this article aims to provide educators with valuable insights and practical guidance for optimizing ELT within a holistic perspective.

Awareness and Practices of Vocabulary Teaching Among Teachers in Eastern Hararghe, Ethiopia (Felana, Kerensa, and Kombolcha in Focus)

The main purpose of this study was to investigate the EFL teachers' awareness and practices of vocabulary teaching strategies in English EFL classes, among grade nine and ten EFL teacher. Methods. The descriptive survey research design used in this investigation involved gathering data from a sample population to describe and analyze a particular phenomenon. This design allowed for a comprehensive understanding of the topic by incorporating both quantitative and qualitative approaches. Quantitative data collection methods were employed to gather numerical data that could be analyzed statistically. This included the use of structured questionnaires or surveys, which were administered to participants to collect data on their attitudes, beliefs, behaviors, or other relevant variables. On the other hand, qualitative data collection methods were used to gather non-numerical data that provided in-depth insights and understanding of the phenomenon under investigation. By utilizing a combination of questionnaire, observation and interview data collection methods, the researcher was able to gain a comprehensive understanding of the research topic from multiple perspectives. The results from the analysis of data from interview, questionnaire, and observations are discussed in line with some empirical findings. The result obtained through the interview in this regard generally revealed that most of grade nine and ten EFL teachers seem to have put doubt that they use various vocabulary teaching methods in their teaching and learning vocabulary. Based on the results and discussions of the findings of the study, it is possible to conclude that grade nine and ten teachers of Kombolcha, Kerensa, and Felana Secondary Schools did not properly practice different vocabulary teaching strategy in vocabulary lessons.

Teachers’ Attitude towards the Use of Computer Technology in Teaching English Vocabulary among Primary Schools in Nyamira County, Kenya

This paper investigated teachers’ perception towards use of computer technology for teaching and learning English vocabulary in primary schools in Nyamira County, Kenya. The researchers adopted the descriptive design and employed stratified simple random and purposive sampling techniques to select 62 teachers and 23 Curriculum Support Officers (CSOs) who participated in the study through questionnaire and interview. Data was analyzed using both quantitative and qualitative techniques. The study revealed that teachers hold positive perception towards the use of computer technology in English vocabulary lessons. They perceived computer technology as important in improving the quality of vocabulary teaching and learning, increasing learners’ engagement and promoting innovation in English vocabulary. The study thus recommends a need to support the positive perception of teachers through provision of regular professional development opportunities on technology use for successful use of the computer technology in teaching and learning.

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Fa'ālῑyat istikhdām 'ard al-suwar fῑ tadrῑs al-mufradāt ladā tullāb qism al i'dād al-lughawῑ bῑ jāmi’ati al- rāyah

this study aims to assess the effectiveness of one visual teaching method, namely the use of picture presentation, among students in the Language Preparation Department at Al-Raya University. This research adopts a field study approach, utilizing a quantitative method with an experimental design involving a single group, including pretest and posttest evaluations. The study's findings indicate that the statistical results of the Wilcoxon test reveal an Asymp.Sig (2-tailed) value of 0.001, which is smaller than <0.05. Consequently, it can be concluded that the hypothesis is accepted, suggesting a difference between the results of vocabulary learning in the pretest and posttest. Additionally, the study reveals that the average standardized progress score is 0.75, implying a high level of standardized progress for the proposed hypothesis. Therefore, it can be inferred that the use of picture presentation as a teaching method has an impact on the results of vocabulary learning among students in the Language Preparation Department at Stiba Al-Râyah, indicating the effectiveness of teaching vocabulary through picture presentation.

A Review of the Impact of Native Language on Emotional Aspects of Second Language Acquisition

This review explores how native language affects second language learners' abilities in processing emotional information, including the cognitive processing of emotional vocabulary, emotional expression and communication, and cross-cultural understanding of emotions. The research found that native language background plays a multi-dimensional role in this process, affecting not only the processing of emotional information within the language but also individuals' cross-cultural communication skills. Furthermore, this paper emphasizes the importance of focusing on emotional vocabulary teaching and the cultivation of emotional expression strategies in second language teaching, as well as directions for further research. By deeply understanding the impact of native language on emotional processing in a second language, practical guidance can be provided for cross-cultural education, promoting effective communication and understanding among people from different cultural backgrounds.

Research on the Corpus-Based Korean Vocabulary Teaching Model

This paper attempts to explore the teaching strategies and effective teaching methods of Korean vocabulary by constructing and using the basic Korean vocabulary corpus. The purpose is to introduce new educational methods into the classroom, seek new vocabulary teaching strategies, help students broaden their vocabulary, and explore the novel vocabulary teaching model.

The Application of Situational Teaching Method to English Vocabulary Teaching in Senior High School

The new curriculum standards (2017) have higher requirements for the comprehensive English ability of senior high school students. And English vocabulary teaching is still an important and difficult task in English teaching. In order to improve the problem that the high school English vocabulary is too large, the difficulty of memorizing words, so the situational teaching method gets into the classroom. Starting from the existing problems in senior high school English vocabulary teaching, this paper analyzes the development of situational teaching methods in vocabulary teaching, and expounds the theoretical basis and significance of situational teaching methods. Finally, this paper discusses in detail how to set the situation types and apply the situation teaching method to the practice of senior high school English vocabulary teaching in order to improve the efficiency of senior high school English learning.

Evaluating the Impact of Gamification on Learning Effectiveness in Technical Vocabulary Instruction

With the rise of digital education, the integration of gamified elements has emerged as a potential strategy to enhance student engagement and comprehension in various academic disciplines. This study seeks to evaluate the impact of gamification on learning effectiveness in the domain of technical vocabulary instruction during an online course. A mixed-methods approach was employed, involving data collection from students enrolled on an online technical vocabulary programme offered by the Language Centre at Gdansk University of Technology. A quantitative analysis of placement test scores, the frequency of using course material and final grades was conducted to understand their impact on learning outcomes, and data from surveys provided insights into students' perceptions and experiences with gamified activities. The findings indicate that the incorporation of gamification positively influenced learning effectiveness during the online course. Participants demonstrated higher levels of motivation, active participation, and a deeper understanding of technical terminology achieved through gamified interactions. The study's outcomes contribute to the growing body of research on gamification's potential benefits in online learning environments, especially in the context of technical vocabulary instruction, and offer valuable implications for educators and course designers seeking innovative approaches to optimize learning experiences in virtual settings.

Exploring EFL Teachers’ Strategies in Teaching Vocabulary at Senior High School Level (Case Study at SMKN 1 Barru)

The objectives of the research were to find out (1) the EFL teachers’ strategies in teaching English at Senior High School level; (2) the EFL teachers’ strategies in teaching vocabulary at Senior High School level; and (3) the EFL teachers’ problem in teaching vocabulary at Senior High School level. This research applied qualitative method. The subject of this study was an English teacher who taught at SMKN 1 Barru. The data collected were observation, questionnaire checklist and interview. The result of this study showed that (1) the EFL teacher uses five strategies in teaching English, discussion and demonstration strategies, using electronic media as a learning media, using games(applications), teaching vocabulary strategy; (2) the EFL teacher uses four strategies in teaching vocabulary to students, such as learning new vocabulary strategies independently without the help of teachers and other students, using strategies that involve teachers and other students, using strategies to remember new words or vocabulary, using games (applications); (3) the several problems faced by the teacher in teaching vocabulary, such as lack of motivation, phone dependency and self-confidence. Keywords: Teaching Strategies, Vocabulary, Teaching Vocabulary.

Using TPS Via Group Scrabble to Promote Students English Learning Vocabulary

This study aims to promote students' use of Scrabble game combined with Think-Pair-Share method in engaging English vocabulary learning cooperatively or individually. This research provides benefits and useful information in teaching and learning, especially in vocabulary learning through the promotion of game media. The learning process is responsive to teaching materials using Scrabble game media with Think-Pair-Share technique. This research was conducted using Descriptive Qualitative, for data collection techniques, researcher used observation methods, documentation studies, and also interviews conducted in the school environment. The results of the acquisition of class 1A scores experienced a satisfactory increase starting from cycle II sessions I and II 57.14% - 80.95% while the acquisition of class 1B scores 54.17% - 87.5% the acquisition proved satisfactory results. Promoting the use of Scrabble vocabulary game media as English language learning media and TPS method has a positive influence on students, able to arouse interest in learning, increase students' vocabulary better, help students to learn to engage in the language learning process cooperatively and individually.Keywords: Scrabble game, Think Pair Share, English vocabulary teaching

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Omani students must acquire English vocabulary to achieve educational qualifications and effectively communicate with English-speaking individuals, as vocabulary plays a crucial part in studying a foreign language and achieving academic success. Omani eleventh-grade students require assistance in employing effective ways for acquiring and retaining English vocabulary. They struggle with word retrieval in both spoken and written language. This study investigates the memory strategies utilised, preferred strategies, and influencing factors among eleventh grade EFL students in Oman. This study utilises an explanatory sequential mixed methods methodology. Convenience sampling was used to involve 126 students in this study. The researcher gathered data through a questionnaire, a semi-structured interview, and an observation checklist. The questionnaire data is analysed by descriptive statistical analysis, which includes calculating the mean and standard deviation. Thematic analysis is utilised for analysing the semi-structured interview data, while observation analysis is carried out to assess the classroom observation checklist. The findings showed that the most utilised category of methods is reviewing well (x=3.99), followed by employing actions (x=3.07). Interviews reveal that students favour utilising movies, visual aids, gaming, or competitive activities while interacting with their peers and friends. Additionally, CML tactics are predominantly utilised by teachers in their classrooms. The study results would assist educators in developing their vocabulary teaching strategies more efficiently, resulting in increased advantages for students. The curriculum developers could create tasks that enhance language acquisition.

Benefits and Barriers on Quizizz Application as Formative Assessment Tool in Vocabulary Teaching: Students Side

As technology becomes more advanced, education is getting more sophisticated. The purpose of this study is to find out the benefits and barriers related on Quizizz Application as formative assessment tool in vocabulary teaching for students. This study is classified as qualitative research, the sample of this research is 10 students of SMA N 4 Yogyakarta. Data were collected through observation, interviews and documentation. The study revealed two main aspects, the benefits and the barriers. Analysis of research data is descriptive. The results of the study showed students' perspectives on the use of Quizizz. In conclusion, students' opinions on the usage of Quizizz as formative assessment tool in learning vocabulary are positive, the platform is extremely entertaining to use in the classroom and helps students focus more on the material that they have learned. Keywords: Assessment Tool, Quizizz Application, Vocabulary

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

An Evaluation of the use of the Kahoot Application for Teaching Vocabulary at Hasanuddin 06 Junior High School Semarang

The research aims to (1) explain the use of the Kahoot for teaching vocabulary, (2) explain students’ perceptions of the use of the Kahoot application in learning vocabulary, (3) explain the benefits of the use of the Kahoot application for teaching vocabulary. This qualitative research explores the effectiveness and perceptions of using the Kahoot application for teaching vocabulary in Hasanuddin 06 Junior High School. The participants in this research are the English teacher and the 66 students from 8a, 8b, and 8c at Hasanuddin 06 Junior High School Semarang. The data was collected through in-depth interviews, observation, rubric evaluation and questionnaire. The findings from this research suggest that Kahoot is perceived positively by both students and teachers as a tool for teaching vocabulary. Participants highlight its engaging and interactive nature, ability to foster competition and collaboration, and potential to enhance vocabulary learning outcomes Keywords: Kahoot Application, Evaluation Learning Media, Teaching Vocabulary