English Vocabulary Research Articles

Automated programming approaches to enhance computer-aided translation accuracy

With the continued development of information technology and increased global cultural exchanges, translation has gained significant attention. Traditional manual translation relies heavily on dictionaries or personal experience, translating word by word. While this method ensures high translation quality, it is often too slow to meet the demands of today’s fast-paced environment. Computer-assisted translation (CAT) addresses the issue of slow translation speed; however, the quality of CAT translations still requires rigorous evaluation. This study aims to answer the following questions: How do CAT systems that use automated programming fare compared to more conventional methods of human translation when translating English vocabulary? (2) How can CAT systems be improved to handle difficult English words, specialised terminology, and semantic subtleties? The working premise is that CAT systems that use automated programming techniques will outperform traditional methods in terms of translation accuracy. English vocabulary plays a crucial role in translation, as words can have different meanings depending on the context. CAT systems improve their translation accuracy by utilising specific automated programs and building a translation corpus through translation memory technology. This study compares the accuracy of English vocabulary translations produced by CAT based on automatic programming with those produced by traditional manual translation. Experimental results demonstrate that CAT based on automatic programming is 8% more accurate than traditional manual translation when dealing with complex English vocabulary sentences, professional jargon, English acronyms, and semantic nuances. Consequently, compared to conventional human translation, CAT can enhance the accuracy of English vocabulary translation, making it a valuable tool in the translation industry.

THE EFFECTIVENESS OF LEARNING ENGLISH VOCABULARY USING THE MODELLING THE WAY METHOD

This qualitative study investigates the effectiveness of the modeling the way (MTW) method in enhancing the learning of English vocabulary among third-year students at MTS Ta'dib Al-Mu'allimin Al-Islamy. The MTW method, which emphasizes the role of modeling and imitation in language learning, was implemented in a controlled classroom setting to assess its impact on students' vocabulary acquisition. The data were collected through observations, interviews, and a vocabulary test administered before and after the intervention. The findings indicate that the MTW method significantly improved students' vocabulary retention and recall, with a notable increase in their ability to use new words in context. Furthermore, the study highlights the importance of teacher modeling and student engagement in the learning process. Then, this study suggests that the MTW method can be a valuable tool for English language instructors seeking to enhance their students' vocabulary skills. The study's implications for language teaching and learning are discussed for emphasizing the potential of the MTW method to improve students' language proficiency and overall academic performance.

Breaking Barriers: Research and Development of Infinity Vocabulary Game App to Improve English Vocabulary of Fifth Graders

Learning English at the primary school level holds significant relevance in preparing students to face global challenges in the future. Appropriate technology can support English language Learning, allowing students to experience maximum development. This research elaborates on developing and utilizing the Infinity Vocabulary Game App, which is tailored to meet the needs and enhance the English vocabulary of grade 5 students in Tangerang. The study utilized the ADDIE model, which covered analysis, design, development, implementation, and evaluation, along with a quantitative experimental approach. A pretest-posttest design was applied involving 66 participants of grade 5 students from SDN Sewan Kebon, divided into an experimental group (28 students), a control group (28 students), and a small-scale test group (10 students). Data collection tools, including observations, interviews, rubrics, questionnaires, and the Infinity game application, have been validated by experts. The N-Gain test showed a high effectiveness score of 0.72. The Mann-Whitney test revealed significant differences in average scores between the experimental and control groups. The research indicated that the Infinity game application was efficient and significantly improved students' English vocabulary. Furthermore, the students experienced high satisfaction and motivation when using the Infinity game application.

Pengaruh Video Animasi tehadap Pengenalan Kosakata Bahasa Inggris di Taman Kanak Kanak Assyofa

This research was motivated by the lack of development in children's ability to recognize English vocabulary. Teachers usually explain the material by giving examples of assignments, then the children are asked to do the assignments on the Children's Worksheet. This shows a lack of teacher professionalism in developing and introducing English vocabulary to children. This research aims to determine the effect of using animated video learning media on children's introduction of English vocabulary at Assyofa. Kindergarten. with a sampling technique in the form of cluster sampling involving classes B1 and B2, each consisting of 15 children. Data collection was carried out using a test containing 4 statements, and data analysis included normality tests, homogeneity tests, and hypothesis tests. The data collection tool used was a statement sheet, and the data was processed using the SPSS version 30 for Windows application. Data analysis shows that the average pre-test score for the experimental class is 112 and the post-test score is 218. The average pre-test result for the control class is 83 and the post-test result for the control class is 174. The final data set is homogeneous and distributed regularly. Based on the results of the hypothesis test, the sig (2-tailed) value is 0.000 <0.05. So Ha is accepted and Ho is rejected. Sho it can be concluded that there is an influence of animated videos on children's introduction of English vocabulary.

Improving Students' Vocabulary Mastery Through Digital Storytelling Technique at XI MIA2 Class of SMA Negeri 7 Tual

This research aims to improve the mastery of English vocabulary of grade XI MIA2 students at SMA Negeri 7 Tual through digital storytelling techniques. The type of research used is Classroom Action Research (CAR) research which is carried out in two cycles to determine the significant improvement in students' vocabulary mastery after the application of this method. Data collection techniques use tests, questionnaires, observations, documentation. Data analysis was carried out descriptively on all research data. The results of the data analysis showed that the proportion of students who met the minimum completeness criteria increased significantly from the first cycle to the second cycle. The positive response of students to the use of Digital Storytelling in English learning also confirms this finding. Thus, it can be concluded that the Digital Storytelling technique is an effective approach in improving vocabulary mastery and providing a more engaging and interactive learning experience for students

Evaluating the Impact of Senior Five Learners’ English Vocabulary Knowledge on their English-Speaking Skills in Three Selected Schools in Gakenke District, Rwanda

Empirical studies have evidenced the correlation between vocabulary knowledge and English-speaking skills in various English as a foreign language (EFL) contexts but research is scarce in rural Rwandan schools. The present study evaluated the impact of senior five (S5) learners’ vocabulary knowledge on developing their English-speaking skills in three selected schools in the Gakenke District in Rwanda. The current study was guided by Harmer’s and Bygate’s vocabulary knowledge hypothesis and communicative competence theories for developing speaking proficiency. A quantitative descriptive research design was employed and cluster sampling was used to select 90 S5 learners from 116 who made the target population. A structured questionnaire was administered to assess the current status of vocabulary knowledge and English-speaking skills and the impact of vocabulary knowledge on English-speaking skills. Descriptive statistics was used for data analysis using MS Excel. Key findings revealed that 73.3% of learners regularly look up new vocabulary, and 100% reported having insufficient vocabulary. Additionally, 84.44% indicated that their speaking proficiency was low to moderate. Despite this low vocabulary knowledge, 95.56% of learners acknowledged that vocabulary enhances speaking skills. However, only 15.5% reported using new vocabulary frequently. Many learners (81.11%) felt that vocabulary development improved their self-expression, and 54.44% noted increased confidence in speaking English. Motivation was the highest-ranked factor influencing speaking skill development (M=4.40, SD=0.85), while assessment ranked lowest (M=2.96, SD=0.97). The study concluded that S5 learners in the selected schools have insufficient vocabulary knowledge to achieve the required level of speaking proficiency. The study recommended reinforcing vocabulary acquisition instructions and opportunities for learners to practice communicative English and assigns that future work should emphasize formal tests that examine English proficiency in correlational and experimental studies.

The Use of Electronic Mind Maps to Develop EFL Students’ Vocabulary

These days, the advancement of technology allows mind map creation on mobile apps or online platforms, which saves time and creates enjoyment for users. Literature indicates that electronic mind maps positively affect second language learning in different aspects. With the use of Coggle – an online mind map creator, this study aimed to explore the influence of electronic mind maps on the English vocabulary of EFL students. Thirty-six students of non-English majors participated in this one-group pretest-post-test design pre-experimental research, which lasted ten weeks. The data collected from pre-test, post-test, and questionnaire were analyzed quantitatively by SPSS. The results revealed that electronic mind maps significantly increased the students' vocabulary and developed their autonomous learning. It is suggested that electronic mind maps should be used more in the future to help EFL learners develop their language skills.

Biomechanics intervention promotes college students’ English vocabulary acquisition and mental health

The ability to access and use vocabulary effectively is critical to academic performance. Strong English vocabulary is important for college students because they will not only understand course material but also engage in discussion and writing activities, and interact with colleagues and teachers. However, the word order learning can be difficult, often leading to dissatisfaction and decreased desire students. The effectiveness of biomechanical intervention college students improves their mental health and develop vocabulary in English. A total of 145 college students participated in this study. Participants were randomly assigned to group A, which received a biomechanics-based exercise program, and group B, which received a traditional physical activity (PA) program. Participants completed validated questionnaires to measure mental health indicators, including anxiety, stress, and overall well-being. The questionnaires used included the Perceived Stress Scale (PSS), a well-established tool in psychological research. This research conducted tests that assessed various aspects of vocabulary knowledge, including word recognition, meaning, and usage in context. The data was analyzed using statistical methods, including descriptive statistics, t-tests, and regression analysis. ANOVA was to analyze connections between two groups. The data was analyzed using SPSS version 29 software. The results showed that it significantly improved English vocabulary acquisition and cognition health in Group A. These students also reported well, if low, mental health levels of stress and anxiety increased well-being in general. This study emphasizes biomechanics, which can be incorporated into language learning, showing increased PA. Vocabulary acquisition and positively influence mental health. The results showed that significantly improved English vocabulary acquisition and cognition health in Group A. These students also reported good, if low, mental health levels of stress and anxiety and increased well-being in general.

English vocabulary mastery of electrical engineering students at the State Polytechnic of Samarinda, Indonesia

English vocabulary mastery of electrical engineering students at the State Polytechnic of Samarinda, Indonesia

The Difficulties That Faced Libyan Students in Learning English Vocabulary and Understanding Academic Texts

This study examines Libyan students' difficulties in acquiring the English language and comprehending academic writing. The research delineates particular vocabulary-related challenges and their effects on reading comprehension and academic achievement. A quantitative methodology was employed, utilizing a questionnaire administered to 32 students from the English department at Aljufra University. The results demonstrate that students face considerable difficulties in enhancing their vocabulary, employing words correctly, and comprehending phrasal verbs. The challenges are frequently intensified by cultural and linguistic disparities between Arabic and English, impeding students' ability to identify equivalent concepts in both languages. It also reveals that many students rely on traditional learning methods, such as dictionaries, flashcards, and repetition. While these strategies are somewhat effective, they are insufficient for mastering the complexities of academic English. The research highlights the necessity for educational institutions to provide additional support, including targeted vocabulary instruction, workshops, and one-on-one tutoring, to enhance students' academic writing and comprehension skills. Over 60% of the participants expressed the need for more excellent institutional support in academic writing, emphasizing the importance of structured resources to improve their learning outcomes. The results further emphasize the challenges associated with phrasal verbs and complex vocabulary, which remain common obstacles for non-native speakers. Addressing these areas through culturally responsive teaching techniques and providing real-world examples could make learning more relatable for students. The research underlines the importance of a comprehensive approach to vocabulary learning that incorporates both traditional and modern methods. Educators' focused effort to provide vocabulary support, academic assistance, and culturally relevant instruction is essential for improving Libyan students' vocabulary, enhancing their comprehension of scholarly texts, and ultimately enabling their educational success.

The Effect of Songs in Teaching English Vocabulary at The Seventh Grade of SMPN 1 Labuapi

This research investigates the impact of using songs on English vocabulary acquisition among seventh-grade students at SMPN 1 Labuapi. It explores how songs can enhance vocabulary learning, boost student engagement, and create a more enjoyable learning environment. A quasi-experimental design was used, comprising a control group and an experimental group. Pre-tests and post-tests assessed vocabulary improvements. Results indicate that the experimental group demonstrated greater advancements in vocabulary mastery than the control group, highlighting the effectiveness of songs in language education.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Improving Junior High Students' English Vocabulary with Cake App

Improving Junior High Students' English Vocabulary with Cake App

Throtel, throttel, trottel or trotel. Engineering Undergraduates’ Perception of the Use of Kahoot! to Review Course Content

Education has undergone a fundamental change driven by technological advances, significantly altering the way teaching and learning is conceptualized in the classroom. Currently the variety of learning and teaching platforms is extensive and in general, these have been very well received by language teachers. The use of these platforms is often driven by teachers’ eagerness to keep students motivated, engaged, and focused throughout a class. This exploratory study investigates engineering undergraduates’ perceptions of integrating Kahoot! (a Game-based Student Response System (GSRS)) to review technological vocabulary and grammar before their unit tests. Students’ perceptions were assessed using quantitative and qualitative methods throughout one semester. The findings indicated that students found the use of Kahoot! to be beneficial in relation to: (1) improving technological vocabulary in English (2) review more complex grammatical structures; (3) enjoy a more relaxed classroom environment. Finally, the present article presents some implications that may be useful to language lecturers.

An Analysis of Linguistic Barriers Affecting Street Vendors’ Communication: A Study at Mandalika Special Economic Development Region of West Nusa Tenggara

This study explores the linguistic barriers faced by street vendors in Kuta Mandalika, a popular tourist destination in Indonesia, and their impact on communication, job performance, and customer satisfaction. Utilizing a qualitative case study approach, the research subject is 13 street vendors who has an ability to communicate with foreign customer, the research involved semi-structured interviews and observations of street vendors who interact regularly with international tourists, the data analysis will be conducting thematic analysis to analyze the data. The findings highlight several major challenges, including difficulties in understanding foreign accents, limited English vocabulary, pronunciation issues, and reliance on non-verbal communication. The noisy environment where vendors operate further complicates these communication barriers. These linguistic challenges lead to frequent misunderstandings, incorrect orders, and customer dissatisfaction, significantly affecting the vendors' business performance and customer relations. This research is rarely talked by researcher as in the previous study the researcher is focusing on semantic area but that’s quite too deep to learn by street vendors and an English beginner, this approach will contribute to the overall economic vitality of the Mandalika region, benefiting both vendors and the local community.

TREE ADVENTURE IN ENGLISH: A JOURNEY INTO EXPLORING TREE SPECIES, ENGLISH, AND DIGITAL LITERACY

The presented research demonstrates the use of innovative teaching methods by incorporating cross-curricular integration of natural sciences and English and using digital competencies in the classroom. Students actively developed digital skills through interactive activities while learning about forests in the English language. They expanded their vocabulary on tree species and forests and practiced comprehension based on authentic English-language recordings. Particular emphasis was placed on recognizing tree species based on leaves, fruits, and general characteristics and acquiring the relevant vocabulary in English. Based on the English language video, students learned to distinguish between fir, spruce, and pine. They developed digital skills in various areas and at distinct levels by photographing trees for the film's background, drafting a script, and recording a film, which served as the final product of their learning. This approach connected theoretical knowledge with practical skills, fostering creativity and collaboration. These innovative approaches demonstrate the positive effects of cross-curricular teaching of natural sciences and English and the use of digital competencies in the classroom, allowing students to comprehensively understand the subject matter and contribute to their holistic development in multiple areas. Innovative approaches encourage active participation and the development of language skills and strengthen cooperation. Keywords: digital competencies, cross-curricular integration, English, forest trees, natural sciences

An Experimental Study on the Effect of AIGC on High School Students’ English Words Memory

Vocabulary memorizing is the foundation of English learning, and improving students’ vocabulary memorizing efficiency occupies an essential place in English learning. However, the current vocabulary teaching activities are stereotyped in design and superficial in practice and fail to achieve the teaching goal of improving students’ vocabulary learning ability. With the development of AI, its function for learning is obvious. Therefore, based on AIGC, this study designs an experiment with 60 students from two parallel classes in grade one of a high school in Pingjiang County as the research object. The author adopts the literature method, investigation method, and experimental method. After referring to lots of related literature at home and abroad and conducting the investigation and analysis of the current situation of English vocabulary learning, the design principles and strategies for this experiment are put forward. At the end of the practice, the English vocabulary test and questionnaire survey were used as research tools to collect experimental data, and the SPSS27.0 software was used for statistics and analysis. The results show that AIGC can stimulate students’ interest in vocabulary memorizing, promote memorizing efficiency, and enhance the ability to use the vocabulary.

Honetic and Lexical Characteristics of German Loanwords in English: A Study on Linguistic Adaptation and Cultural Influence

This study explores the phonetic and lexical adaptations of German loanwords in English, emphasizing their role in enriching English vocabulary and fostering cultural exchange. By examining phonetic adjustments, such as changes in consonant and vowel sounds, and lexical transformations that include semantic shifts, the study highlights how loanwords adapt to align with English phonological and conceptual norms. This research underscores the significance of loanwords as agents of linguistic and cultural interconnectedness, showcasing how language evolves to reflect social and intellectual ties between English- and German-speaking communities.

Vocabulary sophistication in children’s L2 school writing

Abstract This paper tests three hypotheses about written vocabulary in child L2 English. Specifically, as children mature, (1) the mean frequency values of the nouns they use increase; (2) the mean frequencies of other parts-of-speech decrease; (3) the use of academic vocabulary increases only in certain types of writing. Using a corpus of writing by children in Norway, hypothesis 1 was confirmed up to the mid-teenage years. The mean frequency values of nouns then decreased. Analysis showed that the early increase is due to decreased repetition of low-frequency topic words. After age 15, frequencies drop as the main source of vocabulary moves from a region around the 150th most frequent lemma to one around the 550th. Hypotheses 2 and 3 were partially confirmed. Mean frequencies of non-nouns decreased in non-stories after Year 9. Non-stories became more academic across school years. Stories had much lower scores overall but also showed an increase at Year 10.

Pengaruh Media Pembelajaran (Bingo dan Textbook) dan Perbedaan Usia terhadap Pemahaman Kosakata Bahasa Inggris

This study was conducted to determine the effect of learning media (bingo and textbook) and age differences on understanding English vocabulary. It aims to determine the effectiveness of the use of learning media on understanding English vocabulary based on age differences. This study was structured using an experimental design because it was carried out directly and the results obtained directly from field data. The sample used in this study was taken from 32 students aged over 9 years and 32 students aged less than 9 years. The independent variables in this study were learning media (bingo and textbook) and age differences. While the dependent variable is the understanding of English vocabulary. Measurement of vocabulary comprehension was done using descriptive statistical methods. The software used for data analysis is SPSS. To determine the results in this study using Two Way Anova if there is an interaction between two independent variables on the dependent variable. The results of data analysis show that there are differences in understanding of English vocabulary between students who use bingo and textbook learning media with significant results. The Middle Value Line Fcount = 7.932 and FTable = 4.001 which implies that there are differences in the understanding of English vocabulary of students aged over nine years and less than nine years. The conclusion of this study is the use of learning media (bingo and textbook) and the difference in age have an influence on the understanding of English vocabulary in third grade students.