Vocabulary Learning Activities Research Articles

체화된 인지 기반 영어 어휘 학습 활동이 초등학생의 어휘 학습과 정의적 영역에 미치는 영향

This study aims to analyze the effects of embodied cognition-based English vocabulary learning activities on primary school students' vocabulary learning and affective domain. The study utilized ChatGPT for creating vocabulary lists, developing embodied cognition-based vocabulary learning activities, and implementing a checklist to assess the level of embodied cognition-based learning activities across four lessons. Immediate assessments of vocabulary were conducted after the activities, with a rearrangement of items for the delayed assessment one week later. The findings of the study can be summarized as follows: First, embodied cognition-based vocabulary learning activities can positively affect primary students' vocabulary learning, especially as the level of embodied cognition increases. Second, the effect of embodied cognition-based vocabulary learning activities on vocabulary learning can vary depending on the type of vocabulary being learned. Third, the effect of embodied cognition-based vocabulary learning activities on receptive, productive knowledge, and confidence can vary. Fourth, the higher the level of embodied cognition in vocabulary learning activities, the more interested students are in participating.

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 STUDENTS’ VOCABULARY MASTERY THROUGH THE UTILIZATION OF QUIZLET APPLICATION AT THE TENTH GRADE OF MAS IBADURRAHMAN IN 2020/2021 ACADEMIC YEAR

<p>Vocabulary as one aspect of language skills is considered to have a paramount role on the mastery of other language skill in language learning. Therefore, to improve students’ vocabulary mastery a myriad of studies have employed MALL as an approach in clasroom practices, particulary for English language teaching (ELT). This study aimed to investigate how to use of digital game application called Quizlet affected students’ vocabulary mastery. This study was conducted at the Tenth grade class of MAS Ibadurrahman with 33 students as the participants. Classroom action research with two cycles was used as the research design. In each cycle, the researcher collected both qualitative and quantitative data. The qualitative data were taken through observation checklist, diary notes, interview, and documentation while the quantitative one from pre- test, post-test I and post-test II. The result of qualitative data revealed that: 1) students enjoyed and actively participated in vocabulary learning utilizing Quizlet application; 2) students felt more interested and motivated to learn vocabulary mastery. Whereas the result of quantitative data showed that in cycle I, there was 9 students reaching the Minimum Criteria of KKM score with the average score of 62.2 while the percentage was 27.2%. In cycle II, 29 students reached the Minimum Criteria of KKM score with the average score of 85.6 while the percentage was 87.8%. Eventually, it can be concluded from the students’ scores that there was improvement from cycle I to cycle II, thus vocabulary learning activities utilizing Quizlet application was effective.</p>

Vocabulary learning for slow learner students in inclusive elementary schools: A case of Magetan Regency, East Java, Indonesia

This study aimed to describe and explain the conditions for learning vocabulary for slow learners in inclusive elementary schools. This research uses a descriptive-qualitative approach. Sampling was carried out on students with slow learners at 10 inclusive elementary schools in Magetan Regency, East Java, Indonesia, which were selected based on regional considerations. The data sources selected were 10 special accompanying teachers, vocabulary learning activities in class, and documents or archives related to slow learners. Data collection techniques include passive participant observation, in-depth interviews, and documentation. Data analysis uses an interactive analysis model, which is carried out through three activity flows: data reduction, data presentation, and drawing conclusions. The results of the study show that the vocabulary of slow learners is minimal when compared to that of other normal students. Slow-learner students have difficulty using vocabulary in reading and writing and are weak at stringing letters into words. Factors that hinder slow learners’ vocabulary mastery include being less accustomed to using Indonesian and the lack of support from parents. Teaching materials taught by the teacher include the introduction of new terms, synonyms, antonyms, and standard words, filling in gaps in sentences, and constructing sentences with the available words.

Does spaced practice have the same effects on different second language vocabulary learning activities? Fill‐in‐the‐blanks versus flashcards

AbstractThis study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill‐in‐the‐blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1‐day interval]). The participants studied 48 low‐frequency English words. Results showed that the effects of spaced practice were greater for fill‐in‐the‐blanks than flashcards on an immediate posttest and that spaced practice was more effective than massed practice for both activities on a 2‐week delayed posttest with no overall significant difference between the learning gains from the two activities. Feedback timing (immediate, delayed) did not affect vocabulary learning in either activity.

The Students' Responses Toward the Use of Google Classroom for Learning Vocabulary In the Higher Education

This study was undertaken with the aim of eliciting students' perspectives concerning the utilization of Google Classroom as an instructional platform for enhancing vocabulary in the realm of higher education. Employing a descriptive quantitative methodology, the investigation was carried out among a cohort of 19 students in their fourth academic semester, all of whom were actively enrolled in the English Education Department at Blitar Islamic University. The primary research tool was a questionnaire, The finding revealed a positive inclination among students toward utilizing Google Classroom for vocabulary instruction. The study underscored the efficacy of Google Classroom in facilitating vocabulary acquisition through its interactive features, enabling seamless communication between peers and instructors for the dissemination of vocabulary materials. This is proved by the students' responses, for example;84.2% of students agreed that Google Classroom can be downloaded easily on multiple devices, and another 84.2% of students agreed that they enjoy using Google Classroom for learning vocabulary because of its free accessibility. However, an element of uncertainty persists among students concerning the potential of Google Classroom to either supplement or supplant traditional classroom settings in vocabulary learning activities. This research sheds light on the promising role of technology-enhanced learning platforms like Google Classroom in fostering vocabulary development while also recognizing the need for further exploration of their integration within broader education.

Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school

This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional vocabulary learning activities and additional captioned television (TV) viewing. In the course of one academic year, two groups of grade 10 EFL learners ( N = 64) were introduced to new TWs each week through language-focused exercises. The experimental group ( n = 33) was additionally exposed to a captioned TV series where these TWs appeared. To measure lexical growth, all students took pre- and post-tests evaluating both TW form and meaning recall. Vocabulary retention was measured with an eight-month delayed post-test. Results revealed that vocabulary was mainly learned intentionally, but that additional viewing of the captioned TV series significantly contributed to greater lexical gains at different testing times. Similar vocabulary retention rates were observed for both groups. Conclusions and implications for teaching are drawn on the role of extensive video viewing for vocabulary learning in instructional settings.

Istikhdāmu Lu’bati Charades li Ta’līmi al-Mufradāti fī Firqati al-Lughati al-‘Arabiyyati

In extracurricular language activities, memorising foreign vocabulary is often only required. This seems monotonous and makes the participants bored with learning. This study aims to explore vocabulary learning activities using the Charades game and participants' responses related to it. This type of research is a descriptive qualitative method with observation and documentation as an instrument for collecting data. Data analysis techniques with the Miles and Huberman model; data reduction, data display, and conclusions. This research shows that this game contributes theoretically and practically to the research. In theory, picture guessing is an attractive, easy, and straightforward game with positive results in vocabulary learning activities. In practice, there are five steps to the game; 1) dividing participants into two teams, 2) writing vocabulary, 3) flipping coins, 4) demonstrating vocabulary, and 5) adding up all points. Positive responses were obtained from the questionnaire given to 20 participants in the form of vocabulary learning with the Charades game was more interesting, more accessible, and more transparent and could increase motivation to learn vocabulary. Researchers hope the Charades game could further use better learning media and tutors can condition participants in larger groups.

Effects of tasks and multimedia annotations on vocabulary learning

This research examines the interaction effect and main effects of time, tasks, and annotations on annotation-supported vocabulary learning using multimedia. Three task types (reading comprehension, cloze exercises, and sentence writing) and four annotation types (text, picture, graphics interchange format (GIF), and video annotations) were investigated. A total of 360 working adults in Hong Kong participated in the project and were randomly assigned to 12 groups with different vocabulary learning activities to learn 10 target words. Participants’ target vocabulary knowledge was measured by an immediate posttest after the treatment and a delayed posttest one week later. The results showed statistically significant interaction effects between time, tasks, and annotations. Time has a significant effect on the vocabulary learning outcome. Regarding the main effects of the task type, sentence writing exercises were significantly more effective than cloze tasks, which in turn were significantly more effective than reading comprehension exercises. As for the main effects of the annotation type, pictures, GIFs were significantly more effective than video annotations, while text annotations were the least effective. Picture annotations were similarly effective to GIF annotations. Most participants displayed positive attitudes towards multimedia annotation-supported vocabulary learning finding it interesting and effective. Suggestions for teachers, teaching material developers, and learners are proposed based on the results.

The impact of individual differences in learning styles on the choice of vocabulary learning strategies

Effective vocabulary learning is essential for learners of English as a Foreign Language (EFL), as it enables them to communicate effectively and improve overall language proficiency. However, different learners may have different preferences, needs, and learning styles, which may affect the effectiveness of different vocabulary learning strategies. This paper aims to explore the different strategies of learning vocabulary among EFL learners, and to examine their effectiveness. It reviews the relevant literature on this topic, presents the findings of a research study, and discusses the implications of the results for EFL learners and teachers. The study involved 200 EFL learners from two public universities in Morocco using a convenience sampling method. The study employed correlational tests to highlight the relationship between individual differences in learning styles and the choice of vocabulary learning strategies among English language learners. The findings indicate that there is a noteworthy affirmative association between the approach of acquiring new vocabulary through listening and the technique of utilizing technological applications during vocabulary acquisition. This suggests that individuals who take pleasure in gaining new vocabulary through the auditory medium may likewise have a propensity to employ technology applications during the learning process. However, other learning styles didn’t show a significant correlation with the learning strategies used to learn new vocabulary. These findings have important implications for EFL teachers, who can use this knowledge to design effective and personalized vocabulary learning activities. Finally, the paper provides recommendations for future research and practical application.

Learning Vocabulary Seamlessly: To What Extent Does the SLL Model Influence CFL Learners‘ Experience, Perception, and Vocabulary Enhancement?

The Seamless Language Learning (SLL) model holds the potential for enriching second language (L2) learners’ vocabulary acquisition by focusing on their experiences and perceptions. However, prior research on SLL has suffered from methodological issues and poor understanding of the model. This study aims to address these issues by quantitatively assessing the impact of the SLL model on Chinese as a Foreign Language (CFL) learners’ vocabulary acquisition experience, their perceived use of the DingTalk platform, and vocabulary learning enhancement. To achieve these objectives, a design-based research (DBR) approach is employed, with data gathered from real-world seamless Chinese vocabulary learning activities involving 32 intermediate-level participants with no prior exposure to SLL. Data analysis involves a paired sample t-test. Pre-test and post-test assessments, using a five-point Likert scale, are conducted to gauge the effectiveness of the SLL model. The assessment tool, the Seamless Chinese Vocabulary Learning Questionnaire (SCVLQ), encompasses various dimensions such as participants’ emotional engagement, satisfaction, interaction with SLL, perceptions of the SLL platform (DingTalk), and vocabulary learning enhancement through the utilization of the SLL model. Empirical results from valid SCVLQ responses indicate significant post-test improvements compared to pre-tests, indicating enhanced learner experiences and perceptions. Moreover, the SLL model is found to positively contribute to vocabulary learning enhancement. These findings provide quantitative support, addressing the limitations of previous qualitative approaches, and confirming the efficacy of the SLL model in promoting active learning engagement, enhancing learners’ experiences with the DingTalk platform, and facilitating vocabulary acquisition. This study offers insights for future research to delve into additional factors influencing the SLL model’s effectiveness and to extend its application to diverse language learning contexts.

THE EFFECT OF CORPUS-BASED ACTIVITIES ON VOCABULARY ACQUISITION OF A1-A2 LEVEL SEVENTH GRADERS - A CASE STUDY

Corpus-based activities (CBAs) have been used in FLT in recent decades, especially in countries where educational systems are well developed. However, this is not the case in Bosnia and Herzegovina. That is why a case study was conducted in a primary school in Bosnia and Herzegovina including 48 7th grade students divided into an experimental and a control group to investigate the effect of the use of corpus-based activities on vocabulary acquisition. In both groups blended learning methods were applied due to COVID restrictions. The aim was also to determine whether the use of CBAs had any impact on the students' motivation for participating in vocabulary learning activities. The students' results achieved in the pre- and post-tests which included new vocabulary items were analyzed and compared. The students' responses in the five-point Likert scale motivation questionnaires completed prior to and after the use of CBAs were also compared and discussed. Statistical analysis of the results confirmed that there was a positive effect of the use of CBAs on vocabulary acquisition of A1 – A2 level seventh graders, as well as on their motivation for participating in such activities. Contrary to statistically significant improvement in vocabulary acquisition, there is no statistically significant increase in the motivation to learn new vocabulary items in either of the groups, for which some possible explanations are also discussed in the paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0473/a.php" alt="Hit counter" /></p>

The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks

Mobile applications and dedicated websites as online dictionaries have been common resources in language learning and teaching settings for years. Primarily used for looking up unknown words in reading, writing, and vocabulary learning activities, online dictionaries have been considered highly feasible, individual learning materials. However, their situated use in synchronous video-mediated interactions has remained largely unexplored despite their potential to help L2 learners resolve word-knowledge-related troubles, thus creating opportunities for meaning negotiation. Using Multimodal Conversation Analysis, this study describes the active use of online dictionaries in task-oriented video-mediated L2 interactions of Virtual Exchange participants in higher education. The close examination of the screen-recorded interactions shows that online dictionaries play an essential role in the social accomplishment of intercultural tasks. The findings indicate that L2 learners do not only look up unknown words, but they also look up the synonyms of already known words and validate their existing knowledge. Moreover, online dictionaries operate in a context-specific sequential environment consisting of diverse participant roles (describer/recipient), embodied actions, and grammatical action formats. Additionally, we observe that Wikipedia and image search emerge as supplementary tools to dictionary look-ups. The findings bring new insights into computer assisted language learning, video-mediated interactions, and Virtual Exchange.

2015 개정 중학 영어 교과서 어휘 활동에 나타난 인지 처리 유형

This study aims to analyze the types of cognitive process required to perform vocabulary learning activities in Middle School English textbooks. For this purpose, 26 middle school English textbooks were examined, including 13 for the first year and another 13 for the second year of middle school. The results indicated that vocabulary learning activities emerged in the phase of reading, and then were categorized into pre-reading vocabulary activities and post-reading ones. Eight types of cognitive process emerged in the pre-reading phase and three types in the post-reading phase. That is, the number of vocabulary activities in pre-reading phase was larger than that in the post-reading phase. In addition, the diversity of vocabulary activities in the pre-reading phase was higher than that in the post-reading phase. Based on these results, this study suggests a new model of vocabulary learning activity in middle school English textbooks. A few implications on how to teach new words in English classrooms are discussed.

Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first version (TGC) was based on a picture that Chinese teachers chose to illustrate ten words learners did not know and that were pedagogic targets. The second (LGC) was based on pictures that learners selected as being personally meaningful and that illustrated ten words that they did not know in Chinese but wanted to learn. Findings revealed significant differences in recall for LGC words over TGC words on both immediate and delayed post-tests, and a significant interaction between content and time, demonstrating a faster rate of decay in memory for TGC words than LGC words. Follow-up interviews indicated that LGC words were more meaningful to learners in terms of relevance, interest, emotional value and associations with world knowledge. Results are discussed in terms of how LGC vocabulary activities might be used in second language (L2) courses.

Analysis of Mobile-based Vocabulary Learning Activities on University Students' Vocabulary Acquisition and Online Learning Behaviors

The purpose of this study was to explore how the mobile-based vocabulary learning positively affected learners’ lexical competence, language learning...

Learning word class in a second language through vocabulary learning activities: definition-choosing, gap-filling, and sentence-writing.

ABSTRACTThis article presents the results of a research project investigating how a student’s ability to successfully learn vocabulary of four word classes (nouns, adjectives, verbs and adverbs) is affected by the activity through which it is practised. Two-hundred and ninety-two B1 SL students of Spanish were presented with one of three different activities requiring different involvement loads: (1) choosing the appropriate definition; (2) filling in gaps in sentences; and (3) writing sentences that include target words. The analysis shows that participants recalled and recognised more nouns and fewer adverbs—the only non-inflected word class. Additionally, sentence-writing is the activity through which learning new words is the easiest; and the least effective is the definition-choosing activity.

모바일 기반 게임 어휘 학습 활동이 중학교 영어학습자의 어휘 학습 및 태도에 미치는 영향

The purpose of this study is to investigate the effects of using mobile-based vocabulary game activities on Korean middle school students'' vocabulary learning and attitudes. The participants of the study were 43 middle school students learning English, who were divided into two groups: an experimental group with learning activities using a mobile-based vocabulary game program and a control group using traditional vocabulary learning activities. The major results of the study were as follows: First, with respect to vocabulary learning, the students in the experimental group showed a significantly higher score on a post-test compared to the control group students. Second, the experimental group’s scores were higher than the control group in both vocabulary pronunciation and spelling tests listening to the pronunciation. Third, in the survey the participants demonstrated positive attitudes toward vocabulary learning using the mobile-based vocabulary game program. Such results indicate that the use of a mobile-based game vocabulary program helps learners to learn not only the spelling of vocabulary and its single meaning but also the multilateral vocabulary learning such as listening and pronunciation. Therefore, teachers may use learner''s mobile-based vocabulary game programs to inspire students’ interest in vocabulary learning, and encourage self-directed vocabulary learning.

THE SOPHOMORES’ PERSPECTIVE ON ENGAGING TED-Ed WEBSITE IN ENHANCING SOPHOMORES’ VOCABULARY MASTERY

TED-Ed (Technology, Entertainment, Design,-Education) is an educational and initiative website for youth that can be used by teachers or lecturers to spark and celebrate the ideas to teach the sophomores around the world. The study is aimed at investigating the sophomores’ perspective toward vocabulary learning activities through TED-Ed website. In this study, the writers addressed to two research questions: 1. What benefits do the sophomores gain from the use of TED-Ed website? 2. What obstacles do the sophomores gain from the use of TED- Ed website? To obtain the data, the writers employed a qualitative metodology under a cross- sectional survey technique. Under this technique, the writers administered the questionnaire to 20 sophomores. The results of the first research question showed that 40% of the respondents answered that TED-Ed Website can improve vocabulary mastery, 40% of the respondents asserted that TED-Ed Website helps the sophomores to understand the material. Meanwhile, 20% of the respondents stated that TED-Ed Website can make the lesson fun. The results of the second research question asserted that 60% of the respondents claimed that they found the obstacle because of the unsupported facilities, whereas 20% of the respondents answered that there is no abstacle on engaging to TED-Ed Website to have the video. Furthermore, 15% of the respondents claimed that the video sometimes do not suit for the materials, and 5% of the respondent purposed that they could not understand each word from the videos. To sum up, the most of respondents perceived that TED-Ed website is very useful for them. Besides, the most of the respondents perceived that they have obstacles in learning vocabulary through the videos fromTED-Ed website. Keywords: The Sophomores’ Perspective, Vocabulary Learning, TED-Ed website

A STUDY ON STUDENTS’ NEED ANALYSIS ON WEB-BASED ENGLISH LEARNING MATERIALS

Abstract:The objective of the research was to investigate the needs of students’ analysis in using web-based English learning materials at State Polytechnic of Bengkalis. The research focused on the students’ professional needs, their difficulties of English learning materials while studying, their language skills and tasks, preferred learning styles and teaching methods, and the suggestions for better English learning strategies. This research was used a descriptive analytical approach in order to find the research goals. The data collection used was questionnaire. The research had comprised samples of 50 students randomly from many programs at State Polytechnic of Bengkalis. The participants were both males and females. The research findings revealed that students need to learn English primarily by using web-based English learning materials. Their difficulties in studying could be solved. Furthermore, the research results indicated that the students were at the beginner level. They wanted to have various learning topics in learning English using website such as the topics related to daily life, science and technology and about teenagers’ life. In learning activities for four skills the students preferred to practice the dialogue in pairs for speaking skill, complete jumble sentences for writing skill, identify key word of the monolog or dialogue for listening, listen to music for vocabulary learning activities and identify grammar error in sentences and write sentences or paragraphs based on the grammar that ever learnt for grammar learning activities. Keywords: needs analysis, web-based English learning materials, learning activities.