Vocabulary Learning Experience Research Articles

Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning

In spite of the growing interest in digital storytelling (DST) in the English as a foreign language (EFL) context, there is a lacuna in research on the role it plays in learning vocabulary. This sequential explanatory mixed-methods study explored the potential of collaborative learner-generated digital stories (DSs) for vocabulary knowledge development and students’ attitudes towards DST-based vocabulary learning experiences. The primary data sources included pre/post-treatment vocabulary tests, collective reflection journals, weblog comments, and interviews. Two experimental groups of undergraduate EFL students were engaged in collaborative DST projects and their vocabulary test scores were compared with those of students in two control groups. The quantitative data were analyzed using independent and paired samples t-tests. Constant comparative method was employed to analyze the qualitative data. As the results showed, the students that were involved in learning the new words through collaborative DSs in the experimental groups outperformed the students in the control groups. The findings further demonstrated that DST empowers the students to integrate vocabulary learning into immediate daily contexts, experience peer-promoted vocabulary learning, contextualize vocabulary in multimodal stories, personalize the vocabulary knowledge development process, and enhance cognitive-affective engagement with stories to learn new words. The students also stated that DST is not a stand-alone pedagogical approach and recommended using animated, game-based, immersive, synchronous, social media-based, and micro DSs to facilitate vocabulary learning. The study promises implications for technology-assisted vocabulary instruction.

Digital game-based language learning for vocabulary development

Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

The Use of Visual Aids to Improve Deaf Students’ English Vocabulary: A Literature Review

This literature review examines the efficacy of employing visual aids to enhance the acquisition of English vocabulary among deaf students. It investigates the vital role of visual aids in conveying meaning, enhancing memory and cognitive functions, and fostering engagement. The review discusses their effectiveness in promoting contextual comprehension, improving learning outcomes, and the integration of visual aids with sign language for deaf learners. The study also addresses the challenges that deaf students encounter, such as learning English as a foreign language, lack of exposure, and the complexities of abstract concepts. The implications of this research highlight the need for collaborative efforts between ESL teachers and sign language experts to develop accurate and culturally relevant visual aids. The review concludes by emphasizing the importance of context-based learning, hands-on experiences, and multisensory approaches to cater to the diverse learning needs of deaf students. This synthesis contributes valuable insights for educators, researchers, and policymakers seeking to enhance vocabulary learning experiences for deaf students through the effective integration of visual aids.

STUDENTS’ PERSPECTIVE ON ROLE-PLAY AND PREVIEW /REVIEW TEACHING METHODS IN LEARNING VOCABULARY: A COMPARATIVE STUDY

This research delves into the challenges faced by students at STKIP Paracendekia NW Sumbawa in their pursuit of English language proficiency, with a specific focus on vocabulary acquisition, a fundamental aspect of language learning. Through a qualitative lens, this study delves into the effectiveness of two teaching methods: Role-Play and Preview/Review. The findings underscore the advantages of the Role-Play method in bolstering vocabulary comprehension, while simultaneously shedding light on the hurdles related to pronunciation and self-assurance. In a contrasting vein, the Preview/Review approach, leveraging students' native language and supplementary materials, emerges as a facilitator for efficient vocabulary acquisition. This research places a notable emphasis on the imperative need to address pronunciation challenges, boost students' self-confidence, and introduces a promising hybrid teaching strategy. The recommendations outlined encompass targeted interventions, the amalgamation of teaching methods, the promotion of effective learning strategies, and the dissemination of these findings as a valuable educational resource. In sum, this study significantly contributes to the realm of English language education at STKIP Paracendekia NW Sumbawa. It not only offers practical insights for educators and institutions but also strives to enhance the overall vocabulary learning experience for students, thereby adding a valuable dimension to the educational landscape.

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

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

Seamless Experience of Learning across Contexts for Chinese Vocabulary Learning: A Pilot Study

This paper delineates a pilot study on a seamless language learning design that emphasises on the seamless Chinese vocabulary learning experiences across a multitude of contexts of “at home, on campus, in the classroom, at apartment and other places”. A systematic seamless learning approach was introduced. In addition, DingTalk, a technology-enhanced learning platform in tandem with social media was adopted to enhance respondents’ Chinese vocabulary learning. Eight international students of Chinese as a foreign language (CFL) participated in this study for eight weeks, where they were permitted to utilise their mobile devices to capture vivid images and create artifacts on DingTalk, the social media platform, in conjunction with conducting a series of peer-to-peer discussions regarding the artifacts. Through the findings of the post-study reflections, interviews, and the data obtained from students upon the conclusion of the study, an overall positive influence on the student's ability to diligently leverage their spectrum of vocabulary in a multitude of contexts was evident. Furthermore, the notion of seamless language learning design has empowered students to inculcate the habit of autonomous learning and translate in-class language learning to practical real-life scenarios through their seamless learning experience across various contexts, which strongly correlates with their educational competence both in and out of the classroom.

The Effects of WordWall Online Games (WOW) on English Language Vocabulary Learning Among Year 5 Pupils

In the effort to upgrade pupils' vocabulary learning experience, the potential of interactive educational games is increasingly explored as supplementary teaching and learning materials. While the eagerness to integrate mobile technology into English language education is noticeable, there is a lack of evidence on Malaysian English as Second Language (ESL) learners' views of the feasibility of online games in vocabulary learning. This study aims to determine the degree of improvement in pupils' vocabulary performance. The quantitative data was analysed using descriptive and dependent t-test analysis. The cross-sectional survey was adapted from the ACRS-V model. The questionnaire was distributed to Year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR). The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition. In addition, a paired sample t-test indicates a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material. The effect size demonstrated is also larger regarding its effects in behavioural sciences. This study provides important insights as a guide for primary school English teachers in integrating online games as a learning tool for English language learning, especially in developing pupils’ English vocabulary repertoire.

A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text. The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university. Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.

Quizlet: An Online Application to Enhance EFL Foundation Students’ Vocabulary Acquisition at Rustaq College of Education, Oman

Due to the advance of technology a number of tools have emerged for the purpose of language learning. Quizlet, a language learning tool, aims to help students learn vocabulary. This study aims to investigate the impact of Quizlet on English for Foreign Language (EFL) foundation students’ vocabulary acquisition at Rustaq College of Education in the Sultanate of Oman. Specifically, this study answers one research question: How does the use of Quizlet influence EFL foundation students’ vocabulary learning at Rustaq College of Education in Oman? The foundation students were exposed to a series of Quizlet study sets containing certain topics taken from their prescribed curriculum. Within these, they learnt a number of vocabulary individually and collaboratively. Pre-and post-tests were implemented to gauge foundation students’ performances and acquisition in vocabulary. Additionally, focus groups were also conducted to investigate their vocabulary learning experience pertaining to integrating Quizlet into EFL classrooms. The findings revealed that the foundation students’ performances in vocabulary acquisition significantly increased. Although Quizlet has created a challenging and collaborative learning environment, more language skills should be incorporated in Quizlet to help students to learn vocabulary faster and in an interesting way. This study is significant as it can contribute to the English Language Teaching (ELT) literature pertaining to the innovative and technological tools that can enhance students’ language skills in the 21st century. It is also important to English teachers and their students in finding various ways of teaching and learning vocabulary in and outside classrooms.

Students’ Reflections on Vocabulary Learning through Synchronous and Asynchronous Games and Activities

Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students’ vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students’ reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.

Where and when is support for vocabulary development occurring in preschool classrooms?

This study investigates how eight public, centre-based preschool teachers working with low-income children are using different activity settings and content foci to support one aspect of academic language: vocabulary development. Findings indicate that, on average, when teachers engaged children in teacher-led, whole group activities, read-alouds, morning meetings and interactions that focused on science content, they provided a relatively dense vocabulary learning experience. However, there were stark differences between teachers in the amount of support they were providing in these activity settings and content foci – some teachers were frequently supporting vocabulary learning, whereas others were providing almost no support. In contrast, during informal activity settings, such as free play, transitions and mealtimes, there was very little variability across teachers – all teachers were providing very little support for vocabulary learning during these activity settings, despite the fact that these activities comprised more than half of observational time. Findings suggest that while some preschool teachers were using certain activity settings and content foci to support vocabulary learning, all teachers in this sample were missing many opportunities to provide support for vocabulary development. Recommendations for early childhood educators and professional development providers are discussed.

The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

Kamus Bahasa Arab sebagai Sumber Belajar (Kajian terhadap Penggunaan Kamus Cetak dan Kamus Digital)

This paper disscusses about using Arabic dictionary as one of Arabic learning source forms. Dictionary as students source to find information related to Arabic-Indonesian vocabulary or Indonesian-Arabic and giving Arabic vocabulary learning experiences. Arabic dictionary from its type divided into printed dictionary and digital dictionary. There are two ways using Arabic printed dictionary : searching word as alphabetics form of beginning letter of root word with neurology and articulation form of beginning letter of pronunciation. Generally, using printed dictionary through word searching as alphabetics is beginning letter form of root word. Meanwhile,using digital dictionary as articulation is beginning letter of pronunciation. Therefore,using online dictionary and software considered to be easily,effective and efficient without mastering neurology first.

The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Up Close and Personal: A Case Study of Three University‐Level Second Language Learners’ Vocabulary Learning Experiences

This study examines vocabulary‐learning experiences of three advanced‐level, university English as a second language (ESL) students. Through a case study approach, the researchers explore these second language learners’ experiences with completing vocabulary‐specific requirements for their ESL courses, focusing on their independent study outside of class. The main identified themes in this research shed light on these students’ thoughtful use of vocabulary learning strategies, namely their reliance on translation and memorization, their integrative use of technologies during preparation for vocabulary assessments, and their time and task management strategies relevant to vocabulary learning. The research indicates that these learners were aware of the strengths and limitations of their strategies and used them in nuanced ways to not only meet course requirements but to continue their own independent learning goals that extended beyond the immediate semester. The article concludes with insights that can assist ESL teachers in facilitating vocabulary learning with their English language learners, particularly those who are preparing for university.

Online Independent Vocabulary Learning Experience of Hong Kong University Students

In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an elearning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and skills for vocabulary expansion. This paper introduces the contents of VLearn, and the theoretical underpinnings of its design. It also reports on the vocabulary learning experience of its users during an eight week evaluation study. Suggestions are made on how independent vocabulary building at higher education, as well as comprehensive vocabulary instruction at early years could be supported by means of technology.

A Case Study of Elementary School Underachievers’ SMART Vocabulary Learning Experiences

This study explores the elementary school English underachievers` experiences of using SMART devices in their vocabulary learning. Five students enrolled at a local elementary school in Busan participated in the study. As a main tool of inquiry for the study, a qualitative case study was conducted using classroom observation and in-depth interviews as well as vocabulary tests. The qualitative data were coded and analyzed by NVivo version 10.0. The data suggest that the participants enjoyed the vocabulary learning using SMART devices and felt interested and motivated in vocabulary learning. They also appeared to be engaged in self-directed learning more actively and displayed a positive attitude. Furthermore, the self-directed vocabulary learning experiences were provided through enough practice opportunities, audio-visual language input and prompt feedback. Each participant gained a different level of achievement in his receptive and productive vocabulary abilities. Based on the findings of the study, some educational implications can be made that underachievers should be taught by an individually tailored program using effective learning tools. In-service teachers also need to consider SMART devices as teaching tools. More research based on the classroom settings should be conducted and suggests effective ways to use SMART devices in the language learning.

Exploring long-term productive vocabulary development in an EFL context: The role of motivation

Abstract The paper reports on a longitudinal multiple-case study that probed into four advanced university-level Chinese EFL learners’ situated vocabulary learning experiences and explored the role of L2 motivation in their productive vocabulary development. In the study, Lexical Frequency Profile analysis and semi-structured interviews were conducted with the participants during the ten-month inquiry. The data showed that, after an academic year of study in the English Department, the participants were more inclined to recycle a smaller range of simple words while leaving the more difficult academic words largely unattended in productive vocabulary use. Emerging findings from an analysis of their situated learning experiences further revealed that the productive vocabulary development was mediated by multiple factors and processes within the pedagogical and sociocultural context surrounding the participants. In particular, learners’ motivation regarding what they ought to do and what they wish to do guided their utilization of available learning resources and largely mediated their productive vocabulary development in this particular learning context. These findings have important pedagogical implications for instructed L2 vocabulary learning and teaching.

Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach

This study presents a structural model that integrates vocabulary knowledge and motivation with six latent variables: the initial appraisal of vocabulary learning experience, self‐regulating capacity of vocabulary learning, strategic vocabulary learning involvement, mastery of vocabulary learning tactics, vocabulary knowledge, and postappraisal of the effectiveness of vocabulary learning tactics. The model suggests that motivated vocabulary learning follows a developmental mode and functions as a cyclic process. The model supports the importance of motivation in the vocabulary learning process and the division of strategic behavior into two components: one frequency‐based and metacognitive in nature and the other focusing on the mastery of individual strategies (i.e., how well they are used).