English Vocabulary Learning Research Articles

Non-English Majors' Problems in Learning English Vocabulary and Strategies Revisited

English vocabulary learning is the focal point of English learning and has posed great difficulty to non-English majors. A survey conducted by the authors showed that non-English majors generally have such problems in English vocabulary learning as lack of English language environment, isolated vocabulary memorization, difficulty in retention, and the negative influence of the mother tongue. The corresponding strategies to tackle these problems include situational vocabulary learning, differentiation and induction, regular review and learning by association. Students should choose the learning strategies that best suit them so as to improve the effect of English learning.

Cognitive Linguistics and Its Implications for English Vocabulary Learning in University

Cognitive linguistics is extremely useful for vocabulary memory, especially the category theory and metaphorical system. Category theory has been applied to the learning of English vocabulary, emphasizing that there are inevitable causal links and kinds of similarities between different words after human conscious induction, i.e., there are relationships between words and words, words and contexts, words and the general meaning of texts, and words and the intention of expressions. In addition, cognitive linguistics believes that metaphors exist in any language. If conceptual metaphors are used well, they could make great progression on English vocabulary learning and for long-lasting patterns of thinking.

Pembelajaran Seni Musik dan Lirik Lagu Dalam Upaya Peningkatan Vocabulary Berbahasa Inggris

Vocabularies or vocabulary is also known as one of the important things that must be understood to learn the language being studied. In this case, as it is also called, without understanding vocabulary, it will make it difficult for us to learn, especially language lessons. As one of the efforts that can be done is to introduce English learning, especially vocabulary through the technique of understanding songs. Aside from being a learning medium, songs are also an alternative that can be used by teachers to make learning more enjoyable. Songs and chants have a high level of effectiveness that can be used in introducing English vocabulary to children. The purpose of this study is as a form of attracting students' interest to increase English vocabulary among students as well as improve memory and understand vocabulary effectively. By learning songs can also help to develop pronunciation skills with good intonation in learning techniques. Children as learners will prefer this way of learning because the atmosphere is more fun and not bored. The tones contained in the song will create a happy mood. Make the child comfortable and start lulled by the tone and language conveyed. Learning vocabulary using songs is a fast way to learn English that will make children feel happy and want to learn more. From the results of community service that has been carried out, in the art of music, especially songs, it has a fairly high effectiveness that can be used in learning English vocabulary learning introduction to children according to their capacity. Keywords: Learning, Art Music, English

EFL Students' Perception on Vocabulary Learning with Quizlet

Vocabulary plays a crucial role in communication and is considered one of the important aspects of the English language. Insufficient vocabulary knowledge can impede the process of learning English. Technology can serve as a valuable option for learning English vocabulary, as it provides various resources such as language learning apps that can enhance vocabulary and language skills. Quizlet is one such application that assists students in learning vocabulary concepts interactively and enjoyably. Student perceptions in learning activities are important things to know. This study aims to find out how students perceive the use of the Quizlet application in learning vocabulary whether they have negative or positive perceptions. This study uses qualitative methods in data collection. Ten students from grade seven became participants in this study. Researchers used two instruments, namely questionnaires and interviews. After distributing the questionnaires to students, the researcher also conducted interviews with five students to obtain more detailed information. The results showed that students had a positive perception of using Quizlet.

Optimizing learning return on investment: Identifying learning strategies based on user behavior characteristic in language learning applications

Began with Computer-Assisted Language Learning (CALL) in the 1960s and extended to the widespread use of various Mobile-Assisted Language Learning (MALL) tools in education, language learning has embraced technology early on, achieved noticeable results, and found extensive practical use. However, due to the challenges in accessing user data from various language learning platforms, the measurement and assessment of language-related variables continue to rely on self-reporting and peer evaluations. This reliance hampers researchers to observe language learning from alternative perspectives, especially when it comes to analyzing raw behavioral data. To explore potential correlations between different learning modes, this study analyzed 2 million samples from Chinese students using an English language learning application. The study quantified the effectiveness of English vocabulary learning using the economic concept of return on investment (ROI) as an evaluation metric and identified four distinct learning strategies. It observed significant differences in learning ROI among learners who adopted different strategies. Based on this analysis, we recommend the following suggestions for improving language learning ROI: when memorizing new vocabulary, investing excessive amounts of time may be counterproductive; a more effective approach is to "eat less but more often," which means arranging review sessions at a reasonable pace and shortening the interval between each review.

HIGH SCHOOL STUDENTS’ PERCEPTIONS OF LEARNING ENGLISH VOCABULARY THROUGH GAMES

Learning vocabulary is a crucial part of learning the English language. There are several methods that teachers might employ when teaching vocabulary to students, especially high school students. One of these methods is to teach vocabulary more efficiently by utilizing educational games. The investigation in this research focused on learning vocabulary in a high school. The research found students’ perspectives towards the games used to teaching and learning vocabulary to students at Binh Hung Hoa High School in Ho Chi Minh City. The participants were 120 students in Grade 10 and 11 who were between 16 and 17 years old, and all of them were nonnative speakers, and 10 teachers who are in charge of teaching in this school. The writer conducted a case research, questionnaire was delivered to the students at the end of the course to get their perspectives towards learning English vocabulary through games. Besides, 10 teachers were interviewed about using games in teaching English vocabulary. The study found that using educational games as a learning and teaching strategy with young students boosted information acquisition and retention and offered students a chance to understand how their learning was used in the real world. This is also simple and enjoyable for students, allowing them to get familiar with a few words without having to recall them word by word or grow bored. This research advises employing educational games in a more inventive way when teaching vocabulary to students.

Data-Driven Approach to Understanding the Role of Short Videos inEnglish Vocabulary Learning

Through a data-driven approach, we scrutinize the role of short videos in English vocabulary learning. Leveragingbig data from various online learning platforms, we conduct a rigorous quantitative and qualitative analysis. Findingsdemonstrate a notable impact of short videos on vocabulary enhancement, significantly facilitated by this format’sinteractive and engaging nature. Employing data points such as user interaction, retention rates, and real-life applicationof new vocabulary, we establish compelling correlations between these factors and the use of short videos. Weunderscore the potency of visual and auditory stimuli in short videos, offering a comprehensive learning experiencesurpassing traditional methods. We illustrate that short videos can break down language, age, and geographical barriers,thereby universalizing access to English language learning. However, we identify the design quality of the video, learnermotivation, and the pedagogical context as pivotal factors influencing the effectiveness of short videos. Data suggests acall for further research into these areas to optimize the efficacy of short videos in vocabulary learning. Our study thusdelivers a data-driven narrative on the pivotal role of short videos in English vocabulary learning, potentially guidingthe design of future language learning interventions.

The Students’ Vocabulary Learning Strategies and Vocabulary Size of the English Study Program of UIN Fatmawati Soekarno Bengkulu

The objectives of this research are to analyze information about students' vocabulary learning strategies and vocabulary size. This research is mixt-methods; there were descriptive quantitative and qualitative method. The sample of this research is students’ English Study Program of UIN Fatmawati Bengkulu. The data were gathered by using questionnaires, test and interview, and were analyzed by descriptive quantitative and qualitative analysis.The results showed that there was no difference which is significant in terms of frequency of using among each student of English education at UIN FAS Bengkulu. So the dominant strategies were used by students that were determination strategies (M=3.3), metacognitive strategies and memory strategies (M=3,2), cognitive strategies (M=3.1), and the last social strategies (M=3). It meant that determination strategies most frequency used by the students English Study Program of UIN FAS Bengkulu. Result for students’ vocabulary size showed that average vocabulary sizes below 8000 word families. Meanwhile from interview data, the students used metacognitive, memory, determination and social strategies for their vocabulary learning. In conclusion, each strategy is a good vocabulary learning strategies to students for improving vocabulary size andmay help lecturers and students to facilitate English vocabulary learning by English Study Program students and other students.
 

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.

Students’ Vocabulary Learning through Augmented Reality (AR): EFL Student Teachers’ Perceptions

This study explores the integration of Augmented Reality (AR) into English language education, focusing on the topic of professions. Student teachers in a Micro Teaching class were invited to assess the AR-based learning activities designed to aid vocabulary comprehension. Questionnaires were distributed to gather perceptions on the potential usefulness and suitability of the AR product for classroom use. The results affirm that AR holds great promise in enlivening and enriching English language lessons, as student teachers provided numerous creative ideas for its implementation. Valuable recommendations for product improvement were also obtained. As English teachers strive to develop effective teaching media, they should consider how such technology facilitates meaningful learning objectives. This research offers insights into the positive impact of AR in language education and highlights its implications for improving students' language proficiency in specific domains.
 Highlights:
 
 
 AR integration in English learning: Augmented Reality (AR) offers an innovative approach to enhance English vocabulary learning in the context of professions, fostering greater engagement and interactive classroom experiences.
 
 
 Perceptions of student teachers: The study gathers valuable insights from student teachers' perceptions, highlighting their ideas and suggestions for effectively implementing AR-based learning activities in language classrooms.
 
 
 Implications for language education: The research underscores the potential of AR as a teaching tool, emphasizing its positive impact on language proficiency and the importance of meaningful content to facilitate effective learning outcomes.
 
 
 Keywords: Augmented Reality (AR), English Vocabulary, Profession, Student Teachers, Learning Activities

Development of Flashcard Media to Teach Students' Vocabulary Mastery in Reading Skill at Tahfidzul Qur'an Islamic Boarding School Annur Alhidayah

This study aims to develop Flashcard learning media in learning English vocabulary mastery at the Tahfidzul Qur'an Annur Alhidayah Islamic Boarding School. The research method used is research and development with the ADDIE approach (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through observation, interviews, and questionnaires. Data analysis is carried out using qualitative data analysis and quantitative data analysis. The result of this study is a revised Flashcard media based on advice from media experts. The revision of the Flashcard media includes the addition of adjectives and verbs as new forms and types of words. Product trials were carried out in English course classes at the Tahfidzul Qur'an Annur Alhidayah Islamic Boarding School. The results of the trial showed that the use of Flashcard media can improve students' vocabulary mastery. The study also compared with previous studies that used vocabulary learning strategies without expert assistance. In conclusion, the development of this Flashcard media can be an effective alternative in learning English vocabulary mastery at the Tahfidzul Qur'an Annur Alhidayah Islamic Boarding School.

Station Rotation with Gamification Approach to Increase Students’ Engagement in Learning English Online

Students in non-native English-speaking countries like China showed low engagement in English learning. To foster student engagement, educators have adopted different teaching strategies like Blended learning to improve the effectiveness of English classrooms. The station rotation model in the blended classroom has the potential to enhance students’ engagement. However, there is still a need to make learning more exciting to retain engagement, especially when the classes are conducted entirely online in a pandemic. The study aims to identify the effectiveness of the Station Rotation and a Gamification approach to improve students’ engagement in online learning English. Two research questions are involved in the study. 1) What features of the Station Rotation and a Gamification approach can be integrated into LMS to improve students’ engagement in English vocabulary learning? 2) What effect do the station rotation and gamification approach have on students’ engagement in English learning, including cognitive, emotional, and behavioural engagement? The methodology chosen is qualitative research with data triangulation using observation, self-report and interview. The findings revealed significant effects on improving students’ learning engagement in three dimensions, enhancing students’ interests, boosting motivation, and fostering engagement. The findings offered several implications and recommendations for further research and contributed to the literature by sharing practical ways to incorporate the Station Rotation and a Gamification approach.

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

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

Efektifitas Penggunaan Media Pembelajaran Flashcard dalam Meningkatkan Kosakata Bahasa Inggris Siswa Kelas 2 SDN Karawaci 5

English is referred to as the second language after Indonesian, because English is the language of instruction used internationally. therefore English is very necessary for students to equip them in facing global challenges and as a supporting tool in their lives. However, there are still many students who have difficulty mastering and understanding English vocabulary in supporting learning activities. Because there is still a lack of use of learning media in the process of learning activities, especially in learning vocabulary in English. This has an impact on the lack of understanding and mastery of vocabulary because learning takes place without any supporting media.One of the learning media that can be used in the effectiveness of learning English vocabulary is with Flash Card learning media. The purpose of this study was to determine the effectiveness of using flashcard learning media to improve English vocabulary mastery in class 2 of SDN Karawaci 5. The research method used was classroom action research (PTK) in which there were several stages as follows: planning ), implementation of the action (acting), observation (observation), and reflection (reflecting). And the data collection techniques used in this study consist of: tests, interviews, and observations. So the results obtained from this research in the first meeting had not achieved maximum results, at the first meeting it was seen that students were unable to pronounce vocabulary or understand vocabulary in English and even at this time students still looked confused in using Flash card learning media . And in the first cycle students get an average score of 68 with a learning completeness percentage of around 72%. By looking at the predetermined minimum completeness criteria (KKM) at SD Negeri Karawaci 5, namely 75, there were 13 people who reached the completion criteria. Which means only 72% while according to KTSP a lesson is said to be complete if the completeness score obtained by students is approximately 75% of the number of students. And in the second cycle there was an increase with an average value of 80, with learning completeness around 100%.

Analysis on the Effectiveness of Implementing Journal Vocabulary Strategy in Reading Comprehension Texts

Vocabulary is the main thing that needs to be known in English, without vocabulary no one can speak English. Many students at school do not know vocabulary in English. Therefore an effective strategy is needed for students to be able to find vocabulary easily, especially when reading in English. Understanding the vocabulary is highly needed to makes students easy in learning. This study aims to examine the use of a learning strategy, namely journal vocabulary in reading comprehension texts. The research method used is library research (literature study) from 5 journals in Indonesia in the period 2013-2023. The results of the study show that the use of journals vocabulary is very effective for students. Journals vocabulary can help them to enrich their vocabulary knowledge, because it is easier for them to memorize vocabulary. In addition, the use of journals vocabulary also increases their independence in learning English vocabulary and journal vocabulary can facilitate them to track their progress in vocabulary knowledge and make it easier for them to understand reading texts. Thus, the use of journals vocabulary is really necessary for students so that they can learn English more pleasantly in the classroom by using this strategy. These results are expected to contribute ideas for skills in the field of English, especially the learning strategy because it has unlimited benefits in the field of education to be developed.

EXPLORING EFFECTS OF MOBILE APPLICATIONS ON ENGLISH VOCABULARY LEARNING AND ACQUISITION

The current research aims to explore the effects of mobile applications (apps.) on English lexis learning. This paper explored the interests of learners in mobile apps., especially in the English vocabulary learning process, and investigated the efficacy of mobile apps in their academic environment. It also observes that Interactive use of technology is showing effectiveness in the performances of the learners. This study adopted a quantitative approach, using a questionnaire that consists of 20 items. 150 students from the English department of National University of Modern Languages (NUML) contributed to this study who were regular users of mobile phones and apps. The data was analyzed by the SPSS program through frequency and mean deviation. The study concludes that it becomes easier for the students to learn vocabulary proficiently when vocabulary is accessible in numerous ways such as Pictures, Definition, Sound, etc. Findings also showed that it is easier for the participants, to learn vocabulary by apps, because it provides them visuals which leave a long lasting impact on their memory. Investigation also proved that the majority of the participants considered learning vocabulary through mobile app an enjoyable experience. Keywords: Mobile Applications, English Vocabulary Learning and Acquisition, Interactive use of Technology.

EXPLORING EFFECTS OF MOBILE APPLICATIONS ON ENGLISH VOCABULARY LEARNING AND ACQUISITION

The current research aims to explore the effects of mobile applications (apps.) on English lexis learning. This paper explored the interests of learners in mobile apps., especially in the English vocabulary learning process, and investigated the efficacy of mobile apps in their academic environment. It also observes that Interactive use of technology is showing effectiveness in the performances of the learners. This study adopted a quantitative approach, using a questionnaire that consists of 20 items. 150 students from the English department of National University of Modern Languages (NUML) contributed to this study who were regular users of mobile phones and apps. The data was analyzed by the SPSS program through frequency and mean deviation. The study concludes that it becomes easier for the students to learn vocabulary proficiently when vocabulary is accessible in numerous ways such as Pictures, Definition, Sound, etc. Findings also showed that it is easier for the participants, to learn vocabulary by apps, because it provides them visuals which leave a long lasting impact on their memory. Investigation also proved that the majority of the participants considered learning vocabulary through mobile app an enjoyable experience. Keywords: Mobile Applications, English Vocabulary Learning and Acquisition, Interactive use of Technology.

Group Discussions Practices in Improving English Vocabulary Learning among ESL Learners

Enhancing English language proficiency, particularly in vocabulary, is vital for students' academic success. Therefore, a qualitative study was conducted to examine students' perspectives on the strategies employed by their teachers to improve English vocabulary learning through group discussions. The study included all enrolled high school students in two schools in Hyderabad, and 20 students were selected through convenient sampling for interview data collection. The findings highlight the importance of group discussions in expanding ESL learners' vocabulary knowledge through various means. These include the active engagement of learners, their exposure to different perspectives, opportunities to practice speaking, and constructive feedback they receive from teachers.Therefore, ESL instructors are encouraged to incorporate group discussion practices in their classrooms. Educators can include those activities that stimulate active involvement, allow for peer relationships, and provide constructive feedback.

STUDENTS’ VIEWS ON QUIZLET AS A LEARNING MEDIUM TO ENHANCE LEGAL ENGLISH VOCABULARY ACQUISITION

Legal English vocabulary acquisition is considered one of the most intriguing topics in English for specific purposes learning due to its distinctive features related to the legal field. Yet, this area has not received adequate attention from learners in determining the effective techniques to boost the legal English vocabulary learning process. Therefore, this study concentrated on clarifying English majors' attitudes towards Quizlet utilization in their legal English vocabulary acquisition in the context of legal English courses at Hanoi Law University, Vietnam. In order to achieve the ultimate purpose, the study adopted both quantitative and qualitative approach with the main data collection instruments of survey questionnaires and semi-structured interview to get insight into the situation. The study provided several remarkable findings, which were consistent with the empirical ones in the literature. Specifically, it is apparently indicated that while a large number of students found Quizlet stimulating and effective, others were still not familiar with this application in learning legal English vocabulary. In the light of these findings, it is highly recommended that both English majors and lecturers in law institutions apply and incorporate Quizlet into the learning and teaching process to enhance legal English vocabulary acquisition.

Peer Feedback Practices in Improving English Vocabulary Learning among ESL Learners

Improving one's command of vocabulary knowledge is essential for advancing English language skills. Hence this study was undertaken using a qualitative technique to investigate students' perceptions of the Peer feedback strategies their teachers employ to improve English vocabulary learning among them. The population of this study consisted of all the enrolled students in the high schools in the city of Multan. By using a convenient sampling technique, 22 students were recruited to collect the data from conducting interviews. The findings of the study indicate that ESL teachers incorporate various helpful peer feedback techniques in their teaching practices that enable students to reinforce their language knowledge and enhance their vocabulary knowledge. These approaches include vocabulary games and vocabulary quizzes. Along with ESL teachers, the management authorities must give support to the faculty members to ensure their success.