Vocabulary Learning Research Articles

Exploring the Relationship among Multimedia Input, Working Memory and L2 Vocabulary Learning

With the advancement in online educational platforms in the present world, multimedia technologies have become a more easily accessed resource in language learning pedagogy than before. Different areas of language pedagogy are benefitting from the use of these multimedia technologies. The present research aims to explore the pertinent effect of multimedia language teaching input on L2 vocabulary building of learners by examining the way they enhance the learners’ working memory efficacy. The study employs an experimental research design by giving two types of WM strategic input (i.e., traditional verbal input and multimedia input) separately to two homogenous groups of 50 graduate ESL learners and observing their effectiveness in their vocabulary development. The study has used two research tools to collect data from the participants. The first is Wesche and Paribakht’s (1996) The Vocabulary Knowledge test which rates the vocabulary knowledge of the participants, and the second is a self-designed Working Memory cloze test to check the efficacy of the participants’ working memory through their vocabulary achievement. The participants are judged twice on the two scales, first before the treatment (pre-test 1 & 2), and second, after the treatment (posttest1 & 2). The results are obtained by comparing the participants’ mean scores of the vocabulary knowledge and working memory in pre and posttests of both variables. T-tests have also been run to see the improvement in learners’ VK and WM, and regression analysis has been carried out to see the relationship among the variables. The findings reveal that both WM strategies, i.e., verbal input and multimedia input are helpful in the development of learners’ vocabulary and working memory efficacy, and that verbal input and multimedia input are both positively related with VK and WM. However, the former (multimedia input) is more effective in enhancing the learners’ vocabulary knowledge and working memory efficacy as compared to the latter (verbal input). The findings are significant for the L2 learners, teachers, administrators, and the policy makers alike because they suggest that multimedia technologies should be incorporated to the maximum level of use in L2 classes for the learners’ vocabulary building.

ASSESSING VOCABULARY LEARNING STRATEGIES OF ESL UNDERGRADUATE STUDENTS

Despite playing a crucial role in language learning, vocabulary knowledge is often not emphasised in the classroom setting, and even more so in English as a Second Language (ESL) classrooms. As language instructors, investigating students' vocabulary learning strategies (VLS) helps in understanding how the students develop their vocabulary knowledge, hence giving language instructors insights on appropriate activities during the language learning process that encourage active learning. This study was therefore done to assess VLS used by ESL students from Business Management faculty in a public university in Melaka, Malaysia. In this quantitative study, a purposive sampling of 36 students in an intact group was given an adapted version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) consisting of 39 items. The data gathered was then analysed through statistical analysis (SPSS). The results of the study revealed the most and least preferred VLS among the participants. An observable difference in the least preferred VLS was also found among the male and female participants. The study thus concluded that assessing students’ VLS is necessary in planning suitable vocabulary activities that can cater to them.

Enhancing Vocabulary Proficiency and Self-Directed Learning through YouTube: A Study in an EFL Context

This study investigates the impact of using YouTube channels, specifically Ray Du English and BBC Learning English, on the vocabulary acquisition and self-directed learning motivation of non-English major students in Taiwan. The research aims to enhance traditional teaching methods and broaden students' international perspectives by leveraging the diverse and engaging resources available on YouTube. The study involves 128 first-year students from the Departments of Communication and Electrical Engineering at a university in southern Taiwan. A mixed-methods approach, combining quantitative pretests and post-tests with qualitative questionnaires and focus group interviews, was employed to evaluate the effectiveness of YouTube-assisted learning. Findings indicate that YouTube videos significantly improve vocabulary proficiency and self-directed learning motivation, with notable differences between the two student groups. Communication majors showed substantial vocabulary gains, while Electrical Engineering majors exhibited higher autonomous learning motivation. Overall, students expressed positive attitudes toward integrating YouTube into their learning process, highlighting its potential to make vocabulary learning more engaging and effective.

ASSESSING VOCABULARY LEARNING STRATEGIES (VLS) ACROSS DIVERSE PROFICIENCY LEVELS

This research paper explores the application of Vocabulary Learning Strategies (VLS) between low level of proficiency students from faculty of Business Management and high level of proficiency students from faculty of Computer Science. This research paper employs quantitative approach where data were collected using purposive sampling from a sample of 71 participants representing various proficiency levels of English language in a public university in Melaka, Malaysia. To gauge learners’ awareness and application of VLS, a survey adapted from Alahmadi’s (2019) version of Schmitt’s (1997, 2000) Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) was administered to participants. Findings revealed that there are significant differences of VLS utilization among English language learners of various proficiency levels where students with high proficiency levels display better strategy awareness and application contrasted to the lower proficiency level of English language learners. Thus, from these results, it is pertinent for educators to modify vocabulary instructions and strategies to boost vocabulary attainment among different proficiency levels in English language learning settings.

Tourism Students’ Perception of Using TikTok in Learning English Vocabulary Mastery

This research aimed to analyze the students’ perception toward TikTok in learning English vocabulary. The objective of the research is (1) to investigate students’ perception of using TikTok in learning English vocabulary, (2) to figure out the implications of TikTok in learning English vocabulary mastery. This research was conducted online for English tourism students of university in Bali. The data was collected from the questionnaire through google form and was shared online. the result of the study showed that the quantitative data revealed that participants had positive perceptions toward TikTok in learning English vocabulary. For instance, most of them agree that TikTok is fruitful tool for learning vocabulary, majority of participants agree that they found new words on TikTok. These finding suggest that students can use TikTok for learning vocabulary and increasing their language skills to be better.

Face-to-face and virtual vocabulary learning for individuals with intellectual disabilities

People with mild intellectual disabilities (ID) often have difficulties understanding and expressing advanced linguistic concepts. Prior to the arrival of COVID-19, there were no research-backed models to guide virtual interventions with this population. The research presented here pursues three objectives: to determine if the vocabulary of people with mild ID improves following face-to-face and virtual learning interventions, to understand the differences between these two interventions, and to assess participants’ perceptions of both modalities. The sample consists of 10 adults with mild ID who participated in 10 face-to-face learning sessions and 10 virtual learning sessions. An ad hoc designed vocabulary assessment instrument and semi-structured interviews are used, in addition to statistical software SPSS and Atlas.ti. The results show improvements in vocabulary in both modalities, although no significant differences were found, suggesting that both in-person and virtual modalities are effective for vocabulary learning in people with ID. However, there were exceptions in some categories such as gardening and baking. Likewise, participants expressed satisfaction and enthusiasm toward both interventions, but showed a preference for face-to-face sessions.

Use of Gamification in Teaching Vocabulary of 11th Grade Students at SMAN 4 Mataram

This study delves into the transformative potential of integrating gamification principles into vocabulary learning for 11th-grade students at SMAN 4 Mataram. Vocabulary acquisition is critical for academic progress, especially in preparation for standardized exams and college admissions, yet conventional methods often lack student engagement. Gamification, defined as the incorporation of game elements into non-gaming contexts, emerges as a promising strategy. The research explores how English teachers at SMAN 4 Mataram employ gamification, addressing questions about the types used, advantages gained, and obstacles faced. Using a qualitative descriptive approach, the study identifies two principal gamification classifications: content gamification, involving modifications to educational materials, and structural gamification, integrating game elements without altering content. Teachers utilize diverse gamification methodologies, fostering interactive learning environments. Challenges include accommodating diverse student abilities and aligning with evolving curriculum requirements. Theoretical implications span educational gamification, cognitive processes in vocabulary acquisition, and motivation theories. Practically, the study aims to enhance students' vocabulary skills, academic performance, and engagement, offering valuable insights for educators and policymakers in leveraging gamification for improved language learning outcomes.

INGLIZ TILIDAGI FRAZEOLOGIZMLARNI O‘QITISH TEXNOLOGIYALARI

English language learners spend a lot of time learning vocabulary. In particular, there is little information in textbooks on the study of phraseology, and students face difficulties in using learned phraseological units in real situations. The article analyzes the methods used in working with phraseological units.

A CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE PROTOTYPE STRUCTURES

Categorisation is a central issue in Cognitive Linguistics, which is argued to be one of the primary principles of conceptual and linguistic organisation (Croft & Cruse, 2004). Classical categorisation and the prototype theory are two general approaches to categorisation. Since the classical categorisation approach was claimed to have certain drawbacks, most linguists working within the experimentalist mode of explanation use prototype categorisation as their primary way to account for their data. However, is the way people categorise items around them consistent across different cultures? This paper attempts to shed light on the answer to this question by comparing the prototype structures of four categories - bird, furniture, fruit, and vehicle - between English and Vietnamese. In order to find out the similarities and differences, the questionnaire data from 92 Vietnamese participants were collected to survey their rating of the goodness of exemplars. The data were then analysed by Google Form and compared to the available data from English respondents in the previous study of Rosch and Mervis (1975). Results revealed that the prototype structures were similar and different across the two cultures. That is why the teaching and learning of vocabulary should take into account cultural sensitivity.

Effects of Kahoot! on Vocabulary Learning and Student and Teacher Perceptions

Effects of Kahoot! on Vocabulary Learning and Student and Teacher Perceptions

Academic Vocabulary Learning in EMI Classrooms: Challenges and Strategies

This study investigates English as a Second Language (ESL) learners’ challenges in understanding academic science vocabulary in Malaysian secondary schools’ English-medium instruction (EMI) classrooms. Based on cognitive load theory, the research explores ESL learners’ strategies to acquire scientific terminology and manage the associated cognitive difficulties. Previous research on EMI across different subjects has often overlooked the specific hurdles presented by technical terms in the scientific vocabulary, creating a knowledge gap that impedes the development of effective teaching methods for science educators in EMI settings. In response, the study adopts a two-stage qualitative design, commencing with an online survey involving 103 participants, followed by group interviews with individuals from diverse linguistic backgrounds. The findings indicate that ESL learners in EMI science classrooms encounter significant obstacles due to unfamiliar scientific terminology, abstract concepts, and limited prior exposure to the subject matter. This results in a high cognitive load that inhibits comprehension. Nevertheless, the research identifies various vocabulary learning strategies students employ, including contextual clues and active engagement with scientific vocabulary within relevant contexts. These findings underscore the need for more inclusive learning environments supporting vocabulary development for ESL learners in EMI settings. Recommendations encompass creating instructional materials featuring clear and concise language and integrating scaffolding strategies to simplify complex scientific terms. This comprehensive approach has the potential to facilitate successful vocabulary development and enhance the overall learning experience for ESL learners in EMI science classrooms.

Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency

Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency

First language effects on incidental vocabulary learning through bimodal input

First language effects on incidental vocabulary learning through bimodal input

تأثير استخدام طريقة الباقيان الضيفان على قدرة التلاميذ على استيعاب المفردات العربية

The research method used is quantitative research in the form of an experiment, utilizing statistical calculation methods. The purpose of this study is to determine the value of understanding Arabic vocabulary using the Two Stay Two Stray method and not using it in the seventh grade at Ma'had Imam Adz-Dzahabi Kampar. Additionally, it aims to understand the influence of the Two Stay Two Stray method on students' ability to understand Arabic vocabulary in the seventh grade at Ma'had Imam Adz-Dzahabi Kampar. The results obtained from this study show that the average score of students in understanding Arabic vocabulary after the implementation of the Two Stay Two Stray method is 84.79, whereas the average score before the implementation of this method was 74.12. The study also indicates that this method affects students' ability to understand Arabic vocabulary based on the t-test calculation results of 2.06 < 8.76 > 2.80. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. In conclusion, the use of the Two Stay Two Stray method can influence students' vocabulary. There is a difference in vocabulary learning between using the Two Stay Two Stray method and not using this method.

The Effect of TPR Tasks on Word Knowledge of Thai Primary School Learners

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai primary school students, with a particular focus on the definition of words. It also explored the students’ attitudes towards using TPR tasks for vocabulary learning. The TPR tasks were designed to engage three of the human senses—visual, auditory, and tactile—by incorporating multisensory tasks. Employing a mixed-methods research design, the study involved 27 second graders from a primary school in northeastern Thailand. The research methodology utilized three instruments. From a quantitative perspective, the Receptive Word Knowledge Test (RWKT) and the Productive Word Knowledge Test (PWKT) were administered to assess the students’ vocabulary knowledge before and after the intervention within a single-group pretest-posttest framework. Qualitatively, a focus group interview was conducted to gain deeper insight into the students’ attitudes towards participation in TPR activities. The quantitative data indicated a significant enhancement in both receptive and productive vocabulary knowledge among the participants. Furthermore, the qualitative findings highlighted the advantages of TPR tasks, with students expressing increased enthusiasm and competitive spirit and a shared willingness and pleasure in vocabulary learning through interactive tasks and peer interaction. In conclusion, this study corroborates the efficacy of TPR tasks in significantly advancing Thai primary school students’ receptive and productive vocabulary knowledge.

Pengaruh Penggunaan Permainan Edukatif dalam Pembelajaran Kosakata Bahasa Inggris pada Anak Usia Pra-Sekolah

This research aims to analyze the effect of using educational games on learning English vocabulary in pre-school children. The background of this research is based on the importance of learning English from an early age, where vocabulary mastery is a crucial basic component. The research method used was an experiment with a pretest-posttest control group design. The research sample consisted of 60 pre-school children who were randomly divided into experimental groups and control groups. The experimental group was given vocabulary learning using various educational games, while the control group used conventional methods. Data was collected through vocabulary tests before and after treatment, as well as observations during the learning process. The results of data analysis show that there is a significant increase in mastery of English vocabulary in the experimental group compared to the control group. These findings indicate that educational games can be an effective method in improving English vocabulary learning in pre-school children. This research suggests that educators consider the integration of educational games in the English language learning curriculum for early childhood.

Vocabulary Learning Strategies Among Malaysian Arabic Foreign Language Learners With Different Gender

Vocabulary Learning Strategies Among Malaysian Arabic Foreign Language Learners With Different Gender

ANALYZING STUDENTS' READING COMPREHENSION ON DESCRIPTIVE TEXT AT SMP PANGERAN ANTASARI MEDAN

This research investigates the reading comprehension of descriptive texts among students at SMP Pangeran Antasari Medan. The study employs a descriptive research methodology to assess students' abilities to comprehend and analyze descriptive text. Data was collected through tests and interviews, targeting a specific class of 32 students. The results indicate a varied level of proficiency among students, with a significant number demonstrating excellent comprehension in multiple-choice tests while showing weaker performance in true/false assessments. The research identifies vocabulary and prior knowledge as key factors influencing reading comprehension. Interviews with teachers support these findings, highlighting differences in students' abilities based on their background and support systems. The study emphasizes the need for enhanced vocabulary learning and more effective reading strategies to improve comprehension skills.

Utilization of the Use of Google Forms as an Online Quiz to Increase Vocabulary in Arabic Language Learning

In the current era of the Industrial Revolution 5.0, it is time for internet access to be very important and influential in everyday life. Because in everyday life, knowledge is needed about how to use the internet well, the answer can be taken from one example: using Google Forms in the learning process. To better understand the use of Google Forms, research was conducted, and this study aims to explain the use of Google Forms as online quizzes to increase vocabulary in Arabic learning in universities. This research method is quantitative, where researchers distribute questionnaires or questionnaires focusing on students majoring in Arabic Language Education to make it easier for researchers to get more accurate data. The results of this study show that Google Forms can be used as an Online Quiz to improve vocabulary in Arabic language learning. With the results of research taken from survey data, the researchers concluded that Google Form is beneficial to be used as an Online Quiz in Arabic learning and the need to add features to Google Form to improve 4 Arabic language skills, especially in speaking skills. The limitation of this study is that researchers can only explain the benefits of using Google Forms as Online Quizzes in general. In line with that, it is expected that further researchers will be able to conduct research by explaining in detail the use of Google Forms as Online Quizzes in Arabic language learning.

Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students

This study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics.