Vocabulary Learning Research Articles

Application of the Singing Method in Learning English Vocabulary as an Effort to Increase Student Interest in Learning

Singing is a fun activity for children. Therefore, this method can be applied in learning English vocabulary, which is in fact a foreign language. Vocabulary learning is the first step for students to learn a language. At this stage of vocabulary learning, a fun method is needed to eliminate the notion that English is a language that is difficult to learn. The aim of this research is to find out to what extent the singing method for learning English vocabulary can increase students' interest or motivation to learn. The research used qualitative research methods using interviews and documentation in the data collection process and used data collection, data reduction, data presentation, and data verification in the data analysis process. The research results show that using the singing method in learning English vocabulary can increase students' enthusiasm for learning. This can be seen from the enjoyable learning process, and this situation has an impact on students' scores, which have increased, namely Melia Nazwa Putri's mid-semester scores was 75, her final semester scores was 85, as well as Muhammad Iqbal Ashari's mid-semester score was 80 to 85, and Jessica Safa Arbenita's mid-semester score was 80 to 83. In this way, students' scores increased from the scores obtained during the mid-semester assessment (PTS) and the scores obtained during the final semester assessment (PAS).

Developing Animated Video of Describing People for Vocabulary Learning

This study aims to develop an animated learning video on describing people. The subjects of this study were first-year students majoring in English education at Riau University, totaling 39 students. The researchers applied Research and Development (R&D) by applying the ADDIE model. The instruments used were interviews, validation sheets from media experts, material experts, and pedagogic experts, and student response questionnaires. The results showed that the average results of the experts' assessment for animated videos with idioms for describing people material were 92.4% which was classified as 'highly valid' and for animated videos with material describing people; personality was 93% which was classified as 'highly valid', then from the results of student response questionnaires obtained a percentage score of 80.66% categorized as 'feasible' for video animations with idioms for describing people material and 79.22% categorized as 'feasible' for video animations with material describing people; personality. Therefore, the video animation is declared valid and feasible to be used as vocabulary learning media for English language education students. In addition, the use of animated video learning media describing people can have a positive impact on learning activities, namely attracting students' interest in learning and helping students understand the material.

Use of Flashcards Through Umbul Game in Learning Vocabulary: Is It Effective?

Vocabulary is the basic thing needed to learn the foreign language. It is wording that people have to know to communicate well, both in written and spoken structures, especially for young learners. Children's language development depends on their vocabulary, which has an impact on their academic performance. This study aimed to understand why first-grade elementary students struggle with English vocabulary in the curriculum. The primary goal was to determine if using flashcards with the Umbul game improved English vocabulary for first-grade students. The design of the research is Classroom Action Research (CAR). There are four fundamental processes in Classroom Action Research (CAR). Those are planning, acting, observing, and reflecting. In accordance with planning, the researchers prepare teaching kits needed to take action, such as: lesson plans, observation sheet, materials to be used in the classroom action, and evaluation sheet. In terms of acting, researchers implement the plan after preparing lesson plans, materials and evaluations. In this research, the researchers apply flashcards through Umbul games in teaching vocabulary. The researchers also give the post-test. Concerning observing, the researchers observe the process of teaching and learning activity. The researcher also makes result sheet to take note the information that occur during the activity. Regarding reflection, the researchers reflect, evaluate, and describe to improve the condition in the next cycle. The subjects were first-grade students from SD Pangudi Luhur Don Bosko Semarang participated in class I-C research projects. In this study, observation and evaluation sheet were applied as instruments. On the other hand, the information was obtained from observation and evaluation sheets. Information examined throughout the study was quantitative. The data was collected, and then it was examined by the researchers. The findings indicate a significant increase in first-grade students' motivation to learn English vocabulary, from 7% before to 15% after using flashcards. After implementing the flashcards through the Umbul game, the statistics indicated that students were able to acquire vocabulary with ease and were actively engaged in the teaching-learning process in the classroom. With the use of flashcards through Umbul games, students become more engaged in their studies and are more motivated to learn English. The students will have opportunities to improve their English by employing this strategy. Additionally, the English teacher can provide up chances for student participation in class activities by using flashcards as illustrated media. Hopefully, these findings can serve as a reference for future research.

THE EFL STUDENTS' PERCEPTION OF USING WHATSAPP APP GROUP DURING THE PANDEMIC SITUATION

WhatsApp is a mobile phone application and web-based social network that integrates various features used to communicate with other users, including education, business, and entertainment. This study aimed to investigate EFL students' perspectives on WhatsApp as a medium for teaching and learning during the pandemic. The qualitative descriptive method was used in this study. A total of 30 students from the seventh grade in SMP 13 Jember were included in this study. The questionnaire was designed with both closed-ended and open-ended questions. The Guttman Scale is the format for a closed-ended questionnaire. The open-ended questions allowed participants to freely communicate and express their views and opinions, but there were no possibilities for using WhatsApp in English classrooms during the COVID-19 pandemic. During the COVID-19 epidemic, students' attitudes toward the WhatsApp application in English classes were tested using closed-ended and open-ended questionnaires. The information was gathered using a questionnaire and a phone interview. Following the completion of the research, we will learn how EFL students perceive WhatsApp as an online teaching-learning media during a pandemic. Furthermore, the results of this study that gauged participants' perception of the use of WhatsApp in learning vocabulary show that, generally, participants have positive attitudes towards learning new vocabulary items via WhatsApp. Implications for teaching and future research are discussed.

Teaching Vocabulary Using the Duolingo Application in Junior High School

Most students in junior high school, especially seventh grade, had difficulty learning vocabulary. Even though vocabulary was very important for language learning. Duolingo could help with this problem because Duolingo could make students more interested and less bored when studying. The purpose of this research was to find out whether there was an effect of the Duolingo Application in increasing the vocabulary mastery of 7th grade students at SMPN 32 Bandar Lampung in the 2023/2024 academic year. This research methodology used in this research was quasi-experimental design. The population of this research was all 7th grade students of SMP Negeri 32 Bandar Lampung for the 2023/2024 academic year with a total of 180 students. This research sample consisted of two classes, namely class 7B with a total of 34 students as the experimental class, and class 7C with a total of 33 students as the control class. This meant that the total number of samples for this research was 67. The experimental class used Duolingo Application, while the control class used the “When English Rings a Bell” textbook and dictionaries. The sample for this research was determined using a cluster random sampling technique. The treatment was carried out in first meeting. In collecting data, this research used a test instrument in the form of 40 multiple choice questions. Before giving treatment, a pretest was carried out. Then, after the treatment has been carried out, a post test was given. The results showed that there is a significant difference in student scores before and after treatment. This research used hypothesis testing, especially the T-test, to find out whether the Duolingo Application had a significant effect on students' vocabulary scores. And the results show that Sig. (ρvalue) = 0.000 < α = 0.05. So Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of using the Duolingo Application on increasing the vocabulary mastery of 7th grade students at SMP Negeri 32 Bandar Lampung in the 2023/2024 academic year.

Behavioural engagement with notes and note content in digital game-based vocabulary learning and their effects on EFL vocabulary development

ABSTRACT Purpose Research on digital game-based vocabulary learning (DGBVL) has rapidly grown. Most of these studies have overlooked note use based on two tacit assumptions: (a) learners do not need notes in DGBVL, and (b) note use reduces the effectiveness of DGBVL. However, evidence suggests that vocabulary learners may need notes, and note use can promote vocabulary knowledge development in various settings, which may be generalised to DGBVL. Methodology To test the assumptions and gain a deeper understanding of DGBVL, we conducted a study involving 50 Chinese university students who learned vocabulary in a DGBVL programme that allowed note use. Data were collected using a Tobii X2-30 eye tracker, tests of productive vocabulary knowledge, and interviews. Findings The finding showed that in note-allowed DGBVL, learners actively used notes and created six types of note content: spellings, meanings, L1 equivalents, word learning strategies, parts of speech and example phrases and sentences. Writing example phrases and sentences in notes significantly promoted vocabulary knowledge development, while word spellings in notes and frequent fixations on notes had the opposite effects. Originality Based on the findings, we reject the two tacit assumptions of note use in DGBVL and suggest explicit training on note use in DGBVL.

The Effect of Students’ Vocabulary Mastery through Dictation Games

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.

Working Memory and Vocabulary Learning

The importance of cognitive factors, in particular, working memory, stands out as a crucial thread that connects the learning and retention processes in the complex web of second language acquisition. The limited capacity mechanism known as working memory, which is in charge of temporarily storing and manipulating information, is essential to the acquisition of vocabulary. Therefore, this study aims to explore the relationship between working memory and vocabulary learning in adult second language (L2) learners. The investigation engaged 40 adult participants who undertook a series of tasks designed to probe their working memory capabilities and assess their vocabulary learning outcomes. These tasks included a comprehensive questionnaire to gather demographic and linguistic background data, a Corsi block tapping task to measure working memory span, a targeted vocabulary learning session, and a subsequent word test to evaluate retention and application. The result showed a strikingly strong correlation between working memory capacity and vocabulary learning efficiency among L2 learners.

EFL English Major Students’ Perceptions of Effective Strategies in Vocabulary Learning

Vocabulary acquisition is fundamental for language learning, particularly for English majors. This study examines vocabulary learning strategies employed by EFL learners, surveying 160 English majors at a private university in the Mekong Delta of Vietnam. The questionnaire categorized strategies as cognitive, metacognitive, memory, and determination-based. Analysis revealed a preference for determination strategies, while cognitive strategies were used the least. Interestingly, interviews highlighted a focus on cognitive and metacognitive approaches. By bridging this gap between student preference and potentially more effective strategies, the study aims to inform educators and improve vocabulary learning outcomes for EFL learners.

EBS AI 펭톡 기반 어휘학습에 대한 초등영어학습자들의 반응 조사

After AI PengTalk was spread in the public education field, various studies have been conducted on the effectiveness of PengTalk in English teaching-learning. However, since previous research cases related to vocabulary learning were insufficient, this study examined the effect of PengTalk-based vocabulary instruction on the change of vocabulary proficiency levels of elementary English learners. The results verified through 14 weeks of experimental classes are summarized as follows. First, in terms of cognitive domain change, both textbook-oriented classes and classes using PengTalk improved students’ vocabulary before and after learning, but there was not a significant difference in improvement between textbook-oriented classes and classes using PengTalk. As a result of comparing the degree of change in students’ pre and post-vocabulary tests, positive improvement was confirmed, but this did not show statistically significant results. Second, according to the learner’s impression, 81% of students responded positively in terms of interest and the usefulness of vocabulary learning when using PengTalk. Students could feel the intrinsic motivation they felt as they passed through the learning stage, and it could be assumed that they responded positively because they could also get external motivation for learning English in the process of collecting tuna cans, the concept of PengTalk, and decorating characters.

Enriching Students’ Vocabulary through Quizlet in Reading Class

This study explored teaching media “Quizlet” to enrich students’ vocabulary in reading class. This study aimed to analyze the students’ perceptions on the use of Quizlet as teaching media in reading class. This qualitative case study research was conducted in one of an Islamic Senior High School in Ciamis. This study involved a tenth- grade consisted of seventeen students which were chosen purposively as the sample of the study. The data were collected by using questionnaire. The results of this study indicate that students have positive perceptions about using Quizlet as a learning media to enrich their vocabulary. Students agreed that the Quizlet application motivated them to learn English vocabulary and improved their learning performance. It can be concluded that the Quizlet application is considered as a useful and fun learning media to enrich students' vocabulary. Furthermore, the researcher recommends that further researchers investigate the use of Quizlet at various levels of education to get more in- depth and specific results regarding the use of Quizlet media in learning vocabulary.

Mastery Through Frequency: Embracing New Techniques and Strategies for Comprehensive Understanding in the Education Field

Previous observations in the English language learning domain revealed that traditional techniques to memorize vocabulary were insufficient for enhancing students’ vocabulary proficiency. This issue leads to an exploration of substitute learning strategies. This study aimed to determine the effectiveness of integrating English songs into language learning to enhance students’ vocabulary mastery.This study used a quantitative research methodology. The study involved 54 students divided into an experimental group and a control group, with 40 students ultimately participating. The control group adhered to the conventional learning procedure and denoted with variable Y, while the experimental group was exposed to English Songs and denoted with variable X. The mastery of vocabulary was assessed in relation to exposure to English songs. The study’s findings demonstrated a significant improvement in vocabulary mastery among the experimental group, with an average score of 82.25, compared to the control group score, which was 63.25. Statistical analysis confirmed the effectiveness of the intervention, with a p-value of 0.000, which is well below the threshold alpha level of 0.05. The incorporation of English songs into the vocabulary learning process not only significantly improved students’ vocabulary mastery but also raised their interest and engagement levels. This study supports the use of musical component as a beneficial teaching aid in language instruction as well as pleasurable learning experiences.

Crafting Lexical Fluency: An Exploration of Vocabulary Learning Methods among English Major Students

Vocabulary plays a crucial role in the development of skills in a second language, with comprehending word meanings emerging as a key objective in the language acquisition process. An effective approach to enriching second language vocabulary knowledge involves providing learners with a variety of vocabulary learning methods. This research aimed to investigate the preferred vocabulary learning methods of students majoring in English. Questionnaires based on Schmitt's (1997) vocabulary learning strategy taxonomies were distributed to collect quantitative data. 120 English-majored students at a private university in the Mekong Delta of Vietnam participated in this study. The result showed that methods for vocabulary learning for discovery and consolidation were preferred by English-majored students including “using bilingual dictionary”, “guessing the meaning of new words through context, “Asking classmates for the meaning of a new word”, “learning vocabulary from social networking platforms (Facebook, TikTok, Instagram,...), “learning the spelling of a word, “making a mental picture of a situation in which the word might be used”, “taking notes newly learned words in class”, written repetition”, and practicing vocabulary by conversing with other people in English”.

Visualizing Vocabulary: An Investigation into the Impact of Pictorial Aids on University-Level Vocabulary Learning

This study evaluates the effectiveness of an eight-session vocabulary teaching program utilizing the Oxford Picture Dictionary, focusing on specific vocabulary words related to clothing, health, emotional states, and environmental actions. The study assesses the vocabulary proficiency of 30 beginner-level (EFL) university students, aged between 19 and 21, at the University of Sulaimani. The three assessments—pre-test, mid-test, and post-test—were meticulously designed to serve as benchmarks for measuring the program's impact. Participants were immersed in consecutive sessions where vocabulary instruction was based on the Oxford Picture Dictionary. Pre-test, mid-test, and post-test scores were analyzed using the robust statistical methods of paired sample t-tests and Analysis of Variance (ANOVA). Several students were also interviewed to gain a deeper understanding of their experiences. According to the analysis, vocabulary proficiency increased dramatically from the pre-test to the post-test (p < 0.05). Moreover, ANOVA indicated variations in performance across the eight sessions. The findings suggest that the Oxford Picture Dictionary-based program positively influences vocabulary acquisition. Educators can use this insight to tailor language instruction, benefiting students' language proficiency.

Research on the Influence of Retrieval Practice on ESL Vocabulary Memory

The approaches and methods that can maximize the teaching and learning efficiency in education settings tremendously interest teachers. Retrieval practice is not a way that produces learning, but also a retrieval event may represent a more fruitful and mighty learning activity than an encoding event. Based on this theoretical foundation, a pilot study has been designed and conducted to test the effectiveness of retrieval practice in vocabulary memorization in a university setting. In this study, 10 participants (from English Major and Business Major) have been voluntarily recruited from Guangzhou Xinhua University. According to the parallel contrast between the experimental and control groups, the differences in scores in the vocabulary tests were collected and greatly marked statistical significance. In this study, retrieval practice has been testified as an effective strategy in learners' long-term retention of vocabulary memorization. The findings support the theory that retrieval practice improves and strengthens learning by retrieval-specific mechanisms rather than simply elaborative study processes. Retrieval practice is an effective tool to enhance vocabulary learning and remembering in an ESL context.

Research on the Influence of Retrieval Practice on ESL Vocabulary Memory

The approaches and methods that can maximize the teaching and learning efficiency in education settings tremendously interest teachers. Retrieval practice is not a way that produces learning, but also a retrieval event may represent a more fruitful and mighty learning activity than an encoding event. Based on this theoretical foundation, a pilot study has been designed and conducted to test the effectiveness of retrieval practice in vocabulary memorization in a university setting. In this study, 10 participants (from English Major and Business Major) have been voluntarily recruited from Guangzhou Xinhua University. According to the parallel contrast between the experimental and control groups, the differences in scores in the vocabulary tests were collected and greatly marked statistical significance. In this study, retrieval practice has been testified as an effective strategy in learners' long-term retention of vocabulary memorization. The findings support the theory that retrieval practice improves and strengthens learning by retrieval-specific mechanisms rather than simply elaborative study processes. Retrieval practice is an effective tool to enhance vocabulary learning and remembering in an ESL context.

Students’ Perception of the Use of Watching Korean Dramas with English Subtitles for Vocabulary Learning

Students’ Perception of the Use of Watching Korean Dramas with English Subtitles for Vocabulary Learning

The Influence of Role-Play Activity in Improving English Learner’s Communicative Skills

Under the influence of traditional English teaching, coupled with the constraints of ideological concepts, geographic environment and economic conditions, teachers and students in junior and senior high schools only pay attention to the learning of English vocabulary, grammar and sentence patterns, neglecting the ability to listen and speaking in English, which leads to the fact that students are afraid to open their mouths to speak English, and such a form of education creates a significant obstacle to the student's English learning. With the introduction of the new standard, cultivating students' communicative ability and focusing on their overall development have become the general objectives of the English curriculum, and cultivating students' oral expression ability and verbal communication abilities are the primary tasks of English teaching.

AN IMPACT OF GAME-BASED TEACHING ON VOCABULARY LEARNING OF THIRD GRADE STUDENTS IN SHENZHEN QIANHAI ELEMENTARY SCHOOL

This research discussed game-based teaching in third-grade English as an entry point and proposed corresponding teaching strategies for existing problems. The objectives of this research were: 1) to find out the impact of game-based teaching on the English vocabulary learning of the third-grade students in Shenzhen Qianhai Elementary School; and 2) to find out the satisfaction level of third-grade elementary school students with the use of game-based teaching methods to improve their English learning. This study aims to inspire third-grade English educators. According to the analysis of the data using SPSS, the results revealed that the average of mean scores was 3.66 and the average of S.D. was 0.71, with the highest mean score (=4.0) and the lowest score (=3.50), while the highest S.D. was 0.85 and the lowest S.D. was 0.53. Then, by looking closely at how English is taught through games in third-grade classrooms now and finding the problems teachers are having putting it into practice, several major problems become clear. These include teachers' biased views of game-based teaching, teachers' haphazard use of game methods, a lack of variety and newness in game materials, and students who aren't interested enough. Building upon these findings, the research proposes tailored teaching strategies aligned with the learning characteristics of third-grade students and the demands of the English curriculum. These strategies include meticulous preplanning to ensure the suitability of game teaching, providing moderate guidance to enhance student participation and engagement, fostering interactive learning atmospheres through verbal and non-verbal exchanges, and facilitating post-game reflection to stimulate critical thinking and optimize teaching effectiveness.

Effects of subtitles on vocabulary learning through videos: An exploration across different learner types

This study examines the effect of four subtitling conditions — no subtitle, intralingual subtitles, interlingual subtitles, and keyword subtitles — on vocabulary learning among diverse learner groups, as well as their perception of the effectiveness of subtitles. The study involved four participant types, all learning English as a foreign language: second-year primary school students (N = 147), fourth-year primary school students (N = 97), middle school students (year 8, N = 38), and high school students (year 10, N = 50). Participants watched videos under different subtitling conditions, followed by a vocabulary test. Our findings revealed that middle and high school students scored higher on vocabulary meaning recall when subtitles were provided. Meanwhile, second- and fourth-year primary school students did not benefit from the subtitles in terms of meaning recognition. Among the subtitle types, bilingual keyword subtitles were the most effective for middle school students, while interlingual subtitles proved to be the best for high school students. Generally, the students' perception of the effectiveness of the subtitles in the experiment aligned with their actual learning outcomes.