Vocabulary Retention Research Articles

USING THE ‘NOTICE-THE-GAP’ PRINCIPLE IN L1 TO L2 LEARNING IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING

Nowadays, translation into a foreign language (L2) has become a widespread practice. However, this type of translation is known to be more challenging than translation into the mother tongue (L1). This suggests that translation-oriented foreign language teaching should be geared towards equipping learners with the necessary knowledge, skills and abilities for performing L2 translation. One such aspect is creating a meaningful link between L1 and L2 equivalents and ensuring better retention, recall and retrieval of L2 vocabulary in response to L1 equivalents. The aim of this study was to test whether using L1 to L2 learning in combination with the ‘notice-the-gap’ principle in teaching vocabulary to trainee translators can facilitate the achievement of this result. The participants were thirty 3rd-year full-time translation students enrolled on a 5-year translation training programme at the Linguistics University of Nizhny Novgorod, Russia. The proposed approach was used in teaching vocabulary to an experimental group of students whose results before and after the treatment were compared with those of a control group using statistical tests. The results testify to the effectiveness of the proposed approach. The experimental group demonstrated a significant reduction in the performance time in L2 translation accompanied by improved accuracy of L2 use, i.e., retrieval of appropriate and adequate L2 vocabulary in response to their L1 equivalents. The findings have significant implications for translation-oriented foreign language teaching in terms of highlighting the importance of strengthening the L1 to L2 lexical link. On a practical level, the study provides specific recommendations and a learning procedure for achieving this aim.

A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition

Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.

Enhancing vocabulary learning through understanding the human memory system: Episodic memory

Vocabulary acquisition in learning languages is a crucial aspect of language learning, and effective teaching theories are essential for the retention and application of new vocabulary. However, understanding the memory system is important for educators to design and implement effective vocabulary teaching strategies that support student learning and retention. This article provides a comprehensive overview of the human memory system, including sensory, short-term, and long-term memory, with a focus on the differences between semantic and episodic memory. It explains the impact of episodic memory on vocabulary recall. In addition, it puts forward two teaching theories that enhance the utilization of episodic memories. Experiential Learning and Elaboration Theory focus on connecting vocabulary with personal experience for episodic memory and using previous knowledge to help students remember new vocabulary.

Mnemonics and Their Effect on Students’ Vocabulary Memorization and Recall: A Quantitative Study

Having a Quasi Experimental Research design, this study aimed to reveal the fact whether Mnemonic Keyword is more effective in helping students to memorize and store vocabulary in the short and long term compared to Mnemonic Loci. Twenty-nine students of class IXB (Experimental group) and 31 students of class IXA (Control group) were involved in this study. The Experiment Group was required to memorize vocabulary by using Mnemonic Keyword while the Control group was required to use Mnemonic Loci in memorizing English vocabulary. Right after the last treatment session, the participants were given a post-test to find out the ability of the participants in both groups regarding their ability to store and recall vocabulary in short-term memory. The results revealed that the Experimental group and the Control group had the same performance. Exactly one week after the first post-test, the researcher conducted a second post-test which aimed to find out the ability of the participants in both groups regarding their ability to store and recall vocabulary in long-term memory. The results revealed the fact that the Experimental group had better performance than the Control group in terms of vocabulary retention and recall in long-term memory. This research also revealed the fact that Mnemonic Keyword was more interesting and unique for students during the vocabulary memorization process so that it made them more enthusiastic in memorizing English vocabulary.

Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

This research focuses on exploring the effectiveness of the Describing Picture Strategy in teaching speaking skills to students. The study aims to enhance students' English-speaking abilities by employing visual aids such as pictures during the learning process. The qualitative research design was utilized, and data were collected through interviews and observations with an English teacher at SMK Muhammadiyah 1 Banjarmasin. The findings demonstrate that using pictures as speaking prompts can improve pronunciation, vocabulary retention, and overall language confidence. Additionally, picture-based activities engage students and create a more enjoyable learning experience. The study recommends that English teachers integrate the Describing Picture Strategy in their teaching approaches to foster active classrooms and enhance students' interest and proficiency in speaking English. However, the research acknowledges the need for further investigation to address certain limitations and refine the strategy for optimal results.

Word Game Modeling Using Character-Level N-Gram and Statistics

Word games are one of the most essential factors of vocabulary learning and matching letters to form words for children aged 5–12. These games help children to improve letter and word recognition, memory-building, and vocabulary retention skills. Since Uzbek is a low-resource language, there has not been enough research into designing word games for the Uzbek language. In this paper, we develop two models for designing the cubic-letter game, also known as the matching-letter game, in the Uzbek language, consisting of a predefined number of cubes, with a letter on each side of each six-sided cube, and word cards to form words using a combination of the cubes. More precisely, we provide the opportunity to form as many words as possible from the dataset, while minimizing the number of cubes. The proposed methods were created using a combination of a character-level n-gram model and letter position frequency in words at the level of vowels and consonants. To perform the experiments, a novel dataset, consisting of 4.5 k 3–5 letter words, was created by filtering based on child age groups for the Uzbek language, and three more datasets were generated, based on the support of experts for the Russian, English, and Slovenian languages. Experimental evaluations showed that both models achieved good results in terms of average coverage. In particular, the Vowel Priority (VL) approach obtained reasonably high coverage with 95.9% in Uzbek, 96.8% in English, and 94.2% in the Slovenian language in the case of eight cubes, based on the five-fold cross-validation method. Both models covered around 85% of five letter words in Uzbek, English, and Slovenian datasets, while this coverage was even higher (99%) in three letter words in the case of eight cubes.

Vocabulary recall and retention improvement: Working memory training using dual N-back task

Working memory (WM) plays an important role in learning since it serves as the buffer between past sensations and future behaviour, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of WM training on vocabulary recall and retention of Iranian EFL learners using the dual n-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. The obtained data were analysed through two-way repeated measures analysis of variance and independent samples t-tests. The results showed that the experimental group outperformed the control group in target words’ recall and retention. Keywords: Dual n-back task, EFL learners, working memory training, vocabulary recall, vocabulary retention

THE USE OF QUIZLET TO ENHANCE L2 VOCABULARY ACQUISITION

This study aims to improve the teaching-learning process of foreign language through Quizlet – a popular digital tool for language learning. In particular, we explore the following aspects of Quizlet use among Spanish undergraduate students learning English: the effectiveness of vocabulary retention, its impact on students’ motivation and autonomous learning. The results and conclusions obtained through a questionnaire with 30 respondents point to the success of Quizlet which has contributed in a very positive way to the learning of the vocabulary seen in the course, has helped to make the course more enjoyable, fun, and attractive, thus, improving students’ motivation, and has helped students to have a more active and autonomous role in their learning. According to the survey, 90% of participants indicate a desire to use this educational tool in other courses of the degree, and 97% consider that technology-enhanced language learning is the direction that teaching should take.

The Role of Games in Enhancing EFL Students' Vocabulary Acquisition Wagdi Rashad Ali Bin-Hady

The aim of this paper review is to explore the advantages of (digital) games for developing EFL students' vocabulary acquisition. Moreover, this review discusses some of the most widely games used to enhance students' vocabulary acquisition and introduces them to EFL instructors so they can be widely used in their classroom teaching practices. The present review also explores the essential classroom procedures needed for incorporating games in the classroom teaching. It is found that games make lessons' enjoyable to students, minimize students' anxiety, help students recall vocabulary easily and naturally, and bring context to the classroom. The review also revealed that games such as The Sims, and Semantic Boggle are amongst the most widely used games for vocabulary retention. Teachers are advised to use the suitable vocabulary games for teaching vocabulary and link the games with the course content. The present paper review recommends the inclusion of games in English curriculum and classroom teachings.

Exploring the Potential of Digital Game-Based Vocabulary Learning: A Systematic Review

Constant technological development creates the need for continual optimization of the educational process to achieve educational objectives with the highest possible efficiency. Surveys have shown that digital games are very popular among all age groups, including when they are used in foreign language education, such as in Digital Game-Based Vocabulary Learning (DGBVL). Therefore, the purpose of this review study is to summarize the existing knowledge on DGBVL and to provide new, cutting-edge information based on available literature accessible within three databases: Web of Science, Scopus, and ScienceDirect. After applying the inclusion and exclusion criteria and conducting the search, 13 articles were identified for a deeper analysis. The main findings reveal that DGBVL can create a positive learning environment. In this kind of environment, students experience predominantly positive emotions which may in turn enhance their vocabulary retention. The review suggests that DGBVL is useful in vocabulary learning and may even surpass conventional teaching methods in an English classroom. The findings of this review can serve as a basis for further research, which could ultimately lead to the implementation of DGBVL in the process of English instruction, not only as a supplementary method, but possibly as a full alternative to conventional English lessons.

The Chaining Method for Better Vocabulary Retention: Tunisian University Students as a Case Study

A major current focus in vocabulary instruction has been on how to foster autonomous learning and provide learners with techniques to deal with vocabulary retention. In view of this idea, numerous studies have been interested in investigating the effect of teaching such mnemonic strategies on learners’ ability to retain new items. Thus, this paper intends to focus on the concept of the narrative chain method as a memory vocabulary learning strategy that helps EFL learners to remember new vocabulary. It, therefore, aims at shedding light on the importance of learners’ active role in practising the method, creating and imagining the storyline, and reflecting on it at the end of the process. To reach this purpose, fifty first-year Tunisian EFL university students were randomly selected to complete memory vocabulary strategy training. An evaluation checklist was then held to gain more information about their attitudes toward the technique’s efficiency. Qualitative results have provided positive feedback concerning the narrative chain method treatment. The findings of the current study have led to crucial contributions to vocabulary teaching practices that should display the close connection between the active vocabulary learning/retention process and long-term memory in the Tunisian context.

Neural correlates of retrieval practice on the learning and memory retention of L3 French vocabulary

ABSTRACT This study used event-related potential (ERP) and retrieval practice effect paradigm to investigate the neurocognitive mechanisms underlying the retrieval practice effect in a third language (L3) vocabulary learning. Thirty-five Chinese (First Language, L1)-English (Second Language, L2) bilinguals without prior knowledge of French (L3) studied 120 French (L3)–English (L2) word pairs and then practiced the word pairs through retrieval practice or repeated studying. On a final recognition test 30 minutes later, the participants were asked to perform old/new recognition judgments while recording electroencephalography (EEG) signals. Behavioural results found that retrieval practice led to a higher accuracy rate and faster response time in the final test than repeated studying. ERP results found that retrieval practice elicited less negative N400 waveforms than repeated studying at the frontal site and less negative N400 waveforms than new condition at the central-parietal sites. By contrast, retrieval practice only elicited more positive LPC waveforms than new condition at the parietal site. In sum, the present results provide first neural evidence that retrieval practice facilitates L3 (French) vocabulary learning. These findings suggest that retrieval practice might involve more semantic information processing in L3 vocabulary learning, which supports the elaborative retrieval hypothesis of the retrieval practice effect.

The Effects of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through Reading

This dissertation intends to examine the effects of task-induced involvement load on the L2 incidental vocabulary acquisition through reading. Task-induced involvement load is operationalized through manipulating the components of need, search and evaluation to show the relevance of L2 incidental vocabulary acquisition. It will intend to do this by using three major variables: task-induced involvement load, initial vocabulary learning and medium-term vocabulary retention. The chapter starts by providing reasons for why incidental vocabulary acquisition through reading has been the focus of this study. The chapter then continues by summarizing how the existing literature helped shape the focus on the Involvement Load Hypothesis in the current study. Finally, a general overview of the structure of this dissertation will be given in the last section.

Foreign Language Vocabulary Acquisition and Retention in Print Text vs. Digital Media Environments

In the context of very current trends in digital language education generally supported by governments and educational institutions, it seems necessary to evaluate the efficiency of these tools from various points of psycholinguistics and applied linguistics, mostly when it comes to learning a foreign/second language (L2). Therefore, this paper aims to evaluate vocabulary retention in L2 when using print text in contrast with digital media. The research was conducted among 122 participants who were university students and were divided into two groups to learn 60 new phrasal verbs; one group of them using a standard print text, the other using the same text displayed and annotated on their digital devices. There were two memory tests after four weeks of studying the four sets of phrasal verbs, i.e., 15 verbs a week, and another test after another month to evaluate students’ memory retention of the given vocabulary in time. The results clearly show a slight but clear discrepancy in these two groups in favor of the group using the print text in both tests performed. The findings of this study suggest that students can retain L2 vocabulary better in conditions where they have access to printed vocabulary and if they can make notes, highlight or write their translation in their native language. However, these findings should be verified from other perspectives as well to obtain more reliable data.

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

The Effect of Music on Communication Ability: A Case of Vocabularies

Vocabulary growth predicts communication ability and communication without vocabulary is impossible. The study was done among 50 EFL learners to examine the effect of music-based instruction on their vocabulary retention and attitudes. They were divided into experimental and control groups. First, a pre-test was conducted to fulfill the homogeneity assumption. Then, the photo dictionary part of the “English for Schools Prospect 1” book was set to music and the experimental group underwent music-based practices. While the control group received audio-visual instruction. Immediately after the instructions, a 20-item test was given to the groups. Subsequently, a 9-item attitude scale was distributed among the teacher, observer, and groups. After two weeks, a long-term memory test was conducted between the two groups. Results presented that the experimental group significantly outscored in the short- and long-term memory tests compared with the control group. Moreover, results from the attitude scale indicated that they welcomed music-based instruction allowing more profound vocabulary learning and communication ability than the audio-visual practices.

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The article studies the patterns of the introduction of political professional vocabulary and the effective strategies for conveying the meaning of unfamiliar words in the process of teaching English. The purpose of professional vocabulary teaching is the development of skills and abilities to recognize word units and terms in speech situations or different types of texts. Without professional vocabulary, it is impossible to develop and improve students’ receptive (reading and listening) and productive (speaking and writing) abilities in the professional sphere. The introduction, consolidation and retention of professional vocabulary is a complex and comprehensive process. The idea that the effectiveness of assimilation of political vocabulary depends on the choice of methods and strategies for introducing vocabulary units in the learning process and the application of multi-tasks is clarified.

8th Graders’ Attitude Toward the Implementation of Project-Based Learning Method in Teaching English Reading Skills. A Case Study at Public Secondary School in Ho Chi Minh City, Vietnam

Teaching English reading skills in the Vietnamese educational context traditionally emphasizes direct-teaching methods, which often limit students' active involvement and real-world application of knowledge. This study aimed to explore a different pedagogical approach, Project-Based Learning (PBL), to teach English reading skills, with an objective to understand students' attitudes toward this innovative method. The research was conducted at a public secondary school in District 7, Ho Chi Minh City, Vietnam. The participants comprised of 50 eighth graders aged 14-15 years, offering a diverse group of English learners for the study. A mixed-methods research design was employed, using both a questionnaire and semi-structured interviews to collect data. The questionnaire, featuring 24 items across cognitive, behavioral, and affective domains, was designed to gauge students' perceptions and experiences with PBL in their English reading classes. Semi-structured interviews provided qualitative insights into these experiences, offering a richer understanding of student attitudes. The results revealed that implementing PBL in teaching English reading skills significantly improved students' engagement and learning outcomes. Cognitively, students reported enhanced understanding and retention of new English vocabulary, increased ability to infer meanings of unknown words, and better analytical skills. Behaviorally, PBL encouraged active participation, greater collaboration, and increased English reading beyond the classroom. Affectively, students felt more confident and accomplished, with reduced anxiety and a more positive attitude towards English reading. Nevertheless, certain challenges were reported, including initial project ambiguity and unequal group contribution. These findings suggest that PBL can be an effective strategy for teaching English reading skills, promoting active learning, and fostering positive learning experiences in the Vietnamese context. Future research could focus on optimizing PBL implementation, addressing reported challenges, and exploring its long-term impacts on English reading proficiency. This study hopefully contributes to the broader literature on PBL in English language learning and provides practical insights for educators aiming to enhance English reading skills among secondary school students.

Improving Students’ Vocabulary Retention by Local Culture-Based Material

The objective of the study is to find out how the local culture-based material is being implemented in the class as well as the effect of implementing local culture-based material in improving the rural coastal area of Riau students’ vocabulary retention. This study was conducted using Classroom Action Research (CAR) method which utilized four phases according to Kemmis and McTaggart model which included planning, action, observation, and reflection. The subject of the study was 27 students from a second-grade classroom in Sains Tahfizh Islamic Center Siak Elementary School. For the data analysis, the researcher used interview guidelines, observation checklists, field notes, and tests to gain the data. The findings discovered that the implementation of local culture-based material successfully improved students’ vocabulary retention based on all of the subject's scores that reached the minimum criteria standard of 80 in the last post-test compared to the pre-test where a lot of students did not reach the minimum standard of criteria. The study also found that the implementation of local culture-based material brought positive impacts on students’ behavior in the classroom. It developed students’ enthusiasm in learning, increased students’ motivation in vocabulary learning, and improved students’ engagement during the learning activity. This study contributed on finding the impact of local culture-based material which benefited the teachers especially in the rural coastal area of Riau, students, and also future researchers.

The Role of Semantics and Etymology in Promoting Insightful Learning

The difficult meaning of many unfamiliar and new words is‘motivated’ by their original and semantic meaning. In an EFL context, thisoffers the possibility of presenting a number of difficult words in ways thatpromote insightful learning rather than blind memorization. Associating aword with its semantic change and etymology has been shown to enhancecomprehending and then remembering. This effect seems in accordancewith dual coding theory, as the etymological association is likely to call upa mental image of a concrete scene which can be stored in memoryalongside the verbal form. The present study explores the possibility oftaking this technique beyond mere mnemonics. A series of tests that are setup with the participation of students who study English in their higherstudy are reported. The results show that knowledge of the origin andsemantic changes of these new and unfamiliar words can effectively helplearners comprehend their meaning and then ease their retention. Not onlydoes the task of knowing word meaning on the basis of etymologicalinformation appear practical, it seems to facilitate recall, too. Finally, theresults suggest that knowledge of the origin of unfamiliar words can helplearners estimate whether they might have more than one meaning.
 Failing to remember previously encountered words is one of thecommonly reported complaints of EFL learners. Among the variety ofcommonly used vocabulary reinforcing techniques, making students awareof etymological accounts of words is a relatively under researched area inthe literature. The present study, therefore, aims at exploring the effect ofpresenting etymological accounts of 20 unfamiliar words on short- andlong-term vocabulary retention of EFL learners. The participants (20) aremembers of two higher studies classes randomly assigned to experimentaland control groups. While both groups are asked to look up the meaning ofthe words in their dictionaries, the participants in the experimental groupreceived a short instruction on the etymologies of the words. The results of