Vocabulary Retention Research Articles

Vocabulary acquisition in adults with dyslexia

This case study design aims to explore the effect of multimedia-integrated game-based learning on an adult dyslexic learner’s vocabulary development and retention, sixteen weeks after an intervention. The study contributes to the gap in the literature for English as a Foreign Language in adults with dyslexia in a university context by pinpointing differences in vocabulary retention in long-term memory. In the study, the learner’s retention of the previously learned vocabulary is evaluated, and 50 new words are introduced under the three new themes over three weeks. The results highlighted an increase in vocabulary acquisition and retention, which pointed out that game-based learning has a positive effect on the language development of adult learners with dyslexia. Keywords: Dyslexia; game-based learning; language development; long-term memory; vocabulary retention

The Effect of Picture-word Inductive Method on Learning English Vocabulary

This study aimed to investigate the effect of picture-word method on learning and retention of English vocabulary among the tenth graders in Ardabil. The sample of the study consisted of 50 tenth-grade female students from a high school. They were randomly assigned to two groups of twenty-five students (one experimental group and one control one). The picture-word method was used to the experimental group while the traditional method was used with the control one. A pre-test and a post-test were used then the scores were analyzed using independent sample t-test. The results indicated that in pre-test, two groups might have been equal in terms of vocabulary knowledge, but in post-test the experimental group outperformed the control group. This showed the positive effect of picture-word method on learning English vocabulary.

Improving Middle-School Students' English Vocabulary Via Digital Storytelling

This study explores middle-school students' perceptions of using digital storytelling to enhance English vocabulary acquisition. A focus group methodology engaged 30 out of 136 female second-grade students, representing 22% of the community. Content analysis, following Merriam's (2015) steps, revealed two main categories: using digital stories for vocabulary acquisition and their effectiveness in improving language skills. Participants found digital storytelling enjoyable and memorable, with visual images aiding vocabulary retention and word comprehension. It also improved dictionary usage. The study concludes that digital storytelling enhances vocabulary, language proficiency, and grammatical understanding. Practical implications include integrating digital storytelling into English teaching for better vocabulary learning, providing clear context in stories, and including dictionary-related tasks for an engaging language learning experience. These insights contribute to the growing body of research supporting the value of digital storytelling in educational contexts. Based on the study, a key recommendation is to integrate digital storytelling into English language teaching with a focus on providing clear context within digital stories. This promises to enhance the language learning experience for middle school students seeking to improve their English vocabulary and language skills.
 
 Received: 09 August 2023 / Accepted: 22 September 2023 / Published: 5 November 2023

Code Switching as a Teaching and Learning Strategy: Opinions and Perceptions of University-Level Students of French as a Foreign Language (FFL) in Ghana

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

ИССЛЕДОВАНИЕ АССОЦИАТИВНОЙ МОДЕЛИ ПРЕПОДАВАНИЯ КИТАЙСКОГО ЯЗЫКА КАК ИНОСТРАННОГО В ОБЛАСТИ ЛЕКСИКИ

Vocabulary learning plays a crucial role in Chinese language teaching, and effectively using associative rules helps students to enlarge their active vocabulary. Relying solely on passive memorization often leads to poor learning outcomes, prompting teachers to consciously guide students in applying the vocabulary association method according to real-life situations during the learning process. Through practical teaching experience, the article emphasizes the significance of associating homophones, synonyms, antonyms, and other vocabulary words, while also employing the divergent associative thinking mode judiciously. The primary goal of this article is to propose innovative pedagogical approaches for Chinese language teaching. By discussing various associative methods for vocabulary teaching, the aim is to offer fresh ideas to enhance Chinese language instruction. It is evident that the associative method not only helps students to grasp the fundamental sounds, forms, and meanings but also ignites their intrinsic motivation. As their vocabulary expands, their overall listening, speaking, reading, and writing skills improve simultaneously. Employing diverse associations allows students to discern connections between words, facilitating better retention of vocabulary and increasing overall learning efficiency.

Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.

The purpose of the current study was to investigate the effect of vocabulary instruction embedded in the narrative intervention on the immediate and retained definitional knowledge of taught words for first graders at risk for language-related reading difficulties. We employed a repeated acquisition design with innovative quality features and supplemental statistics with 11 treatment students and three control students. In the context of the school's multitiered system of supports, treatment students received 30-min small group interventions, 4 days a week for 12 weeks. Intervention involved story retelling and personal story generation lessons, both of which emphasized the learning and practicing of target vocabulary words in each story. Pre- and postprobes of the taught definitions were conducted every week. According to visual analysis conventions of single-case research, there was a consistent pattern of improvement from pre- to postprobes for all treatment participants, but for none of the control participants. Retention was also consistently observed, when measured at Week 13. Supplemental statistics confirmed that large effects were associated with the intervention. Vocabulary instruction embedded in narrative intervention led to meaningful acquisition and retention of taught vocabulary for students at risk of language-based reading difficulty.

Retrieval, repetition, and retention: unveiling vocabulary acquisition strategies for ESL learners

This paper explores the practical implementation of retrieval practice techniques for improving English as a Second Language (ESL) vocabulary acquisition. Effective strategies for fostering long-term retention and comprehension of vocabulary are of utmost importance in the field of ESL education. Three key retrieval practice techniques, namely, The Brain Dump, Low-Stakes Quizzes, and Flashcards, were examined, and their advantages, drawbacks, and potential impact on ESL learners were discussed. Additionally, the integration of digital technology with traditional retrieval practice tools is discussed, highlighting the evolving landscape of language learning strategies. This discussion emphasizes the significance of retrieval practice in enhancing ESL vocabulary acquisition, offering educators and learners valuable tools to reinforce memory traces, engage in active recall, and promote metacognition. However, challenges, such as time constraints, test anxiety, and rote memorization, must be carefully considered in their implementation. Overall, this paper provides insights into the practical utilization of retrieval practice techniques, offering educators a nuanced perspective on improving ESL learners' long-term vocabulary retention and comprehension.

The Impact of Vocabulary Learning Methods on Students’ Vocabulary Application Skills

This research paper investigates the impact of vocabulary learning methods on students’ vocabulary application skills in English language acquisition. I examine traditional methods like rote memorization and flashcards, as well as modern approaches such as contextual learning, technology-assisted methods, and multimodal strategies. Through a mixed-methods research design, including surveys, interviews, and classroom observations, I uncover valuable insights into how these methods influence vocabulary application. My findings reveal that traditional methods, while effective for vocabulary retention, often fall short in facilitating practical vocabulary usage. Contextual learning emerges as a potent strategy, promoting active vocabulary application by immersing learners in real-life language contexts. Technology-assisted methods enhance pronunciation and offer immersive experiences, contributing to improved vocabulary application. Multimodal approaches that integrate various methods provide a holistic solution, fostering both recognition and active use of vocabulary. The implications for language teaching emphasize the need for a balanced approach that combines traditional and modern methods. Incorporating technology and real-life contexts into language education enhances students’ ability to apply vocabulary effectively, bridging the gap between knowledge and application.

A Study on Understanding the Effectiveness of Audiovisual Aids in Improving English Vocabulary in ESL Classrooms

Vocabulary is essential for comprehension and linguistic development for English language learners. This study used a survey method to identify the effectiveness of vocabulary learning, proper retention, cognitive skills, and technology-based learning in the English language classroom. Thus, the research aims to explore the effectiveness of visual and audio materials in developing vocabulary. The study employed a quantitative approach, and statistical tools were employed for quantitative analysis. The study examines the advantages of audio-visual resources for enhancing vocabulary retention. The participants are tertiary-level students from a reputed university in Vellore district of Tamil Nadu. Around 120 students participated in the survey. A self-designed questionnaire with 10 items was circulated, and data was collected in the Google Form. The results of the data prove the need for audio-visuals in Indian English classrooms, and the students find the audio-visuals interesting and attentive to learning the vocabulary. The Cronbach alpha value of the questionnaire is 0.845; hence, it is concluded that the data is reliable. The survey results show that using multimedia materials in language classrooms will effectively develop English vocabulary among students in Vellore district. Students find it interesting and have an enjoyable learning environment.

Improving Kids English Vocabulary Through Immersive Mobile Games

This paper explores the potential of utilizing immersive games to enhance children's English vocabulary acquisition. In a world increasingly reliant on effective communication in English, developing a robust vocabulary foundation is essential. Traditional language learning methods can often be tedious for children, leading to disengagement and reduced motivation. To address this challenge, this study delves into the innovative use of immersive games as an educational tool. Immersive games offer a unique opportunity to create an interactive and captivating learning environment that can significantly improve a child's vocabulary retention and usage. This research investigates the effectiveness of various types of immersive games, including virtual reality, augmented reality, and interactive simulations, in engaging children and expanding their English vocabulary. The study also examines the impact of immersive experiences on motivation, engagement, and overall language learning outcomes. By examining the latest trends in educational game design and language acquisition theories, this paper presents a comprehensive overview of the advantages of using immersive games as a vehicle for vocabulary development in children. It highlights the potential for immersive games to foster a fun and dynamic language learning experience, making it a promising approach for educators and parents seeking to enhance children's English language skills. The findings of this study provide valuable insights into the design and implementation of immersive games for English vocabulary enhancement in children, shedding light on the significant role these games can play in shaping the future of language education. As technology continues to evolve, harnessing the power of immersive games for educational purposes becomes an exciting avenue for nurturing the linguistic abilities of the younger generation. Key Words: English Vocabulary, Immersive Games, Language Learning, Education, Child Learning, Educational Technology, Interactive Simulations, Motivation, Engagement, Language Education, Educational Games.

Using an Interactive Digital Games Program to Enhance English Vocabulary Retention and Grammar Achievement of Preparatory School Pupils

Using an Interactive Digital Games Program to Enhance English Vocabulary Retention and Grammar Achievement of Preparatory School Pupils

A systematic review of EFL research on the impact of reading comprehension on students’ vocabulary retention, and the relation between reading and vocabulary size

A systematic review of EFL research on the impact of reading comprehension on students’ vocabulary retention, and the relation between reading and vocabulary size

Multisensory Teaching and TBR Oscillatory Activities in Foreign Language Vocabulary Retention: A Neurolinguistic Study

Multisensory Teaching and TBR Oscillatory Activities in Foreign Language Vocabulary Retention: A Neurolinguistic Study

Enhancing Verb Writing Skills in Eighth-Grade Students with Flashcards: A Classroom Action Research in Indonesia

This study aimed to enhance regular and irregular verb writing skills in eighth-grade students at a public junior high school in Blora, Central Java, Indonesia, by implementing flashcards as a teaching tool. The research followed the Classroom Action Research (CAR) approach, encompassing planning, action, observation, and reflection. Data collection methods included observation, tests, questionnaires, and interviews. The analysis revealed a significant improvement in students' average scores throughout the research cycles. The use of flashcards not only improved verb writing skills but also heightened students' vocabulary retention and interest in learning. The findings suggest that incorporating flashcards can be an effective and engaging strategy for teaching verb forms, benefiting students' language proficiency and learning experiences. Highlight: Flashcards enhance verb writing skills: The study aims to improve regular and irregular verb writing skills using flashcards in eighth-grade students. Classroom Action Research (CAR) approach: The research follows the CAR method, including planning, action, observation, and reflection to implement flashcards effectively. Significant improvement in test scores: Data analysis shows a notable increase in average test scores from the preliminary study to research cycles, indicating the effectiveness of flashcards in teaching verb tenses. Keyword: Flashcards, Verb Writing Skills, Eighth-Grade Students, Classroom Action Research, Vocabulary Improvement

The Impact of Infographics on EFL Adolescent Learners’ Vocabulary Retention

Because of the rapid advancement of technology, multimedia is now being used in English classrooms to help students enhance their language skills. The current study intended to investigate the impact of Infographics on vocabulary retention in EFL adolescent learners. A pretest was given to both groups at the start of the treatment period, and the participants subsequently attended 6 sessions. During these sessions, the experimental group (EG) was taught using Infographics, whereas the control group (CG) was taught using traditional methods. The posttest and delayed posttest were used to assess the student’s vocabulary acquisition and retention. The results showed that the EG greatly outperformed the CG in the posttest and delayed posttest. As a result, the Infographics showed to be more successful in helping these learners acquire English vocabulary. The findings may have ramifications for instructors since they improve their grasp of using technology in general, and Infographics in particular, and lead to more successful teaching methods.

교수 방법이 한국어 학술어 학습에 미치는 영향

The purpose of this study is to examine the effect of integrated and isolated form-focused instruction on the learning and retention of Korean academic vocabulary. To this end, 34 foreign students were given integrated and isolated form-focused instruction, and a pre-test, an immediate post-test, and a delayed post-test were conducted together. As a result, both integrated and isolated form-focused instruction had a positive effect on the learning and retention of the target academic vocabulary, but only the isolated form-focused instruction showed a statistically significant difference. With this study as an opportunity, it is hoped that follow-up studies from various perspectives, such as learner proficiency and vocabulary types, will be continued to provide effective vocabulary teaching and learning method

The Effectiveness of Authentic Materials in Improving Students' Vocabulary Mastery

This study aimed to gather empirical proof of how well reading authentic materials can help students with their vocabulary mastery of procedure text. This study attempted to determine how effective authentic materials aid students' vocabulary mastery of procedure text in order to obtain more information about the result. The research type of this study was quantitative research with a quasi-experimental study design. The instrument used was a vocabulary test. There were 20 multiple-choice questions on this test. 70 students made up the entire participant for this study. SPSS 22 was used to calculate the results of this study. The test of hypotheses revealed that alpha (α) was 0.05 and sig.2-tailed tailed (p) was 0.003. To put it another way, it indicates that the Ha (Alternative Hypothesis) is accepted while the H0 (Null Hypothesis) is rejected. It demonstrated the beneficial impact of using real materials on students' vocabulary retention of procedure text. The number of English words that students knew and could use in their daily activities improved as a result of their reading of authentic texts. The students also exhibited a greater desire to read. Students can use non-linguistic cues like layout, images, shades, signs, and the environment to their advantage.

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.

The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman

This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.

Using Video Recording Technique to Increase Students’ Vocabulary

This study aims to (1) compare students’ vocabulary before and after using video recording technique (VRT) (2) study students’ vocabulary learning retention after using VRT and (3) study students’ experience towards using VRT. This research involved 10 Business English major students who were enrolled in Listening and Speaking for Business English 2 Course at Roi Et Rajabhat University. The participants were selected using a purposive sampling technique. This research was mixed-method research. The data was collected through vocabulary test (administered as pre-test, post-test and delayed-test) and semi-structured interview. The data were analysed using mean, standard deviation, paired sample t-test and thematic analysis. The findings indicate that (1) the score of the post-test was statistically significantly higher than the pre-test at the .05 level. (2) The score of the pre-test was statistically significantly higher than the delayed post-test at the .05 level. The students’ vocabulary retention was 91.61%. (3) All of the participants agreed that VRT is an effective way to increase their vocabulary