Vocabulary Teaching Strategies Research Articles

The Effectiveness of Baamboozle to Escalate Seventh-Grade Students’ Vocabulary Learning Outcomes

This quantitative study meticulously evaluated the effects of the Baamboozle application on seventh-grade students' vocabulary acquisition, particularly within the context of descriptive text. Utilizing a pre-experimental design, the study implemented a one-group baseline and follow-up tests model to assess the intervention's efficacy. Data was collected using baseline and follow-up tests. The statistical analysis was performed through paired sample T-tests by utilizing SPSS 25. The findings indicated a substantial improvement in students' average vocabulary scores, increasing from 57.25 to 73.00, with a Sig. (2-tailed) value of less than 0.05, confirming statistical significance. The result underscores the value of integrating Baamboozle into English instruction, highlighting its potential to significantly escalate learning outcomes and amplify student engagement. Future research should focus on comparative studies assessing Baamboozle's efficacy relative to other digital learning platforms, such as Duolingo, Busuu, Lingodeer, and similar tools, to further advance and optimize vocabulary teaching strategies.

Study on computer-based systematic foreign language vocabulary teaching

Since ineffective FL vocabulary teaching has been currently shown in the higher education of Mainland China, this study aims to achieve a satisfactory vocabulary teaching outcome through the construction of a systematic computer-based vocabulary teaching mode. Based on constructivism, the mode was established with three essential teaching phases, which were incorporated with systematic cognitive processes of vocabulary learning, supported by appropriate vocabulary teaching strategies, and also facilitated by computer technologies. To illustrate its efficacy, altogether 58 non-English major undergraduate students in two classes were selected randomly from a university in Mainland China. The participants were divided into two groups by class, which were taught target words under the computer-based systematic vocabulary teaching mode and the traditional paper-based one, respectively. Under the traditional mode, the same teacher adopted the teaching methods as they had normally done in the past, such as rote memorization and mechanical practice mainly with paper-based materials. Through the achievement comparisons, it was ultimately revealed that the systematic computer-based vocabulary teaching mode was superior to the traditional with a detectable difference either immediately after or one month after the treatment. The significance was further reinforced by the results from a questionnaire survey conducted among the group taught under the systematic computer-based vocabulary teaching mode.

The Role of Working Memory Capacity in L2 Vocabulary Learning Among Saudi EFL Students

Acquiring a second language (L2) involves complex cognitive processes, where working memory (WM) plays a crucial role. This study investigates the relationship between WM capacity and L2 vocabulary acquisition among 100 Saudi EFL learners, focusing on first-year university students. Utilizing the Automated Operation Span Task (AOSPAN) to measure WM capacity and a custom-designed vocabulary test, the study found significant correlations between WM capacity and vocabulary retention, immediate recall, and usage in context. The experimental group, which received WM training, outperformed the control group across all measures. These findings underscore the importance of WM in L2 vocabulary learning and suggest that WM training can enhance vocabulary acquisition. The study's implications for educational practices are discussed, highlighting the potential for integrating WM training into language curricula to support learners' vocabulary development. This research contributes to understanding cognitive factors in L2 learning and provides practical recommendations for educators to enhance vocabulary teaching strategies for learners with varying WM capacities.

Exploring teaching methods for middle school English vocabulary in China: Based on observation of high-quality lessons in people’s education edition

This study investigates the methodologies used in teaching vocabulary in middle school English classrooms, focusing on the interconnections among class types, parts of speech, teaching stages, and methods. By combining offline classroom observations with a review of 99 high-quality online lessons from the People’s Education Edition, the research provides a comprehensive comparison of vocabulary instruction practices. The findings reveal that vocabulary instruction is often embedded within broader lessons on listening and speaking, reading, writing, and grammar rather than being addressed in dedicated sessions, and that there is significant variability among teachers in core vocabulary selection and instructional approaches. The study concludes that there is a lack of consistent and dedicated vocabulary teaching methods across different class types. This research offers valuable insights for educators to develop more targeted and effective vocabulary teaching strategies, aiming to improve vocabulary acquisition among middle school students.

Exploring the Efficiency of Associative Vocabulary Teaching Strategies to Foreign Language Learners

This study attempted to explore the effect of applying three associative vocabulary instruction strategies (context-based, morphemic analysis and concept map) compared with the traditional strategies on the intermediate EFL learners' vocabulary development employing a quasi-experimental, quantitative, pre-test/post-test design. With the aid of an English proficiency test and a researcher-developed vocabulary test the homogeneity of the participants were checked before the study's treatment. Subsequently, 80 intermediate EFL learners were chosen via convenience sampling procedure from private language schools and recruited for the study and divided into four groups of 20 as the experimental and control participants. The experimental participants were taught the target lexical items with the aid of contexts, concept maps and morphemic analyses while the control participants experienced the traditional instruction (i.e., L1 equivalent provision, word lists, flashcards and memorization). The same vocabulary test was administered this time as the post-test to check whether there was a significant difference in the learners’ attainment for the taught lexical items. The performance of the participants on the vocabulary post-test was analyzed both descriptively and inferentially (a MANOVA, an ANOVA and an independent-samples t-test). It was revealed that all the associative vocabulary teaching strategies were significantly more efficient than the traditional vocabulary teaching strategies. Moreover, it was found that concept mapping was the most efficient instructional strategy for teaching the lexical items compared with the traditional strategies and other associative strategies for the intermediate EFL learners.

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Students’ lack of vocabulary knowledge has been an on-going concern among English as a Second Language (ESL) practitioners. Despite the consensus on the critical role of vocabulary instruction in language learning, many studies argue that teachers often dismiss vocabulary to focus more on grammar, reading and writing. It is unclear whether this neglect is due to overemphasis on exam- oriented system or teachers’ lack of awareness of lexical importance. The present study aims to investigate the vocabulary teaching strategies of twenty secondary school teachers and the pedagogical challenges they face in the classroom. A descriptive research design was employed, where data were gathered through a qualitative survey in the form of open-ended interview questions. Using grounded theory analysis (Charmaz, 2006) the data were then categorized and coded using thematic analysis. Findings from the current work suggest that teachers considered vocabulary to be significant, but they do not have a grounded approach in teaching it. Instead, they rely on a limited range of approaches in the classroom. Practical implications for effective vocabulary instructions in the ESL classroom are presented.

Awareness and Practices of Vocabulary Teaching Among Teachers in Eastern Hararghe, Ethiopia (Felana, Kerensa, and Kombolcha in Focus)

The main purpose of this study was to investigate the EFL teachers' awareness and practices of vocabulary teaching strategies in English EFL classes, among grade nine and ten EFL teacher. Methods. The descriptive survey research design used in this investigation involved gathering data from a sample population to describe and analyze a particular phenomenon. This design allowed for a comprehensive understanding of the topic by incorporating both quantitative and qualitative approaches. Quantitative data collection methods were employed to gather numerical data that could be analyzed statistically. This included the use of structured questionnaires or surveys, which were administered to participants to collect data on their attitudes, beliefs, behaviors, or other relevant variables. On the other hand, qualitative data collection methods were used to gather non-numerical data that provided in-depth insights and understanding of the phenomenon under investigation. By utilizing a combination of questionnaire, observation and interview data collection methods, the researcher was able to gain a comprehensive understanding of the research topic from multiple perspectives. The results from the analysis of data from interview, questionnaire, and observations are discussed in line with some empirical findings. The result obtained through the interview in this regard generally revealed that most of grade nine and ten EFL teachers seem to have put doubt that they use various vocabulary teaching methods in their teaching and learning vocabulary. Based on the results and discussions of the findings of the study, it is possible to conclude that grade nine and ten teachers of Kombolcha, Kerensa, and Felana Secondary Schools did not properly practice different vocabulary teaching strategy in vocabulary lessons.

Research on the Corpus-Based Korean Vocabulary Teaching Model

This paper attempts to explore the teaching strategies and effective teaching methods of Korean vocabulary by constructing and using the basic Korean vocabulary corpus. The purpose is to introduce new educational methods into the classroom, seek new vocabulary teaching strategies, help students broaden their vocabulary, and explore the novel vocabulary teaching model.

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Omani students must acquire English vocabulary to achieve educational qualifications and effectively communicate with English-speaking individuals, as vocabulary plays a crucial part in studying a foreign language and achieving academic success. Omani eleventh-grade students require assistance in employing effective ways for acquiring and retaining English vocabulary. They struggle with word retrieval in both spoken and written language. This study investigates the memory strategies utilised, preferred strategies, and influencing factors among eleventh grade EFL students in Oman. This study utilises an explanatory sequential mixed methods methodology. Convenience sampling was used to involve 126 students in this study. The researcher gathered data through a questionnaire, a semi-structured interview, and an observation checklist. The questionnaire data is analysed by descriptive statistical analysis, which includes calculating the mean and standard deviation. Thematic analysis is utilised for analysing the semi-structured interview data, while observation analysis is carried out to assess the classroom observation checklist. The findings showed that the most utilised category of methods is reviewing well (x=3.99), followed by employing actions (x=3.07). Interviews reveal that students favour utilising movies, visual aids, gaming, or competitive activities while interacting with their peers and friends. Additionally, CML tactics are predominantly utilised by teachers in their classrooms. The study results would assist educators in developing their vocabulary teaching strategies more efficiently, resulting in increased advantages for students. The curriculum developers could create tasks that enhance language acquisition.

Vocabulary Teaching Strategies Used by Teachers at SMPN 264 Jakarta

This research is a study to describe the strategies used by teachers in teaching vocabulary. This study is important to be conducted because learning vocabulary is basic to raw building blocks that students can use to express their thoughts, and ideas and share information in both oral and written form. Previous studies on this topic have been conducted but none has been conducted at SMPN 264. This is the gap that is fulfilled by the current study. The current study was conducted at SMPN 264 Jakarta Barat. The aim of the study is to find out the strategies used by teachers in teaching vocabulary. This study used a case study on vocabulary teaching strategies as the methodology. The finding shows that the most frequently used strategy by teachers at SMPN 264 Jakarta is translating, while memorization is the least used strategy.

A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities

The current study is designed to investigate vocabulary teaching strategies/activities employed by teachers in Islamic senior high schools by referring to the principle of the Four Strands proposed by Nation (2007). A survey research design was used in line with the study's goal. English teachers who teach in Islamic senior high schools or Madrasah Aliyah, both public and private schools in West Sumatera, were the study's target demographic. The questionnaire and interviews collected the information required to respond to the survey's question. The finding reveals that teachers employ four kinds of strategies/activities following the Four Strands by Nation (2007) in teaching vocabulary to students. The findings of the study suggest that this study might give an insight that more strategies/activities need to be done by teachers to enhance vocabulary learning. The findings of the study provide some implications for future practice in teaching-learning process of teaching vocabulary. In reference to the findings, the recommendations are addressed to EFL teachers and future researchers. Some implications of the study are also discussed.

Vocabulary Learning Strategies Vis-a- Vis Vocabulary Teaching Strategies

Learning a foreign language entails a learner to develop special effort or ways of learning to acquire the target language effectively. This can be achieved through using appropriate learning strategies. Thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. Mixed methods design was used to collect quantitative and qualitative data. Data were collected through questionnaire, interview and classroom observations. Separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. The results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. It also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. As a result, vocabulary teaching and learning methods have not received much attention from teachers and students. Thus, teachers should be given refreshment trainings on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. Besides, it is suggested students’ training on how to use the strategies and promote the sense of autonomous learning..

ESL Vocabulary Teaching Strategies Used by Primary School Teachers in Sarawak

The core component in any language is its vocabulary and vocabulary instruction lays the framework for pupils to retrieve words successfully in listening, speaking, reading, and writing. The application of various techniques will encourage a more comprehensive and well-rounded method for teaching vocabulary. The goal of this study is to investigate the strategies employed by ESL teachers to teach vocabulary in primary schools through quantitative research design. The questionnaire was adapted from a study by AI Ameri (2013), where 16 items were selected, refined and used in this study to gather data from 30 primary school teachers teaching English in Sarawak. The data collected were analysed descriptively and the findings indicated that teachers use a variety of different techniques in the classroom rather than concentrating solely on one. Based on the results, the top three strategies used by teacher to teach vocabulary to their pupils are through group discussions or presentations, using actual objects or pictures and teaching pupils to infer a word's meaning from context. Hence, this study gave the researcher some understanding of the vocabulary teaching strategies utilised by teachers particularly in primary schools in Sarawak.

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.

An-Nadriyatu As-Sulukiyatu Wa Tatbiqu Tadriisi Al-Mufradati Al-Arabiyati

The theory of Behaviorism is one of the educational theories that is connected with theories in psychology, so a theory in learning psychology was born which seeks to relate learning to psychology, where this theory focuses on studying human behavior that is visible and can be felt by people who practice it. The method in this study used library research, which is a method of collecting data by understanding and studying theories from various literature related to this research. while Mufrodat or vocabulary is a tool for interpreting, as well as a means of thinking, with vocabulary, speakers can think and then translate their thoughts into words that convey what they want. In the application of Behaviorism Theory in learning Mufrodat there is an important role of a teacher in implementing vocabulary teaching appropriately to students after students are accustomed to it by the teacher, it is expected that students can apply it. So in this theory there is a vocabulary teaching strategy that can be used as to determine the method used by the teacher in teaching material according to the level of students.

Direct and Indirect Technical Vocabulary Teaching Strategies used by Subject Teachers in a Saudi Industrial College

This paper Investigates the beliefs and practices of the subject area teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to explore the specific vocabulary teaching strategies VTS they use to achieve their teaching goals Methodologically, a qualitative study under the case study tradition was conducted. Six Content Area Teachers (CATs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that CATs stated that they directly and frequently use the following strategies: definitions, exemplifications and pictures. These three strategies, according to all the CATs interviewed, are used jointly most of the time to present the meaning of novel ETV items directly. Secondly, the data also shows that CATs use most of the strategies to teach directly. Thirdly, some strategies were also reported to be used jointly. The study suggested some educational implications and recommended experts in the area to carry out future scrutiny to understand this topic from different dimensions.

INVESTIGATING TEACHERS’ STRATEGIES IN TEACHING VOCABULARY

The purposes of the research are two folds: to find out the vocabulary teaching strategies used by the English teachers at SMP Negeri 6 Palu, and to identify the reasons of implementing the strategies in the classroom. This research used qualitative research design. The participants of this research were three English teachers. In collecting the data, the instruments used were observation and interview. The data were analyzed by using descriptive analysis. The findings showed that there were some teaching strategies used by the teachers in teaching vocabulary. The strategies used by the English teachers in teaching vocabulary were: (1) the use of game like guessing game and dictation (by relying on learning topic), (2) reading textbook, (3) translation (by looking up dictionary), and (4) asking question. The main reason of implementing teaching strategies was, they wanted to make the students active in the class. The basic consideration as an active facilitator in choosing the teaching strategies was to make classroom atmosphere that can make the students interact freely with each other in achieving learning goals

Review on Vocabulary Teaching Strategies: Study Case: Effect of Learners’ Lexical Recall

This study's goal was to contrast the results of of various vocabulary teaching methods, such as using context, dictionary definitions, and synonyms to teach vocabulary, on both transient and persistent vocabulary memory. Three groups of 90 intermediate EFL students were chosen at random and divided into: context, definition, and synonyms (thirty learners in each group). They received instruction in 30 vocabulary words over the course of two sessions. Two post-tests were administered, the first four weeks after the lesson and the second eight weeks later, to gauge student retention of vocabulary words. One-way ANOVA was used to evaluate the results. When compared to the other two approaches, the context method outperformed them in both postponed tests, according to the data. The study's conclusions have pedagogical ramifications for EFL instructors, students, syllabus designers, content creators, and language test creators. The study's findings also offer useful details on the best method for teaching vocabulary that results in longer-lasting retention of L2 terms.

The Effect of Phonological Overlap on English and Spanish Expressive Vocabulary.

This study examined the effect of phonological overlap on English and Spanish expressive vocabulary accuracy as measured by the bilingual Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-IV). We hypothesized that if languages interact during an expressive vocabulary task, then higher phonological overlap will predict higher expressive vocabulary accuracy, especially in the nondominant language. Twenty English-dominant bilingual children (English-Spanish) completed the bilingual EOWPVT-IV. We calculated phonological overlap between 117 English and Spanish words included in the bilingual EOWPVT using the Crosslinguistic Overlap Scale for Phonology. Generalized logistic mixed-effect models revealed that phonological overlap and word frequency predicted vocabulary accuracy in Spanish, in addition to item difficulty. Age and item difficulty were the only predictors of English accuracy. Phonological overlap was a significant predictor of Spanish vocabulary accuracy (the least dominant language of the children in our sample), suggesting a transfer between vocabulary in the dominant language into vocabulary in the least dominant language. Future studies should investigate how languages interact in bilingual children to provide us with information about how to create and administer vocabulary tests that represent vocabulary in each language and use vocabulary teaching strategies that promote dual language development. https://doi.org/10.23641/asha.21554838.

Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention

This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers.