Vocabulary Instruction Research Articles

Teaching English Vocabulary to SD 257 Patampanua Students Using Scavenger Hunt

This study aims to explore the effectiveness of teaching English vocabulary through the scavenger hunt game in improving English vocabulary to students. The scavenger hunt game, which involves students in the search for new words in their environment, is thought to increase students' interest and involvement in learning a foreign language The methodology used in this study is to use quantitative research with exsperimental design. The participants of this study are grade IV students of SD 257 Patampanua which totals 13 students. Data from this study were collected by pre test and post test. The results indicated that teaching vocabulary to students through Scavenger Hunt, this has a positive effect on students' vocabulary and it is proven by the increase in the average score of students in the pre-test (47.76) and post-test (74.23), while the t-test score (1.87) is greater than the t-table (1,753). Thus, the game of scavenger hunt can be considered an effective and fun alternative in teaching English vocabulary. The study also suggests conducting further research with larger samples and variations of learning contexts to corroborate these findings.

Technology for Arabic Learning as Foreign Language at Elementary School

The implementation of face-to-face learning in the teaching of Arabic language in elementary schools is an effort to restore the quality of online learning. Therefore, this study aims to describe the management of face-to-face learning (FTF) implementation in Arabic language learning and the problems faced in elementary schools. The results showed that (a) the implementation of Arabic FTF in Elementary Schools has been carried out 100 percent with learning designs using "gamified" based media and contextual methods, such as snakes and ladders as well as the knowledge trees in the teaching of vocabulary, and (b) the problem of the implementation was derived from the learning process, such as ignoring health protocols, reducing the enthusiasm for FTF learning of students due to more than 2 years of online class. Other problems originated from parents who are not optimal in accompanying their children’s learning process at home. Furthermore, it was revealed that contextual learning media that are appropriate for students' age can make the learning process fun and enjoyable.

Using PowerPoint Puzzle-picture Games for Teaching Vocabulary to Thai EFL Young Learners

Using PowerPoint Puzzle-picture Games for Teaching Vocabulary to Thai EFL Young Learners

Strategies to Improve English Reading Comprehension

This study explores strategies aimed at enhancing English reading comprehension. With the backdrop of a complex information era, where proficient reading skills are crucial for accessing and applying information, the study focuses on interactive reading techniques, vocabulary acquisition, prior knowledge activation, and reading fluency as key components. The research adopts a literature review approach, synthesizing findings from existing studies to identify effective strategies. The primary objective is to ascertain which methods best contribute to improved reading comprehension in educational settings. Findings indicate that interactive techniques such as group discussions and role-playing, coupled with explicit vocabulary instruction and prior knowledge activation strategies, significantly enhance comprehension levels. Furthermore, fostering reading fluency through repeated reading and guided oral sessions positively correlates with improved comprehension abilities. The study concludes that a holistic approach integrating these strategies is essential for developing proficient readers who can engage effectively with diverse texts and contexts.

EFL learners’ lexical availability: Effect of L1 background and prompt

Lexical availability studies provide valuable insights into learners’ breadth and depth of controlled productive vocabulary, and structure of their lexicon. Yet, little is known about the performance of different-L1 learners on different prompts. Likewise, this study compared the available lexicon of three different-L1 groups of learners of English as a foreign language (EFL) (L1-Persian, L1-Arabic, and L1-Turkish) to explore whether first language (L1) background and type of prompt (concrete vs. abstract) yield quantitative and qualitative differences in retrieving available lexicon. An online New Vocabulary Levels Test and a lexical availability task were administered to 116 tertiary different-L1 EFL learners. Studying concrete and abstract prompts would uncover the intricate cognitive processes in word processing and retrieval, and semantic organization. The findings revealed that both L1 background and type of prompt impacted their lexical availability output, resulting in differences between the groups in the words generated for different prompts on the task. L1-Persian learners outperformed L1-Arabic and L1-Turkish learners in terms of number and quality of the words for the task. Moreover, the type of prompt meaningfully interacted with L1 background in eliciting words on the task; the three groups differed in word retrieval on both prompts but generated more words on concrete, than abstract, prompts. Thus, EFL teachers and materials developers can improve vocabulary instruction via considering L1 background in selecting or designing teaching materials or syllabi. Additionally, more tasks with abstract words would increase exposure to such words, and thus their ease in retrieval.

EMPLOYING THE SMART INTERACTIVE WHITEBOARD TO TEACH GUIDED WRITING VOCABULARY

This study investigates the effects of employing the Smart Interactive Whiteboard in a Malaysian primary-level guided writing class. The study also examines students’ perspectives on different teaching techniques and the factors affecting personal preferences. The study employs a sequential explanatory research design. The participants comprise 42 11-year-old students at the Malaysian Year 5 level. Quantitative data are collected in the form of pre- and post-test scores. Simultaneously, qualitative data are gathered using semi-structured interviews to support the quantitative findings and to provide data triangulation. The findings reveal that the Smart Interactive Whiteboard is preferred by most participants over traditional flashcards. The study also provides valuable comparative insights into vocabulary teaching methods and identifies areas of improvement for guided writing teaching approaches. Therefore, the Smart Interactive Whiteboard can potentially cater to students’ multiple needs and learning requirements, being aligned with the academic and professional needs of the target community. The Smart Interactive Whiteboard is also effective in engaging students in the learning process, making vocabulary learning enjoyable and effective at different proficiency levels.

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.

INTEGRATING AUGMENTED REALITY IN ENGLISH LANGUAGE TEACHING :TRENDS IN INDONESIA FROM 2019 TO 2023

Technology 5.0 leads to the technological implementation to help humans, including in terms of ELT. Augmented reality provides students to combine the virtual and real situations to maximize English language acquisition. Therefore, the implementation strategies of AR-ELT implementation need to be conducted. Besides, understanding the ways for implementing AR in ELT helps Indonesian teachers make informed decisions about when and how to implement AR technology into their English teaching. This research conducts systematic literature review to discover the level of education, how it is implemented, and what recommendation of AR-ELT implementation. The results show that elementary students with vocabulary teaching method as the most aspect taught. The implementation of AR-ELT can integrate appropriate teaching approach, blend it with the language learning between online and offline class, combining with another physical media, apply the AR-English implementation with non-English materials. The most important recommendation due to the implementation is that all parties in the institutions must support. Further Indonesian academics need to developed AR app and implement comprehensively in English language learning, so that academics do not only develop AR app without the implementation.

Strengthening SMA/MA Students' Language Attitudes Towards Indonesian Through the Word Spinner Application

The main problem using Indonesian was n't in accordance with linguistic rules so that students' s language did not reflect the desired language attitudes. The data obtained becomes material for preparing further strengthening plans which are developed to be media-based. After being validated by material and media experts, the language attitude strengthening model is applied to students using Android cellphones and laptop devices connected to the network. The aim of this research explains the design and implementation of strengthening student's language attitudes towards Indonesian through the medium of the word spinner application. This research uses a qualitative approach with the research method and development of the ADDIE model. Data collection methods through test and non-test instruments. The average validation data by material experts and media experts received a score of 84.45%, which means it is very feasible to apply, while the average error rate in analyzing by SMA and MA respondents is 33.5%, which means students are quite careful in understanding the instrument for strengthening language attitudes. It is also meaningful that this application is suitable for implementation in schools with its main advantage being that it teaches students with learning outcomes that meet 3 aspects of language attitudes, namely cognitive, affective and conative. T he ease of teaching vocabulary and its application in sentences so that students fully understand the language properly and correctly. The limitations of this application require technical requirements, namely the availability of computers/laptops and Android cellphones used by teachers and students who are connected to the internet.

Developing Big Books to Improve Young Learners' Vocabulary Acquisition

Teaching vocabulary for EFL young learners always challenges the teacher. The researchers have investigated the condition of SD Islam Pojok 2 Kediri and found that the school only provided modules in the English class, so researchers aim to develop a medium called a big book. This study is research and development, adapted from Dick and Carey and modified by Sugiono into seven steps: need analysis, designing, expert validation, revision I, try-out, revision II, and evaluation. The researchers collected the data through observation, interview, and documentation, then analyzed it using content and narrative analysis techniques. The results of the study showed that there are four topics to assemble the big books, namely daily activity, jobs, tourism places, and food. The expert validation reveals that three big books have been eligible for use, and one needs to be revised. In the try-out process, it was found that the teacher and students liked the story and illustrations of the big books. It helps the students gain new vocabulary and strengthen their existing vocabulary. To sum up, developing big books to improve young learners’ vocabulary acquisition has been successful.

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

Developing Primary School Teachers’ English Vocabulary Teaching Using Online Multimedia-Based Instruction

English Vocabulary Learning Strategies between High-achievers and Low-achievers

This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strategies, low-achievers use more pre-planning strategies, while high-achievers apply more selective attention strategies. For cognitive strategies, both high-achievers and low-achievers tend to use repetition strategies. Achievers are better at categorizing what they have learnt than low-achievers. For affective strategies, low-achievers apply reference books strategies most frequently and neither type of students uses authentic material strategies very often. Students’ beliefs, habits and attitudes towards vocabulary learning affect the application of strategies to some extent. High-achievers are better at utilizing the environment and even creating opportunities for English communication than underachievers. In addition, high-achievers have stronger learning motivation and they are also better at setting and achieving goals than low-achievers.

تطوير تعليم المفردات باستخدام بطاقة أونو في المدرسة الثانوية الحكومية ليما بولوه كوتا

The objectives of this study are: (1) to determine the need for UNO Card media for vocabulary teaching in reading among students at MTsN 7 Lima Puluh Kota, (2) to ascertain the validation of UNO Cards at MTsN 7 Lima Puluh Kota, (3) to determine the practicality of using UNO Cards at Madrasah Tsanawiyah Negeri (MTsN) 7 Lima Puluh Kota. The method used in this research is developmental research (R&D). The development model used is the 4-D design: Define, Design, Development, and Disseminate. The results of this study are as follows: (1) UNO cards are beneficial and meet the needs of teachers in teaching vocabulary for reading Arabic texts. (2) The validation results of UNO Cards indicate they are highly valid with the following details: (a) Methodology expert validation with a percentage of 92% and the score is very accurate, (b) language expert validation at 80% and the score is correct, (c) and validation by subject matter experts at 95%, and the score is very accurate. The overall results indicate that the product validation shows an average score of 89%. This score indicates that the UNO card design is highly valid. (3) The results of using UNO cards are (a) teacher questionnaire responses at 92% and (b) student questionnaire responses at 94%, both indicating that the cards are convenient.

ENHANCING STUDENTS’ VOCABULARY SKILLS THROUGH NETFLIX SERIES IN THE TEACHING/LEARNING OF FRENCH

In our rapidly evolving technological landscape, the existence of digital platforms has become an undeniable reality, spanning diverse domains. The educational sector has embraced platforms such as Udemy, Coursera, Duolingo, Tandem, Kahoot, Voki, LearningApps and Padlet. Authentic materials, including articles, videos, and audio recordings, facilitate an interactive learning environment, while also supporting equal emphasis on the four language skills: speaking, listening, reading, and writing. Interactive, task-based activities cultivate effective communication and application of language skills. Among digital platforms, Netflix has gained popularity, particularly among youth, offering an abundance of updated series and movies to enhance foreign language skills, vocabulary, and cultural knowledge. This study employs qualitative research, specifically document analysis, to explore the role and impact of the French Netflix series in teaching/learning French as a foreign language. It seeks to highlight the significance of vocabulary instruction and demonstrate how Netflix series can be used as a tool in foreign language education to teach various topics. In accordance with Creswell's perspective on qualitative research, the study places data collected through document analysis as essential tools. As a result, it is demonstrated that the content available on the Netflix platform can be effectively integrated into classrooms where French is taught as a foreign language, aligning with the action-oriented goals specified in the Common European Framework of Reference for Languages (Council of Europe, 2001), which emphasizes practical daily language use and effective communication.

NAVIGATING ENGLISH LANGUAGE TEACHING THROUGH LEXICAL APPROACH: HOLISTIC PERSPECTIVE

The field of English language teaching (ELT) has witnessed a paradigm shift in recent years with the emergence and growing prominence of the Lexical Approach. This article synthesizes into the principles, methodologies, and implications of adopting the Lexical Approach in English language classrooms. Focused on the significance of teaching vocabulary and collocations in context, the paper explores the theoretical underpinnings of the Lexical Approach and its practical applications in enhancing language proficiency. Additionally, the article addresses the challenges and opportunities faced by educators when implementing this approach, considering factors such as teacher’s role, teacher’s role, design activities, and noticing techniques. So, the necessity of implementation of noticing in the process of acquiring new language plays in ELT crucial role. It is an extremely valuable technique of teaching as it motivates learners, encourages learners interaction, provides opportunities for self-learning. By navigating the intricacies of the Lexical Approach, this article aims to provide educators with valuable insights and practical guidance for optimizing ELT within a holistic perspective.

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.

Teachers’ Attitude towards the Use of Computer Technology in Teaching English Vocabulary among Primary Schools in Nyamira County, Kenya

This paper investigated teachers’ perception towards use of computer technology for teaching and learning English vocabulary in primary schools in Nyamira County, Kenya. The researchers adopted the descriptive design and employed stratified simple random and purposive sampling techniques to select 62 teachers and 23 Curriculum Support Officers (CSOs) who participated in the study through questionnaire and interview. Data was analyzed using both quantitative and qualitative techniques. The study revealed that teachers hold positive perception towards the use of computer technology in English vocabulary lessons. They perceived computer technology as important in improving the quality of vocabulary teaching and learning, increasing learners’ engagement and promoting innovation in English vocabulary. The study thus recommends a need to support the positive perception of teachers through provision of regular professional development opportunities on technology use for successful use of the computer technology in teaching and learning.

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Effects of Vocabulary Instruction Through Book-Reading on Vocabulary, Reading Comprehension, and Written Expression Abilities of Students with Intellectual Disabilities

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

Fa'ālῑyat istikhdām 'ard al-suwar fῑ tadrῑs al-mufradāt ladā tullāb qism al i'dād al-lughawῑ bῑ jāmi’ati al- rāyah

this study aims to assess the effectiveness of one visual teaching method, namely the use of picture presentation, among students in the Language Preparation Department at Al-Raya University. This research adopts a field study approach, utilizing a quantitative method with an experimental design involving a single group, including pretest and posttest evaluations. The study's findings indicate that the statistical results of the Wilcoxon test reveal an Asymp.Sig (2-tailed) value of 0.001, which is smaller than <0.05. Consequently, it can be concluded that the hypothesis is accepted, suggesting a difference between the results of vocabulary learning in the pretest and posttest. Additionally, the study reveals that the average standardized progress score is 0.75, implying a high level of standardized progress for the proposed hypothesis. Therefore, it can be inferred that the use of picture presentation as a teaching method has an impact on the results of vocabulary learning among students in the Language Preparation Department at Stiba Al-Râyah, indicating the effectiveness of teaching vocabulary through picture presentation.