Vocabulary Usage Research Articles

Enhancing multimodal output in CLIL education: the impact of VR games on fourth-grade students’ English poster designs and presentations in Taiwan

Despite the growing recognition of the importance of multimodal input and digital virtual reality (VR) games in enhancing EFL learners’ productive language skills, a significant gap remains in empirical research examining their impact on multimodal output—particularly writing and speaking—within content and language integrated learning (CLIL) science education. This quasi-experimental study addresses this gap by investigating the potential benefits of using VR games to enhance fourth-grade CLIL students’ productive language skills, specifically writing and speaking, through the analysis of their ability to convey scientific concepts in multimodal output. Grounded in self-regulated learning (SRL) theory, the study compares the effects of multimodal input embedded in VR games with those of traditional PowerPoint (PPT)-led games on students’ English poster designs (writing) and oral presentations (speaking), using the 4Cs (Content, Communication, Cognition, and Culture) framework in multimodal assessments. The study involved 81 fourth-grade students from three Taiwanese public elementary schools, divided into an experimental group (EG = 40) using VR-based games and a control group (CG = 41) using PPT-led games for content review. A mixed-methods approach was employed, combining quantitative evaluations with rubrics based on the 4Cs framework and qualitative rater reflections to provide a comprehensive understanding of how different review methods influenced student performance and creative output. Quantitative findings revealed that students using VR review games significantly outperformed those using traditional PPT games in aspects of Content and Cognition for both poster designs and presentations, demonstrating greater depth, accuracy, and application of scientific concepts and higher-order cognitive skills. In terms of Communication, the EG showed higher target vocabulary usage and sentence complexity in presentations, but no significant differences were found in Culture outcomes between the groups or in Communication in posters. Expert raters’ reflections further highlighted that students using VR games exhibited more innovative and integrated use of scientific content, critical thinking, and multimodal expressions, reflecting deeper engagement with the material. This study empirically demonstrates that game-based virtual reality learning environments (VRLEs) significantly enhance students’ multimodal output in content and cognitive skills. Theoretically, it extends the application of SRL in CLIL contexts by highlighting the potential of VRLEs to foster advanced cognitive skills and emphasizes the importance of multimodal assessments in capturing comprehensive student learning outcomes. Future research should explore integrating cultural content into VR environments to enhance students’ cultural awareness and sensitivity.

Effects of MOOC and video conferencing deliveries on vocabulary usage and learning strategies

While vocabulary learning strategies (VLSs) have primarily been taught in physical classroom settings, the potential for applying strategy training in an online environment remains under-explored. With the rising acceptance of remote education, there is a need to investigate the impacts of applying strategy training in online contexts. Hence, this study explores the effects of online deliveries on VLSs and vocabulary usage in writing among adult English as second language (ESL) learners via massive open online course (MOOC) and video conferencing platforms. A total of 50 pre-intermediate ESL learners completed a 5-week VLSs course on a MOOC while 44 students learnt from the instructor synchronously using Microsoft Teams. The data comprised questionnaires and learners’ compositions, which were collected before and after treatment. The data analysis procedures involved Lextutor’s version of lexical frequency profiling (LFP), descriptive and inferential statistics. The results revealed that there was a significant increase of usage in all categories of the VLSs after the course for both groups. Additionally, the effects of VLSs instruction on vocabulary usage could be reflected in both groups’ writing though the choice of words might have been task-influenced. The findings from this study could yield useful insights on online vocabulary learning for ESL instructors and learners.

A Comparative Study on ERNIE Bot 4.0 Turbo and ChatGPT 4o’s Performance in Evaluating First-Year Undergraduate Persuasive Essays

This study compares the performance of two prominent AI language models, ERNIE Bot 4.0 Turbo and ChatGPT 4o, in evaluating first-year undergraduate persuasive essays within the social sciences domain. Drawing from the Louvain Corpus of Native English Essays, a comprehensive collection of academic writings by British and American university students, this study aims to examine the models’ capabilities in assessing the grammatical correctness, vocabulary usage, coherence, content depth, and writing style of the essays. This study adopts a structured evaluation framework based on IELTS writing criteria to assess the models’ performance. A 40 persuasive essays from the Louvain Corpus were evaluated by both AI models and compared with human raters’ evaluations to ensure validity. The findings reveal distinct differences in the assessment styles of the two models. ChatGPT 4o exhibits a more critical approach, pinpointing areas for improvement, such as lack of argument development, coherence issues, and grammatical errors. Conversely, ERNIE Bot 4.0 Turbo offers a more balanced assessment, acknowledging essays’ strengths and suggesting improvement areas. Notably, ERNIE Bot’s evaluation highlights potential biases in AI-based assessment systems, particularly in its unequal emphasis on viewpoints. This comparative examination offers valuable perspectives on the advantages and constraints of AI models in assessing scholarly compositions, underscoring the significance of amalgamating varied AI functionalities to establish more all-inclusive and efficient feedback systems for learners. By understanding these differences, researchers and educators can better utilize AI-assisted essay evaluation systems to enhance student learning experiences.

CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool

AbstractThis research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022–2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real‐life application. Data collection methods included pre‐tests, post‐tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment.

NGHIÊN CỨU HIỆU QUẢ CỦA PHƯƠNG PHÁP TƯƠNG TÁC TRONG PHÁT TRIỂN KĨ NĂNG NÓI TIẾNG TRUNG QUỐC GIAI ĐOẠN CƠ SỞ TẠI TRƯỜNG ĐẠI HỌC HÙNG VƯƠNG

The ultimate goal of foreign language teaching and learning is communicative competence. Speaking holds a particularly vital position in the communication process. For language-specialized students at the foundation level, developing speaking skills is of utmost importance. Among these, interactive methods employed in communicative tasks have a positive impact on the language acquisition process in general and speaking skills in particular. From the perspective of applied linguistics, this study employs scientific experimentation to demonstrate the constructive influence of interactive methods on enhancing vocabulary usage, grammatical structures, accurate language forms, attention engagement, retelling, and precise responses of students towards teaching Chinese speaking skills at the foundation level. The research also suggests the application of interactive methods in the development of Chinese speaking skills at the foundation level at Hung Vuong University.

Framing challenges and polarized issues in invasion science: toward an interdisciplinary agenda

Abstract In a hyperconnected world, framing and managing biological invasions poses complex and contentious challenges, affecting socioeconomic and environmental sectors. This complexity distinguishes the field and fuels polarized debates. In the present article, we synthesize four contentious issues in invasion science that are rarely addressed together: vocabulary usage, the potential benefits of nonnative species, perceptions shifting because of global change, and rewilding practices and biological invasions. Researchers have predominantly focused on single issues; few have addressed multiple components of the debate within or across disciplinary boundaries. Ignoring the interconnected nature of these issues risks overlooking crucial cross-links. We advocate for interdisciplinary approaches that better integrate social and natural sciences. Although they are challenging, interdisciplinary collaborations offer hope to overcome polarization issues in invasion science. These may bridge disagreements, facilitate knowledge exchange, and reshape invasion science narratives. Finally, we present a contemporary agenda to advance future research, management, and constructive dialogue.

A thorough examination of ChatGPT-3.5 potential applications in medical writing: A preliminary study.

Effective communication of scientific knowledge plays a crucial role in the advancement of medical research and health care. Technological advancements have introduced large language models such as Chat Generative Pre-Trained Transformer (ChatGPT), powered by artificial intelligence (AI), which has already shown promise in revolutionizing medical writing. This study aimed to conduct a detailed evaluation of ChatGPT-3.5's role in enhancing various aspects of medical writing. From May 10 to 12, 2023, the authors engaged in a series of interactions with ChatGPT-3.5 to evaluate its effectiveness in various tasks, particularly its application to medical writing, including vocabulary enhancement, text rewriting for plagiarism prevention, hypothesis generation, keyword generation, title generation, article summarization, simplification of medical jargon, transforming text from informal to scientific and data interpretation. The exploration of ChatGPT's functionalities in medical writing revealed its potential in enhancing various aspects of the writing process, demonstrating its efficiency in improving vocabulary usage, suggesting alternative phrasing, and providing grammar enhancements. While the results indicate the effectiveness of ChatGPT (version 3.5), the presence of certain imperfections highlights the current indispensability of human intervention to refine and validate outputs, ensuring accuracy and relevance in medical settings. The integration of AI into medical writing shows significant potential for improving clarity, efficiency, and reliability. This evaluation highlights both the benefits and limitations of using ChatGPT-3.5, emphasizing its ability to enhance vocabulary, prevent plagiarism, generate hypotheses, suggest keywords, summarize articles, simplify medical jargon, and transform informal text into an academic format. However, AI tools should not replace human expertise. It is crucial for medical professionals to ensure thorough human review and validation to maintain the accuracy and relevance of the content in case they eventually use AI as a supplementary resource in medical writing. Accepting this mutually symbiotic partnership holds the promise of improving medical research and patient outcomes, and it sets the stage for the fusion of AI and human knowledge to produce a novel approach to medical assessment. Thus, while AI can streamline certain tasks, experienced medical writers and researchers must perform final reviews to uphold high standards in medical communications.

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.

Research on analysing Korean learners' vocabulary usage and selecting features to develop a proficiency prediction model

Research on analysing Korean learners' vocabulary usage and selecting features to develop a proficiency prediction model

The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya

Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country.

Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners’ Vocabulary Use in Spoken Contexts

The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners’ vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks across three speaking modes: two monologic, two dialogic, and three trialogic. This study showed that the interactive factor has a varied effect on L2 learners’ vocabulary usage. It positively influences the use of advanced vocabulary but does not affect the total number of words produced or the diversity of words used. Second, of all three speaking modes, the dialogic speaking mode is the best speaking condition to trigger L2 learners’ use of advanced words. Third, the vocabulary employed in dialogues and trialogues can vary due to the inherent disparities between the two modes of speech. Therefore, we propose the use of the dialogic interactive factor and trialogic interactive factor instead of the term “interactive factor” to encompass two specific conditions in which there was a noticeable difference in the performance of L2 learners.

한국어능력시험(TOPIK) 읽기 영역 텍스트의 난이도 분석

The Test of Proficiency in Korean (TOPIK) stands as a reputable examination capable of assessing Korean language proficiency for various purposes. In order for TOPIK, with its pivotal significance, to be effectively utilized for multifaceted objectives, the validity and reliability of its evaluations must be substantiated. Thus, this study aims to scrutinize the disparities between TOPIK I and TOPIK II, focusing on reading texts, across various factors. Initially, a corpus was constructed comprising reading texts from the 35th session (post-2014 revision) to the most recent 83rd session available as of March 2014, obtained from the TOPIK website's archive. Subsequently, utilizing the Data Evaluation Unified System (DEUS), linguistic indicators including surface features (vocabulary and sentence length), lexical factors (vocabulary frequency, diversity, pronoun usage, emotional vocabulary usage), syntactic factors (proportion of function words, sentence constituent ratio), and discursive factors (referential coherence, patterns of adverbial conjunction usage) were employed to compare the text difficulty. Additionally, recommendations for future test construction were proposed based on the outcomes derived from each factor analysis.

내러티브 과제 유형에 따른 초등 학령기 아동의 어휘 사용 특성

Background and Objectives: The vocabulary of an augmentative and alternative communication (AAC) system should reflect the AAC user’s needs and desires for successful communication. The selection of vocabulary should be based on the vocabulary used by the child’s peers. This study aimed to examine vocabulary usage characteristics of children in lower primary grades according to the type of narrative task and to select core vocabulary for use in an AAC system. Methods: We collected utterances from 20 children in lower elementary school for four narrative tasks (personal experience story, storytelling, explanation, and procedural descriptions). Characteristics of high-frequency vocabulary, core vocabulary, and word class vocabulary by task were examined. Results: Of the total number of words, the total frequency of core words was 77.28% (n = 26,400). The total number of other words was 2,677 (10.98%). The most frequent words in the core vocabulary were ‘-e(-에)’, ‘-ga(-가)’, and ‘-neun(-는)’. Conclusion: The inclusion of high-frequency words and core vocabulary in the narrative task can be used as a basis for vocabulary selection for school-aged children who use AAC systems.

Tendencies in the development of terminology: green economy and sustainable financing (based on English and Russian)

In Russia, the development of the green finance system with regard to a set of environmental, social and governance (ESG) factors is still noticeably lagging behind, which explains the need for outreach activities that include a vocabulary (terminological) component. The aim of this research is to study linguistic trends and features of the usage of environmental vocabulary (terminology) in the increasingly important area of sustainable development and the green financing in the period from 2021 to 2023. The relevance of this research is due to rapid climate change that puts humanity on the brink of survival. Therefore, it is necessary to unite international efforts for the early introduction of scientific and technical achievements. This implies the emergence of new concepts and terms. The paper presents new concepts that emerged in 2021-2023 and materials that have not been previously subjected to linguistic analysis. The idea is to identify the presence of terms selected from English and Russian research materials in the UN terminology database UNTERM and to determine the frequency of their use in English and Russian user corpora via Sketch Engine. Research results demonstrate that in the abovementioned period, the emergence of terminology related to crisis phenomena, such as global warming, loss of biodiversity and land degradation, can be effectively traced. Achieving the sustainable development goals is associated with early and urgent measures to reduce emissions, preserve nature and introduce sustainable patterns of production and consumption with the help of economic and financial levers. A perspective tool for further research in this field could be the application of open neural networks that enable processing of large text arrays.

Colour Reading Speech Kit (Tubana Kit) as a Therapy Tool for Students with Special Needs at Sekolah Menengah Kebangsaan Seremban 2, Seremban, Negeri Sembilan

The Color Reading Speech Kit (Tubana Kit) is provided to improve the skills of listening, speaking, reading, observation, concentration, and interest and reduce the stress of students in special education schools. This kit consists of two items, namely activities for tongue twister training in the form of software and English and Malay activities and coloring books. This study was conducted through collaboration with the Mobile Book Café as the industry collaborator and Sekolah Menengah Kebangsaan (SMK) Seremban 2, as the community collaborator. The respondents comprised 14 special needs students, i.e. 7 students from the Malay Language class and 7 students from the English Language Class. Despite having learning disabilities, these special needs students are still able to read and write. All the students in the Malay Language and English class have profited from the Tubana Kit's knowledge transfer, according to the results obtained after utilizing it. The pupil now speaks and behaves better, with better pronunciation. Their vocabulary and articulation in both Malay and English are also on par. The use of coloring books and activities in both Malay and English has improved vocabulary usage among students who typically have low vocabulary. Indeed, SMK Seremban 2 children with special needs have demonstrated the effectiveness of the Tubana Kit as a therapy tool in both Malay and English languages.

A Movie Method Proposal to teach vocabulary for “Nuevo Rocafuerte High School” EFL Students

The research conducted at Nuevo Rocafuerte High School evaluated the efficacy of the Movie Method, which is an app for learning English that focuses on English vocabulary development for tenth-year EFL students. Methodologically, the research integrated surveys with test performance analysis to gauge the impact of digital tools on language acquisition at the A1 proficiency level. Results demonstrated a marked preference for digital learning, with 60% of students favoring movie-based methods over traditional vocabulary learning strategies. The adaptability of the Movie Method was a significant factor, reflected in its high average score for enhancing vocabulary retention and understanding of difficult words. Despite initial reductions in participation due to unfamiliarity with the method, engaged students displayed considerable gains in vocabulary comprehension and usage, affirming the potential of such applications in bolstering language proficiency. The study underscores the importance of integrating mobile technology in educational strategies and the necessity of accessible, user-centered educational resources. Further investigation is required to corroborate these findings and assess the long-term impact of digital tools in diverse educational settings.

An Exploration of the Impact of Quality Illustrations in Children’s Picture Books on Preschool Student Narrative Ability

Narrative language development is one of the early literacy skills necessary for proficient reading and writing achievement. The correlation between narrative skills and later writing ability indicates that more advanced and complex narrative generation and recall is linked to later writing output. In this experimental study, 47 preschool students participated in an intervention focusing on the impact of high-quality illustrations on narrative ability. Results show a significant effect of intervention participation on narrative language measures in language complexity, narrative retelling, story comprehension, vocabulary usage, and episodic components. These findings suggest that attention to artistic devices used in illustrations paired with picture book study can increase student narrative ability

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Delve into the innovative realm of adaptive systems for English-speaking learning, underpinned by artificial intelligence (AI). Proficiency in spoken English is increasingly pivotal in today's interconnected world, spanning across professional, academic, and social spheres. However, conventional methods of language learning often struggle to accommodate the diverse needs and learning styles of individual learners. Enter AI-powered adaptive systems, offering a transformative approach to language education. These systems harness the capabilities of machine learning algorithms and natural language processing to deliver personalized learning experiences. Through real-time analysis of learners' performance, they provide targeted feedback and dynamically adjust learning materials to suit individual preferences and abilities, focusing on areas such as pronunciation, fluency, grammar, and vocabulary usage. Moreover, the adaptive nature of AI-based systems revolutionizes the learning process, allowing for continuous progress monitoring and adaptation to learners' evolving needs. Unlike traditional classroom settings with standardized pacing, adaptive systems empower learners to progress at their own pace, honing in on areas that require improvement while bypassing mastered concepts. This personalized approach not only enhances learning efficiency but also fosters motivation and engagement by aligning with learners' interests and goals. By bridging the gap between individual learning needs and traditional educational frameworks, AI-powered adaptive systems represent a groundbreaking advancement in language education, promising to make English-speaking learning more accessible, effective, and enjoyable for learners worldwide.

Development of English Composition Correction and Scoring System Based on Text Similarity Algorithm

This study focuses on creating an innovative system that leverages a text similarity algorithm to provide accurate correction and scoring of English compositions. By harnessing advanced computational techniques, the system aims to streamline the grading process and offer more consistent feedback to students. The research methodology involves the design and implementation of the text similarity algorithm, which analyzes various linguistic aspects such as vocabulary usage, grammar, coherence, and organization. This algorithm is then integrated into a comprehensive scoring system that evaluates student compositions against reference texts and provides detailed feedback on areas for improvement. The effectiveness of the system is validated through rigorous testing using a diverse set of English compositions and comparison with human grading. The results of this investigation show how well the system that was created can automatically correct and score English papers with a high degree of correctness and dependability. By reducing the burden of manual grading and providing immediate feedback to students, the system has the potential to enhance the teaching and learning process in English language education. Overall, by developing a scalable and effective method for compositional assessment based on text similarity algorithms, this research advances educational technology.

A new canvas of learning: Enhancing formal analysis skills in AP art history through AI-generated Islamic art

This study explores the use of AI art generators to enhance formal analysis skills in AP Art History students, with a focus on Islamic Art and Architecture. Students, often entering the course with high academic achievements, find the unique challenge of articulating detailed visual descriptions of artworks. The study’s approach involves using AI image-generation websites, like wepik.com, where students create AI images resembling Islamic artworks studied in class. This method aims to refine their descriptive skills, focusing on visual evidence rather than relying on identifying details. The choice of Islamic Art, markedly different from other historical periods covered in the curriculum, is intended to boost retention and learning engagement. The results show that students were more successful in describing architectural artworks compared to two-dimensional narrative pieces, with limited site access and the need for iterative description refinement being key challenges. Successful attempts were marked by precise vocabulary usage and detailed descriptions, resulting in AI images closely matching the original artworks. In contrast, less successful attempts revealed deficiencies in comprehensive and detailed descriptions, particularly in narrative artworks. These outcomes highlight the potential and limitations of AI tools in art history education, suggesting that their effectiveness depends largely on the depth and precision of student inputs. The study not only demonstrates the innovative application of AI in education but also underscores the importance of detailed visual analysis, pointing towards future enhancements in AI-assisted educational methodologies.