scholarly journals CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Fidel Çakmak ◽  
Ehsan Namaziandost ◽  
Tribhuwan Kumar
Keyword(s):  
Foreign Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
English As Foreign Language ◽  
Software Program ◽  
Efl Students ◽  
Learning Software ◽  
L2 Vocabulary

CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Subtitling, Working Memory, and L2 Learning: A Correlational Study

2018 ◽  
Vol 18 (3) ◽  
pp. 665-696 ◽  
Author(s):  
Rafael Matielo ◽  
Roberta Pires de Oliveira ◽  
Luciane Baretta
Keyword(s):  
Working Memory ◽  
Foreign Language ◽  
Test Performance ◽  
Control Group ◽  
Vocabulary Test ◽  
Experimental Conditions ◽  
Efl Learners ◽  
L2 Vocabulary ◽  
The Impact ◽  
Processing Mechanisms

ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.

scholarly journals Language Proficiency through Vocabulary Development: A Framework

2019 ◽  
Author(s):  
Boumediène BENRABAH
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Threshold Level ◽  
Control Group ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Students ◽  
Language Proficiency Test ◽  
Experimental Group

The global aim of the present research paper is an attempt to reach a threshold level of the learning of a foreign language (English) through the development of vocabulary. Observing the very limited rate of use of English in the Algerian community, English as Foreign Language (EFL) students, actually, need to progress in the mastery of that language by reading and/or listening to texts or messages intensively. To achieve this goal, subsequent procedures should take place by giving the foreign language a rather more appreciable position in the community such as the one held by a second language. To be down-to-earth, a brief survey on the linguistic situation in Algeria is exposed where neat clarification of second-foreign language status in the community is laid out to show that the more a (foreign) language is explicitly exposed in its manifold forms, the more are learners, in that community, likely to acquire it as a second language. However, the assumption of presenting the receptive skills (reading and listening) as the most appropriate means for the growth of foreign language vocabulary is supported by Krashen’s input theory where any input to be understood, should come at EFL learners’ capacity to read/listen and decode easily the meaning. In due course, First year EFL students have been subject to a language proficiency test-‘a pre-test then a post-test’. This typical experimental design is an intervention study which contains two groups: ‘the treatment or experimental’ group which receives the treatment, or which is exposed to some special conditions of intensifying vocabulary learning through a varied, comprehensible input; and a second group of EFL learners- the control group- whose role is to provide a baseline. The findings showed better scores among the experimental group compared to the other group. Actually, the results proved the adequacy of the adopted theory.

scholarly journals The effect of the use of knowledge maps on Students’ level of learning and retention in second language vocabulary learningİkinci dil kelime öğrenmede bilgi haritaları kullanımının öğrencilerin öğrenme ve hatırlama düzeyine etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 2090 ◽  
Author(s):  
Güldehan Neşe Göral ◽  
İzzet Görgen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Basic Structure ◽  
Control Group ◽  
Vocabulary Test ◽  
Knowledge Maps ◽  
Significant Difference ◽  
Use Of Knowledge

Abstract The present study aims to investigate the effects of the use of knowledge maps on student’s level of learning and retention in second language vocabulary. Even if it is clear how important to learn vocabulary in foreign language, for many years this issue has almost never been addressed in-service programs related to this area. While the importance is given to teaching grammar, learning the words that make up the actual basic structure of the language with traditional teaching methods is thought to be sufficient. However, vocabulary learning strategies that go beyond memorization are thought both to facilitate vocabulary acquisition and to improve memory by adapting contents suitable for students. The effects of the use of knowledge maps which is thought to serve this purpose as a different teaching technique especially in vocabulary teaching are investigated and  according to the obtained results, various suggestions were made to foreign language teachers. Participants consist 52 7th grade students in Primary School. In this study, vocabulary test (pre-test) was administered to experimental and control groups as a means of data collection tool to determine their balances related to word knowledge. In the study, word instruction was performed by using knowledge maps in the experimental group and listing technique in control group. At the end of the experimental procedure, both groups were applied vocabulary test as post-test (the same as pre-test). After two weeks time, the same tests were applied as retention tests. According to the obtained results, there is a significant difference between the learning and retention levels of control and experimental groups using listing method and knowledge maps. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı ikinci dil kelime öğrenme sürecinde bilgi haritalarının kullanımının öğrencilerin öğrenme ve hatırlama düzeyine etkisini araştırmaktır. Yabancı dilde kelime öğrenmenin ne kadar önemli olduğu açıksa da uzun yıllardır bu alanla alakalı hizmet içi programlarında bu konuya yeterince değinilmemektedir. Ağırlık dilbilgisi öğretimine verilirken, dilin asıl temel yapısını oluşturan kelimelerin klasik öğretim yöntemleriyle öğrenilmesinin yeterli olacağı düşünülmüştür. Fakat ezberciliğin ötesine geçen kelime öğrenme stratejilerinin hem kelime kazanımını kolaylaştırması hem de içeriği öğrenciye uygun hale getirerek hafızayı geliştirmesi beklemektedir. Bu amaca hizmet edeceği düşünülen, özellikle kelime öğretiminde farklı bir öğretim tekniği olarak bilgi haritalarının kullanımının etkisi araştırılmış ve elde edilecek sonuçlara göre de yabancı dil öğretmenlerine çeşitli önerilerde bulunulmuştur. Katılımcılar, İlköğretim Okulu’nda okumakta olan toplamda 52 sekizinci sınıf öğrencisidir. Bu çalışmada veri toplama aracı olarak, deney ve kontrol gruplarına, araştırmada kullanılacak kelime bilgilerine ilişkin denkliklerini belirlemek amacıyla kelime testi (ön-test) uygulanmıştır. Araştırmada kelime öğretimi deney grubunda bilgi haritaları, kontrol grubunda ise listeleme tekniği kullanılarak yapılmıştır. Deneysel işlemin bitiminde her iki gruba da kelime testi son test olarak uygulanmıştır. 2 hafta sonra aynı test hatırlama testi olarak uygulanmıştır. Araştırmadan elde edilen sonuçlara göre listeleme yöntemini ve bilgi haritasını kullanan kontrol ve deney grubunun öğrenme ve hatırlama düzeyleri arasında deney grubu lehine anlamlı bir farklılık bulunmuştur.

scholarly journals Vocabulary Glossing: A Comparison between L1 Gloss and L2 Gloss in EFL Context

2013 ◽  
Vol 13 ◽  
pp. 10-19 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami
Keyword(s):  
Positive Attitude ◽  
Vocabulary Learning ◽  
Vocabulary Test ◽  
Efl Context ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
Iranian Students ◽  
L2 Vocabulary ◽  
L1 And L2

This paper describes a study exploring the effect of vocabulary glossing, L1 gloss, L2 gloss and no gloss, on L2 vocabulary learning. A total of 60 intermediate Iranian students participated in this study. They were divided into three groups: Group one in which students read a text that its new vocabularies were glossed in L1 (Persian); Group two in which new vocabularies were glossed in L2 (English) and group three with No gloss provided. Each group was going to take a vocabulary test at the end of the study based on the provided vocabulary glosses during the study. For the purpose of this research a pretest posttest design was run. The comparison between the three groups pinpointed that No glossed condition had significant difference with L1 and L2 glossing, but there was no significant difference between L1 and L2 vocabulary glossing even though the mean score in L1 glossing condition had improved more than L2 glossing condition in the posttest. It was also revealed that EFL students had positive attitude toward L1 vocabulary glossing.

scholarly journals The effect of contextualizing strategy on vocabulary learning in teaching Turkish language to foreignersYabancılara Türkçe öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimine etkisi

2015 ◽  
Vol 12 (1) ◽  
pp. 1440
Author(s):  
Ergün Hamzadayı ◽  
Nihat Bayat
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Foreign Students ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Data Collection Tool ◽  
Turkish Language ◽  
Experimental Group ◽  
Better Than

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>This study aims to determine the effect of contextualizing strategy on vocabulary learning in teaching Turkish as a foreign language. An experimental design was used with pretest-posttest control group. The research participants were 38 foreign students learning Turkish as a foreign language at the A2 level. A vocabulary test with 20 words taught at a higher level and comprising both noun and verb roots was used as a data collection tool. Following the pretest, the data collection tool words were taught to the experimental group by contextualizing them, and taught to the control group without contextualization. The vocabulary test was administered once more following the procedure. According to the posttest comparisons, the contextualizing strategy positively affected vocabulary learning and was statistically significant. Additionally, research results showed that nouns were learned better than verbs using contextualizing strategy.</p><p> </p><p><strong>Özet</strong></p><div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Bu araştırmanın amacı, Türkçenin yabancı dil olarak öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimindeki etkisini saptamaktır. Öntest-sontest kontrol gruplu deneysel desende yürütülen araştırmanın katılımcılarını Türkçeyi yabancı dil olarak öğrenen A2 düzeyindeki 38 yabancı uyruklu öğrenci oluşturmuştur. Veri toplama aracı olarak bir üst düzeyde öğretilen ad ve eylem kökenli 20 sözcükten oluşan sözcük testi kullanılmıştır. Yapılan öntestten sonra veri toplama aracında bulunan sözcükler deney grubuna bağlam içinde, kontrol grubuna bağlam kullanılmadan öğretilmiştir. İşlem sonrasında sözcük testi yeniden uygulanmıştır. Sontest karşılaştırmaları sonucunda bağlamlaştırma stratejisinin sözcük öğrenimini olumlu yönde ve istatistiksel olarak anlamlı düzeyde etkilediği saptanmıştır. Araştırma sonuçları, ayrıca bağlam içinde adların eylemlerden daha iyi öğrenildiğini de ortaya koymuştur.</p></td></tr></tbody></table></div></td></tr></tbody></table></div>

scholarly journals Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

2019 ◽  
Vol 12 (12) ◽  
pp. 46
Author(s):  
Samah Zakareya Ahmad ◽  
Samah Zakareya Ahmad
Keyword(s):  
Statistical Analysis ◽  
Vocabulary Acquisition ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Significant Difference ◽  
Efl Students ◽  
Experimental Group

The present study attempted to investigate the effect of multimedia glosses on EFL students&rsquo; vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.

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