The effects of typography and web-based authoring vocabulary learning activities on Korean middle school students' vocabulary learning and affective aspects

2015 ◽  
Vol 22 (2) ◽  
pp. 1-22
Author(s):  
Jong-Im Han ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Vocabulary Learning ◽  
Learning Activities ◽  
School Students ◽  
Web Based

Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situational Interest ◽  
Expository Texts ◽  
Individual Interest ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Before And After ◽  
Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

scholarly journals Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching

2020 ◽  
Vol 11 (6) ◽  
pp. 983
Author(s):  
Ling Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Curriculum Reform ◽  
Vocabulary Learning ◽  
Affective State ◽  
School Students ◽  
Factors Affecting ◽  
Affective Factors ◽  
Affective Filter ◽  
Middle School English

With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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