The effects of using comic strips and contexts on the vocabulary learning and attitudes of Korean high school students

2016 ◽  
Vol 23 (2) ◽  
pp. 201-227
Author(s):  
Yae-Min Huh ◽  
◽  
Eun-Joo Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Vocabulary Learning ◽  
School Students ◽  
Comic Strips

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

scholarly journals Vocabulary Learning Strategies Used by Thai High School Students in Science, Language, and English Programs

2021 ◽  
Author(s):  
Panadda Thiendathong ◽  
Apisak Sukying
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Academic Disciplines ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Vocabulary Learning Strategies

This study investigated the vocabulary learning strategies used by Thai high school students. The aim was to identify the frequency of different techniques used by high school learners studying in various programs. The main objective of this study was to compare the use of vocabulary learning strategies between multiple programs of study and examine the relationship between these different strategies. A total of 491 high school students from multiple academic disciplines participated in this study. A 47-item questionnaire of vocabulary learning strategies was given to the participants. In addition, qualitative data were collected via semi-structured interviews with 21 students to gain further information on their vocabulary learning strategy use. The interview recordings were immediately transcribed verbatim and translated from Thai into English by two experts. The results indicated that the most frequently used strategies were determination strategies, whereas memory strategies were used the least. The findings also showed that the learning context influenced the participants’ use of vocabulary learning strategies. The qualitative results further revealed the variety of vocabulary learning strategies and the degrees of strategy use. In conclusion, this study highlighted that vocabulary learning strategies are interrelated, and the strategies adopted by learners can depend on vocabulary learning conditions.

scholarly journals The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning, Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students’ Vocabulary Ability

2020 ◽  
Author(s):  
Satit Somjai ◽  
Kittitouch Soontornwipast
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Project Based Learning ◽  
Senior High School ◽  
Integrated Instruction ◽  
School Students ◽  
Senior High School Students

This study highlights the significance of the integration of implicit-explicit vocabulary instruction, project-based learning (PBL), multimedia, and experiential learning to improve Thai EFL senior high school students’ vocabulary ability. It aimed to investigate to what extent the integration affected Thai EFL senior high school students’ vocabulary ability and how their perceptions toward the instruction were. The study involved 45 tenth-grade students at a public high school in Bangkok, Thailand. A vocabulary pre- and post-test was used to evaluate the students’ vocabulary ability before and after the application of the integrated instruction. Additionally, students’ reflective journals (SRJ), a students’ perception questionnaire, and a semi-structured focus group interview provided qualitative data for analyzing the students’ perceptions toward the instruction. The findings revealed that all students’ test scores significantly improved and confirmed the effectiveness of the integrated instruction on vocabulary learning. All of the 45 students also reported positive perceptions toward the instruction. They reflected that the instruction was advantageous and practical since it facilitated their vocabulary learning, increased their self-confidence and improved their speaking skills. It also created a pleasant learning atmosphere, provided the students with more opportunities to participate in classroom activities, and encouraged the students to learn with technology.

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