scholarly journals An Empirical Study on the Fossilization of English Language Learning in the Context of Multimedia Network Teaching

2021 ◽  
Author(s):  
Lihua Huang
Keyword(s):  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Network Teaching ◽  
English Classes ◽  
Multimedia Network ◽  
Network Platform ◽  
Grammar Knowledge ◽  
Communicative Abilities

To carry out the pilot teaching of multimedia assisted teaching and self-learning mode of network platform for experimental class, the data analysis results obtained by using tools such as questionnaire survey show that:The multimedia network teaching environment has a great effect on the students’ vocabulary knowledge fossilization, but has little effect on the grammar knowledge fossilization; The fossilization of reading ability among the four communicative abilities of English language is alleviated obviously, and the self-assessed oral ability of students improves faster after the addition of oral English classes; It accelerates the ossification of writing and listening ability, but it is mainly caused by the characteristics of the network itself and improper learning methods of students.

scholarly journals Reading Skills in English using Jolly Phonics at a Chinese Primary School

2018 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Ha Mei Ling ◽  
Fitri Suraya Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
Control Group ◽  
Teaching Reading ◽  
English Classes ◽  
Chinese School

This study investigates the viability of using a phonics programme for Primary One students who are studying at a National Type Chinese School in Sarawak, Malaysia.  Jolly Phonics is a Synthetic Phonics Programme that is used to address common reading problems. In this study, Primary One students who learn Mandarin as their main language in school, while learning English and Malay Languages at the same time. The phonics consists of teaching reading with five skills, namely learning the letter sounds, letter formation, blending, segmenting and tricky words.  39 students participated in the study. Two groups were formed to compare performances between those who used the phonic programme and those who attended the regular English classes. Data was collected on pre and post-test achievements for both the experimental and control group. Findings revealed that the phonics programme did not significantly impact the students’ reading ability when compared with performances of those who attended regular lessons which used existing methods of teaching reading skills for English language learning at the Chinese medium school.      Keywords: Night reading ability; non-native English language learners; phonics; Chinese school; foreign language learning

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals Learning and Retaining Technical Vocabulary with Enhancement Activities in an ESP Course

2018 ◽  
Vol 11 (10) ◽  
pp. 145
Author(s):  
Liju Xu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Successful Implementation ◽  
Technical Vocabulary ◽  
Post Test ◽  
Group A ◽  
Group B ◽  
Knowledge Scale ◽  
Technical Terms

The purpose of this paper is to explore the effectiveness of vocabulary enhancement activities on vocabulary learning in an ESP course. In designing the activities, technical terms on journal entries were chosen for the acquisition of language necessary for the successful implementation of accounting major’s professional tasks. The desirable difficulty approach and the four strands principle，focused input, meaning-focused output, language-focused learning and fluency development, were guidelines in combining subject matter and English language learning. To test the result of the activities, the Vocabulary Knowledge Scale was employed to measure students’ knowledge of 50 vocabulary items. Subjects of the ESP course in discussion comprised 200 accounting juniors in Guangdong University of Foreign Studies in China. Half of them in Group A read the texts and did matching exercises and translation exercises. The other half in Group B read the texts and practiced journal entry activity, targeting at accounting concepts and terminologies. The results revealed that Group B gained better results than Group A at a post-test. After the test a reflection on the vocabulary activities was gathered among the participants of Group B. The feedback further proved that the students did benefit from the enhancement activities on selected technical terms.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

scholarly journals Enhancing Learners’ Academic Performances Using Student Centered Approaches

2020 ◽  
Vol 15 (16) ◽  
pp. 4
Author(s):  
Preeti Jaiswal ◽  
Abdulghani Al-Hattami
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Acquisition ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Student Centered ◽  
Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

scholarly journals INFLUENCE OF VIDEO GAMES ON THE ACQUISITION OF THE ENGLISH LANGUAGE

Verbum ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 112
Author(s):  
Domas Rudis ◽  
Svetozar Poštić
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Game Playing ◽  
Video Game Playing ◽  
English Classes ◽  
The Media

In the past decade or two, there has been an obvious increase in the number of school children profici­ent in English. One of the reasons is the number of English classes per week, but even more important­ly, it is the influence of the media. Students are greatly exposed to video games. In this paper, a survey was conducted in order to find the connection between video-game playing and English proficiency. Ninety six students filled out the survey answering a range of question on the quantity and quality of their video game playing. The conclusion drawn was that video games have a profound impact on language learning. The areas of most benefit were vocabulary and pronunciation. As a form of highly desirable entertainment, video games provide a positive and motivating atmosphere, which is perfect for adopting a foreign language.

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