386 research outputs found

    Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards

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    [EN] Vocabulary acquisition is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and anytime, and students are free to use them inside or outside the classroom setting. The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran. The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.Azabdaftari, B.; Mozaheb, MA. (2012). Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards. The EuroCALL Review. 20(2):47-59. https://doi.org/10.4995/eurocall.2012.11377SWORD4759202Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology, 6(1), 53-60.Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish state university. The Turkish Online Journal of Educational Technology, 7(1), 18-31.Akin, A., & Seferoglu, G. (2004). Improving learners' vocabulary through strategy training and recycling the target words. 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    The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia

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    This study aimed to investigate the effect of electronic flashcards on EFL vocabulary learning of preparatory-year female students at a  Saudi Arabia. It was conducted following the quantitative research methodology with a quasi-experimental design. Two groups were assigned: an experimental group who used electronic flashcards, and a control group who employed the traditional method of vocabulary learning. A pre-test and a post-test were administered in order to appraise their performance before and after the experiment. The results revealed that the post-test scores of students in the experimental group were significantly higher than their pre-test. Also, the results showed that electronic flashcards promoted students' vocabulary, causing a statistical significance in comparison to the control group. Based on these findings, this study was able to draw a number of implications and recommendation

    Bilingual Approach: The Role of Flashcards in Teaching Vocabulary to Young Learners

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    This paper discusses teaching approach and media in English as a foreign language (EFL) classroom. It brings to lights vocabulary teaching, bilingual approach and using flashcards in the teaching of vocabulary to young learners. As teaching vocabulary can take place from very early stage to a high level of learning, its introduction needs to be managed in such a way using an appropriate approach along with utilizing particular media, such as flashcards, that the learners can enjoy the teaching process. This is based on the consideration that not all teaching media fit in the context of vocabulary teaching through bilingual approach. For this reason, it is important that teachers of English whose concern is how young learners learn vocabulary adopt appropriate teaching media on their behalf. Once the learners feel secured and confortable with the media used, it is guaranteed that they can learn as many words as possible and, thus, the desired outcome of the learning can be projected to occur. This article emphasizes the issue of bringing together bilingual approach and flahcards together in the teaching of vocabulary to young learners.

    Quizlet and Vocabulary Mastery: A Case of Indonesian EFL Learners' Reading Comprehension

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    Mastering vocabulary is an essential aspect of becoming a proficient language user. However, learning vocabulary yields problems among EFL learners such as low participation, students’ difficulties to understand the vocabulary, and difficulties to keep students engaged with lessons being learned. It also affects students’ ability to comprehend the text because mastering vocabulary is a basic predictor of reading success. This study, thus, aims to explore the implementation of Quizlet in learning vocabulary and how it assists students’ reading comprehension. This study adopted case study design involving tenth-grade students of one public senior high school in Kabupaten Bandung Barat, Indonesia. The data were gained through observation, interview, and test. The data were triangulated to get a portrayal of what occurred during the learning process. The findings indicated that Quizlet to some extent helped students in learning vocabulary through its repetition, enjoyable activities during the learning process, building autonomous learning, encouraging collaboration among the students, as well as a competitive atmosphere that appears during learning, and fostering students’ persistence in learning vocabulary. Besides, the result showed that Quizlet can be a vocabulary learning tool as a pre-reading strategy because it assisted the students to prepare unfamiliar vocabulary and promote reading motivation and interest. Therefore, it is suggested that teachers implement Quizlet for vocabulary learning to provide students with a new way of learning that is interesting, innovative, and probably can improve students’ learning experience

    The role of Quizlet in learning business vocabulary

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    In these revolutionary times of technological progress, the use of ICT has become widespread. It is used in all areas of language learning and influences both the learning and the teaching process. Quizlet is an online flashcard programme which offers learners opportunities to enhance their vocabulary. The following article describes an experiment conducted in three ESP classes of Business English at the Faculty of Business and Administration of Masaryk University, Czech Republic. In two of the classes, the use of Quizlet was promoted both in class and out of class throughout the term. The learners in the remaining class, the control group, did not use Quizlet. The experiment took place during one of the seminars. Learners in different groups were asked to study carefully chosen sets of twenty English-Czech word pairs, using either Quizlet or classic, paper-based lists. In one of the Quizlet sets, the meaning of the words was illustrated using context clues. A series of two translation tests then gauged the students’ active and passive knowledge of the word meanings. As a follow-up, the results of the translation part of the final credit test were compared. Also, a questionnaire was distributed, mapping learners’ study habits as well as their attitude to Quizlet. The experiment was designed to determine if, and to what degree, Quizlet helps learners acquire vocabulary more efficiently, and to help us investigate the role of context in learning vocabulary. The present article describes and discusses the results of the experiment, which illuminate how students perceive Quizlet in terms of effectiveness and user-friendliness

    Collaborative Classrooms: Incorporating Pragmatics and Technology in Language Learning with a Focus on Generation 1.5

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    This portfolio is a compilation of work that the author accomplished during the Master of Second Language Teaching program at Utah State University (USU). It reflects the culmination of the author’s learning and teaching experiences during her coursework and as a graduate teaching assistant (GTA) in the Intensive English Language Institute (IELI). The portfolio contains three main sections: teaching perspectives, research perspectives, and an annotated bibliography. In the first section the author explains her desired professional environment, her philosophy of teaching, as well as insights from language classroom observations she will incorporate into her teaching. The research perspectives section consists of two papers which detail areas that are of special interest to the author within the fields of English as a Second Language and English as a Foreign Language. Last, in the annotated bibliography, research on the role of technology in vocabulary instruction is reviewed and discussed

    Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary

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    [EN] Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; BaƟoğlu & Akdemir, 2010; Kiliçkaya & Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners’ opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants’ opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.Dizon, G.; Tang, D. (2017). Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary. The EuroCALL Review. 25(1):3-15. doi:10.4995/eurocall.2017.6964.SWORD31525

    Investigating learner autonomy and vocabulary learning efficiency with MALL

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    The road to second language competence is a long and arduous one, and much of its effort involves learning to recognize and use vocabulary. Fortunately, anytime-anywhere learning with smart phones and smart apps offer a means to lessen the burden and make vocabulary learning more efficient. Accordingly, this study investigated 134 students across four months and evaluated the effectiveness of their individual vocabulary learning strategies (only flashcard app; paper-based notes and wordlists; both notes and flashcard app) in terms of three different vocabulary test scores. The Kruskal-Wallis rank sum test and pairwise comparisons revealed that the Only App Group had significantly higher test scores than both the Only Notes Group and the blended Notes/App Group with medium and small effect sizes (r = 0.49 and 0.27, respectively). A Fixed Effects model was run to determine the extent study strategies in addition to gender, (TOEIC) proficiency, time spent studying, time spent using the app, and frequency of studying, were correlated with test scores. In this moderator analysis, the Only App Group strategy was no longer statistically significant and was replaced by the factor “total time using the app” (p = .005) which was positively correlated with test scores
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