فهرس المقالات vocabulary knowledge

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  Azizeh Chalak Parviz Birjandi S. Esmail Hosseini Ahmad Reza Jafari Dehkordi Omid Tabatabaei Sondos Mansouri Amir Farzad Ashouri Mansour Koosha Sahar Najarzadegan Ahmad Reza Lotfi MohammadAli Nadi Mohsen Salimian Fakhri Shatalebi Nader Soleimani Mansoor Tavakoli Omid Tabatabaei Hossein Bagheri Hossein Heidari Tabrizi Zahra Fotovatnia GholamReza Akbari Behrouz Nouri Samani Safura Masaeli GholamReza Zareie Naser Abasszadeh Narges Saeedian
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  2 - The Effects of Oral Code-mixing and Glossing on Iranian EFL Learners' Vocabulary Knowledge
  Fatemeh Hosseini Ehsan Rassaei
  The current study investigated the effects of oral code-mixing and glossing on L2 vocabulary learning. To this end, 60 EFL learners studying at pre-university school were given a pre-test to make sure that they did not have any prior knowledge of the target words. Based أکثر

  The current study investigated the effects of oral code-mixing and glossing on L2 vocabulary learning. To this end, 60 EFL learners studying at pre-university school were given a pre-test to make sure that they did not have any prior knowledge of the target words. Based on their scores in the pre-test, 36 pre-university students were selected and divided into three groups, including two experimental groups and one control group. All three groups were provided with the same text, under three different conditions. The participants of the first experimental group received L1 translations of target words orally by the researcher to investigate any possible effects of code-mixing. The participants of the second experimental group received the L1 translation of the new words in a written form to check the possible effects of glossing technique, and the participants of the control group were provided with the same text without any oral or written definition. After three days, a cued production test and a multiple choice test were administered as the immediate post-tests. One week later, a delayed post-test was administered. The results showed that there were significant differences among the three groups. Indeed, the findings revealed that both code-mixing and glossing techniques are effective for vocabulary learning. Meanwhile, the participants of the glossing group outperformed the participants of code-mixing condition. تفاصيل المقالة
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  3 - An Investigation into the Effect of Portfolio Assessment on Iranian High/Low Self- Regulated EFL Learners’ Vocabulary Knowledge at Pre-Intermediate Level
  Davood Mashhadi Heidar Farzane Sodagari
  Vocabulary knowledge is one of the most important parts of second language acquisition. Thisstudy tried to investigate the effect of portfolio assessment on Iranian high/low self-regulatedEFL learners’ vocabulary knowledge at pre-intermediate level. To carry out t أکثر

  Vocabulary knowledge is one of the most important parts of second language acquisition. Thisstudy tried to investigate the effect of portfolio assessment on Iranian high/low self-regulatedEFL learners’ vocabulary knowledge at pre-intermediate level. To carry out this study, 90 femalelearners aged between 16-22 were chosen from Tabarestan language school located in Noshahr,Iran. They took OPT test (Oxford Proficiency Test) and after giving the self-regulationquestionnaire 60 of them were selected as the main participants of the study. They arranged intwo classes, one class consisted of 33 high self-regulated learners and the other class consisted of27 low self-regulated learners. The participants in each class were randomly assigned toexperimental and control group. The pretest was administered to measure participants’vocabulary knowledge. The experimental group received treatment. Both control andexperimental groups attended 7 sessions with the same instructional material. The control groupreceived the traditional assessment while the experimental group received portfolio assessment,i.e., they were asked to provide a folder of writing tasks as portfolio, with providing feedback byteacher. At the end of the course, the posttest was administered. The findings showed that therewas a significant difference between the performance of the experimental group who had theportfolio assessment and the control group who received traditional assessment. Also the resultsrevealed that there was no significant difference between the high and low self-regulated EFLlearners’ vocabulary knowledge. تفاصيل المقالة
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  4 - Breadth or Depth: The Role of Vocabulary Knowledge in Iranian EAP Students’ Reading Comprehension Performance
  اسماعیل فقیه فائزه نعمتی
  Two main features of vocabulary knowledge, namely breadth and depth, have a fundamental role in vocabulary research. This research aimed to study the relationship between vocabulary knowledge and reading comprehension, and to investigate which feature of vocabulary know أکثر

  Two main features of vocabulary knowledge, namely breadth and depth, have a fundamental role in vocabulary research. This research aimed to study the relationship between vocabulary knowledge and reading comprehension, and to investigate which feature of vocabulary knowledge, breadth or depth, had better impact on identifying reading comprehension performance. Therefore, three language tests were used, including a reading comprehension test, Vocabulary Levels Test, and Word Associates Test. 64 students majoring in Medicine at Ferdowsi University of Mashhad, Iran, participated in the study. The outcomes of the two-tailed Pearson Correlations and multiple regression analyses declared that test results on vocabulary breadth, depth of vocabulary knowledge, and reading comprehension were positively correlated and breadth and depth of vocabulary knowledge were closely interrelated. تفاصيل المقالة
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  5 - The Effect of Individually-Generated, Teacher-Generated, and Cooperatively-Generated Graphic Organizers on Intermediate EFL Students' Vocabulary Knowledge
  منصوره مجاوریان حسین سیاه پوش مهران داوری بینا
  10.30495/jal.2022.690028
  Although previous studies have shown the benefits of graphic organizers in improving learners' vocabulary knowledge, scant attention has been paid to the possible differences in the effect of individually-developed, cooperatively-developed, and teacher-developed graphic أکثر

  Although previous studies have shown the benefits of graphic organizers in improving learners' vocabulary knowledge, scant attention has been paid to the possible differences in the effect of individually-developed, cooperatively-developed, and teacher-developed graphic organizers on intermediate L2 learners' vocabulary knowledge. The present study addressed this topic by examining 80 intermediate language learners. The participants were selected based on convenience sampling procedure and studied English in four classes. The learners in the conventional group received the translation/definition of the lexical items. Those in the teacher-generated were provided with the graphic organizers prepared by their teacher, and the participants in the other two groups made the graphic organizers either individually or cooperatively. The researchers employed Vocabulary Knowledge Scale as the pre-test, immediate post-test, and delayed post-test to examine the participants' vocabulary knowledge. The findings of this study indicated that the mean scores of the control group in the immediate and delayed post-tests were significantly lower than those of all graphic organizer groups. In addition, the cooperatively-generated graphic organizer group was significantly more successful than learner and teacher-generated graphic organizer groups, but there was no difference between the learner and teacher-generated groups. تفاصيل المقالة
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  6 - Problematizing Locally-Produced Instructional Materials: The Case of Vocabulary in Iranian Pre-University English Textbook
  Mahmood Dorahaki Abdolmahdi Riazi
  This paper reports a study which investigated if there was a match between students’ English vocabulary size and the vocabulary load of a locally produced textbook. The analysis of the passages of the pre-university English textbook currently in use in Iran’ أکثر

  This paper reports a study which investigated if there was a match between students’ English vocabulary size and the vocabulary load of a locally produced textbook. The analysis of the passages of the pre-university English textbook currently in use in Iran’s education system using RANGE program indicated that in order to comprehend the texts, students need to know not only words from 2000 high frequency word list, but also words from academic and low frequency lists. On the other hand, results of the 2000 vocabulary level test administered to 464 Iranian pre-university students, male and female, showed that students did not possess sufficient vocabulary knowledge in order to comprehend the texts and that their vocabulary knowledge was limited far below 2000 words. Other analyses of the textbook, including exercises and word glosses provided more evidence for the inadequacy of the textbook. The paper concludes that the pre-university textbook is flawed in terms of the required principles and standards in materials development which results in students’ frustration and disappointment in learning English. The findings of the study are discussed, which should be of much interest to local and international ELT stakeholders, especially textbook writers. تفاصيل المقالة
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  7 - Reading Achievement of Short Stories as a Way of Literature Incorporation and Improving Iranian Students' Grammatical and Vocabulary Knowledge
  Akram Shekarian Behzadi Azar Bagheri Masoudzade
  This study was an endeavor to analyzed the effects of reading short stories on improving the grammatical and vocabulary knowledge of high school students in Kerman. To achieve this end, two intact classes of 52 female students who were selected based on convenience samp أکثر

  This study was an endeavor to analyzed the effects of reading short stories on improving the grammatical and vocabulary knowledge of high school students in Kerman. To achieve this end, two intact classes of 52 female students who were selected based on convenience sampling, and regarding the placement test scores, 40 of them participated in the current study. The research was an experimental one and the participants were randomly divided into two groups of 20 students. The interventions administered for the experimental group involved teaching two short stories, i.e., the Beauty & The Beast and Robinson Crusoe. However, the control group received conventional method of teaching of grammar and vocabulary. The data were analyzed in quantitative way and statistical analyses were performed in SPSS software. The results indicated a significant difference between the experimental and control groups in terms of posttest scores for the dependent variables after controlling the pretest at the P<0.001 level. Accordingly, it can be said that there is a significant difference in the scores of the dependent variables (grammatical and vocabulary skills) in the posttest. As a result, the present study revealed that reading the mentioned stories is an effective way for improving grammatical and vocabulary knowledge of high school students in Kerman. تفاصيل المقالة
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  8 - The Effect of CALL on the Vocabulary Learning of Iranian pre-intermediate EFL Learners
  Aziz Emami Ali Amirghasemi
  This study aimed to see if Computer-Assisted Language Learning is effective in improving learners’ vocabulary learning. For this purpose, 70 English students from a language institute in Khodaafarin, Iran, were chosen. To ensure the homogeneity of the participants أکثر

  This study aimed to see if Computer-Assisted Language Learning is effective in improving learners’ vocabulary learning. For this purpose, 70 English students from a language institute in Khodaafarin, Iran, were chosen. To ensure the homogeneity of the participants, the Oxford Quick Placement Test (2004) was administered to all the participants and 60 students who were proven to be in pre-intermediate level were selected for the study and were assigned into two groups of 30. Then, the vocabulary knowledge scale was administered as a measure of pre-exposure to the target items. According to the results of the VKS, 50 words from the book Interchange 2 which were proven to be unfamiliar to the participants were selected. In the treatment, the experimental group used a computer, a projector, and a board; they had a few minutes to look at the vocabularies within the passages while having simultaneous access to the computers. But in the control group, the students were given neither the opportunity to use CALL in the classroom nor the chance to play the CD at home. After the treatment phase, the same teacher-made vocabulary test was administered as the post test of the learners’ vocabulary learning. The results of the post-test indicated that this method could positively influence the vocabulary learning of the participants in the experimental group. The overall findings of independent sample t-test and paired sample t-tests could reject the null hypothesis of this study predicting no effect for CALL instruction on the vocabulary learning of Iranian EFL students. تفاصيل المقالة
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  9 - Mobile Assisted Language Learning: Investigating Receptive and Productive Vocabulary Knowledge of Iranian Intermediate EFL Learners
  Abbas Pourhossein Gilakjani Seyede Fateme  Khodashenas
  This study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. F أکثر

  This study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. Following a Quick Placement Test, 100 intermediate learners were randomly divided into two groups of 50 to conduct the research. Then the treatment began, the experimental group received Beelinguapp as an educational app, whereas the control group used paper word cards. Finally, learners in both groups were given a posttest of CAT and VKS to see if there were any differences in receptive and productive vocabulary knowledge between the experimental and control groups. The data were statistically analyzed using Paired sample t-test, independent sample t-test, ANCOVA, Wilcoxon signed, and Mann Whitney tests. The findings revealed that there is a significant difference between the experimental group and the control group in terms of receptive vocabulary knowledge in the post-test. That is, the participants in the experimental group outperformed those in the control group in receptive vocabulary knowledge. It was also observed that there is no difference between using mobile applications and paper word cards in terms of productive vocabulary knowledge. Pedagogical implications for integrating technology tools in enhancing learners’ vocabulary knowledge are discussed. تفاصيل المقالة