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Open Access Article
1 - The Effect of Movies with Different Types of Subtitles on Incidental English Vocabulary Learning of Iranian High School Students
Mahdi Mardani Abedin Najmabadi -
Open Access Article
2 - Effects of Instructional Games on the Vocabulary Learning and Retention of Iraqi Primary School Students
Fatemeh Karimi Oday Kareem Shakir ShareefUsing instructional games in vocabulary learning is beneficial, but their effects in the Iraqi EFL context have been overlooked. This study investigated the effects of instructional games on Iraqi primary school students’ vocabulary learning and retention. To fulfill th MoreUsing instructional games in vocabulary learning is beneficial, but their effects in the Iraqi EFL context have been overlooked. This study investigated the effects of instructional games on Iraqi primary school students’ vocabulary learning and retention. To fulfill the objectives of the study, a quasi-experimental study with a pretest-posttest design was adopted. The present study's participants were 40 Iraqi primary school students selected based on a convenience sampling. The participants were divided into two groups, one experimental (N= 20) and a control group (N=20). The students in the experimental group (EG) received vocabulary instruction in the form of game-based teaching. The control group (CG) was instructed using conventional teaching procedures. In this study, a textbook (Family and Friends 2) was used as the material, and two tests were utilized as the measurement instruments. It was found that the group of Iraqi primary school students who were instructed through the games considerably outperformed the group of students who received the traditional teaching in the classroom. Furthermore, the results revealed that the Iraqi primary school students who received vocabulary through instructional games had much better vocabulary retention than those who underwent the traditional teaching methods. The findings might have some implications for the material developers and EFL teachers in Iraq. Manuscript profile -
Open Access Article
3 - Tackling Iranian Epileptic EFL Learners’ Foreign Language Anxiety and Vocabulary Learning via a Social, Meta-cognitive, and Problem-Solving Skills Training Package: Online and Traditional Contexts in Focus
Vale Jalali Mina Rohanizadeh Neda Fatehi RadThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills MoreThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills training package affects foreign language anxiety, and vocabulary learning of epileptic EFL learners. The participants were selected through purposive sampling from among those referring to the Long Term Video EEG Monitoring Center in Kerman. To collect the data, the FL Anxiety Scale, TOEFL Vocabulary Test, Quick Placement Test, and the Social, Meta-cognitive, and Problem-solving Skills Training Package were recruited. To analyze the data, descriptive statistics, and ANCOVA were run. The findings of the study showed that the effectiveness of the mentioned training package on Iranian epileptic EFL learners’ FL anxiety and vocabulary learning in online was more effective than in the traditional context. The results have implications for the epileptic EFL learners and EFL teachers. Manuscript profile -
Open Access Article
4 - The Effect of Textual Marginal Glosses on Incidental Vocabulary Retention of Iranian EFL Students
Zhaleh Moazzeni -
Open Access Article
5 - The Effect of Visually-Mediated Collocations on the Elementary EFL Learners’ Vocabulary Learning
Abbas Kasraian Bahram Pakfetrat -
Open Access Article
6 - Involvement Load of Vocabulary Tasks IELTS preparation Vocabulary Course Books
Maryam Sadeghi Garmaroudi Mohammad Aghajanzadeh -
Open Access Article
7 - تاثیر سازمان دهنده های گرافیکی ایجاد شده توسط مدرس، توسط فراگیر به صورت انفرادی و توسط فراگیران به صورت گروهی بر دانش واژگانی فراگیران انگلیسی به عنوان زبان خارجی
منصوره مجاوریان حسین سیاه پوش مهران داوری بینامدرسان از تدابیر مختلف برای بهبود عملکرد آموزش واژگان خود استفاده میکنند. یکی از راهبردهای تدریس واژگان که در دو دهه ی اخیر مورد استفاده قرار گرفته سازمان دهنده گرافیکی است. اگرچه نتایج قبلی نشان میدهد که سازمان دهنده گرافیکی تاثیر مثبتی بر دانش واژگان فراگیران زبان دوم Moreمدرسان از تدابیر مختلف برای بهبود عملکرد آموزش واژگان خود استفاده میکنند. یکی از راهبردهای تدریس واژگان که در دو دهه ی اخیر مورد استفاده قرار گرفته سازمان دهنده گرافیکی است. اگرچه نتایج قبلی نشان میدهد که سازمان دهنده گرافیکی تاثیر مثبتی بر دانش واژگان فراگیران زبان دوم میگذارد، توجه اندکی به تفاوتهای ممکن بین تاثیر سازمان دهنده های ایجاد شده توسط مدرس، توسط فراگیر به طور انفرادی و توسط گروهی از فراگیران بر میزان دانش واژگان زبان دوم ایشان شده است. پژوهش حاضر این موضوع را با بررسی 80 فراگیر سطح متوسط بررسی کرد. شرکت کنندگان، که در چهار کلاس زبان انگلیسی بودند، بر اساس نمونه گیری در دسترس انتخاب شدند. فراگیران در گروه سنتی برای واژگان تعریف و یا ترجمه دریافت کردند. آنهایی که در گروه سازمان دهنده ایجاد شده توسط معلم بودند، سازمان دهنده ها را به طور آماده از مدرس خود میگرفتند و شرکت کنندگان در دو گروه دیگر سازمان دهنده ها به طور انفرادی و یا گروهی آماده میشدند. پژوهشگران از مقیاس دانش واژگان به عنوان پیش آزمون، پس آزمون بلافاصله، و پس آزمون با وقفه برای سنجش دانش واژگانی فراگیران استفاده کردند. نتایج نشان داد که نمرات میانگین افراد حاضر در گروه کنترل درهر دو پس آزمون به طور معناداری کمتر از نمرات دیگر گروه ها بود. علاوه بر این، گروه سازمان دهنده ی گرافیکی گروهی به طور چشمگیری موفقتر از گروههای دیگر بود، اما تفاوت معناداری بین نمرات افراد حاضر در گروههای سازمان دهنده های انفرادی و ایجاد شده توسط مدرس وجود نداشت. Manuscript profile -
Open Access Article
8 - بررسی پایایی و ساختار عاملی مقیاس فارسی ظرفیت خودتنظیمی در یادگیری لغت در محیط انگلیسی به عنوان زبان خارجه در ایران
مریم طالب دعایی سید امیر حسین سرکشیکیان سید عبدالمجید طباطبائیمطالعه حاضر با هدف بررسی پایایی و ساختار عاملی مقیاس فارسی ظرفیت خود تنظیمی در یادگیری واژگان درمحیط زبان انگلیسی به عنوان زبان خارجه در ایران انجام شد. برای این منظور، ابتدا پرسشنامه اصلی با استفاده ازروش ترجمه/ پس ترجمه به زبان فارسی ترجمه ونسخه فارسی در بین 43 دانش آ Moreمطالعه حاضر با هدف بررسی پایایی و ساختار عاملی مقیاس فارسی ظرفیت خود تنظیمی در یادگیری واژگان درمحیط زبان انگلیسی به عنوان زبان خارجه در ایران انجام شد. برای این منظور، ابتدا پرسشنامه اصلی با استفاده ازروش ترجمه/ پس ترجمه به زبان فارسی ترجمه ونسخه فارسی در بین 43 دانش آموز دبیرستانی پایلوت گردید ،و مشخص شد که ابزار مورد مطالعه پایایی درونی قابل قبول دارد ( 0,81 =آلفا) . در مرحله اصلی این مطالعه، یکنمونه متشکل از 1167 دانش آموز (پایه های نهم تا دوازدهم دبیرستان) در پانزده مدارس در سه شهرستان ایرانبه مقیاس فارسی پاسخ دادند. بر اساس نتایج، نسخه فارسی این مقیاس پایایی درونی قابل قبولداشت( 0,81 =آلفا). همچنین، ساختار عاملی نسخه فارسی با استفاده از تحلیل عاملی مورد بررسی قرار گرفت. نتایجنشان داد که مقیاس ترجمه شده از یک بعد با پنج زیر بعد تشکیل شده است که با ساختار عاملی پرسشنامهاصلی تفاوت دارد. یافته های این مطالعه نشان می دهد که نسخه فارسی مقیاس ظرفیت خود تنظیمی درراهبردهای یادگیری واژگان ابزاری با پایایی و روایی لازم برای اندازه گیری راهبرد های خود تنظیمی در یادگیریلغت در ایران است. Manuscript profile -
Open Access Article
9 - Fostering Academic Vocabulary Learning: Opportunities for Explicit Learning through a Mobile-Assisted App in the Field of Applied Linguistics
زینب عبداله پور ننفیسه اسدراده ملکی -
Open Access Article
10 - The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake
DOR: 20.1001.1.23223898.2021.9.37.7.5
Mojtaba Kamali Fatemeh Behjat mohammadsadegh Bagheri -
Open Access Article
11 - The Impact of Topic Interest and L2 Proficiency on EFL Incidental Vocabulary Learning Across Genders
Shaban Najafi Karimi Mokhtar Haghnia Amir MarzbanThe current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and interme MoreThe current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and intermediate levels of linguistic proficiency, selected through convenience sampling in this quasi-experimental study. The participants were divided into four experimental groups based on their proficiency level and gender, that is, Male Intermediate High-Interest Topics (MIHIT), Male Pre-Intermediate Low-Interest Topics (MPILIT), Female Intermediate High-Interest Topics (FIHIT), and Female Pre-Intermediate Low-Interest Topics (FPILIT) groups. The adapted version of the Topic interest survey by Ebbers (2011) was utilized to determine the participants’ interests. Also, reading passages were taken from British Council’s texts, and two vocabulary tests were given as a pretest and a posttest. The independent samples t-tests and paired samples t-tests run on the four groups revealed a statistically significant difference. Results suggested that topic interest had a statistically significant effect on the incidental vocabulary learning of Iranian EFL male and female learners. Besides, unlike the male group, there was a statistically significant difference in female posttest scores, indicating that L2 proficiency had an effect on their EFL incidental vocabulary learning. Manuscript profile -
Open Access Article
12 - تأثیر برنامه ESLE بریادگیری واژگان انگلیسی زبان آموزان استثنایی ایرانی: تمرکز بر ارزیابی مدرسان زبان انگلیسی و کارشناسان یارانه
شیما قبادی محسن شاهرخی Ahmad Abediاین مطالعه با هدف ارایه یک برنامه تلفن همراه برای افزایش یادگیری واژگان انگلیسی زبان آموزان استثنایی و ارزیابی برنامه یادگیری انگلیسی برای زبان آموزان استثنایی (ESLE) انجام شده است و عمدتا بر دیدگاه دانش آموزان استثنایی و متخصصان مختلف متمرکز است. برنامه ESL Moreاین مطالعه با هدف ارایه یک برنامه تلفن همراه برای افزایش یادگیری واژگان انگلیسی زبان آموزان استثنایی و ارزیابی برنامه یادگیری انگلیسی برای زبان آموزان استثنایی (ESLE) انجام شده است و عمدتا بر دیدگاه دانش آموزان استثنایی و متخصصان مختلف متمرکز است. برنامه ESLE ، یک بازی موبایل تعاملی است که با استفاده از چند پلتفرم و مدل طراحی آموزشی مبتنی بر بازی دیجیتال ساخته شده است. به همین منظور، 40 دانش آموز استثنایی دارای معلولیت ذهنی و جسمی به روش غیرتصادفی در دو گروه آزمایشی و گواه (در هر گروه 20 نفر) قرار گرفتند که در پایه های هفتم تا نهم متوسطه تحصیل می کردند. در گروه آزمایشی با استفاده از برنامه ESLE واژگان تدریس شد و در گروه گواه بصورت معمول. هر دو گروه پیش و پس از این دوره با یکدیگر مقایسه شدند. سپس، این برنامه در چارچوب تحلیلی هوبارد (2011) مورد تجزیه و تحلیل قرار گرفت. به همین منظور، 12 مدرس زبان انگلیسی و کارشناس رایانه بصورت هدفمند انتخاب شدند. پرسشنامه های تشریحی برای 12 نفر از شرکت کنندگان ارسال شد تا نظرات کارشناسان در مورد این برنامه جمع آوری شود. نتایج مطالعه نشان داد که مهارت واژگان همه دانش آموزان استثنایی پس از استفاده از این برنامه مبتنی بر بازی بهبود یافته است. بازخورد کارشناسان نشان دهنده نگرش مثبت آنها نسبت به استفاده دانش آموزان استثنایی از برنامه ESLE برای یادگیری واژگان انگلیسی است. روش های یادگیری خلاقانه و لذت بخش پتانسیل زیادی برای تشویق عادت های یادگیری مادام العمر و افزایش انگیزه یادگیری دارد. این یافته ها کاربردهای نویدبخشی برای بسیاری از مدرسان زبان انگلیسی در استفاده از روش های موثر در آموزش واژه های جدید به دنبال دارد. همچنین، تحقیق حاضر می تواند کاربردهایی برای زبان آموزان استثنایی فراهم کند که به جای یادگیری سنتی کلمات، ترکیبی از استراتژی های مختلف مانند برنامه ESLE را در تجربه های یادگیری خود امتحان کنند. مولفان مواد درسی آموزش زبان انگلیسی و همچنین طراحان دوره های آموزشی نیز می توانند از یافته های این مطالعه بهره مند شوند. Manuscript profile -
Open Access Article
13 - The Effect of Scaffolding through Presenting Examples and Pictures on EFL Learners’ Vocabulary Learning and Retention
Maryam MohseniThe current study examined the effect of scaffolding through presenting examples and pictures on EFL learners’ vocabulary learning and retention.For this purpose, six research niquestions were posed and a quasi- experimental design was applied with two groups of learner MoreThe current study examined the effect of scaffolding through presenting examples and pictures on EFL learners’ vocabulary learning and retention.For this purpose, six research niquestions were posed and a quasi- experimental design was applied with two groups of learners who were selected as experimental groups. This research was carried out with a sample of 60 English students from Iran Zaban Institution. The data were collected using three instruments. Primarily, a standard test of Nelson which had 50 items was used to assess general proficiency of the learners for the purpose of their homogeneity. Then, in order to investigate the learner’s lexical knowledge before executing the scaffolding strategies used by examples and pictures, the researcher prepared a vocabulary test used as pretest. At the end of the treatment the students’ lexical knowledge was assessed by a posttest. Also a vocabulary test was used in order to measure their vocabulary retention after two weeks. The results indicated that employing examples helps vocabulary learning as well as retention. In addition, it was shown that using pictures helps both vocabulary learning and retention, and employing examples and pictures have almost the same effect on vocabulary learning. Finally, the results are discussed and compared with the previous ones, implications are explained, and some suggestions and recommendations are provided. Manuscript profile -
Open Access Article
14 - ESLE Game-based English Vocabulary Learning App for Exceptional Iranian Students: Teacher’s point of view
Shima GhobadiThe aim of this study was to investigate the effectiveness of (ESLE) Exceptional Students English Learning game-based app to help students with English vocabulary learning disabilities to gain vocabulary skills in and after school program. To this end, 40 exceptional st MoreThe aim of this study was to investigate the effectiveness of (ESLE) Exceptional Students English Learning game-based app to help students with English vocabulary learning disabilities to gain vocabulary skills in and after school program. To this end, 40 exceptional students with intellectual and physical disabilities (20 in each group), grade 7th to 9th junior high school, 30 special needs education teachers, and 30 parents of exceptional students were selected. The four exceptional students’ teacher who worked in special education schools were interviewed to elicit the needed information for the purposes of the study. The first part of the semi-structured interview used in this study was related to ESLE app. The second part of the interview was related to their perceptions about collaboration with families. To this purpose, parents’ and teachers’ perceptions and practices of game-based app to support exceptional students were examined. Thus, the study addressed the issue of students with disabilities by reviewing the challenges faced by teachers who teach students with disabilities and how they overcome these challenges. A mixed-method design by extending with follow-up phase to measure whether exceptional students retained the knowledge they learned while engaging with the app was used. The results of the study showed that all of the exceptional students improved vocabulary skills after engaging with the game-based app. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words. Manuscript profile -
Open Access Article
15 - Boosting Vocabulary Learning and Retention in EFL Learners: The Impact of Visual Hints in Educational Games
khorshid mousavi Nayer ArshadiThis study explores the effectiveness of visual hints in educational games on vocabulary learning and retention among intermediate EFL learners. Participants included 50 male and female students, aged 15 to 19, from the Ava Language Institute in Urmia, Iran. These nativ MoreThis study explores the effectiveness of visual hints in educational games on vocabulary learning and retention among intermediate EFL learners. Participants included 50 male and female students, aged 15 to 19, from the Ava Language Institute in Urmia, Iran. These native Turkish speakers with Persian as their standard language were selected based on their performance on the Oxford Quick Placement Test (OQPT). The study employed a pretest-posttest design, utilizing the Vocabulary Knowledge Scale (VKS) for assessment. Participants were divided into two groups: a visual hints group and a control group, each comprising 25 students. Both groups engaged with the Spaceteam ESL game, an interactive mobile application designed for language learning. The visual hints group received additional visual aids before answering questions, whereas the control group did not. After 10 sessions, a vocabulary posttest was administered immediately and again one month later to measure retention. Results indicated that visual hints significantly enhanced both vocabulary acquisition and long-term retention compared to the control group. These findings suggest that integrating visual aids embedded in the educational games into language learning games can be a highly effective strategy for improving vocabulary knowledge among intermediate EFL learners. Future research should explore the long-term impacts and applicability across diverse learner populations. Manuscript profile -
Open Access Article
16 - The Effectiveness of Using Mobile-Based Flashcard App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention
Reza Vaseghi Bahareh Babaei Bigham LahijiThe advent of technology and the internet has fundamentally transformed foreign language acquisition, particularly by enhancing the convenience of vocabulary learning. Consequently, mobile-assisted language learning (MALL) has garnered significant attention as a benefic MoreThe advent of technology and the internet has fundamentally transformed foreign language acquisition, particularly by enhancing the convenience of vocabulary learning. Consequently, mobile-assisted language learning (MALL) has garnered significant attention as a beneficial resource for language learners. In light of this, the present study aimed to examine the potential impact of utilizing a Mobile-Based Flashcard Application on the vocabulary learning and retention of Iranian EFL learners. This study employed a quasi-experimental design, with participants selected through convenience sampling. The participants were 40 intermediate EFL learners who were selected based on the Oxford Placement Test. Then, the participants were randomly divided into two groups of study namely experimental and control. The participant in the experimental group underwent an eight-session treatment including learning vocabulary based on using the Anki mobile App. In the control group, however, the participants gained new vocabulary by conventional methods. Upon completion of the treatment, an immediate and delayed post-test was administered to evaluate participants' vocabulary learning and retention. The findings of the study indicated that the use of the Anki mobile application led to a significant enhancement in learners' vocabulary acquisition and retention. The findings of this research highlight the potential of educational software, specifically the Anki mobile app, as a valuable tool for English instructors to enhance vocabulary learning. Manuscript profile
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