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دسترسی آزاد مقاله
1 - The Effect of Movies with Different Types of Subtitles on Incidental English Vocabulary Learning of Iranian High School Students
Mahdi Mardani Abedin NajmabadiThis study investigates the effect of different types of subtitle on incidental vocabulary learning among Iranian EFL learners. To this end, 60 high school students in Behbahan were selected after taking a proficiency test. The test was administered to ensure participan چکیده کاملThis study investigates the effect of different types of subtitle on incidental vocabulary learning among Iranian EFL learners. To this end, 60 high school students in Behbahan were selected after taking a proficiency test. The test was administered to ensure participants' homogeneity. Participants were randomly assigned to three experimental groups, namely, Bimodal group (A), Standard group (B) and Reversed group (C). They watched ten video clips selected from three animated movies with different types of subtitles: A) Bimodal subtitles, B) Standard subtitles and C)Reversed subtitles. Research instrumentation included a pre-test and post-test. Participants took a pre-test containing new words selected from the clips. After ten treatment sessions, the post-test was administered. Data were analyzed descriptively and inferentially. To arrive at any difference between the three different types of subtitles, the researcher conducted one-way ANOVA. The results obtained from the test showed that participants in reversed subtitling group performed significantly different and learned more new vocabulary items. Standard subtitling was the second type of subtitling which revealed to be more effective than bimodal subtitling. Also, the effect of different types of subtitles on incidental English vocabulary learning between male and female was investigated in this study. To arrive at any difference between male and female in incidental English vocabulary learning an independent samples test was performed. The results obtained from the test showed that there is no significant difference between male and female in incidental English vocabulary learning. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملUsing 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. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
4 - The Effect of Textual Marginal Glosses on Incidental Vocabulary Retention of Iranian EFL Students
Zhaleh MoazzeniThe present study investigated the effect of marginal glosses (both L1 and L2) on incidental vocabulary learning of EFL learners. The subject pool consisted of 154 third-semester Iranian students enrolled at Azad University, Central Branch. After administering a prof چکیده کاملThe present study investigated the effect of marginal glosses (both L1 and L2) on incidental vocabulary learning of EFL learners. The subject pool consisted of 154 third-semester Iranian students enrolled at Azad University, Central Branch. After administering a proficiency test, 90 homogeneous students were assigned to two experimental groups (X1 & X2) and one control group. Afterwards, a 50 -item pretest was administered to verify students’ unfamiliarity with the intended target words to be learned later. Then the treatment began and X1 received L1 glosses and X2 received L2 glosses, and the control group received no glosses. Finally, a post-test, the same as the pre-test with 10 familiar items deleted, was administered to the three groups. A one-way ANOVA indicated that learners with access to L2 or L1 marginal glosses demonstrated significantly greater retention of word meanings. Additionally, a further analysis known as the Tukey test was conducted to pinpoint exactly where the differences exist in a pair-wise way. The results of this analysis showed that X2 outperformed X1 and the control group پرونده مقاله -
دسترسی آزاد مقاله
5 - The Effect of Visually-Mediated Collocations on the Elementary EFL Learners’ Vocabulary Learning
Abbas Kasraian Bahram PakfetratWhen vocabulary teaching is taken into account in EFL classes in our Iranian state primary schools, teachers generally prefer to use classical techniques. The purpose of this study was to investigate the effect of visually-mediated collocations on the elementary EFL lea چکیده کاملWhen vocabulary teaching is taken into account in EFL classes in our Iranian state primary schools, teachers generally prefer to use classical techniques. The purpose of this study was to investigate the effect of visually-mediated collocations on the elementary EFL learners’ vocabulary learning. In order to conduct this study, 60 students from two classrooms in an elementary class, participated in this study. The experimental group was taught new words using collocation techniques; the control group was taught new words using classical techniques such as synonym, antonym, definition and mother tongue translation. Both groups were given the same pre-test at the beginning of the term and after the classroom treatment, including 8 sessions of teaching English vocabulary through collocations, all the participants were given the same multiple- choice tests as a summative evaluation. The statistical finding in the pre-test revealed that the participants' performance had almost the equal mean score, while the performances of both groups in the post-test were significantly different. The result of the study indicated that the group receiving the method of teaching collocations had better performance in vocabulary test than teaching them using classical techniques. Teaching vocabulary through collocations can be effective factors in helping students remember the new words. Therefore, teachers of English could be encouraged to attach more importance to vocabulary teaching rather than the acquisition of grammar and the use of current vocabulary teaching strategies in their classes. پرونده مقاله -
دسترسی آزاد مقاله
6 - Involvement Load of Vocabulary Tasks IELTS preparation Vocabulary Course Books
Maryam Sadeghi Garmaroudi Mohammad AghajanzadehThe importance of vocabulary is undeniable. EFL learners need sufficient lexicon in order to bea competitive speaker. Lots of strategies have been proposed. The concept of involvement loadwas first introduced by Hulstijn and Laufer (2001). They believed that deeper expl چکیده کاملThe importance of vocabulary is undeniable. EFL learners need sufficient lexicon in order to bea competitive speaker. Lots of strategies have been proposed. The concept of involvement loadwas first introduced by Hulstijn and Laufer (2001). They believed that deeper explanation oflexical information will result in better retention of them. The present study aimed at finding theinvolvement load indexes of vocabulary tasks used in two popular IELTS vocabulary books. Italso intended to find the most applied vocabulary learning strategies by IELTS learners. Datawere gathered from the intensive analysis of 20 selected task of “Oxford Word Skills” and“Advanced Vocabulary In Use”. Also 50 IELTS candidates were asked to fill a questionnaire.The results showed that books applied a variety of activities. The maximum index was 4 and theminimum was 1. The analysis showed that consolidating was used for the tasks with higherinvolvement load indexes. Tasks with lower involvement load indexes had other strategies likediscovery. Data analysis revealed that learners implied different strategies in learningvocabularies. The most popular strategy was germane to determination strategies, which areclustered under discovery Strategy. پرونده مقاله -
دسترسی آزاد مقاله
7 - 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 بیناAlthough 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 چکیده کاملAlthough 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. پرونده مقاله -
دسترسی آزاد مقاله
8 - Investigating the Reliability and Factor Structure of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL Context
مریم طالب دعایی سید امیر حسین سرکشیکیان سید عبدالمجید طباطبائیThe present study aimed to investigate the reliability and factor structure of the self-regulating capacity in vocabulary learning strategies scale (SRCvoc) in the Iranian EFL context. To this end, the original (SRCvoc) questionnaire (Tseng, Dornyei, & Schmitt, 2006 چکیده کاملThe present study aimed to investigate the reliability and factor structure of the self-regulating capacity in vocabulary learning strategies scale (SRCvoc) in the Iranian EFL context. To this end, the original (SRCvoc) questionnaire (Tseng, Dornyei, & Schmitt, 2006) was translated into Persian, using a translation/back-translation procedure. Then, the Persian version of the SRCVOC was piloted to 43 high school students and showed acceptable internal consistency reliability (α = .81). In the main phase of the study, a sample of 1167 high school students (grades 9-12) from fifteen high schools in three Iranian cities completed the Persian SRCvoc. Based on the results, the Persian version of the scale demonstrated acceptable internal consistency reliability (α = 0.81). The factor structure of the translated version of the measure was investigated through a series of factor analyses. The results showed that the translated SVLSQ is composed of one dimension with five subcomponents, with a different factor structure as compared to the original questionnaire. The findings of the study suggest that the Persian version of the SVLSQ is a reliable and valid instrument for measuring self-regulatory vocabulary learning strategies in Iran. پرونده مقاله -
دسترسی آزاد مقاله
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 ملکیOver the last decade, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning in general and vocabulary learning in particular as چکیده کاملOver the last decade, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning in general and vocabulary learning in particular as a building block of academic writing. The current study examined the effect of a mobile application (i.e. AWL builder) on academic vocabulary learning among sophomore university students in applied linguistics. The study also focused on measuring students' perceptions and problems in utilizing mobile-assisted applications in acquiring English academic vocabulary. Accordingly, using convenience sampling procedures the participants were divided into experimental (N =36) and control (N = 36) groups. The experimental group used a mobile application (i.e. AWL builder), while the control group used a traditional approach. Furthermore, to answer research questions academic vocabulary pre-and post-tests and a questionnaire were employed. The findings show that the AWL group showed prominent performance in academic vocabulary tests. The current study concludes that instructors should take into account mobile devices as useful supplementary tools to enhance L2 academic word retention and include them in regular language curriculum. پرونده مقاله -
دسترسی آزاد مقاله
10 - The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake <br> DOR: 20.1001.1.23223898.2021.9.37.7.5
Mojtaba Kamali Fatemeh Behjat mohammadsadegh BagheriThe present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly se چکیده کاملThe present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
12 - Impact of ELSE Game-based English Vocabulary Learning App on Iranian EFL Exceptional Students’ Vocabulary Learning: EFL Professionals and Computer Experts’ Evaluation in Focus
شیما قبادی محسن شاهرخی Ahmad AbediThis research study aimed to develop a mobile app to enhance exceptional students’ English vocabulary learning and to evaluate the Exceptional Student Learning English (ESLE) app, mainly from exceptional students’ perspectives and different experts’ pe چکیده کاملThis research study aimed to develop a mobile app to enhance exceptional students’ English vocabulary learning and to evaluate the Exceptional Student Learning English (ESLE) app, mainly from exceptional students’ perspectives and different experts’ perspectives. The ESLE app, an interactive mobile game, was developed using multiplatform and the digital game-based learning instructional design model. In the first stage of the study, 40 exceptional students with intellectual and physical disabilities were selected and assigned non-randomly to an experimental and a control group (20 in each group); they were all grade 7th to 9th junior high school students. The experimental group received vocabulary instruction through the ELSE app, and the control group was taught conventionally. The groups were compared both before and after the treatment. The app was then analyzed according to the analytical framework of Hubbard (2011). To this end, 12 English teachers and computer experts were selected purposefully. Open-ended questionnaires were sent to 12 participants to collect the experts’ feedback on the developed app. The study results showed that all exceptional students improved their vocabulary skills after engaging with the game-based app. The experts’ feedbacks showed their positive attitudes towards using the ESLE app for exceptional students’ English vocabulary learning. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words to exceptional EFL learners. The study also offers implications for EFL material developers and application designers. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
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 چکیده کاملThe 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. پرونده مقاله
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