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دسترسی آزاد مقاله
1 - Effect of Reading-based Activities on Vocabulary Learning: Pre-intermediate EFL Learners in Focus
Akram Shekarian Behzadi Azar Bagheri MasoudzadeThe present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate stu چکیده کاملThe present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate students were put into two groups (25 students in each group). The study is a quasi-experimental one and the students took the pretest and posttest of vocabulary knowledge. These tests contained two parts: The first part pertained to the comprehension of vocabulary multiple-choice items; the second part was associated with production of vocabulary consisting of fill-in-the-blank items. Both tests were extracted from their textbook. The students of the experimental group were provided with related reading activities. The reading activities required the students pre-read passages at home that relate to the reading comprehension activities during classroom on the following day, and the reading engages the students to pre-read passages before the reading activity. However, the students of the control group received the traditional instruction on vocabulary and they were not given any related reading activities. At the end of term, the post test was administered and the collected data was descriptively and inferentially analyzed. The results revealed that reading-based activities had a significant effect on pre-intermediate EFL learners’ vocabulary learning. The finding indicates the value of reading-based activities leads the researchers to focus on increasing learners’ vocabulary in EFL classrooms through designing a variety of tasks. پرونده مقاله -
دسترسی آزاد مقاله
2 - The Frayer Model Effectiveness in the LSP Vocabulary Development: The Case of English for Iranian Computer Sciences Majors
Mahmoud Jafarie Hossein Heidari TabriziThis study was intended to investigate the application of the Frayer model to teaching vocabulary to language for specific purposes students. It employed quasi-experimental control group posttest-only design. As its requirement, two intact classes of Iranian undergradua چکیده کاملThis study was intended to investigate the application of the Frayer model to teaching vocabulary to language for specific purposes students. It employed quasi-experimental control group posttest-only design. As its requirement, two intact classes of Iranian undergraduate computer sciences majors—having taken language for specific purposes course—were selected in a convenience sampling fashion (#62 students). They were assigned to two groups: control and experimental. In a twelve-week treatment period, the experimental group was taught some words present in content area texts using the Frayer model charts along with other words using textbook procedure. To be more precise, they were trained how to organize their understanding of words graphically—the words chosen from their English for specific purposes textbook, i.e., English for computer engineering. In contrast to the experimental group, the control group received instruction in vocabulary learning following just textbook procedure. At the end of the term, an identical vocabulary achievement posttest was administered to both groups. The probable effectiveness of the Frayer model application in learning vocabulary words was statistically computed through independent samples t-test procedure. The results showed that Frayer model had significantly affected the experimental English for specific purposes students’ vocabulary gain. As a result, they outperformed the normal English for specific purposes students in vocabulary learning. It is implied that the practitioners in this area can transgress the textual mode routines of vocabulary learning: they can take advantages of graphically organizing tools such as the Frayer model for the enhancement of vocabulary learning. پرونده مقاله -
دسترسی آزاد مقاله
3 - Unveiling Vocabulary Learning Strategies: A Mixed Methods Study among EAP Students
فرزانه اکبری فرحناز ریمنی نیکو شیما احمدی آزادThis study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants thro چکیده کاملThis study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants through online self-report VLS questionnaires, which were analyzed using SPSS-26. A triangulation approach was used to ensure accuracy and consistency, with qualitative data gathered through semi-structured interviews with 20 students. The analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. Additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ beliefs. The results indicated that raising learners’ consciousness of VLSs, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary acquisition and the satisfaction of EAP students. Overall, this study highlights the importance of VLSs in EAP and provides insights into effective strategies for acquiring academic vocabulary. پرونده مقاله -
دسترسی آزاد مقاله
4 - The Impacts of Drawing, Visualization and Rote Memorization on Iranian EFL Students’ English Vocabulary Recall and Retention
امیر حسین سرکشیکیان سید عبدالمجید طباطبایی لطفی Saeide HosseiniGiven the role of lexical knowledge in language learning, strategies for vocabulary learning should be paid more attention in the literature. This study investigated the effects of visualization, drawing, and memorization on Iranian EFL learners' recall and retention of چکیده کاملGiven the role of lexical knowledge in language learning, strategies for vocabulary learning should be paid more attention in the literature. This study investigated the effects of visualization, drawing, and memorization on Iranian EFL learners' recall and retention of second language vocabulary using a quasi-experimental comparison design . To that end, three intact classes, incorporating sixty students in total , were randomly selected as the experimental groups of this study. Nation’s (2006) vocabulary size test was administered to them to homogenize them in terms of English lexical knowledge. The results of one-way ANOVA demonstrated that there were no significant differences among the three groups in terms of vocabulary knowledge. A piloted researcher-made vocabulary test was administered to the participants as the pretest and post-tests. The one-way ANOVA results showed that there were no significant between-group differences among the groups' performances on the immediate and delayed posttests. However, the results of a repeated-measures ANOVA indicated that the three strategies had a significant within-group effect on the three groups' vocabulary recall, while their vocabulary retention was found to have dropped significantly from immediate to the delayed posttest. All the same, the drawing group had the best performance from the pretest to the immediate posttest, and the control group was the weakest on delayed posttest. Finally, the findings are discussed, and implications are offered for EFL teachers and learners. پرونده مقاله -
دسترسی آزاد مقاله
5 - The Effect of BBC News Lessons on High School EFL Learners’ Vocabulary Learning
حسن علیزاده محمود علیلو توران آهورForeign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary چکیده کاملForeign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary learning. This quasi-experimental research was carried out in the twelfth grade of Shohada high school in Kalybar city in East-Azarbijan, Iran. Forty two high school EFL learners were chosen as participants from two intact classes. The homogeneity of the classes was checked through a KET test. Then, they were randomly assigned into the experimental (n=19) and control (n=23) groups. Target words were selected from the eight BBC News lessons for both groups. The unfamiliarity of these words to the learners was found through the Vocabulary Knowledge Scale. The experimental group experienced vocabulary learning through watching and listening to the BBC News lessons; while, the control group received the same target words through the traditional method. A vocabulary-based post-test was administrated after the treatment. The result of Independent-Samples t-test on the post-test scores of both groups revealed the significant outperformance of the experimental group compared to the control group. Practical implications are presented to teachers, researchers, and learners. پرونده مقاله -
دسترسی آزاد مقاله
6 - The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning
سعیده آهنگری زینب عبدالله پورIn our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabula چکیده کاملIn our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received: still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of each annotation. First for each group a paired t-test was conducted between their pre and post test scores in order to observe their improvement; then through an ANCOVA test the performance of four groups was compared. The results showed that using multimedia annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy. پرونده مقاله -
دسترسی آزاد مقاله
7 - 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
8 - 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
9 - Relationship Between Vocabulary Learning Strategy Use and Learning Styles Using Structural Equation Modelling Across Age and Gender
Behzad Hayatbakhsh Abbasi Mehry Haddad Narafshan Peyman SeifaddinyThis study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles especially in relation چکیده کاملThis study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles especially in relation to gender and age. There was a significant relationship between determination VLS and depth of VK. Learning styles of theorist, reflector and activist provided the basis for increasing and improving breadth of VK. Also, there was a significant and incremental (direct) relationship between theorist, reflector & activist learning styles with depth of VK. In three groups of theorist, reflector, and activist learning styles, social VLS provided the basis for increasing and improving breadth of VK. Also, in three groups of pragmatist, theorist & reflector learning styles, there is a significant and direct relationship between memory VLS and breadth of VK. In males group, there was a significant and direct effect between determination VLS and breadth of VK. Furthermore, in females group, there was a significant and direct relationship between social VLS and depth of VK. Considering the age of participants, in the age group of 20-24 years, there was a significant and direct relationship between metacognitive VLS and breadth of VK. However, in the age group of 25-30 years, there was a significant and direct relationship between cognitive VLS and breadth of VK. Given the important mediating effects of gender and age, it is proposed that vocabulary learning be strategically and stylistically integrated into the accumulative process of English learning. پرونده مقاله -
دسترسی آزاد مقاله
10 - Averting EFL Learners’ Reading Anxiety by Implementing Reading Strategies and Vocabulary Learning Strategies
Nasrin Heidari Mania NosratiniaThis quantitative study examined the relationship between EFL learners’ choice of vocabulary learning strategies (CVLS), reading strategies (RS), and reading anxiety (RA). To this end, 123 Iranian EFL learners (81 female; 42 male) within the age range of 24 to 39 چکیده کاملThis quantitative study examined the relationship between EFL learners’ choice of vocabulary learning strategies (CVLS), reading strategies (RS), and reading anxiety (RA). To this end, 123 Iranian EFL learners (81 female; 42 male) within the age range of 24 to 39 were selected by employing convenience sampling. The data collection instruments were the Foreign Language Reading Anxiety Scale (Saito et al., 1999), the Survey of Reading Strategies (Mokhtari & Sheorey, 2002), and the Vocabulary Learning Strategies Questionnaire (Schmitt, 1997). Subsequent to checking and verifying the pertinent assumptions, using Pearson’s correlation coefficient indicated that there was a significant and negative correlation between CVLS and RA and a significant and positive correlation between CVLS and RS; in addition, a significant and negative correlation between RS and RA was observed. Furthermore, the results of multiple regression analysis and comparing the β values revealed that RS makes the strongest statistically significant unique contribution to suppressing reading anxiety, and CVLS turned out to be the second significant preventer of RA. In general, the obtained results confirmed that both RS and CVLS can significantly prevent EFL learners’ RA; therefore, it is fairly reasonable to consider RS and CVLS while planning the pedagogical practice. پرونده مقاله -
دسترسی آزاد مقاله
11 - Differential Semantic Mapping Modes and EFL Learners' Vocabulary Learning and Retention
سید ناصر موسوی زهره سیفوریWhile teaching vocabulary, it is crucial to consider the facilitative role of various techniques that may intensify and promote memory strategies required for meaningful learning and long-term retention. The present study aimed to compare the effect of three semantic ma چکیده کاملWhile teaching vocabulary, it is crucial to consider the facilitative role of various techniques that may intensify and promote memory strategies required for meaningful learning and long-term retention. The present study aimed to compare the effect of three semantic mapping strategies of Word Relationship (WR), Lexical Relations and Definition (LRD), and Personal Word Connections (PWC) on Iranian EFL learners’ vocabulary learning and retention. To this end, 120 intermediate EFL learners were assigned to three contrast groups and a control group, each with 30 participants who were randomly assigned to three WR, LRDG, and PWC experimental groups and a control group who attended the treatment two sessions a week for four weeks in which the vocabulary was presented via the three semantic differential modes. The control group received no treatment regarding the target words and was only involved in mere reviewing and revising the words. Immediate and delayed parallel vocabulary posttests were deployed immediately after the treatment and with a two-week interval to detect the impact of the instructional interventions on the participants’ vocabulary learning and retention, respectively. The results of three One-way ANOVA tests and four repeated-measure ANOVA tests showed significantly higher improvements in the experimental groups’ learning compared to the control group with the UWR outperforming others and achieving higher levels of learning and retention. In terms of the two other contrast groups, the PWC ranked second and the LRD ranked last. The findings underscore WR as an effective technique the pedagogical implications of which will be discussed. 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
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