Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" /></p>
In Vietnam, EFL learners have always been concerned about improving their grammar knowledge, and many efforts have been made to do so through various methods. Some studies suggest engaging students in their learning process and focusing their attention on untilizing multimedia and visualizations in form of infographics. However, little research has been conducted on the topic, and the current study is an attempt to find empirical evidence for such a suggestion in Vietnam context. This study was designed to examine the impact of infographics instruction on grammar learning. While the experimental group learned grammar with infographics instruction, the controlled group learned it with routine and traditional techniques. Finding reveals that infographics instruction was an effective instrument to help EFL learners learn English grammar.
The current study aimed to compare two techniques of teaching vocabulary to EFL adolescent learners, namely Quizlet and Word lists, to find out if any ofthem was more effective than the other. In other words, this study was designed to seek answer to the following question: IsQuizlet more effective than Word lists on learning vocabulary by EFL adolescentlearners?. In order to address the above question, two classes, each consisting of 30 EFL beginner learners, were randomly selected among 135students learning EFL in grade tenof a High School in Mekong Delta, Vietnam. Since both groups were homogeneous, the vocabulary test (pre-test) was given to the participants at the outset of the study. The first group was taught vocabulary using Quizlet, whereas the second group was taught using Word lists. After two sessions of instruction, the post-test (achievement test) was administered to both groups to see the effect of both instructional techniques. The obtained results through descriptive statistics (mean and standard deviation) indicated there was a significant difference between the group which was taught through Quizlet and the one which received Word lists. In other words, using Quizlet was more effective than Word lists in teaching vocabulary to Vietnamese EFL beginners. Thus, the null hypothesis was rejected and some recommendations are given at the end.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.