Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative jokes on ESL learners' word comprehension and retention. The study involved an experiment in which two intact groups of tertiary students attended four reading sessions. In each reading session, before they began reading, the participants were given a vocabulary test (pre-test) to measure vocabulary recognition of the target words. The experimental group was then exposed to short humourous text while the control group was exposed to comparable non-humourous text. After each reading session, the participants were given immediate vocabulary test (post-test 1) to measure vocabulary comprehension. After a week, the participants were given delayed vocabulary test (post-test 2) to measure vocabulary retention. The participants' gain scores were assessed by comparing their post-test 1 to pre-test score. Lastly, the gain scores and scores in delayed vocabulary test of the two groups were compared using t test. The findings of this study indicated that humour could relatively influence word comprehension and retention. One of its implications is for language teachers to include humour in vocabulary teaching and learning.
Covid-19 pandemic has altered the landscape of education, including language acquisition, where teaching and learning now takes place virtually. Therefore, educators are required to adapt to the sudden changes in teaching scenario. Language instructors face challenges in teaching language skills especially writing in open and distance learning. One of the most crucial building blocks in improving language learners' writing skill is the feedback they receive on their writing. This has proven to be the main challenge as giving feedback to students can no longer be given through face-to-face interaction. Thus, this study aimed to explore the practices applied by English language lecturers in providing corrective feedback on ESL students' essay writing during ODL and the underlying reasons for their choices of practices. Focusing on qualitative research method, 10 respondents were interviewed to collect data on the practices they applied in providing corrective feedback on their learners' essay writing during ODL and reasons for the practices they chose. The thematic analysis revealed various practices were adopted mainly to suit and support the needs of the students as well as the preference of the lecturers themselves. The respondents also shared some suggestions to improve the practices in providing corrective feedback on students' writing during ODL.
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.