Academic Word List Knowledge of Malaysian ESL Undergraduates

Sulaiman, Nur Ainil; Salehuddin, Khazriyati; Khairuddin, Rozainee

doi:10.17576/gema-2018-1804-01

Cited by 14 publications

(26 citation statements)

References 16 publications

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“…These were considered adequate percentages to ensure participants' comprehension (Hu &Nation 2000). Among all of the academic words, 12 words were among the least known academic words by ESL undergraduate students based on a study conducted by Sulaiman, Salehuddin and Khairuddin (2018). To facilitate the reading comprehension of the academic texts, glosses of four academic words were inserted on the right margin of the text.…”

Section: Reading Materialsmentioning

confidence: 99%

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Sulaiman

Salehuddin

Khairudin

2020

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Reading English academic texts can be a daunting task for many ESL university students. The complex features of academic texts which include academic discourse, text structure, and vocabulary may affect the reading process. An investigation of how ESL university students read English academic reading materials would provide insights on what learners do to attain comprehension of the text. This study aims to investigate the cognitive processes that take place when ESL undergraduates read English academic texts using eye movement data. Quantitative data (total fixation duration, total fixation count, fixation duration) and qualitative data (scan path) of eye movements derived from eye tracker accompanied with retrospective interview were collected from twenty ESL undergraduates from two academic programmes. The findings revealed that participants who failed to recall the texts had longer fixation duration and resulted in more in words regressions compared to participants who recalled and explained the texts accurately. Vocabulary used in academic texts was found to be one of the factors that affect the comprehension of the texts. The findings of the study suggest that specialised instructions that emphasise academic reading skills should be implemented at the early level of tertiary education.

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Section: Reading Materialsmentioning

confidence: 99%

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Sulaiman

Salehuddin

Khairudin

2020

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“…The presentation of new strategies through various tasks has fostered effective vocabulary learning and helped the students to become autonomous learners (Amiryousefi, 2015) as the learners at tertiary level need to be independent in conducting self-directed learning (Sulaiman et al, 2018). The current study has also bridged the gap between research and classroom practice by devising strategies and learning modules out of the theoretical Model.…”

Section: Resultsmentioning

confidence: 94%

VLS Model for Content Words: An Experimental Study on Engineering Students in India

Viswanathan

Sultana

2019

GEMA

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The resurgence of interest in vocabulary learning in the past two decades and research in Vocabulary Learning Strategies (VLS) since Schmitt's 1997 taxonomy have yielded a few other taxonomies and strategies to enrich the vocabulary of ESL learners. However, developing a VLS taxonomy or Model in ESP context has not been focused upon though the need for it has been studied and reported. Students from vernacular medium schools in ESL and EFL countries find it difficult to learn the content in colleges due to their limited knowledge of content vocabulary. Hence a new VLS Model for content words has been designed to render linguistic assistance to them. The efficacy of the Model has been tested in the context of Engineering Science. The proposed model is unique and specific for deriving strategies to learn content vocabulary in all branches of Science and Engineering. There is scope for diachronic, synchronic, and scientific study of words through Cognitive and Metacognitive strategies. Activities generated on this Model combine decontextualized Discovery strategy and contextualized Consolidation strategy. Eighty engineering college students in India took part in the study. The experimental group which received intervention based on the VLS Model outperformed the control group in the posttest. Hence this Model is advocated for enhancing the knowledge and use of ESP vocabulary and for helping learners understand their disciplinary field. It is believed that through appropriate VLS, the learners can be empowered to be autonomous in reading.

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“…Unlike L1 speakers, L2 speakers are not regularly being exposed to the large vocabulary of their target language Mohd Nordin et al, 2015). This is because not all of the words in the L2 vocabulary are relevant in the L2 learners' daily conversation (Sulaiman, Salehuddin & Khairudin, 2018). Alqahtani (2015), for example, highlighted that in the majority of cases, learners tend to recycle their vocabulary usage in their daily conversation.…”

Section: Introductionmentioning

confidence: 99%

“…In fact, Nadarajan (2011) had earlier found that L2 learners often failed to select more precise words in their production tasks. This, according to Nadarajan (2011) and Sulaiman et al (2018), happened because although learners may have internalized larger and complex vocabulary through formal learning, they may not have understood how the words should be used in their writing.…”

Section: Introductionmentioning

confidence: 99%

“…Words that carry meanings are the only ones that are stored in the lexicon; as a result, language users tend to use certain words based on how they are related to certain contexts (Duñabeitia & Molinaro, 2013;Field, 2003). There are words that are learned in isolation; in this situation, learners do not make connections between these words and related concepts (Sulaiman et al 2018). When this happens, learners tend to recycle the same words to convey the same meaning.…”

Section: Introductionmentioning

confidence: 99%

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Lexical Access Patterns of Second Language Speakers of English

Zolkapli

Salehuddin

2019

gema

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Vocabulary plays a major role in concept formation, acculturation, articulation, and all aspects of learning. Unfortunately, although learners may have internalized complex vocabulary through formal learning, they may not have the ability to retrieve known words and concepts or have access to the right words, or lexical access, effectively. This study explores the lexical access patterns of second language speakers of English (ESL). Fifty students from the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, participated in this research. Twenty-five represented the more proficient ESL speakers whereas the other 25 represented the less proficient ESL speakers. Four pieces of paper, each with a high-frequency word (i.e., "man", "people", "time", "day") printed at the centre of the paper, were distributed to the participants as stimuli for them to create four sets of semantic maps. This paper thus presents a qualitative analysis of the semantic mapping of the word "man" and results show that English language proficiency does affect the way participants activate the words from their mental lexicon. The frequency of the words that were activated from the word "man" in the participants' environment also affects the mapping. The semantic maps produced by the participants reflect ESL speakers' pattern of lexical access, particularly in the manner the words are categorised in their mental lexicon. This study proposes that semantic mapping activity can be used to reflect and analyse ESL speakers' vocabulary development, as well as to reflect ESL speakers' weaknesses in accessing words and their thought patterns in the English language.

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Academic Word List Knowledge of Malaysian ESL Undergraduates

Cited by 14 publications

References 16 publications

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

VLS Model for Content Words: An Experimental Study on Engineering Students in India

Lexical Access Patterns of Second Language Speakers of English

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