Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items

Kılıçkaya, Ferit

doi:10.17951/lsmll.2019.43.3.155-166

Cited by 3 publications

(2 citation statements)

References 11 publications

(12 reference statements)

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“…Each sentence contained an open slot for a target phrase with a hint in the first language. The gap-fill format assesses students' production of vocabulary (Kilikaya, 2019 ). Sentences for target phrases in the tests were selected from authoritative dictionaries such as the Oxford Advanced Learner's English-Chinese Dictionary and Collins COBUILD Advanced Learner's English-Chinese Dictionary.…”

Section: Methodsmentioning

confidence: 99%

English Phrase Learning With Multimodal Input

Huang

Zhang

et al. 2022

Front. Psychol.

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Although multimodal input has the potential to lead to more sound learning outcomes, it carries the risk of causing cognitive overload, making it difficult to determine the exact effects of multimodal input on the second language (L2) phrase learning. This study tests the efficacy of multimodal input on L2 phrase learning. It adopts a mixed-method approach by utilizing both quantitative and qualitative data. The experimental design is a 2 × 3 mixed model, with a group [the experimental group (EG) and the control group (CG)] as the between-subject factor and time (pretest, midtest, and posttest) as the within-subject factor. A total of 66 participants were divided into two groups. All materials incorporated three aspects of phrase knowledge (form, meaning, and use), but the materials of the CG were unimodal in that they were offered only on paper, and of the EG were multimodal in that they included pictures, audio recordings, and video clips. After the treatment, a questionnaire and a semi-structured interview were given to the EG learners to explore their perceptions of using multimodal materials to learn L2 phrases. The results indicate that both groups had significant gains in learning phrases, but students with the multimodal input achieved significantly better results than those with the unimodal input. Moreover, the EG students had a generally positive attitude toward the use of multimodal resources. This study validates the efficacy of multimodal input on the acquisition of English phrases and shows that cognitive overload was avoided by sequencing the information.

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Section: Methodsmentioning

confidence: 99%

English Phrase Learning With Multimodal Input

Huang

Zhang

et al. 2022

Front. Psychol.

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“…The advantages of multiple choices type are easy to mark and minimize guess work by having multiple distracters. In the gap-fill format, learners are provided with sentences that have gaps [36]. The candidate fills the gap to complete the sentence.…”

Section: Exercise Typementioning

confidence: 99%

Developing English Vocabulary Application to Enhance Speaking Skills for Students of Hospitality Program

Puspita,

Mukminatien,

Anugerahwati

2023

Advances in Social Science, Education and Humanities Research

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This is a report on a Research and Development project with the purpose of developing supplementary materials for building students' vocabulary in speaking in the hotel context for the tenth-grade students of the Hospitality Program at SMKN 3 Malang. The procedures were carried out in seven steps: (1) identifying the classroom problems, (2) reviewing recent theories of educational product development, (3) developing the educational products, (4) reviewing the product, (5) validating the products to experts and revised according to get quality assurance, (6) small scale try-out and revised based on the result of the try-out, and (7) publishing the final product. The students learn the vocabulary through three activities, namely watching the learning video (listening and repeating the dialog and knowing the vocabulary), doing the exercises, and reading the summary. The product provides six videos based on the basic competence of Introducing Oneself and Others, Congratulating and Complimenting Others, Expressing Intentions, Describing Tourism and Historical Places, and Giving Announcement. The context was adjusted to hospitality context. The validity result of this product is 95%, which means applicable and suitable.

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A Comparative Study on the Effects of Multiple-choice vs. Sentence-writing Modes of Test Practice Manipulation on Intermediate EFL Learners’ Collocation Learning

Shabani

Dogolsara

2021

IJREE

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Within the realm of lexis, the area of collocation is of prime importance to producing natural-sounding language for anyone learning a foreign language. This study aimed at investigating the effects of two modes of sentence writing versus multiple-choice test practice manipulation on Iranian intermediate EFL learners' lexical collocation learning. For this purpose, to ensure the homogeneity of the participants, Preliminary English Test (PET) was administered to 87 students studying English at two English institutes of Ofoghhaye Nour and Nourmahdi in Roudsar, Guilan, through which 60 students were selected as the target participants. They were intermediate students with the age range between 17 and 23. They were then divided into two equal comparison groups: Sentence-writing Group (SRG) and Multiplechoice Group (MCG). A piloted pretest of lexical collocation was administered to both groups. Then both groups underwent a 7-session treatment. SRG was treated by the virtue of sentence-writing practice for the target collocations, and MCG was instructed through recognition practice, here multiple-choice practice. After the treatment period, the same version of lexical collocation test was administered to both groups as posttest to examine the effectiveness of the treatments. The results of paired-samples and independent samples t-tests indicated that both groups had collocation gains but the effectiveness of multiple-choice test manipulation on learners' lexical collocation outweighed that of the sentence-writing mode of test practice manipulation. The implications and recommendations were also presented.

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Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items

Cited by 3 publications

References 11 publications

English Phrase Learning With Multimodal Input

English Phrase Learning With Multimodal Input

Developing English Vocabulary Application to Enhance Speaking Skills for Students of Hospitality Program

A Comparative Study on the Effects of Multiple-choice vs. Sentence-writing Modes of Test Practice Manipulation on Intermediate EFL Learners’ Collocation Learning

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