Developing Lexical Richness among EFL Students: Effect of Morphological Awareness Training on Writing Performance

Ebedy, Hanan Gamal Mohamed

doi:10.21608/jrciet.2020.80131

Cited by 2 publications

(2 citation statements)

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“…Learning vocabulary is based on the understanding of word forms (Arviyolla & Dahnilsyah, 2022). Ebedy(2020) investigated the effectiveness of using a morphological awareness training program in developing university students' lexical richness. Participants were 60 first-year English majors enrolled in a university in Egypt, divided into a control group and an experimental one.…”

Section: Issn 1110-2721mentioning

confidence: 99%

Using Personalized Learning for Developing Primary School Pupils’ English Morphological Skills

al-Tonsi

2023

CDELT Occasional Papers in the Development of English Education

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The current research investigated the effect of a program based on personalized learning in developing primary school pupils' English morphological skills. Participants were 50 fourth year primary school pupils from a public school in Egypt. They were randomly selected and divided into a control group and an experimental group. The research depended on the quasi experimental pre -post design. The groups were pretested and post tested on the EFL morphology test, designed by the researcher, before and after the administration of the suggested program. Statistical analysis of the data obtained from the pupils' test scores revealed that the experimental group outperformed the control one in the post administration of the EFL morphology test. The suggested program based on personalized learning had a large effect size (d=7.0 ), and developed primary school pupils' EFL morphological skills. It was recommended that personalized learning profile, personal learning paths, and flexible learning environments were effective PL strategies in developing English morphological skills.

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Section: Issn 1110-2721mentioning

confidence: 99%

Using Personalized Learning for Developing Primary School Pupils’ English Morphological Skills

al-Tonsi

2023

CDELT Occasional Papers in the Development of English Education

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“…Building solid vocabulary is an essential part of successful second language learning (Zheng, 2016), reading ability, communicative ability and academic achievement (August & Shanahan, 2006;Crossley & Skalicky, 2019). Assessing vocabulary knowledge is a difficult task, therefore different lexical measures have been developed and are used in many studies to evaluate vocabulary progress, for instance (Zhai, 2016;Juanggo, 2018;Gharibi & Boers, 2019;Wood et al, 2019;Borràs & Llanes, 2020;Ebedy, 2020). The assessment of the lexical richness of texts is one of the major dilemmas in the field of quantitative linguistics (Tweedie & Baayen, 1998).…”

Section: The Measures Examined For Lexical Developmentmentioning

confidence: 99%

Lexical measures for testing progress in Hebrew as Arab students’ L2

אבו-רביעה

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Since Ure (1971) and Halliday (1985), different measures have been proposed in the research literature as a proxy for investigating lexicon advances. They are called lexical richness measures and are an important tool in assessing advance of the lexicon (Johansson, 2009). This article evaluates three lexical richness measures of progress in the acquisition of Hebrew by Arab students in Israel: level of abstractness, lexical diversity, and density lexical. The corpus consisted of sixty essays written in Hebrew by 9th and 11th graders. The quantitative analysis reveals several findings. First, abstractness increases with subjects' age, as expected. The density test, however, did not show the expected increase in density with age. A likely reason for this is relatively high density in younger pupils' essays, indicating lack of cohesion rather than high linguistic competence. The national high school language curriculum for eleventh graders focuses on connectivity, which causes a decrease in density. Third, the diversity test also did not yield statistically significant findings, probably because this test is influenced by text length, which in the ninth grade still does not enable a reliable test. In conclusion, the lexical measures can be divided into two types: basic tests, that can be applied at any level of competence; and advanced tests, which require a high level of competence. Level of abstractness is of the first type: it is effective as a measure of progress in L2 acquisition even in the initial stages of acquisition, while diversity and density require a higher competence level.

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Developing Lexical Richness among EFL Students: Effect of Morphological Awareness Training on Writing Performance

Cited by 2 publications

References 42 publications

Using Personalized Learning for Developing Primary School Pupils’ English Morphological Skills

Using Personalized Learning for Developing Primary School Pupils’ English Morphological Skills

Lexical measures for testing progress in Hebrew as Arab students’ L2

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