Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners

Taj, Imtiaz Hassan; Ali, Fatimah; Sipra, Muhammad Aslam; Ahmad, Waqar

doi:10.7575/aiac.ijalel.v.6n.3p.262

Cited by 26 publications

(9 citation statements)

References 35 publications

(43 reference statements)

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“…The findings also reinforced the idea that smartphone apps can be used to enhance vocabulary learning (Hassan Taj et al, 2017;Yaman et al, 2015). The writing app was not favoured by the students, and this is probably due to the size of the smartphone, which is confirmed in the qualitative data.…”

Section: Discussionsupporting

confidence: 72%

Smartphone apps as a motivating tool in English language learning

Annamalai

Kabilan

Soundrarajan

2022

Indonesian J. Appl. Linguist.

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Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 72%

Smartphone apps as a motivating tool in English language learning

Annamalai

Kabilan

Soundrarajan

2022

Indonesian J. Appl. Linguist.

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“…Vocabulary learning has been identified as one of the most essential components of language learning (Tong, 2017;Webb & Nation, 2017) and many researchers have considered the role of vocabulary as so crucial for successful reading comprehension (Taj, Ali, Sipra, & Ahmad, 2017) that the success or failure of the reading process may depend on the knowledge of vocabulary or the absence of it (Barrot, 2013). For Lee and Jeon (2017), the reader must possess a certain amount of vocabulary in order to be able to read and understand authentic texts that contain unknown vocabulary.…”

Section: Problem Of the Studymentioning

confidence: 99%

“…The concept of glossing has not been largely studied by researchers until late in the 20 th century though it is certainly not a new phenomenon (Poole, 2012) and can be traced to the Middle Ages (Hong, 2010). Traditionally, a gloss is referred to as a comment, note, translation, definition, annotation, synonym or brief explanation provided either in L1 or L2 in the margins, footnote, or near the unknown words in order to make technical, difficult, unknown or unusual words in a written text comprehensible (Chen, 2016;Choi, 2016;Ertürk, 2016;Khezrlou, Ellis, & Sadeghi, 2017;Nation, 2013;O'Donnell, 2012;Schmitt, 2010;Taj et al, 2017;Türk & Erçetin, 2012;Yousefi & Biria, 2015;Xiaohui, 2010). The main reason for using glosses is to help learners to comprehend the text and acquire new words (Melhi, 2014;Vela, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Ahmad¹

2019

ELT

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The present study attempted to investigate the effect of multimedia glosses on EFL students’ vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.

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“…This promising influence of CALL is extended to all levels of sub-skills constituting the overall reading skill. Hassan Taj, et al [42], for example, reported that CALL is instrumental in improving many of the reading related skills including decoding, word recognition and retention in addition to enhancing the working memory.…”

Section: Literature Reviewmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.

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Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners

Cited by 26 publications

References 35 publications

Smartphone apps as a motivating tool in English language learning

Smartphone apps as a motivating tool in English language learning

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

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