Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Abstract

Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.

Classifying vocabulary in Google Sheets to improve word recognition and reading comprehension in EFL learners: an action research study

“…As a final point, similarly to what happened in a study conducted in Taiwan, the learners' perspective changed positively after having applied the innovation (Chou, 2018). Table 3 proved that participants went from considering vocabulary difficult to learn to the opposite.…”

“…Students' perspectives on learning vocabulary are remarkable to prove the importance of the present research. Chou (2018) asserted that passive learners in Taiwan eventually changed their perspectives after the implementation of an innovation that involved interactive strategies to enhance their English learning regarding interactive vocabulary. It implies that students' perspectives might change after the application of real useful innovations.…”