Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning

Krepel, Alexander; Bree, Elise de; Mulder, Evelien; Ven, Marco van de; Segers, Eliane; Jong, Peter F. de

doi:10.1016/j.lindif.2021.102021

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…Vocabulary development also contributes to the refinement of phonological representations (Walley et al, 2003), which in turn contribute to word learning (de Jong et al, 2000). On the other hand, visual–verbal PAL, and more specifically its verbal learning mechanism, may predict vocabulary development (e.g., Gellert & Elbro, 2013; Krepel et al, 2021). However, since vocabulary was not a significant predictor of word reading in the present study, it could not have been a substantial confounding variable.…”

Section: Discussionmentioning

confidence: 99%

Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.

Bignon,

Mejias,

Casalis

2024

Journal of Educational Psychology

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Section: Discussionmentioning

confidence: 99%

Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.

Bignon,

Mejias,

Casalis

2024

Journal of Educational Psychology

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“…The VLP strategy enhanced students' reading performance by improving their motivation to learn and building their confidence in learning English. Krepel et al (2021) suggested that verbal learning was a unique predictor of vocabulary and reading. The employment of pre-reading strategies in reading lessons facilitates reading comprehension by activating prior knowledge and stimulating students' motivation in reading classes (Rasheed, 2014).…”

Section: Discussionmentioning

confidence: 99%

Vocabulary Language Prediction (VLP) to Enhance Students' Reading Achievement in Narrative Text

Dengah¹,

Dzulfikri

Islama

2022

Metathesis.J.Engl.Lang.Lit.Teach.

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Reading comprehension plays a vital role in entertaining and gaining some information. The teacher-researcher needs to do a pre-reading activity to scaffold students' reading comprehension in narrative text. VLP (Vocabulary, Language, Prediction) is an appropriate strategy to improve students' reading achievement by mastering vocabulary before the main reading activity. The students in grade X of SMK with low English reading achievement were taught English, especially reading comprehension in narrative text. Before the strategy was implemented, the average score was 41.1. Then, the Classroom Action Research was conducted, and the VLP strategy was applied. After implementing two cycles of CAR, the average score reached 77.8. It proves that by applying the VLP strategy, students can improve their reading comprehension. Students' motivation in learning English also increased as well as their self-confidence to express their thoughts in class discussions.

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“…Therefore, it is essential to clearly understand the characteristics of texts to achieve quality comprehension as part of a cognitive process [37,38].…”

Section: Related Workmentioning

confidence: 99%

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

Imbaquingo,

Cárdenas

2023

Education Sciences

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This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

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Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning

Cited by 9 publications

References 39 publications

Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.

Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.

Vocabulary Language Prediction (VLP) to Enhance Students' Reading Achievement in Narrative Text

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

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