Second Language Vocabulary Learning Through Visual and Textual Representation

Mashhadi, Farzad; Jamalifar, Golnaz

doi:10.1016/j.sbspro.2015.06.043

Cited by 15 publications

(14 citation statements)

References 17 publications

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“…Learning a language cannot be diminished to, of course, only learning vocabulary but, it is also true that no matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way (as cited in Mashhadia & Jamalifar, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

Noroozi

Mehrdad

2016

TPLS

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Abstract-The current study aimed to explore the effects of peer interaction on self-efficacy in vocabulary learning. The participants of the study included 64 EFL students in two intact classes at Takhti high school and Pardis language institute in Hamedan, Iran who were conveniently sampled to take part in the study. They aged 15-17 and were randomly positioned into one experimental and one control group. The participants were assigned as the experimental group and as control group 32 each. the experimental group received the intervention including peer interaction for example Word Expert Cards (Richek & McTague, 2008) while those in the control group had time to learn vocabularies and deepen their learningindividuallyand researcher monitored and told them to memorize or paraphrase the vocabularies themselves individually All the participants completed a self-efficacy questionnaire on vocabulary learning. The participants completed a questionnaire on self-efficacy learning twice, once before the treatment as the pretest and a second time after the treatment as the posttest. The data thus obtained were then analyzed through measuring the Analysis of Covariance (ANCOVA) to examine the trajectories of change in the participants' self-efficacy over the treatment. The results indicated a significant increase in the self-efficacy indexes of the experimental group compared with the control group. The findings from the current study provide empirical evidence suggesting that through peer interaction it could be possible to enhance self-efficacy, which in turn may contribute to the development of language skills.

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Section: Introductionmentioning

confidence: 99%

The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

Noroozi

Mehrdad

2016

TPLS

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“…Likewise, Yunus, Kiing, and Salehi (2013) discovered that time, skill constraints and participation from the learners are limitations required to be handled by teachers in boosting learners" vocabulary. In line with that, Mashhadia and Jamalifar (2015) stated that vocabulary is a major component of language proficiency as it provided a solid foundation for how well learners speak, listen, read and write. Most primary schools" students have low vocabulary acquisition despite years of learning the language during their early education schoolings.…”

Section: Introductionmentioning

confidence: 85%

“…Various factors have been discovered through numerous previous studies done by many researchers such as traditional teaching approach, family background, socio-economic background, limited exposure to English environment, lack of interesting and conducive media (learning materials and tools), low motivation and interest as well as students" perceptions and attitudes toward the learning process (Kusuma, Adnyani, & Taharyanti, 2017;Mashhadia & Jamalifar, 2015;Yunus. & Abdullah, 2011).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

International Journal of English Language and Literature Studie

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Vocabulary acquisition is paramount in English language education yet becomes challenging especially for primary school students in Malaysia. Prior to this, the advancement and integration of information and communication technology (ICT) in 21st-century learning is crucial in teachers" pedagogical skills and students" knowledge resulting in student-centered strategies. However, students are still lacking in vocabulary skills as they are learning through traditional methods. This action research conducted in two cycles using GoPic with QR Code investigates the importance of improving students" language experiences in their acquisition of vocabulary. The first cycle of the intervention was carried out through group approach. The second cycle was carried out using individual approach. The term "GoPic with QR Code" is generated from the blending concept of using "BINGO" word game with picture cards to complement the words (concrete nouns) being applied and assessed for the intervention. The respondents comprise of a total of 64 low proficiency primary school students, that is, 58 Year 1 students from Selangor and 6 Year 5 students from Sabah. Pre and posttest, survey questionnaire and field notes were instruments used in the data collection. The findings concluded that by using GoPic with QR Code, students revealed increment in their English language vocabulary. It also reflected positive implications on the teachers, students and school administrators. Contribution/ Originality: This study contributes in the existing literature on ESL vocabulary strategy. It examines the use of GoPic with QR Code by the students in ESL classrooms in primary schools and the effectiveness of this strategy in improving students' vocabulary acquisition.

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“…Chitravelu, Sithamparam & Teh (2005) define vocabulary as the lexical items in any language that forms the building blocks that make up its vocabulary. Vocabulary is a key element in achieving language mastery because it sets the stage for how successful learners are in acquiring listening, speaking, reading and writing skills (Mashhadi & Jamalifar, 2015). As a second language learner in an ESL classroom, students often experience the vocabularylearning problem of remembering English words which also reflects that proficiency in English language depends on the knowledge of the vocabulary constructed by the second language learners.…”

Section: Literature Review Vocabularymentioning

confidence: 99%

Improving Lower Primary Students’ Vocabulary Retention Through Interactive Storyboard Game (ISG)

Xin-Li¹,

Chiew²,

Yunus³

2021

IJARBSS

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The current CEFR-aligned Year 1 English syllabus is taught in the British context as the main material in use is the Superminds Student's Book and Workbook printed by Cambridge University Press. As such, many of the terminology employed in the book are taught in a setting where students do not experience them and are unable to recognise and associate word meanings along with contextual learning purposes. This study is significant as it provides educators facing the same issue with a possible solution in overcoming the issue, which is crucial in learning a second language, especially as English is seen as an international language. The action research model was used in this study as it allowed the researchers to identify the issue, plan an action, implement the action, and review the effectiveness, followed by making adjustments and carrying out a second round of intervention if necessary. The data was collected from twenty five (25) Year 1 students as respondents. This action research used pre-test and post-test as well as observations as instruments to collect data. Findings from this study found that ISG was effective for a large number of participants in the study. Future research can focus on the implementation of the same method on weak learners at a higher level to explore if the method is truly able to help them improve their vocabulary retention. Furthermore, future research can also target a larger number of participants and implement and experimental research design to increase the reliability and validity of the data obtained.

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Second Language Vocabulary Learning Through Visual and Textual Representation

Cited by 15 publications

References 17 publications

The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

Untitled

Improving Lower Primary Students’ Vocabulary Retention Through Interactive Storyboard Game (ISG)

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