Teachers’ and Students’ Perception on Acquiring English Vocabulary for Young Learners Using Mobile Apps in EFL Context

Abstract

This study investigated the teachers’ and students’ perceptions on language acquisition for young learners using Mobile App in EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. This study applied survey where the teachers’ perceptions were obtained from the observation, while the students’ perceptions were taken from the observation questionnaire. The respondent and participants were taken from six elementary schools in which there were twelve English teachers and 569 students of grade 4th in Indonesia. The result showed that teachers thought most students were anxious and didn’t have self-esteem and a good motivation while learning English. The teachers’ perceptions don’t always match the students’ ones or vice-versa in learning English in EFL context. It is expected that the mismatches of teachers’ and students’ perception are not greater than the match ones.

Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills

“…However, the use of flashcards and other media frequently performs the two pieces of information like pictures and their names simultaneously in the EFL context. Surely, it is contradictory to the concepts of this study where EFL young learners acquire new vocabulary by listening and watching NOT writing or even reading (Budianto et al, 2022b(Budianto et al, , 2022a. The most inportant target in teaching vocabulary for EFL young learners is that they can recognize the vocabulary.…”

“…Previous studies of learning vocabulary sadly haven't applied the long-term effect how young learners retain new word they learn. Only few studies concern the long-term effect ( Leong et al, 2019;Novanti & Suprayogi, 2021;Puimege & Peters, 2019;Song & Ma, 2021) while others have focused on the short term effect has become the focus from the recent studies to examine the effectiveness of learning vocabulary (Budianto et al, 2022b(Budianto et al, , 2022aC. M. Chen, Chen, et al, 2019C.…”

“…The vocabulary mastery of the EYL can be measured from two indicators; visual ( Budianto et al, 2022b( Budianto et al, , 2022aC. M. Chen, Chen, et al, 2019C.…”

“…Numerous study of English vocabulary has attracted many researchers to find out the best practice in both in EFL and ESL context (Abdullah, 2020;Boyinbode, 2018;Dakhi & Fitria, 2019;Elaish, Ghani, et al, 2019;Elaish, Shuib, et al, 2019;Fithriani, 2021;Hadj Said et al, 2018;Kacetl & Klímová, 2019;Klimova, 2019;Klimova & Polakova, 2020;Kohnke, 2020;Kohnke et al, 2019;Makoe & Shandu, 28;Nicolaidou et al, 2021;Putri, 2022;Sari & Aminatun, 2021;Sayakhan & Bradley, 2019;Sooryah & Soundarya, 2020;Statti & Villegas, 2020;Taghizadeh & Hasani Yourdshahi, 2020;Teng, 2020;Yang et al, 2020). Sadly, a little attention is concerned to young learners' vocabulary (Budianto et al, 2022b(Budianto et al, , 2022aC. M. Chen, Chen, et al, 2019C.…”

Analyzing the differences: U-dictionary and google translate's English-to-Indonesian speech translation

“…The inception of Machine Translation (MT) has spurred a multitude of researchers to delve into its efficacy and its pivotal role in facilitating the transfer of knowledge and information from English to Indonesian or other languages. This technological advancement has become a focal point for exploration, with scholars aiming to unravel its potential and contributions to bridging linguistic gaps and fostering cross-cultural communication (Baziotis et al, 2020;Behnke & Heafield, 2020;Bowker, 2020;Budianto et al, 2020Budianto et al, , 2022bBudianto et al, , 2022aBudianto & Sayidah, 2022).…”