The Association between Vocabulary Size and Language Dominance of Bilingual Malay-English Undergraduates

Rahman, Arifur; Yap, Ngee Thai; Darmi, Ramiaida

doi:10.17576/3l-2018-2404-07

Cited by 14 publications

(15 citation statements)

References 54 publications

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“…From these findings, it can be assumed that inadequate English vocabulary knowledge needed to understand academic texts is most likely to have caused the participants' lack of understanding of the texts. This is worrisome as the lack of use and understanding of English in both academic and individual communications among Malaysian tertiary ESL learners may affect their overall academic achievement (Arifur, Rahman, Yap & Darmi, 2018). Table 2 shows the total fixation duration (TFD), fixation duration (FD) in seconds, and total fixation count (TFC) made by each participant based on their level of comprehension of the texts.…”

Section: Resultsmentioning

confidence: 99%

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Sulaiman

Salehuddin

Khairudin

2020

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Reading English academic texts can be a daunting task for many ESL university students. The complex features of academic texts which include academic discourse, text structure, and vocabulary may affect the reading process. An investigation of how ESL university students read English academic reading materials would provide insights on what learners do to attain comprehension of the text. This study aims to investigate the cognitive processes that take place when ESL undergraduates read English academic texts using eye movement data. Quantitative data (total fixation duration, total fixation count, fixation duration) and qualitative data (scan path) of eye movements derived from eye tracker accompanied with retrospective interview were collected from twenty ESL undergraduates from two academic programmes. The findings revealed that participants who failed to recall the texts had longer fixation duration and resulted in more in words regressions compared to participants who recalled and explained the texts accurately. Vocabulary used in academic texts was found to be one of the factors that affect the comprehension of the texts. The findings of the study suggest that specialised instructions that emphasise academic reading skills should be implemented at the early level of tertiary education.

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Section: Resultsmentioning

confidence: 99%

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Sulaiman

Salehuddin

Khairudin

2020

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“…If appropriate actions are not taken to deal with the issue on the lack of vocabulary mastery, it may be detrimental for Indonesian learners' English learning. Rahman, Yap, and Darmi (2018) emphasized how vocabulary size relates to English learning for bilingual students. In addition, Patahuddin, Syawal, and Bin-Tahir (2017) argued that vocabulary mastery played a pivotal role in language mastery: the more the vocabulary is mastered, the easier the language skills (i.e.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Learning Autonomy through Incorporation of English Songs: Indonesian EFL Students' Perspectives

Lestari

Hardiyanti

2020

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English songs have been widely used by learners as a medium to learn vocabulary. This qualitative study explored Indonesian students' experiences in using English songs as a medium to learn vocabulary autonomously outside in-class learning. Data were collected through in-depth interview to four second-year English Department students who reported using English songs to help them acquire vocabulary autonomously. The results of the interview showed that the participants preferred slow beat tempo of songs to obtain clear understanding on the words used in the songs. They also reported that the decision to use English songs was driven by their needs to the exposures of authentic and contextual English lexicons, the representations of learners' feelings and emotions through songs, the sense of enjoyable atmosphere songs created, and vocabulary retention. While listening to English songs, cognitive and metacognitive strategies were also applied by the participants to help them acquire vocabulary more effectively. At last, the study was concluded by proposing teachers' roles to enhance learners' autonomy in vocabulary learning through English songs.

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“…L2 use among learners is permitted when efforts are made to induce words form learners' existing vocabulary knowledge but the teacher is to give its equivalence in English immediately. It has been debated that usage of L2 has brought about expansion and upraised of vocabulary knowledge among bilingual learners (Arifur, Ngee, & Ramiza, 2018) which effectively describe Malaysian learners.…”

Section: Related Literature Picture Word Inductive Model (Pwim)mentioning

confidence: 99%

Effects of PWIM in the ESL Classroom: Vocabulary Knowledge Development Among Primary Malaysian Learners

Lee

Pandian

Rethinasamy

et al. 2019

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The present quasi-experimental study examined the impact of pictures, via a modified version of Emily Calhoun's (1999) Picture Word Inductive Model (PWIM), on the English vocabulary acquisition of Malaysian Year 1 pupils in a rural national primary school. Meara and Buxton's (1987) Yes-No Recognition Test (YNRT) was adapted and further tested for reliability to measure the recall and retention of subjects' vocabulary size. A total of 60 subjects participated in the research, comprising two intact classes; one class formed the Experimental group and the other formed the Control group. The former underwent the intervention while the latter received typical classroom instruction. Results gleaned from independent samples t-tests revealed superior vocabulary scores at the posttest and delayed posttest levels by the Experimental group, denoting greater vocabulary knowledge recall and retention that reflects the effectiveness of the intervention in enhancing vocabulary acquisition among young Malaysian learners. This study and its findings are of significance to English language teachers, curriculum designers, policy makers, and scholars engaged in ESL/EFL research. It is also noteworthy that there exists a paucity with regards to in-depth research on the use of images for language learning among young learners, particularly within the Malaysian context.

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The Association between Vocabulary Size and Language Dominance of Bilingual Malay-English Undergraduates

Cited by 14 publications

References 54 publications

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Reading English Academic Texts: Evidence from ESL Undergraduates’ Eye Movement Data

Vocabulary Learning Autonomy through Incorporation of English Songs: Indonesian EFL Students' Perspectives

Effects of PWIM in the ESL Classroom: Vocabulary Knowledge Development Among Primary Malaysian Learners

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