The Effect of Contextual Guessing Strategy on Identifying the Meaning of Low-Frequency Words and Behaviours of Turkish Efl Students in Identifying the Meaning of Unknown Words

İnal, Sevim

doi:10.46827/ejfl.v5i3.3625

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The clear statement that defined the meaning of the word; (5) Explanation: The same ideas that could be found in the sentence before or in the sentence following the word to explained the difficult word; and (6) Relationships: The clue of the difficult word and something the author had stated in the text which required reader's thinking process (Fudhla et al, 2020;Inal, 2021). Thus, the main objectives of the study are: (a) to investigate the effect of contextual clues types to improve the reading comprehension of different texts, and (b) to examine the students' perspectives when using the types of contextual clues which require students to guess the meaning of unfamiliar vocabularies in the text quickly.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Contextual Clues: Efl Proficiency in Reading Comprehension

Stevani

Prayuda

Sari

et al. 2022

ERJEE

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The present research evaluated EFL perspectives about contextual clues in reading comprehension at different proficiency levels. The data analysis using qualitative descriptions with frequencies and percentages was employed for 38 intermediate-level students and 25 advanced-level students in the university level through teaching contextual clues in reading comprehension with an experimental design. The results proved that students' proficiency in reading ability could be demonstrated by their use of idiomatic expressions, indirect language, direct language, series of words, comparison, synonym, tone, situation, mood, reference, restatement, preposition, cause-effect, modification, and example. Advanced students with a high level of vocabulary, grammar, and decoding skills were better able to utilize many contextual clues than intermediate students. Thus, reading ability was strongly correlated with the ability to infer word meaning from contextual clues.

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Section: Introductionmentioning

confidence: 99%

Evaluation of Contextual Clues: Efl Proficiency in Reading Comprehension

Stevani

Prayuda

Sari

et al. 2022

ERJEE

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show abstract

“…The relationship between the ways L2 learners identify the meaning of unknown low-frequency words within the context and their gender status has been explored, however, the researchers did not establish such a relationship (Inal, 2021). In research from Inal (2021) contextual guessing strategy does not help the reader to uncover the meaning of LFW (low-frequency words) within a text and none of the contextual clues helps to guess the meaning correctly (p. 131-132).…”

Section: Introductionmentioning

confidence: 99%

Mastering Test-Taking Reading Skills With Contextual Guessing: The Case of Unified Entrance Exam

Chaikovska¹,

Боднар

Spivachuk

2022

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A high percentage of bachelor test-takers who failed the unified entrance examination test in 2021 demonstrated the lack of adequate reading strategies such as contextual guessing for improving exam performance. The study aims at evaluating the use of contextual guessing strategy during extra-curriculum EFL classes as a way to improve students’ unified entrance examination performance. The present study also examines the impact of word formation as a component of contextual guessing strategy and the effectiveness of contextual guessing with online vocabulary application in exam preparation. A quasi-experimental design was employed which involved 24 third-year students from different departments of Higher Educational Institution "Podillia State University" in 2020-2021. The quantitative research method was employed to assess the effectiveness of using contextual guessing to improve students’ test performance using the mean score formula. Additionally, we produced a test statistic based on the ranks (Mann–Whitney U-criterion). The results showed that the experimental group that was taught the strategy of guessing unknown words with the help of word-formation processes, and contextual clues, in particular, and applied the vocabulary platform for fixing and retaining guessed words had higher results than those who were taught unified entrance examination tests with the help of the grammar-translation method. Based on Mann–Whitney U-criterion we have statistically significant evidence to conclude that contextual guessing significantly affects EFL learners’ test performance in experimental and control groups. The guide on word formation was designed during the experiment.

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Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

Ayana,

Mereba,

Alemu

2024

Front. Educ.

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IntroductionVocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.MethodsA quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixed-method research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.ResultsHigh reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based vocabulary, saying the new word aloud, using the vocabulary section in textbook, and continuing to study words over time vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed.ConclusionThe study concluded that training in vocabulary learning strategies had a significant impact on students’ vocabulary knowledge achievement.

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The Effect of Contextual Guessing Strategy on Identifying the Meaning of Low-Frequency Words and Behaviours of Turkish Efl Students in Identifying the Meaning of Unknown Words

Cited by 3 publications

References 16 publications

Evaluation of Contextual Clues: Efl Proficiency in Reading Comprehension

Evaluation of Contextual Clues: Efl Proficiency in Reading Comprehension

Mastering Test-Taking Reading Skills With Contextual Guessing: The Case of Unified Entrance Exam

Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

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