The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning:  The Case of English Newspaper

Shakibaei, Goodarz; Namaziandost, Ehsan; Shahamat, Fatemeh

doi:10.32996/ijllt.v2i5.618

Cited by 17 publications

(7 citation statements)

References 16 publications

(21 reference statements)

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“…It is suggested that students acquire new vocabulary when exposed to unfamiliar words in contexts when reading an authentic text. It is claimed that this compensates for the impracticality of teaching every word explicitly in the classroom (Shakibaei et al, 2019). It is paralleled with the findings of prior research that showed learners' exposure to English media, such as video games, websites, and TV series is a better predictor of their vocabulary size than formal schooling (Cetinkaya, 2021).…”

Section: Introductionmentioning

confidence: 70%

“…On the other hand, authentic texts are lexically richer and therefore are regarded as excellent resources for vocabulary acquisition. It increases the tendency of incidental vocabulary learning (Shakibaei et al, 2019). It is suggested that students acquire new vocabulary when exposed to unfamiliar words in contexts when reading an authentic text.…”

Section: Introductionmentioning

confidence: 99%

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Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Yusuf

2022

JCSHD

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Second Language (L2) instructors often use authentic text, although it is designed for real-world communication among speakers of a target language. However, it is criticised for being too complex for L2 learners. This study explores the level of acceptance of 85 pre-university students of authentic narrative text in their ESL lessons and the factors that influence their reading motivation. The quantitative data were collected using a 9-item questionnaire. The findings show that the students had a high acceptance of reading authentic narrative texts in the classroom. Their motivation was positively correlated with the length of the text, level of interest, relevance and appropriateness of the storyline. This study supports the use of authentic narrative texts in ESL classrooms.

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Section: Introductionmentioning

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Yusuf

2022

JCSHD

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“…They suggested that students achieved significant gains in vocabulary through television viewing and frequency of word occurrence played a substantial role in the relationship. Other studies have associated significant improvement in vocabulary through listening to songs (Pavia et al, 2019), reading newspapers (Shakibaei et al, 2019), and recreational reading (Malone, 2018). In second language learning, vocabulary knowledge is predictive of a learner's success in performing language skills.…”

Section: Vocabulary Knowledgementioning

confidence: 99%

Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners

Yulia¹,

Joshi²,

Husin³

et al. 2023

SiELE

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For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.

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“…Teachers control the process and teaching content, while students follow teachers to complete the learning of the content. Such a teaching approach has been confirmed to be ineffective for practical-based courses; students are not able to control their learning pace (Shakibaei et al, 2019); they can passively accept the learning process in which the teacher dominates. Using traditional methods in information and communications technology (ICT) courses gives limited time for practical activities, leading to inadequate students' ICT skills, learning achievement, and self-efficacy (Samaila et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy

Samaila,

Tsong,

Masood

et al. 2024

Journal of Digital Educational Technology

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The lack of clear instruction and teaching strategy during the in-class learning activities of flipped classroom (FC) model has affected the model’s efficacy. This study aims to improve FC model by proposing the think-pair-share-based flipped classroom model (TPS-FCM). This study investigates the effect of TPS-FCM on students’ academic achievement and self-efficacy in an information and communications technology (ICT) in education course. One hundred and seventy-three students were involved in the quasi-experimental study. The students in the experimental group (n=91) learned with TPS-FCM, and students in the control group (n=82) used the conventional flipped classroom model (CFCM). Pre-test, post-test, and survey were employed. Results showed that TPS-FCM significantly improved students’ ICT learning achievement and self-efficacy compared to CFCM. Gender was found to have been significantly affected by TPS-FCM in students’ learning achievement but not in self-efficacy. This study recommends think-pair-share (TPS) strategy to improve in-class activities in FC model. Moreover, the study has limitations because of using two different teachers, which might affect students’ learning achievement and self-efficacy. Nonetheless, this study contributed that integrating TPS into FC model improves in-class learning activities. Integrating TPS into the in-class learning activities proved the budding support to enhance the efficacy of FC model. Based on the results of this study, the authors suggested that flipped practitioners can use the think-pair-share strategy to minimize in-class issues, particularly the lack of clear instruction and teaching strategy. Many practical studies of FC model have already been conducted. The originality of this work is in the fact that it proposes a suitable strategy (TPS) to improve the in-class learning activities of the model. The study also explores the effect of the proposed model on students’ learning achievement and self-efficacy, which enrich the current literature.

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The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper

Cited by 17 publications

References 16 publications

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners

Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy

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