Vocabulary Acquisition From a Virtual Street-View Context

Shih, Ya-Chun

doi:10.4018/ijcallt.2020100102

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…The authors conclude that using a 3D virtual world in a foreign language classroom contributes to acquiring contextualised communicative competence. Students increase their persuasive talk, awareness of audience, and collaborative communication (Yamazaki, 2018); involving Google Street View in a 3D virtual environment at EFL classes helps students acquire target vocabulary, increasing motivation, and deepening language strategy use (Shih, 2020).…”

Section: Discussionmentioning

confidence: 99%

Teaching English Vocabulary Online: Is the Screen a Barrier?

et al. 2021

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This paper presents mixed-method research on teaching vocabulary online using a combination of quantitative (bibliometric approach) and qualitative (expert evaluation based on Delphi technique) methods to answer three research questions: Which tools in teaching language with technology have been described in research publications? Which tools are frequently addressed in EFL Methodology course in Ukrainian universities for teaching vocabulary online? Which tools and methods require more information for teaching vocabulary online? To answer the first research question, the authors have used a bibliometric approach to analyse the topic-related articles in the eight most relevant journals from the Scopus Database between 2011 and 2020. The authors have encountered few literature review articles tracking the developments in this research area and no articles using bibliometric methods or science maps. After finalising and structuring the bibliometric analysis data, the authors have used the Delphi method with the British Council experts who were involved in the New Generation School Teacher Project. The experts who are EFL Methodology teachers at 7 Ukrainian Universities have shared their experience in using the tools identified by the bibliometric analysis and listed the usability precedency and hurdles with their recommendations. The experts assisted in answering the research questions about the tools addressed in the EFL methodology course and those that require some consideration. As a result, the findings are collated and shared with EFL teachers, and they can gain valuable insights into the current state of the research and practice in this area. In the discussion part, the authors familiarise EFL teachers with the newest resources that provide information about the understudied areas.

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Section: Discussionmentioning

confidence: 99%

Teaching English Vocabulary Online: Is the Screen a Barrier?

et al. 2021

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“…On the one hand, according to the dual coding theory (DCT) [48], multimodal input eases cognitive load throughout processing, supplies extra destinations for meaning making, and enhances memory retention, so as to promotes learning. The modal reconstruction function of VR provides students with a contextualized and visualized presentation of professional vocabulary [13], which supports their access to visual, auditory, and tactile multichannel information. The experiment immersed students in a realistic hydrologic cycle thematic environment, enabling them to use their prior knowledge and experience to guess and make inferences about the meaning of words in relation to the contextual content.…”

Section: Comparative Analysis Of All Dimensions Of Abstract Writingmentioning

confidence: 99%

“…The authenticity, social communication and active learner engagement needs that are essential to language learning can be satisfied by the "immersive, interactive, and imaginative" learning environments offered by VR [10]. Research has shown that VR not only encourages vocabulary but also influences learners' engagement, motivation, and independent learning [11], and increases interaction [12] and self-efficacy [13]. Among them, there is a strong link between learning engagement and academic achievement [14,15].…”

Section: Introductionmentioning

confidence: 99%

An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography

Ying

et al. 2022

Sustainability

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EFL learners encounter a number of challenges in English for specific purposes, especially in understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary and its applications is the key area of ESP. VR, as a newer type of audiovisual input on incidental vocabulary learning, is an important tool for innovation in language education. With its sense of presence and immersion, VR constructs an experiential learning process for students involving incidental vocabulary acquisition to promote their learning engagement and performance. Therefore, this study applied an experiential learning-based VR approach to an English for Geography course in a university. Thirty-six geography students participated in vocabulary acquisition on the theme of the hydrologic cycle. For the experiment, 18 students were assigned to the experimental group learning with the VR-based approach, while the other 18 were assigned to the control group learning with the video-based approach. The findings demonstrated that the experimental group outperformed the control group in terms of incidental vocabulary acquisition and cognitive, behavioral, and social engagement.

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“…It means that the process of learning a new language is entirely spontaneous. If EFL students focus on vocabulary development, they will find it very simple to pick up conversational skills (Albiansyah & Fahriany, 2020;Shih, 2020).…”

Section: Efl Vocabulary Acquisitionmentioning

confidence: 99%

Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition

2022

IJSSES

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This study examined the Influence of pedagogical offline hangman games on the EFL learner's vocabulary acquisition. This research was a quasi-experimental design involving independent and dependent variables. Participants were 60 EFL learners from Indonesian Rural Junior High schools ages 12-15 years, selected by purposive sampling. The data were collected by a multiple-choice vocabulary test with four answer choices with a reliability coefficient of 0.92. The Shapiro-Will test was used to determine normality, whereas Levine's test was for homogeneity. To analyze the data, researchers used independent sample t-tests and N-Gain indexes. These results revealed a significant difference between the experimental and control groups in terms of the EFL vocabulary gains of the learners. The N-gain index test showed that the average score in the experimental group was 0.444 or 44.4%, while it was 0.043 or 4.3% in the control class. The results indicated that using the offline pedagogical hangman games as media was more effective than conventional ones for EFL vocabulary learning.

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Vocabulary Acquisition From a Virtual Street-View Context

Cited by 4 publications

References 23 publications

Teaching English Vocabulary Online: Is the Screen a Barrier?

Teaching English Vocabulary Online: Is the Screen a Barrier?

An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography

Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition

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