Vocabulary size and depth as predictors of second language speaking ability

Enayat, Mostafa Janebi; Derakhshan, Ali

doi:10.1016/j.system.2021.102521

Cited by 23 publications

(13 citation statements)

References 57 publications

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“…This type of error is crucial to be solved since lexical knowledge is considered a major thing in mastering a foreign language, especially in improving students' comprehension and proficiency (Castellano-Risco et al, 2020;Durbahn et al, 2020;Hsu, 2014). Besides, lexical knowledge deals with vocabulary and vocabulary mastery is the basis of language learning that influences the students' ability to communicate in the target language (Janebi Enayat & Derakhshan, 2021;Lin et al, 2022). In other words, lexical knowledge will help the students to master the target language.…”

Section: Discussionmentioning

confidence: 99%

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Ratminingsih

Santosa

Ana

2022

Indonesian J. Educ. Res. Rev.

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Lack of knowledge, practice, and forgetfulness can also contribute to typographical errors. Writing errors will impact the information presented and cannot be appropriately channeled. This research aims to analyze the types of mistakes made by students using English and identify their responses to the errors made. This type of research is qualitative. The research method is a qualitative descriptive method. The sample was determined purposively, namely students in class 3A who were categorized as having superior English skills among other classes. The methods used in collecting data are observation and interviews. The instrument used is a questionnaire sheet. The data analysis technique used is qualitative and quantitative analysis. The study's results proved that there were 7554 errors from 1875 conversations. 3332 (44.11%) lexical errors, 474 (6.27%) grammatical errors, and 419 (5.54%) spelling errors. Additional findings include grammar or mechanics errors, as much as 3329. (44%). Student responses varied towards the mistakes made, including limited knowledge, forgetting English grammar concepts, accustomed to thinking in the native language (mother tongue) or translating, lack of using tenses in everyday life, the assumption that one does not need to master grammar, and limited time and rush in writing answers, as well as lack of accuracy.

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Section: Discussionmentioning

confidence: 99%

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Ratminingsih

Santosa

Ana

2022

Indonesian J. Educ. Res. Rev.

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“…Recent previous studies, namely Alotumi (2021), Junfei, Jinyan, and Shuang (2021), Shuzhen et al (2021), Enayat and Derakhshan (2021), Ratnasari, (2020), Saed et al (2021), andSaldaria, Ariawan, andCahyani (2019), have determined that speaking skills are critical for foreign language learners. Speaking is a daily skill that humans use.…”

Section: Speaking Skillsmentioning

confidence: 97%

The Role of Self-Monitoring Strategies in Developing Students’ Speaking Performances via Google Workspace

Jameel

2023

Hum

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Objectives: Self-monitoring strategies are considered educational tools that help students measure their educational levels themselves. The present study aimed at revealing the role of self-monitoring strategies in developing students’ speaking performance. Methods: The research adopted a case-study design (with a limited number of participants). The participants were six first-year students of the Department of Business Management at the College of Management and Economics, University of Anbar, who study the English language as an ESP subject. Inside the classroom, the experiment was applied by using self-monitoring strategies in developing students' speaking performance via Google Workspace (via distance learning). Data was collected using open-ended questions. Results: The study results revealed that self-monitoring strategies have a positive and significant role in improving and developing students’ speaking performance. The participants were satisfied with the speaking levels that they had reached after 40 days of implementing the experience. Students' self-awareness, as well as their linguistic self-confidence, have increased. Conclusion: The outcomes of the study highlights the significant role of using self-monitoring feedback in developing speaking skills. The results are promising indicators for the effectiveness and safety of using self-monitoring strategies. It is recommended that students in the Department of English use self-monitoring strategies to gradually develop their language skills. Instructors can also use self-monitoring strategies to enhance their students' academic English proficiency.

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“…Along with other components like structure, pronunciation, and tone, vocabulary is one of the most critical aspects of teaching English. If a student's vocabulary is limited, he will be unable to clearly explain their thoughts and ideas, both orally and in writing (Janebi Enayat & Derakhshan, 2021;Sun & Dang, 2020;Wang, 2017). Similarly, limited talents will limit listening and reading capabilities.…”

Section: Introductionmentioning

confidence: 99%

Android-Based Mobile Application for Vocabulary Learning

Puspitasari

Maharani²,

Setyawan³

et al. 2022

JPP

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The improvements in technology have made it inevitable to use in learning vocabulary. It is an undeniable fact that learning styles affect the use of applications. Accordingly, this study is aimed to analyze the efficacy of mobile applications based on Android for learning vocabulary to tenth-level learners. At this point, the product is a mobile application for learning vocabulary completed with teachers’ and students’ books for learning guides. The researchers apply Research and Development with 20 students and five teachers as research participants randomly from two Senior High Schools. The instruments used tests, guiding interviews, guiding Observations, and questionnaire. The process data is collected by systematically searching and arranging the interview transcript, field notes, validation expert, and other materials you accumulate to support the data found. Then the researchers analyze data using triangulation data. The results of the first step prove that problem-solving abilities are shown; students need help remembering unfamiliar and mastering the meaning of foreign words. The result of the design and Development indicates that the Mobile Application was valid. The results of the product experiment prove that this form is appropriate to be applied to students in vocabulary upgrading and is claimed to be sourced in general. At the same time, the product test result shows that the essential has an important effect on students’ vocabulary. The “Vocabulary App” media improves students' vocabulary.

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Vocabulary size and depth as predictors of second language speaking ability

Cited by 23 publications

References 57 publications

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

The Role of Self-Monitoring Strategies in Developing Students’ Speaking Performances via Google Workspace

Android-Based Mobile Application for Vocabulary Learning

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