Vocabulary Teaching and Learning Principles in Classroom Practices

Ismail, Nur Hafieza; Zaid, Safawati Basirah; Mohamed, Misrah Hamisah; Rouyan, Nurazan Mohmad

doi:10.24093/awej/vol8no3.9

Cited by 5 publications

(10 citation statements)

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“…The study also showed that the participants linked the vocabulary to the past experiences and showed the objects (realia) to the students when they were available. This finding is in support of the study conducted by Ismail et al (2017), who reported that teachers used materials like real objects while teaching vocabulary to students. The study further showed that teachers related the target English words to the past experiences to depict the connection between new words and their meaning.…”

Section: Discussionsupporting

confidence: 90%

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Effective techniques of teaching vocabulary in Afghan EFL classrooms

Akramy

Noori

Orfan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

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Section: Discussionsupporting

confidence: 90%

“…The researchers designed the questionnaire through reviewing the literature. The questionnaire items were adopted from other studies (i.e., Ismail et al, 2017;Lockhart, 2015;Tavakoli & Gerami, 2013;Zabidin, 2015). The questionnaire had three parts.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Akramy

Noori

Orfan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

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“…Appropriate load of vocabulary in ESL textbooks (Alqahtani, 2015) Balance of simple and complex words in the textbook (Dakhi & Fitria, 2019) There should be a balance of vocabulary presentation in the textbook (Ismail et al, 2017) Consist of adequate exercises for vocabulary learning (Nation, 2001) Contextualisation of vocabulary boosts the learners' confidence to comprehend the meaning independently (Alqahtani, 2015) The choice of vocabulary in textbooks should be suitable to be contextualised in order to assist students to understand the vocabulary (Rapaport, 2004) Vocabulary practices in the textbooks are the tools that teachers use to assist learners' vocabulary acquisition (Topical nature).…”

Section: The Principles Of Vocabulary Teaching In Esl Classroomsmentioning

confidence: 99%

Evaluating Vocabulary Presentation in CEFR Get Smart Plus 4 in Malaysia

Kian¹,

Paramesvaran²,

Paramasivam³

et al. 2023

IJARBSS

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Textbooks play a vital role as the teaching and learning resources for both English as Second Language (ESL) educators and learners. A number of studies have been conducted to evaluate the Malaysian EL textbooks. However, studies focused on vocabulary in Malaysian CEFR primary school textbooks are still limited. Therefore, this research intends to address the identified research gaps through evaluating vocabulary presentation in CEFR Get Smart Plus 4, a textbook widely used among Malaysian Year 4 learners. The study aims to identify the usefulness of the vocabulary presentation provided in the textbook. A mixed method explanatory design was selected for the study. A group of ESL educators was chosen via purposive sampling technique to collect information regarding the subject matter. The textbook evaluation checklist on vocabulary was distributed among 48 respondents while 3 educators were interviewed via semi-structured interview protocols to obtain further information. The result of the study uncovered a moderate usage of the vocabulary presentation in the targeted textbook as proven in the overall mean of 2.74 (SD=0.71). Hence, the vocabulary presentation in the textbook is purposeful. As for the future studies, the researchers can widen the sample size and focus on the other language skills.

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“…Abilene Christian University conducted another research and found that the kids were highly motivated to complete their lessons on mobile devices than the learning they have done through traditional textbooks and workbooks (Rao, 2018) Other benefits of using mobile apps and its pedagogical impact is teaching and learning become more flexible and independent without neglecting the role of the teacher. Vocabulary acquisition depends not only on how learners learn, but also how they are taught (Ismail et al, 2017). Teachers are still needed for guidance purpose but students are given more room to participate in the learning process because students can use mobile apps outside of the classroom.…”

Section: Pedagogical Implicationmentioning

confidence: 99%

“…Language is comprised of vocabularies and it is the key for verbal communication. Language has given human being the ability to communicate with each other, forming a complex system of communication, and within each language vocabulary stands as the basis for the language (Ismail et al, 2017). Therefore, for us to be good language users and to communicate effectively, we have to acquire abundant vocabularies.…”

Section: Introductionmentioning

confidence: 99%

The Use of Mobile Apps as Strategies in Teaching Vocabularies among English Teachers

Jamal¹,

Hashim²,

Esa³

2021

IJARPED

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Studies had proved that acquiring wide range of English vocabularies is essential to be proficient English users. For ESL learners, there are various learning strategies that can be used to learn vocabularies and ESL teachers play significant part in this matter. One of the efficient ways is to integrate technology in the learning process. Even though computers are being used widely in the educational field, the role of mobile phones and mobile applications are becoming more prominent these days. This paper reflects the use of mobile applications (mobile apps) as strategies in teaching vocabularies among English teachers. Many studies show that the use of mobile applications in teaching can attract students' interest and increase their engagement in the learning. As a result, students can acquire more vocabularies compared to the traditional teaching method. Nevertheless, teachers and educators must be equipped with ample knowledge to conduct the learning using mobile apps efficiently and must take account students' social and economic background. Future research is recommended to empirically prove this finding as well as to identify potential gaps that might exist.

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Vocabulary Teaching and Learning Principles in Classroom Practices

Cited by 5 publications

References 0 publications

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Evaluating Vocabulary Presentation in CEFR Get Smart Plus 4 in Malaysia

The Use of Mobile Apps as Strategies in Teaching Vocabularies among English Teachers

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