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Impacts Of Vocabulary Acquisition Techniques Instruction On Students Learning

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Abstract

The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises regarding an analysis of word structures and context clues, a vocabulary proficiency test, as well as a questionnaire surveying the students’ attitudes toward the instruction. The pretest and post-test scores were calculated for descriptive statistics and compared using a t-test dependent measure. The study revealed that the students’ post-test score was higher than their pretest score at the .001 level of significance. The results of the questionnaire also illustrated their very favorable attitude toward the instruction of vocabulary acquisition techniques as a whole.

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... In the 21st century, interventions incorporating crossword puzzles into English as a foreign language (EFL) instruction have emerged. Numerous EFL/English as a second language (ESL) classroom teachers and researchers have explored whether the use of crosswords can enhance learners' vocabulary acquisition and overall language proficiency (Alda & Wati, 2021;Burston, 2005;Davis et al., 2009;Derer & Berkant, 2020;Keshta & Al-Faleet, 2013;Lestari & Yulia, 2018;Merkel, 2016;Mustika et al., 2022;Njoroge et al., 2013;Orawiwatnakul, 2011;Puspita & Sabiqoh, 2017) These studies have revealed the effectiveness of crossword puzzles for assisting EFL teaching and enabling vocabulary acquisition. ...
... In addition to explaining word formations, the author provided clues to help students identify the target words. The author concurs with Orawiwatnakul (2011), Wang (2014), and Pillai (2017) that guiding students to analyze word structures and contextual clues is crucial to effective vocabulary teaching. Guided by Vygotsky's concept of ZPD, the author selected target words appropriate for most students' ability level, progressively increasing vocabulary difficulty as instruction advanced to maintain student engagement. ...
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Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.
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... Learning English without mastery of vocabulary can make people trouble to speak and they cannot answer some question in spoken and written form. In addition, if learners don't have an adequate number of words, they cannot convey their message (Wiwat, 2011). ...
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The big significant problem associated with the major foreign language is always influenced by teachers and students are the mastery of vocabulary. This study was designed to reconnoiter if a reading local folktales story was helpful for students’ English vocabulary at the second year students of SMA Muhammadiyah Kalosi-Enrekang. The research design used is classroom action research which is expected to illustrate the application of reading folktales to improve students’ vocabulary that comprised of two cycles, and in every cycle consisted of four stages. The subject in this research was class X-B in 2015-2016 academic years with 30 students. The test was administered to examine the impacts of interactive reading of Enrekang folktales stories toward students’ vocabulary achievement. Results published that the impact of reading the stories of the local folktales on vocabulary instruction is determined by comparing the performance of the participants in the D-test, test in cycle 1 and cycle 2, and a questionnaire after cycle 2. Reading local folktales is a potential activity to improve the students’ vocabulary. The questionnaire results also clarified the students’ attitude toward folktales technique as vocabulary instruction was favorable. This can be approved to the effect of using local folktales stories on increasing vocabulary performance of learners. The usage of folklore stories offers authentic reading resources which give the students a chance to intermingle with the text emotionally and involve themselves personally. In reply to this situation, teachers and students always developing and searching for manners to improve reading and vocabulary instruction.
... Obvious changes can be seen in the way language teachers asking learners to memorize a set of words through rote learning to using words in meaningfully communicative contexts. This way of teaching does not view language learning as merely a process of habit formation through repetitive activities (Nunan, 2004) Researchers have found out that using task-based activities can improve students' vocabulary learning and their confidence (Orawiwatnakul, 2011;Khabiri, & Charmgar, 2012). Some of task-based activities may include things such as assigning students to find out functions of words in different contexts, synonyms, antonyms, rewriting definitions, creating new sentences, or discussing the meaning of the same word in different sentences (Mokhtar, A. A. et.al. ...
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The given article deals with the issue of acquisition of professional lexical skills and foreign language communicative competence according to new methods in training specialists by students of higher educational institutions studying in medical specialties. The article reveals the essence of methods of studying English-language vocabulary and a number of aspects of optimal and effective application of these methods in teaching English-language vocabulary to medical students. The components of methods of teaching vocabulary in a foreign professional language, in particular in the context of teaching English to medical students, are considered, and mnemonic techniques and the possibility of their application in English classes are analyzed. The advantages of using these methods are described, as well as the conditions that will make the learning process effective. It is proved that by mastering the English-language vocabulary, specialists’ professional abilities increase, it is one of the means of personal growth of specialists in the future, as well as an important condition for successful career growth of future doctors, because they will be able to establish professional connections with foreign colleagues.
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This study intends to explore the effects of context clues in contextual guessing among 60 first-year non-English majors by using two guessing tests as the research instrument. According to the quantitative analysis of the statistics processed by SPSS (14.0), it is revealed that (1) context clues affect the outcome of contextual guessing significantly, and (2) English proficiency level plays a significant role in contextual guessing as well. On the basis of the major findings in this research, several pedagogical implications are drawn for college English teachers and students: (1) College English teachers should keep the students better informed of the significance and specific functions of context clues in contextual guessing; (2) College English teachers should encourage the students to guess word meanings from context instead of inhibiting it when there are adequate context clues offered.
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The purpose of this quasi-experimental study was to compare the effectiveness of reading plus vocabulary-enhancement activities (RV) and narrow reading (NR)— repeated reading thematically related articles—on vocabulary acquisition and retention among English as a foreign language (EFL) secondary school students. Twenty-five third-year male students with intermediate-level English proficiency participated in each instructional treatment 2 hr per week for five weeks. The RV group read selected texts and practiced various vocabulary exercises. The NR group read thematically related supplemental materials besides the selected texts. A Chinese version of the modified Vocabulary Knowledge Scale was employed to assess students' knowledge of 50 vocabulary items. The results show that the RV group demonstrated significantly more knowledge about the target vocabulary than the NR group on the acquisition and retention tests. The researcher concludes that reading plus focused vocabulary exercises are more effective and efficient than the narrow reading approach in enhancing target vocabulary acquisition and retention among EFL secondary students.
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