vocabulary-acquisition
Filtering by topic vocabulary-acquisition(5)Clear all filters
- PaperSystemForthcoming · 1 Aug 2026
How vocalization affects spoken word acquisition: The moderating role of phonological working memory
Xin Yuan, Xuan Tang
Vocalization affects spoken word acquisition, with phonological working memory moderating the relationship.
- PaperOpenAlex — TESOL research22 Jul 2026
Gamification in English Language Teaching: Effects on Vocabulary Acquisition Among First-Year Secondary School Students
Elfer Fabian Medina-Mamani, Diomar Aneska Jove-Luque, Kevin Mario Laura-De La Cruz, Pilar Valeria Zapana Aguilar et al.
A study examined the effects of gamification on vocabulary acquisition among first-year secondary school students in English language teaching, finding positive impacts.
- PaperOpenAlex — TESOL research22 Jul 2026
ENHANCING FOREIGN LANGUAGE TEACHING METHODOLOGY THROUGH ARTIFICIAL INTELLIGENCE: A CASE STUDY OF ENGLISH LANGUAGE LEARNING
Farmonova Naimakhon Furkat kizi
AI tools like intelligent tutoring systems and adaptive learning platforms significantly improve vocabulary acquisition, communicative competence, and learner autonomy in English language teaching, though challenges such as teacher readiness and ethical concerns persist.
Original abstract
Artificial Intelligence (AI) is rapidly transforming educational practices, particularly in the field of foreign language teaching. This study explores how AI can enhance English language teaching methodology in higher education. Using a mixed-method research design, the study evaluates the impact of AI-based tools such as intelligent tutoring systems, natural language processing applications, and adaptive learning platforms on students’ language proficiency. The findings reveal that AI significantly improves vocabulary acquisition, communicative competence, and learner autonomy. However, challenges related to teacher readiness, infrastructure, and ethical considerations remain. The study contributes to the development of modern AI-based pedagogical frameworks.
- PaperOpenAlex — TESOL research20 Jul 2026
The Role of Lexical Background in English Vocabulary Acquisition in Mexico
Claudia Andrea Durán Montenegro, Alicia Marcela Rendón Castro, Mabel González Jiménez
The study investigated how Mexican learners' prior lexical knowledge from media exposure affects English vocabulary acquisition. It argues that instruction should activate familiar English-related words and cognates rather than assuming no prior contact. The findings highlight pedagogical strategies for building on students' existing linguistic resources.
Original abstract
This study examines the role of prior lexical knowledge in English vocabulary acquisition among Mexican learners.It argues that vocabulary instruction often underestimates the English-related words, cognates, and culturally familiar lexical items that students have already internalized through everyday exposure to media, technology, music, sports, and popular culture.Rather than treating learners as if they had no previous contact with English, the study proposes that teachers should identify and activate this existing knowledge to support more meaningful and efficient vocabulary learning.By connecting new lexical input with words students already recognize and use, instruction can promote comprehension, confidence, and motivation.The study concludes that recognizing learners' linguistic resources has important pedagogical implications for English language teaching in Mexico.
- PaperLanguage Teaching Research9 Jul 2026
The Production Effect in Second Language Verb–Noun Idiom Learning: Evidence From Pure-List Designs and Transfer-Appropriate Processing
Ryotaro Hashizaki
Investigated the production effect in learning English verb-noun idioms by Japanese learners using pure-list designs and various learning conditions (listening, repeating, reading while listening, reading while repeating). Found that vocalization benefits are modality-specific: repeating and reading-while-repeating improved written form recognition, while reading-while-repeating enhanced spoken form recall, supporting transfer-appropriate processing.
Original abstract
Learners of a second language often vocalize newly learned items, and previous studies have shown that this practice facilitates the learning of single words and multiword expressions. However, these effects have been demonstrated only in mixed-list designs, where a single list of items is learned using multiple learning methods, and have not been tested in pure-list designs, where each list is learned with one consistent method. Moreover, prior research has relied almost exclusively on written recognition tests, leaving spoken-modality tests and recall measures largely unexamined. This study employed a within-participant, pure-list design in which each list was associated with a single learning condition, and each participant studied a total of four lists. The participants were 68 Japanese learners of English. Participants learned 64 verb–noun idioms assigned across four active learning conditions (Listening, Repeating, Reading while Listening, and Reading while Repeating), with 16 items in a fifth condition serving as a no-exposure Control condition. Learning outcomes were assessed with three test types (form recall, form recognition, and meaning recognition) administered in two modalities (written vs. spoken). In the written test modality, form-recognition performance was higher for the Repeating and Reading-while-Repeating conditions, whereas in the spoken test modality, the strongest form-recall gains were produced for the Reading-while-Repeating condition. These results highlight modality-specific benefits of vocalization and are discussed in relation to the strong-trace account and the transfer-appropriate processing framework.