vocabulary-teaching
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- PaperDOAJ — ELT & TESOL1 Nov 2022
Exploring the implementation of Whatsapp-assisted language learning of primary school in rural area
Weny Fitriana
This study investigated the use of WhatsApp for teaching vocabulary in rural primary schools, framed by sociocultural theory. Findings showed that teachers acted as material providers while parents played a more significant scaffolding role. The study recommends further research on suitable online activities for young children.
Original abstract
The study aims to investigate the implementation of WhatsApp assisted language learning in rural area. This research involves descriptive qualitative research by using interview and observation that focuses on the use of Whatsapp in teaching vocabulary and involve sociocultural theory as the framework to analyze the implementation of this MALL application. Some reasons related to the preference of involving WhatsApp-assisted language teaching lies on the technical and pedagogical reason. The simplicity of using the application is the main reason in terms of technical one while the educational reasons involved the sense of belonging, flexible interaction, and autonomous learning. In term of assisting students to learn, the teacher take a role as a material provider, while the parents take more role that is scaffolding. However, the role of the teacher in scaffolding is not significant, therefore the next research may focus on the suitable activity that the teacher can apply on online teaching particularly for young children
- PaperDOAJ — ELT & TESOL1 Nov 2022
Insertion of the values of religious moderation on Indonesian EFL class
Ida Fitri Anggarini
A case study in an Indonesian Islamic primary school investigated the challenges and strategies of inserting religious moderation values into EFL vocabulary teaching. Through reflective essays and interviews with two students and teachers, the study found that challenges were interrelated, and strategies included implementing moderation values, enriching vocabulary, and improving writing skills.
Original abstract
English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.
- PaperDOAJ — Language assessment1 Jan 2016
Facilitating Lexical Acquisition in Beginner Learners of Italian Through Task-Induced Involvement Load
Vanessa J Natale Rukholm
An incidental experiment with pre-test/post-test design examined the effect of Involvement Load on Italian vocabulary learning among beginner learners. High Involvement groups significantly outperformed Low Involvement groups on the Vocabulary Knowledge Scale at post-test and delayed post-test (p=0.017), supporting the facilitative role of elaborate processing. Pedagogical implications for task design in language classrooms are discussed.
Original abstract
This empirical study explores the facilitation of lexical acquisition and retention through an incidental experiment examining the effect of Involvement Load on Italian vocabulary growth among beginner learners. The experiment, with a pre-test/post-test design investigates the facilitative effects of elaborate processing on L2 lexical acquisition and retention. Participants in sections of the same first-year Italian course were divided into one of five groups consisting of a Control Group and four Treatment groups. Treatment groups were divided based on level of Involvement (Laufer & Hulstijn, 2001) such that some groups processed target words elaborately (Craik, 2002; Lockhart, 2002) through vocabulary exercises while others completed low involvement activities limited to comprehension of the lyrics. The fifth group constituted the Control. In terms of lexical gains, it was hypothesized that (i) if medium was held constant (Music or Poem), the High Involvement groups would outperform Low involvement groups. The Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1993) was administered at pre-test and at four and eight weeks following pre-test respectively. Mean scores at post-test and delayed post-test in addition to ANOVA indicated that participants in the High Involvement groups outperformed participants in Low Involvement groups (p=0.017). The facilitative role of involvement load is discussed in light of pedagogical implications for the language learning classroom.