L Vocabulary Learning

The aim of this study is to investigate the effect of the mnemonic keyword method, which is one of the vocabulary learning strategies, plus the context method on L2 vocabulary learning of 8th graders in comparison with rote rehearsal plus the context method. Forty-five Turkish L1 learners of English as a foreign language with the same level of English proficiency in two intact classes at Konya Abidin Saniye Ercal secondary school were randomly assigned as the mnemonic keyword group and the L1 translation group. Before the instruction period a multiple choice vocabulary test, which was developed by the researchers, was given as the pre-test and after the instruction period, which lasted 3 week, the same test was given as the posttest. The results of the statistical analysis conducted using the t-test on the SPSS 18 revealed that the difference between the two groups’ scores was statistically significant in favor of the experimental group, which employed the mnemonic keyword method co...

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer’s (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred ...

The aim of this study is to investigate the effect of the mnemonic keyword method, which is one of the vocabulary learning strategies, plus the context method on L2 vocabulary learning of 8th graders in comparison with rote rehearsal plus the context method. Forty-five Turkish L1 learners of English as a foreign language with the same level of English proficiency in two intact classes at Konya Abidin Saniye Erçal secondary school were randomly assigned as the mnemonic keyword group and the L1 translation group. Before the instruction period a multiple choice vocabulary test, which was developed by the researchers, was given as the pre-test and after the instruction period, which lasted 3 week, the same test was given as the posttest. The results of the statistical analysis conducted using the t-test on the SPSS 18 revealed that the difference between the two groups’ scores was statistically significant in favor of the experimental group, which employed the mnemonic keyword method co...

Research has shown that providing glosses facilitates L2 reading comprehension and vocabulary learning. This study, however, examines the effect of L1 and L2 glosses on L2 vocabulary learning in the context of computerassisted language learning in an EFL setti ng. Fortyfour Iranian preuniversity students were assigned to three grou ps and the homogeneity of participating groups was checked by administering a pretest. The first group used L1 glosses, the second group consulted L2 glosses, and the third group acted as a control group and received no glosses. Using scaffoglossing software, participants of the experimental groups read the reading sections of 3 units of their textbook for 6 sessions. At the end of the 7th session, all participating individuals took the immediate posttest including a Persian equivalent test, a multiplecho ice test, and a sentence completion test. Twentyfive days later, participan ts took the same package of tests as the delayed posttest. Repeated measures...

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer's (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students prefer...

Research has shown that providing glosses facilitates L2 reading comprehension and vocabulary learning. This study, however, examines the effect of L1 and L2 glosses on L2 vocabulary learning in the context of computer-assisted language learning in an EFL setting. Forty-four Iranian pre-university students were assigned to three groups and the homogeneity of participating groups was checked by administering a pretest. The first group used L1 glosses, the second group consulted L2 glosses, and the third group acted as a control group and received no glosses. Using scaffoglossing software, participants of the experimental groups read the reading sections of 3 units of their textbook for 6 sessions. At the end of the 7th session, all participating individuals took the immediate posttest including a Persian equivalent test, a multiple-choice test, and a sentence completion test. Twenty-five days later, participants took the same package of tests as the delayed posttest. Repeated measure...

Convictions are strong that multimedia courseware holds great promise for enhancing learning efficiency among learners. This study thus aimed at comparing the effects of the multimedia programs introducing 100 vocabulary items through pictures and streaming video with those of teacher instruction on increasing EFL learners' vocabulary repertoire. A total of 120 subjects were identified as intermediate-level students based on the scores they obtained on the reading and listening sections of an IELTS and were randomly assigned to four equivalent groups. One group served as the pilot group, two as the experimental groups, and the other as the control group. The pilot group participated in the pilot study of the vocabulary test that was designed by the researcher as the pre-and posttest. The two experimental groups received treatment on teaching the vocabulary items through a Motion-Picture Multimedia Program (MPMP) or a Still-Picture Multimedia Program (SPMP). The control group received a treatment on the same vocabulary items through teacher instruction. The results favored the use of the multimedia programs, albeit the multimedia program drawing on streaming video proved to be more effective than the one using still pictures. Therefore, the findings revealed that dual coding of vocabulary might occur at different degrees across different methods of vocabulary teaching, resulting in varying degrees of the learning success.

The aim of this study is to investigate the effect of the mnemonic keyword method, which is one of the vocabulary learning strategies, plus the context method on L2 vocabulary learning of 8th graders in comparison with rote rehearsal plus the context method. Forty-five Turkish L1 learners of English as a foreign language with the same level of English proficiency in two intact classes at Konya Abidin Saniye Erçal secondary school were randomly assigned as the mnemonic keyword group and the L1 translation group. Before the instruction period a multiple choice vocabulary test, which was developed by the researchers, was given as the pre-test and after the instruction period, which lasted 3 week, the same test was given as the posttest. The results of the statistical analysis conducted using the t-test on the SPSS 18 revealed that the difference between the two groups’ scores was statistically significant in favor of the experimental group, which employed the mnemonic keyword method co...