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vocabulary</title> <meta name="description" content="Search results for: academic vocabulary"> <meta name="keywords" content="academic vocabulary"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="academic vocabulary"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2838</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: academic vocabulary</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2838</span> Teaching Academic Vocabulary: A Recent and Old Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fine-Meltzer">Sara Fine-Meltzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An obvious, but ill-addressed hindrance to reading comprehension in academic English is poor vocabulary. Unfortunately, dealing with the problem is usually delayed until university entrance. It is the contention of this paper that the chore should be confronted much earlier and by using a very old-fashioned method. This presentation is accompanied by vocabulary lists for advanced level university students with explanations concerning the content and justification for the 500-word lists: how they change over time in accordance with evolving styles of academic writing. There are also sample quizzes and methods to ensure that the words are “absorbed” over time. There is a discussion of other vocabulary acquisition methods and conclusions drawn from the drawbacks of such methods. The paper concludes with the rationale for beginning the study of “academic” vocabulary earlier than is generally acceptable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title="academic vocabulary">academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=old-fashioned%20methods" title=" old-fashioned methods"> old-fashioned methods</a>, <a href="https://publications.waset.org/abstracts/search?q=quizzes" title=" quizzes"> quizzes</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20lists" title=" vocabulary lists"> vocabulary lists</a> </p> <a href="https://publications.waset.org/abstracts/154511/teaching-academic-vocabulary-a-recent-and-old-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2837</span> Comparing the Contribution of General Vocabulary Knowledge and Academic Vocabulary Knowledge to Learners' Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reem%20Alsager">Reem Alsager</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Milton"> James Milton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coxhead’s (2000) Academic Word List (AWL) believed to be essential for students pursuing higher education and helps differentiate English for Academic Purposes (EAP) from General English as a course of study, and it is thought to be important for comprehending English academic texts. It has been described that AWL is an infrequent, discrete set of vocabulary items unreachable from general language. On the other hand, it has been known for a period of time that general vocabulary knowledge is a good predictor of academic achievement. This study, however, is an attempt to measure and compare the contribution of academic knowledge and general vocabulary knowledge to learners’ GPA and examine what knowledge is a better predictor of academic achievement and investigate whether AWL as a specialised list of infrequent words relates to the frequency effect. The participants were comprised of 44 international postgraduate students in Swansea University, all from the School of Management, following the taught MSc (Master of Science). The study employed the Academic Vocabulary Size Test (AVST) and the XK_Lex vocabulary size test. The findings indicate that AWL is a list based on word frequency rather than a discrete and unique word list and that the AWL performs the same function as general vocabulary, with tests of each found to measure largely the same quality of knowledge. The findings also suggest that the contribution that AWL knowledge provides for academic success is not sufficient and that general vocabulary knowledge is better in predicting academic achievement. Furthermore, the contribution that academic knowledge added above the contribution of general vocabulary knowledge when combined is really small and noteworthy. This study’s results are in line with the argument and suggest that it is the development of general vocabulary size is an essential quality for academic success and acquiring the words of the AWL will form part of this process. The AWL by itself does not provide sufficient coverage, and is probably not specialised enough, for knowledge of this list to influence this general process. It can be concluded that AWL as an academic word list epitomizes only a fraction of words that are actually needed for academic success in English and that knowledge of academic vocabulary combined with general vocabulary knowledge above the most frequent 3000 words is what matters most to ultimate academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title=" academic vocabulary"> academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20vocabulary" title=" general vocabulary"> general vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20size" title=" vocabulary size"> vocabulary size</a> </p> <a href="https://publications.waset.org/abstracts/82743/comparing-the-contribution-of-general-vocabulary-knowledge-and-academic-vocabulary-knowledge-to-learners-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2836</span> To Gamify Learning English Academic Vocabulary Through Interactive Web-Based E-Books: International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabea%20Alfahad">Rabea Alfahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning English academic vocabulary poses a challenge on learning English.In this study, we harnessed interactive web-based e-books, and usedgamification and collaborative responsive writingto teach English academic vocabulary. We recruited 50 international students to investigate the impact of gamification on the participants’ learning gains. In so doing, the participants were randomly assigned to two groups: one group learned English academic vocabulary with gamification, and the second group learnedthem with traditional instructional methods. We used a pre/posttest to gauge the students’ cognitive attainment. We then administered independent samples t-test to find out the impact of gamification on learning academic vocabulary. We also employed an IMMS to collect data regarding the motivational level of the students. We administered a MANOVA test to measure the motivational level of the students in both groups. The results of this study suggested that … <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20language%20learners" title="english language learners">english language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=technologhy%20integration" title=" technologhy integration"> technologhy integration</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/150454/to-gamify-learning-english-academic-vocabulary-through-interactive-web-based-e-books-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2835</span> The Role of Vocabulary in Task-based Language Teaching in International and Iranian Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parima%20Fasih">Parima Fasih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present review of literature explored the role of vocabulary in task-based language teaching (TBLT). The first focus of the present paper is to explain different aspects of vocabulary knowledge, and it continues with an introduction to TBLT. Second, the role of vocabulary and vocabulary tasks in TBLT is explained. Next, an overview of the recent empirical studies about task-based vocabulary teaching in international and Iranian contexts context is presented to address the research question concerning the effect of task-based vocabulary teaching on EFL learners' vocabulary learning. Based on the conclusions that are drawn from the previous studies, the implications reveal how the findings influence students' vocabulary learning and teachers' vocabulary teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title="vocabulary">vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based" title=" task-based"> task-based</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/156871/the-role-of-vocabulary-in-task-based-language-teaching-in-international-and-iranian-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2834</span> Exploring Smartphone Applications for Enhancing Second Language Vocabulary Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmajeed%20Almansour">Abdulmajeed Almansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning a foreign language with the assistant of technological tools has become an interest of learners and educators. Increased use of smartphones among undergraduate students has made them popular for not only social communication but also for entertainment and educational purposes. Smartphones have provided remarkable advantages in language learning process. Learning vocabulary is an important part of learning a language. The use of smartphone applications for English vocabulary learning provides an opportunity for learners to improve vocabulary knowledge beyond the classroom wall anytime anywhere. Recently, various smartphone applications were created specifically for vocabulary learning. This paper aims to explore the use of smartphone application Memrise designed for vocabulary learning to enhance academic vocabulary among undergraduate students. It examines whether the use of a Memrise smartphone application designed course enhances the academic vocabulary learning among ESL learners. The research paradigm used in this paper followed a mixed research model combining quantitative and qualitative research. The study included two hundred undergraduate students randomly assigned to the experimental and controlled group during the first academic year at the Faculty of English Language, Imam University. The research instruments included an attitudinal questionnaire and an English vocabulary pre-test administered to students at the beginning of the semester whereas post-test and semi-structured interviews administered at the end of the semester. The findings of the attitudinal questionnaire revealed a positive attitude towards using smartphones in learning vocabulary. The post-test scores showed a significant difference in the experimental group performance. The results from the semi-structure interviews showed that there were positive attitudes towards Memrise smartphone application. The students found the application enjoyable, convenient and efficient learning tool. From the study, the use of the Memrise application is seen to have long-term and motivational benefits to students. For this reason, there is a need for further research to identify the long-term optimal effects of learning a language using smartphone applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary%20learning" title="second language vocabulary learning">second language vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title=" academic vocabulary"> academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning%20technologies" title=" mobile learning technologies"> mobile learning technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone%20applications" title=" smartphone applications"> smartphone applications</a> </p> <a href="https://publications.waset.org/abstracts/93099/exploring-smartphone-applications-for-enhancing-second-language-vocabulary-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2833</span> Observing Vocabulary Teaching Strategies in English Classrooms in Saudi Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Hassan%20Alshaikhi">Mohammed Hassan Alshaikhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching vocabulary is a fundamental step in helping students to develop a good grasp of language. Exploring new strategies is an essential part of improving the teaching of vocabulary. The study aimed to explore the teaching vocabulary strategies in Saudi primary classrooms (aged 11 and 12 years old) in Jeddah, Saudi Arabia. The study was based on qualitative data collected from a large-scale case study, which utilised observations at eight male state and private primary schools during the academic year 2016-2017. The observations were transcribed, coded and entered into Nvivo software to be organised and analysed. Varying teaching vocabulary strategies were explored, and then they were circulated to many English teachers to be used in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20teachers" title=" Saudi teachers"> Saudi teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20vocabulary%20strategies" title=" teaching vocabulary strategies"> teaching vocabulary strategies</a> </p> <a href="https://publications.waset.org/abstracts/75151/observing-vocabulary-teaching-strategies-in-english-classrooms-in-saudi-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75151.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2832</span> EFL Saudi Students' Use of Vocabulary via Twitter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Alshabeb">A. Alshabeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary is one of the elements that links the four skills of reading, writing, speaking, and listening and is very critical in learning a foreign language. This study aims to determine how Saudi Arabian EFL students learn English vocabulary via Twitter. The study adopts a mixed sequential research design in collecting and analysing data. The results of the study provide several recommendations for vocabulary learning. Moreover, the study can help teachers to consider the possibilities of using Twitter further, and perhaps to develop new approaches to vocabulary teaching and to support students in their use of social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=twitter" title=" twitter"> twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=web%202" title=" web 2"> web 2</a> </p> <a href="https://publications.waset.org/abstracts/31383/efl-saudi-students-use-of-vocabulary-via-twitter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2831</span> The Effects of L2 Storybook Reading and Interactive Vocabulary Instruction on Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lenore%20Van%20Den%20Berg">Lenore Van Den Berg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary development is positively associated with reading development, reading comprehension, and academic achievement. It is frequently stated that South Africa is in the midst of a literacy crisis. The past 24 years since the first democratically elected government have not revolutionised the education system; rather, after various curriculum changes and continued struggles to incorporate all 11 official languages as languages of instruction, research shows that 78 per cent of South African Grade 4 learners are functionally illiterate. The study sets out to find solutions to this problem and to add to the research base on vocabulary acquisition by assessing the effect of integrating the principles of explicit, interactive vocabulary instruction, within the context of storybook reading, on Grade 1 vocabulary acquisition. Participants comprised of 69 Grade 1 English second language learners from three classes in two government primary schools. The two schools differ in socio-economic status (SES), with School A having a lower SES than School B. One Grade 1 class was randomly assigned to be the Experimental Group, while two other classes served as control groups. The intervention took place for a period of 18 weeks and consisted of 30-minute storybook reading sessions, accompanied by interactive vocabulary instruction, twice a week. The Peabody Picture Vocabulary Test IV (PPVT-IV) was the diagnostic test administered to all learners before the intervention, as a pre-test, and after the interventions as a post-test. Data regarding excising vocabulary instruction practices and approaches were also collected through classroom observations and individual, semi-structured interviews with the Experimental Group’s teacher. Findings suggest that second language storybook reading, accompanied by explicit, interactive vocabulary instruction, have a positive impact on Grade 1 vocabulary acquisition but that vocabulary teaching practices and socio-economic status also play a key role in vocabulary acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20vocabulary%20instruction" title="interactive vocabulary instruction">interactive vocabulary instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary" title=" second language vocabulary"> second language vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=storybook%20reading" title=" storybook reading"> storybook reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20development" title=" reading development"> reading development</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT" title=" PPVT"> PPVT</a> </p> <a href="https://publications.waset.org/abstracts/158435/the-effects-of-l2-storybook-reading-and-interactive-vocabulary-instruction-on-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2830</span> Using Vocabulary Instructional Materials in Improving the Grade Four Students' Learning in Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirly%20May%20Balais">Shirly May Balais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to evaluate the effects of vocabulary instruction in improving the students’ learning in science. The teacher-researcher utilized the vocabulary instructional materials in enriching the science vocabulary of grade four learners. The students were also given an achievement test to determine the effects of vocabulary instructional materials. The assessment indicated that students had shown improvement in comprehension and science literacy. This also helps the students to grasp, understand, and communicate appropriate science concepts and the integration of imagery makes learning science fun. In this research, descriptive qualitative methods and observation interviews were used to describe the effects of using vocabulary instructional materials in improving the science vocabulary of grade four learners. The students’ perceptions were studied, analyzed, and interpreted qualitatively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction" title="instruction">instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/134803/using-vocabulary-instructional-materials-in-improving-the-grade-four-students-learning-in-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2829</span> Comparison Learning Vocabulary Implicitly and Explicitly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akram%20Hashemi">Akram Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study provided an empirical evidence for learners of elementary level of language proficiency to investigate the potential role of contextualization in vocabulary learning. Prior to the main study, pilot study was performed to determine the reliability and validity of the researcher-made pretest and posttest. After manifesting the homogeneity of the participants, the participants (n = 90) were randomly assigned into three equal groups, i.e., two experimental groups and a control group. They were pretested by a vocabulary test, in order to test participants' pre-knowledge of vocabulary. Then, vocabulary instruction was provided through three methods of visual instruction, the use of context and the use of conventional techniques. At the end of the study, all participants took the same posttest in order to assess their vocabulary gain. The results of independent sample t-test indicated that there is a significant difference between learning vocabulary visually and learning vocabulary contextually. The results of paired sample t-test showed that different teaching strategies have significantly different impacts on learners’ vocabulary gains. Also, the contextual strategy was significantly more effective than visual strategy in improving students’ performance in vocabulary test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20instruction" title="vocabulary instruction">vocabulary instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title=" explicit instruction"> explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20instruction" title=" implicit instruction"> implicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/52215/comparison-learning-vocabulary-implicitly-and-explicitly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2828</span> Differential Item Functioning in the Vocabulary Test of Grade 7 Students in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most common source of bias detected are those of gender and socioeconomic status. The present study investigated the Differential Item Functioning (DIF) or item bias between public and private school students in a vocabulary test. Studies on DIF were expanded by using the type of school as a source of bias. There were 200 participants in this study. 100 came from a public secondary school and 100 came from a private secondary school. The vocabulary skills of students were measured using a standardized vocabulary test for grade 7 students. Using DIF, specifically the Rasch-Welch approach, it was found that out of 24 items, 12 were biased for a specific group. The vocabulary skills on the use of slang, idiomatic expression, personification, collocations, and partitive relations were biased for private schools while the use of slang and homonymous words were biased for public school students. The analysis debunked the trend that private school students are outperforming public school students in terms of academic achievement. It was revealed that there are some competencies that private school students are having difficulty and vice versa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school%20students" title=" public school students"> public school students</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20school%20students" title=" private school students"> private school students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/98866/differential-item-functioning-in-the-vocabulary-test-of-grade-7-students-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98866.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2827</span> English for Academic and Specific Purposes: A Corpus-Informed Approach to Designing Vocabulary Teaching Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Ahmed%20Zohairy">Said Ahmed Zohairy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Significant shifts in the theory and practice of teaching vocabulary affect teachers’ decisions about learning materials’ design. Relevant literature supports teaching specialised, authentic, and multi-word lexical items rather than focusing on single-word vocabulary lists. Corpora, collections of texts stored in a database, presents a reliable source of teaching and learning materials. Although corpus-informed studies provided guidance for teachers to identify useful language chunks and phraseological units, there is a scarcity in the literature discussing the use of corpora in teaching English for academic and specific purposes (EASP). The aim of this study is to improve teaching practices and provide a description of the pedagogical choices and procedures of an EASP tutor in an attempt to offer guidance for novice corpus users. It draws on the researcher’s experience of utilising corpus linguistic tools to design vocabulary learning activities without focusing on students’ learning outcomes. Hence, it adopts a self-study research methodology which is based on five methodological components suggested by other self-study researchers. The findings of the study noted that designing specialised and corpus-informed vocabulary learning activities could be challenging for teachers, as they require technical knowledge of how to navigate corpora and utilise corpus analysis tools. Findings also include a description of the researcher’s approach to building and analysing a specialised corpus for the benefit of novice corpus users; they should be able to start their own journey of designing corpus-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpora" title="corpora">corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title=" corpus linguistics"> corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-informed" title=" corpus-informed"> corpus-informed</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20and%20specific%20purposes" title=" English for academic and specific purposes"> English for academic and specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=agribusiness" title=" agribusiness"> agribusiness</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=phraseological%20units" title=" phraseological units"> phraseological units</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20design" title=" materials design"> materials design</a> </p> <a href="https://publications.waset.org/abstracts/190242/english-for-academic-and-specific-purposes-a-corpus-informed-approach-to-designing-vocabulary-teaching-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2826</span> Explaining Listening Comprehension among L2 Learners of English: The Contribution of Vocabulary Knowledge and Working Memory Capacity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Masrai">Ahmed Masrai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Listening comprehension constitutes a considerable challenge for the second language (L2) learners, but a little is known about the explanatory power of different variables in explaining variance in listening comprehension. Since research in this area, to the researcher's knowledge, is relatively small in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary and working memory, there is a need for studies that are seeking to fill the gap in our knowledge about the specific contribution of working memory capacity (WMC), aural vocabulary knowledge and written vocabulary knowledge to explaining listening comprehension. Among 130 English as foreign language learners, the present study examines what proportion of the variance in listening comprehension is explained by aural vocabulary knowledge, written vocabulary knowledge, and WMC. Four measures were used to collect the required data for the study: (1) A-Lex, a measure of aural vocabulary knowledge; (2) XK-Lex, a measure of written vocabulary knowledge; (3) Listening Span Task, a measure of WMC and; (4) IELTS Listening Test, a measure of listening comprehension. The results show that aural vocabulary knowledge is the strongest predictor of listening comprehension, followed by WMC, while written vocabulary knowledge is the weakest predictor. The study discusses implications for the explanatory power of aural vocabulary knowledge and WMC to listening comprehension and pedagogical practice in L2 classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening%20comprehension" title="listening comprehension">listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20knowledge" title=" vocabulary knowledge"> vocabulary knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/78914/explaining-listening-comprehension-among-l2-learners-of-english-the-contribution-of-vocabulary-knowledge-and-working-memory-capacity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2825</span> The Use of Semantic Mapping Technique When Teaching English Vocabulary at Saudi Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Hassan%20Alshaikhi">Mohammed Hassan Alshaikhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary is essential factor of learning and mastering any languages, and it helps learners to communicate with others and to be understood. The aim of this study was to examine whether semantic mapping technique was helpful in terms of improving student's English vocabulary learning comparing to the traditional technique. The students’ age was between 11 and 13 years old. There were 60 students in total who participated in this study. 30 students were in the treatment group (target vocabulary items were taught with semantic mapping). The other 30 students were in the control group (the target vocabulary items were taught by a traditional technique). A t-test was used with the results of pre-test and post-test in order to examine the outcomes of using semantic mapping when teaching vocabulary. The results showed that the vocabulary mastery in the treatment group was increased more than the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20vocabulary" title=" learning vocabulary"> learning vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20teachers" title=" Saudi teachers"> Saudi teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20mapping" title=" semantic mapping"> semantic mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20vocabulary%20strategies" title=" teaching vocabulary strategies"> teaching vocabulary strategies</a> </p> <a href="https://publications.waset.org/abstracts/75154/the-use-of-semantic-mapping-technique-when-teaching-english-vocabulary-at-saudi-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2824</span> Motivation on Vocabulary and Reading Skill via Teacher-Created Website for Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Klinkesorn">P. Klinkesorn</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Yordchim"> S. Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Gibbs"> T. Gibbs</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Achariyopas"> J. Achariyopas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary and reading skill were examined in terms of teaching and learning via teacher-created website. The aims of this study are 1) to survey students’ opinions on the teacher-created website for learning vocabulary and reading skill 2) to survey the students’ motivation for learning vocabulary and reading skill through the teacher-created website. Motivation was applied to the results of the questionnaires and interview forms. Finding suggests that Teacher-Created Website can increase students’ motivation to read more, build up a large stock of vocabulary and improve their understanding of the vocabulary. Implications for developing both social engagement and emotional satisfaction are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-created%20website" title=" teacher-created website"> teacher-created website</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20and%20reading%20skill" title=" vocabulary and reading skill"> vocabulary and reading skill</a> </p> <a href="https://publications.waset.org/abstracts/22004/motivation-on-vocabulary-and-reading-skill-via-teacher-created-website-for-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2823</span> Using Music: An Effective Medium of Teaching Vocabulary in ESL Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takwa%20Jahan">Takwa Jahan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music can be used in ESL classroom to create a learning environment. As literature abounds with positive statements, music can be used as a vehicle for second language acquisition. Music can be applied as an instrument to help second language learners to acquire vocabulary, grammar, spelling and other four skills and to expand cultural knowledge. Vocabulary learning is perceived boring by learners. As listening to music and singing songs are enjoyable to students, it can be used effectively to acquire vocabulary in second language. This paper reports a study to find out how music exhilarates vocabulary acquisition as the learners stay relaxed and thus learning becomes more enjoyable. For conducting my research two groups of fifty students- music and non-music group were formed. Data were collected through class observation, test, questionnaires, and interview. The finding shows that music group acquired much amount of vocabulary than the non-music group. They enjoyed vocabulary learning activities based on listening songs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20instrument" title="effective instrument">effective instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20classroom" title=" ESL classroom"> ESL classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=relax%20environment" title=" relax environment"> relax environment</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a> </p> <a href="https://publications.waset.org/abstracts/67012/using-music-an-effective-medium-of-teaching-vocabulary-in-esl-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2822</span> The Role of Vocabulary in Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Engku%20Haliza%20Engku%20Ibrahim">Engku Haliza Engku Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Isarji%20Sarudin"> Isarji Sarudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ainon%20Jariah%20Muhamad"> Ainon Jariah Muhamad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is generally agreed that many factors contribute to one’s reading comprehension and there is consensus that vocabulary size one of the main factors. This study explores the relationship between second language learners’ vocabulary size and their reading comprehension scores. 130 Malay pre-university students of a public university participated in this study. They were students of an intensive English language programme doing preparatory English courses to pursue bachelors degree in English. A quantitative research method was employed based on the Vocabulary Levels Test by Nation (1990) and the reading comprehension score of the in-house English Proficiency Test. A review of the literature indicates that a somewhat positive correlation is to be expected though findings of this study can only be explicated once the final analysis has been carried out. This is an ongoing study and it is anticipated that results of this research will be finalized in the near future. The findings will help provide beneficial implications for the prediction of reading comprehension performance. It also has implications for the teaching of vocabulary in the ESL context. A better understanding of the relationship between vocabulary size and reading comprehension scores will enhance teachers’ and students’ awareness of the importance of vocabulary acquisition in the L2 classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20size" title="vocabulary size">vocabulary size</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/17236/the-role-of-vocabulary-in-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2821</span> The Perception and Use of Vocabulary Learning Strategies Among Non-English Major at Ho Chi Minh City University of Technology (Hutech)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20T.%20K.%20Nguyen">T. T. K. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20H.%20Doan"> T. H. Doan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates students’ perceptions and students’ use of vocabulary learning strategies (VLS) among non-English majors at Ho Chi Minh City University of Technology (HUTECH). Three main issues addressed are (1) to determine students’ perception in terms of their awareness and the level of the importance of vocabulary learning strategies; (2) students’ use in terms of frequency and preference; (3) the correlation between students’ perception in terms of the level of the importance of vocabulary learning strategies and their use in terms of frequency. The mixed method is applied in this investigation; additionally, questionnaires focus on social groups, memory groups, cognitive groups, and metacognitive groups with 350 sophomores from four different majors, and 10 sophomores are invited to structured interviews. The results showed that the vocabulary learning strategies of the current study were well aware. All those strategies were perceived as important in learning vocabulary, and four groups of vocabulary were used frequently. Students’ responses in terms of preference also confirmed students’ use in terms of frequency. On the other hand, students’ perception correlated with students’ use in only the cognitive group of vocabulary learning strategies, but not the three others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning%20strategies" title="vocabulary learning strategies">vocabulary learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perceptions" title=" students' perceptions"> students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20use" title=" students' use"> students' use</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methods" title=" mixed methods"> mixed methods</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20majors" title=" non-English majors"> non-English majors</a> </p> <a href="https://publications.waset.org/abstracts/187304/the-perception-and-use-of-vocabulary-learning-strategies-among-non-english-major-at-ho-chi-minh-city-university-of-technology-hutech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2820</span> Raising Test of English for International Communication (TOEIC) Scores through Purpose-Driven Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edward%20Sarich">Edward Sarich</a>, <a href="https://publications.waset.org/abstracts/search?q=Jack%20Ryan"> Jack Ryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In contrast to learning new vocabulary incidentally in one’s first language, foreign language vocabulary is often acquired purposefully, because a lack of natural exposure requires it to be studied in an artificial environment. It follows then that foreign language vocabulary may be more efficiently acquired if it is purpose-driven, or linked to a clear and desirable outcome. The research described in this paper relates to the early stages of what is seen as a long-term effort to measure the effectiveness of a methodology for purpose-driven foreign language vocabulary instruction, specifically by analyzing whether directed studying from high-frequency vocabulary lists leads to an improvement in Test of English for International Communication (TOEIC) scores. The research was carried out in two sections of a first-year university English composition class at a small university in Japan. The results seem to indicate that purposeful study from relevant high-frequency vocabulary lists can contribute to raising TOEIC scores and that the test preparation methodology used in this study was thought by students to be beneficial in helping them to prepare to take this high-stakes test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20vocabulary" title="corpus vocabulary">corpus vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20asssessment" title=" language asssessment"> language asssessment</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary%20acquisition" title=" second language vocabulary acquisition"> second language vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20test%20preparation" title=" TOEIC test preparation"> TOEIC test preparation</a> </p> <a href="https://publications.waset.org/abstracts/87854/raising-test-of-english-for-international-communication-toeic-scores-through-purpose-driven-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2819</span> The EFL Mental Lexicon: Connectivity and the Acquisition of Lexical Knowledge Depth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Soussi">Khalid Soussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study at hand has attempted to describe the acquisition of three EFL lexical knowledge aspects - meaning, synonymy and collocation – across three academic levels: Baccalaureate, second year and fourth year university levels in Morocco. The research also compares the development of the three lexical knowledge aspects between knowledge (reception) and use (production) and attempts to trace their order of acquisition. This has led to the use of three main data collection tasks: translation, acceptability judgment and multiple choices. The study has revealed the following findings. First, L1 and EFL mental lexicons are connected at the lexical knowledge depth. Second, such connection is active whether in language reception or use. Third, the connectivity between L1 and EFL mental lexicons tends to relatively decrease as the academic level of the learners increases. Finally, the research has revealed a significant 'order' of acquisition between the three lexical aspects, though not a very strong one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title="vocabulary acquisition">vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20lexical%20knowledge" title=" EFL lexical knowledge"> EFL lexical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20lexicon" title=" mental lexicon"> mental lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20knowledge%20depth" title=" vocabulary knowledge depth"> vocabulary knowledge depth</a> </p> <a href="https://publications.waset.org/abstracts/83869/the-efl-mental-lexicon-connectivity-and-the-acquisition-of-lexical-knowledge-depth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83869.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2818</span> Using Mind Map Technique to Enhance Medical Vocabulary Retention for the First Year Nursing Students at a Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Quynh%20Trang">Nguyen Quynh Trang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguy%E1%BB%85n%20Th%E1%BB%8B%20H%C3%B4ng%20Nhung"> Nguyễn Thị Hông Nhung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to identify the effectiveness of using the mind map technique to enhance students’ medical vocabulary retention among a group of students at a higher education institution - Thai Nguyen University of Medicine and Pharmacy during the first semester of the school year 2022-2023. The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. Almost teachers and students showed high preferences for the implementation of the mind map technique in language teaching and learning. Furthermore, results from the pre-and-post tests between the experimental group and control one pointed out that this technique brought back positive academic performance in teaching and learning English. The research findings revealed that there should be more supportive policies to evoke the use of the mind map technique in a pedagogical context. Aim of the Study: The purpose of this research was to investigate whether using mind mapping can help students to enhance nursing students’ medical vocabulary retention and to assess the students’ attitudes toward using mind mapping as a tool to improve their vocabulary. The methodology of the study: The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. The contribution of the study: The research contributed to the innovation of teaching vocabulary methods for English teachers at a higher education institution. Moreover, the research helped the English teachers and the administrators at a university evoke and maintain the motivation of students not only in English classes but also in other subjects. The findings of this research were beneficial to teachers, students, and researchers interested in using mind mapping to teach and learn English vocabulary. The research explored and proved the effectiveness of applying mind mapping in teaching and learning English vocabulary. Therefore, teaching and learning activities were conducted more and more effectively and helped students overcome challenges in remembering vocabulary and creating motivation to learn English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary%20retention" title="medical vocabulary retention">medical vocabulary retention</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20map%20technique" title=" mind map technique"> mind map technique</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary" title=" medical vocabulary"> medical vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/160648/using-mind-map-technique-to-enhance-medical-vocabulary-retention-for-the-first-year-nursing-students-at-a-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2817</span> Receptive Vocabulary Development in Adolescents and Adults with Down Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Moraleda%20Sep%C3%BAlveda">Esther Moraleda Sepúlveda</a>, <a href="https://publications.waset.org/abstracts/search?q=Soraya%20Delgado%20Matute"> Soraya Delgado Matute</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Salido%20Escudero"> Paula Salido Escudero</a>, <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Mimoso%20Garc%C3%ADa"> Raquel Mimoso García</a>, <a href="https://publications.waset.org/abstracts/search?q=M%20Cristina%20Alc%C3%B3n%20Lancho"> M Cristina Alcón Lancho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is some consensus when it comes to establishing the lexicon as one of the strengths of language in people with Down Syndrome (DS), little is known about its evolution throughout development and changes based on age. The objective of this study was to find out if there are differences in receptive vocabulary between adolescence and adulthood. In this research, 30 people with DS between 11 and 40 years old, divided into two age ranges (11-18; 19 - 30) and matched in mental age, were evaluated through the Peabody Vocabulary Test. The results show significant differences between both groups in favor of the group with the oldest chronological age and a direct correlation between chronological age and receptive vocabulary development, regardless of mental age. These data support the natural evolution of the passive lexicon in people with DS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=down%20syndrome" title="down syndrome">down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20vocabulary" title=" receptive vocabulary"> receptive vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=adults" title=" adults"> adults</a> </p> <a href="https://publications.waset.org/abstracts/141514/receptive-vocabulary-development-in-adolescents-and-adults-with-down-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2816</span> Exploring Reading into Writing: A Corpus-Based Analysis of Postgraduate Students’ Literature Review Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanzeela%20Anbreen">Tanzeela Anbreen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ammara%20Maqsood"> Ammara Maqsood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading into writing is one of university students' most required academic skills. The current study explored postgraduate university students’ writing quality using a corpus-based approach. Twelve postgraduate students’ literature review essays were chosen for the corpus-based analysis. These essays were chosen because students had to incorporate multiple reading sources in these essays, which was a new writing exercise for them. The students were provided feedback at least two times which comprised of the written comments by the tutor highlighting the areas of improvement and also by using the ‘track changes’ function. This exercise was repeated two times, and students submitted two drafts. This investigation included only the finally submitted work of the students. A corpus-based approach was adopted to analyse the essays because it promotes autonomous discovery and personalised learning. The aim of this analysis was to understand the existing level of students’ writing before the start of their postgraduate thesis. Text Inspector was used to analyse the quality of essays. With the help of the Text Inspector tool, the vocabulary used in the essays was compared to the English Vocabulary Profile (EVP), which describes what learners know and can do at each Common European Framework of Reference (CEFR) level. Writing quality was also measured for the Flesch reading ease score, which is a standard to describe the ease of understanding the writing content. The results reflected that students found writing essays using multiple sources challenging. In most essays, the vocabulary level achieved was between B1-B2 of the CEFL level. The study recommends that students need extensive training in developing academic writing skills, particularly in writing the literature review type assignment, which requires multiple sources citations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature%20review%20essays" title="literature review essays">literature review essays</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20analysis" title=" corpus-based analysis"> corpus-based analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20proficiency" title=" vocabulary proficiency"> vocabulary proficiency</a> </p> <a href="https://publications.waset.org/abstracts/174529/exploring-reading-into-writing-a-corpus-based-analysis-of-postgraduate-students-literature-review-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2815</span> The Use of Bimodal Subtitles on Netflix English Movies in Enhancing Vocabulary</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Lloyd%20Angolluan">John Lloyd Angolluan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennile%20Caday"> Jennile Caday</a>, <a href="https://publications.waset.org/abstracts/search?q=Crystal%20Mae%20Estrella"> Crystal Mae Estrella</a>, <a href="https://publications.waset.org/abstracts/search?q=Reike%20Alliyah%20Taladua"> Reike Alliyah Taladua</a>, <a href="https://publications.waset.org/abstracts/search?q=Zion%20Michael%20Ysulat"> Zion Michael Ysulat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the requirements of having the ability to communicate in English is by having adequate vocabulary. Nowadays, people are more engaged in watching movie streams on which they can watch movies in a very portable way, such as Netflix. Wherein Netflix became global demand for online media has taken off in recent years. This research aims to know whether the use of bimodal subtitles on Netflix English movies can enhance vocabulary. This study is quantitative and utilizes a descriptive method, and this study aims to explore the use of bimodal subtitles on Netflix English movies to enhance the vocabulary of students. The respondents of the study were the selected Second-year English majors of Rizal Technological University Pasig and Boni Campus using the purposive sampling technique. The researcher conducted a survey questionnaire through the use of Google Forms. In this study, the weighted mean was used to evaluate the student's responses to the statement of the problems of the study of the use of bimodal subtitles on Netflix English movies. The findings of this study revealed that the bimodal subtitle on Netflix English movies enhanced students’ vocabulary learning acquisition by providing learners with access to large amounts of real and comprehensible language input, whether accidentally or intentionally, and it turns out that bimodal subtitles on Netflix English movies help students recognize vocabulary, which has a positive impact on their vocabulary building. Therefore, the researchers advocate that watching English Netflix movies enhances students' vocabulary by using bimodal subtitled movie material during their language learning process, which may increase their motivation and the usage of bimodal subtitles in learning new vocabulary. Bimodal subtitles need to be incorporated into educational film activities to provide students with a vast amount of input to expand their vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bimodal%20subtitles" title="bimodal subtitles">bimodal subtitles</a>, <a href="https://publications.waset.org/abstracts/search?q=Netflix" title=" Netflix"> Netflix</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20movies" title=" English movies"> English movies</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitle" title=" subtitle"> subtitle</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a> </p> <a href="https://publications.waset.org/abstracts/163745/the-use-of-bimodal-subtitles-on-netflix-english-movies-in-enhancing-vocabulary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2814</span> A Comparison of the First Language Vocabulary Used by Indonesian Year 4 Students and the Vocabulary Taught to Them in English Language Textbooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fitria%20Ningsih">Fitria Ningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study concerns on the process of making corpus obtained from Indonesian year 4 students’ free writing compared to the vocabulary taught in English language textbooks. 369 students’ sample writings from 19 public elementary schools in Malang, East Java, Indonesia and 5 selected English textbooks were analyzed through corpus in linguistics method using AdTAT -the Adelaide Text Analysis Tool- program. The findings produced wordlists of the top 100 words most frequently used by students and the top 100 words given in English textbooks. There was a 45% match between the two lists. Furthermore, the classifications of the top 100 most frequent words from the two corpora based on part of speech found that both the Indonesian and English languages employed a similar use of nouns, verbs, adjectives, and prepositions. Moreover, to see the contextualizing the vocabulary of learning materials towards the students’ need, a depth-analysis dealing with the content and the cultural views from the vocabulary taught in the textbooks was discussed through the criteria developed from the checklist. Lastly, further suggestions are addressed to language teachers to understand the students’ background such as recognizing the basic words students acquire before teaching them new vocabulary in order to achieve successful learning of the target language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian" title=" Indonesian"> Indonesian</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=wordlists" title=" wordlists"> wordlists</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/83928/a-comparison-of-the-first-language-vocabulary-used-by-indonesian-year-4-students-and-the-vocabulary-taught-to-them-in-english-language-textbooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83928.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2813</span> The Social Media, Reading Culture and Vocabulary Expansion: Three Universities from Northern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Umar%20Abdullahi">Nasir Umar Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social media profoundly causes the reading culture to decline in Nigeria, where the English language is a second language (SL), a language of instruction (LI), as well as the target language (TL). This is because the university students have, over the years, failed to make extensive reading their closest companion, with much emphasis on reading the European novels, newspapers, magazines, etc., so as to learn language from its original or native speakers for linguistic competence. Instead, they squander the most part of their day and nocturnal hours, sending and receiving messages through social media. The end result is their vocabulary become stagnant or ebbs, and that they cannot acquire the Cox head’s 570 vocabulary, let alone the Nation’s 2000 vocabulary to use the language fluently in writing, reading, listening, and speaking and to further compete with the native speaker in varying degrees of language usages. Be that as it may, if the social media is a monster in worsening the decline in reading culture, which degenerates in the Northern part of the country in contradistinction to the Southern part, it boosts it as well, for aside the social media language, slangs, cliché, for instance, students improve their vocabulary power, and at the same time it allows the students to privately and leisurely put the language into use, by using practically some of the vocabulary they have acquired to chart, to comment, socialize to adjudge, etc. This is what this paper tries to explore in Umaru Musa Yar’adua University Al-qalam University and the Federal University Dutin-ma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/131886/the-social-media-reading-culture-and-vocabulary-expansion-three-universities-from-northern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2812</span> Improving Vocabulary and Listening Comprehension via Watching French Films without Subtitles: Positive Results</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yelena%20Mazour-Matusevich">Yelena Mazour-Matusevich</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Robert%20Ancheta"> Jean-Robert Ancheta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is based on more than fifteen years of experience of teaching a foreign language, in my case French, to the English-speaking students. It represents a qualitative research on foreign language learners’ reaction and their gains in terms of vocabulary and listening comprehension through repeatedly viewing foreign feature films with the original sountrack but without English subtitles. The initial idea emerged upon realization that the first challenge faced by my students when they find themselves in a francophone environment has been their lack of listening comprehension. Their inability to understand colloquial speech affects not only their academic performance, but their psychological health as well. To remedy this problem, I have designed and applied for many years my own teaching method based on one particular French film, exceptionally suited, for the reasons described in detail in the paper, for the intermediate-advanced level foreign language learners. This project, conducted together with my undergraduate assistant and mentoree J-R Ancheta, aims at showing how the paralinguistic features, such as characters’ facial expressions, settings, music, historical background, images provided before the actual viewing, etc., offer crucial support and enhance students’ listening comprehension. The study, based on students’ interviews, also offers special pedagogical techniques, such as ‘anticipatory’ vocabulary lists and exercises, drills, quizzes and composition topics that have proven to boost students’ performance. For this study, only the listening proficiency and vocabulary gains of the interviewed participants were assessed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension" title="comprehension">comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=film" title=" film"> film</a>, <a href="https://publications.waset.org/abstracts/search?q=listening" title=" listening"> listening</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitles" title=" subtitles"> subtitles</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary "> vocabulary </a> </p> <a href="https://publications.waset.org/abstracts/19086/improving-vocabulary-and-listening-comprehension-via-watching-french-films-without-subtitles-positive-results" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">625</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2811</span> Methodological Issues of Teaching Vocabulary in a Technical University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elza%20Salakhova">Elza Salakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to consider some common difficulties encountered in teaching vocabulary in technical higher educational institutions. It deals with the problem of teaching special vocabulary in the process of teaching a foreign language. There have been analyzed some problems in teaching a foreign language to learners of a technical higher establishment. There are some recommendations for teachers to motivate their students to learn and master a foreign language through learning terminology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionally-oriented%20study" title="professionally-oriented study">professionally-oriented study</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20university" title=" technical university"> technical university</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a> </p> <a href="https://publications.waset.org/abstracts/148709/methodological-issues-of-teaching-vocabulary-in-a-technical-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2810</span> Effects of Computer-Mediated Dictionaries on Reading Comprehension and Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Amin%20Mekheimer">Mohamed Amin Mekheimer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effects of paper-based monolingual, pop-up and type-in electronic dictionaries on improving reading comprehension and incidental vocabulary acquisition and retention in an EFL context. It tapped into how computer-mediated dictionaries may have facilitated/impeded reading comprehension and vocabulary acquisition. Findings showed differential effects produced by the three treatments compared with the control group. Specifically, it revealed that the pop-up dictionary condition had the shortest average vocabulary searching time, vocabulary and text reading time, yet with less than the type-in dictionary group but more than the book dictionary group in terms of frequent dictionary 'look-ups' (p<.0001). In addition, ANOVA analyses also showed that text reading time differed significantly across all four treatments, and so did reading comprehension. Vocabulary acquisition was reported as enhanced in the three treatments rather than in the control group, but still with insignificant differences across the three treatments, yet with more differential effects in favour of the pop-up condition. Data also assert that participants preferred the pop-up e-dictionary more than the type-in and paper-based groups. Explanations of the findings vis-à-vis the cognitive load theory were presented. Pedagogical implications and suggestions for further research were forwarded at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-mediated%20dictionaries" title="computer-mediated dictionaries">computer-mediated dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=type-in%20dictionaries" title=" type-in dictionaries"> type-in dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=pop-up%20dictionaries" title=" pop-up dictionaries"> pop-up dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/15403/effects-of-computer-mediated-dictionaries-on-reading-comprehension-and-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2809</span> Visual Working Memory, Reading Abilities, and Vocabulary in Mexican Deaf Signers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Mondaca">A. Mondaca</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Mendoza"> E. Mendoza</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Jackson-Maldonado"> D. Jackson-Maldonado</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Garc%C3%ADa-Obreg%C3%B3n"> A. García-Obregón</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deaf signers usually show lower scores in Auditory Working Memory (AWM) tasks and higher scores in Visual Working Memory (VWM) tasks than their hearing pairs. Further, Working Memory has been correlated with reading abilities and vocabulary in Deaf and Hearing individuals. The aim of the present study is to compare the performance of Mexican Deaf signers and hearing adults in VWM, reading and Vocabulary tasks and observe if the latter are correlated to the former. 15 Mexican Deaf signers were assessed using the Corsi block test for VWM, four different subtests of PROLEC (Batería de Evaluación de los Procesos Lectores) for reading abilities, and the LexTale in its Spanish version for vocabulary. T-tests show significant differences between groups for VWM and Vocabulary but not for all the PROLEC subtests. A significant Pearson correlation was found between VWM and Vocabulary but not between VWM and reading abilities. This work is part of a larger research study and results are not yet conclusive. A discussion about the use of PROLEC as a tool to explore reading abilities in a Deaf population is included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20signers" title="deaf signers">deaf signers</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20working%20memory" title=" visual working memory"> visual working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexican%20sign%20language" title=" Mexican sign language"> Mexican sign language</a> </p> <a href="https://publications.waset.org/abstracts/147842/visual-working-memory-reading-abilities-and-vocabulary-in-mexican-deaf-signers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 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