The Implementation of Word Study Wall in an Online English Word Memorization Class

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Wall in an Online English Word Memorization Class</title> <meta name="description" content="The Implementation of Word Study Wall in an Online English Word Memorization Class"> <meta name="keywords" content="Second language acquisition, word morphology, word memorization, the Word Wall."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="The Implementation of Word Study Wall in an Online English Word Memorization Class"> <meta name="citation_author" content="Yidan Shao"> <meta name="citation_publication_date" content="2023/08/23"> <meta name="citation_journal_title" content="International Journal of Cognitive and Language Sciences"> <meta name="citation_volume" content="17"> <meta name="citation_issue" content="8"> <meta name="citation_firstpage" content="564"> <meta name="citation_lastpage" content="569"> <meta name="citation_pdf_url" 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online teaching, and learning has become one of the common features in the educational field. Meanwhile, the dramatic expansion of the online environment provides opportunities for more learners, including second language learners. A greater command of vocabulary improves students’ learning capacity, and word acquisition and development play a critical role in learning. Furthermore, the Word Wall is an effective tool to improve students’ knowledge of words, which works for a wide range of age groups. Therefore, this study is going to use the Word Wall as an intervention to examine whether it can bring some memorization changes in an online English language class for a second language learner based on the word morphology method. The participant will take ten courses in the experiment as it plans. The findings show that the Word Wall activity plays a slight role in improving word memorizing, but it does affect instant memorization. If longer periods and more comprehensive designs of research can be applied, it is expected to have more value.</p> <iframe src="https://publications.waset.org/10013226.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language%20acquisition" title="Second language acquisition">Second language acquisition</a>, <a href="https://publications.waset.org/search?q=word%20morphology" title=" word morphology"> word morphology</a>, <a href="https://publications.waset.org/search?q=word%20memorization" title=" word memorization"> word memorization</a>, <a href="https://publications.waset.org/search?q=the%20Word%20Wall." title=" the Word Wall."> the Word Wall.</a> </p> <a href="https://publications.waset.org/10013226/the-implementation-of-word-study-wall-in-an-online-english-word-memorization-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013226/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013226/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013226/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013226/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013226/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013226/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013226/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013226/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013226/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013226/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013226.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">275</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] White, C. (2006). Distance learning of foreign languages. Language Teaching, 39(4), 247-264. <br>[2] Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1). <br>[3] Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English-language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56. <br>[4] Alabsi, T. A. (2016). The effectiveness of role play strategy in teaching vocabulary. Theory and practice in language Studies, 6(2), 227-234. <br>[5] Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-529,531-537. <br>[6] Makoe, M., & Shandu, T. (2018). Developing a mobile app for learning English vocabulary in an open distance learning context. International Review of Research in Open and Distributed Learning, 19(4). <br>[7] Ansarin, A. A., Zohrabi, M., & Zeynali, S. (2012). Language learning strategies and vocabulary size of Iranian EFL learners. Theory and Practice in Language Studies, 2(9), 1841-1848. <br>[8] Penfield, W. & Roberts, L. (1959). Speech and Brain Mechanism. New York: Atheneum. <br>[9] Wang, M. (2015). A study on the relationship between age onset of English learning and English achievement. Theory and Practice in Language Studies, 5(1), 164-169. <br>[10] Luk, G., de Sa., Eric, & Bialystok, E. (2011). Is there a relation between onset age of bilingualism and enhancement of cognitive control? Bilingualism, 14(4), 588-595. <br>[11] Canipe, J. B., & Decker, M. M. (2004). Kentucky's moonlight schools: An enduring legacy of adult learning principles and practice. Adult Learning, 15(3), 19-21. <br>[12] Atasheneh, N., & Naeimi, M. (2015). Vocabulary learning through using mechanical techniques vocabulary learning strategy. Theory and Practice in Language Studies, 5(3), 541-548. <br>[13] Blevins, J. P. (2006). Word-based morphology. Journal of Linguistics, 42(3), 531-573. <br>[14] Ganz, J. (2008). Word morphology as a strategy for vocabulary instruction. Ohio Reading Teacher, 39(1), 3-9. <br>[15] Brown, S. H., Lignugaris/Kraft, B., & Forbush, D. E. (2016). The effects of morphemic vocabulary instruction on prefix vocabulary and sentence comprehension for middle school students with learning disabilities. Education & Treatment of Children, 39(3), 301-337. <br>[16] Wingate, K. O., Rutledge, V. C., & Johnston, L. (2014). Choosing the right word walls for your classroom. YC Young Children, 69(1), 52-57. <br>[17] Jackson, J. (2018). Build an interactive word wall. The Science Teacher, 85(1), 42-46. <br>[18] Vintinner, J. P., Harmon, J., Wood, K., & Stover, K. (2015). Inquiry into the efficacy of interactive word walls with older adolescent learners. The High School Journal, 98(3), 250-261. <br>[19] Jasmine, J., & Schiesl, P. (2009). The effects of word walls and word wall activities on the reading fluency of first grade students. Reading Horizons, 49(4), 301-314. <br>[20] Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464-487. <br>[21] Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. <br>[22] Mahn, H. (1999). Vygotsky's methodological contribution to sociocultural theory: RASE. 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The Implementation of Word Study Wall in an Online English Word Memorization Class