• English Language & Literature Teaching
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• v.11 no.3
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• Journal of Internet Computing and Services
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• v.5 no.4
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• pp.43-51
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• 2004

The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. In this thesis, we suggest a learning model for educational mobile contents, and implement a mobile contents for English vocabulary learning. The mobile contents consist of two parts: vocabulary learning and vocabulary evaluation. The vocabulary learning provides the mobile learner not only the display of English vocabulary but also the pronunciation of native speaker. The degree of learning achievement is evaluated by the quiz program of game style. Accordingly, the proposed prototype system for English vocabulary learning is designed and implemented, as an exemplar of personal mobile systems for edutainment mobile learning.

• International Journal of Computer Science & Network Security
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• v.24 no.2
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• pp.143-149
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• 2024

The role of social networking mobile applications such as WhatsApp in enhancing second language vocabulary learning among English language learners continues to be a subject of interest for many scholars. The current study aimed at examining medical English vocabulary learning among undergraduate students using WhatsApp compared to learning vocabulary via the Blackboard platform during the Covid-19 pandemic. To this end, 108 medical students (51 males, 57 females) enrolled in a first semester English for a specific English course participated in the study. A quasi-experimental design was adopted for two groups. Fifty-three students participated in the WhatsApp group and 55 students formed the Blackboard group. A pretest-posttest design was employed to collect data. Results of t-test scores did not show a significant difference between the WhatsApp and Blackboard groups on a vocabulary test. Results of a survey that measured students' opinion of the use of WhatsApp as a platform for learning new vocabulary showed positive perceptions since participants thought that WhatsApp enhanced their learning experience.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.141-159
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• 2011

This study examined the effects of collocation-based instruction on L2 vocabulary acquisition and learners' interests in it. Fifty one students were randomly assigned to the experimental group (collocation-based instruction group) and to the control group. The participants' English vocabulary capacity was checked through pre and post tests, and two surveys were used to probe the learners' vocabulary learning behaviors and their interests in English vocabulary learning respectively. To better understand the participants' opinions and feelings on the collocation-based learning, follow-up interviews were also carried out. The results showed that second language (L2) learners' vocabulary capacity was significantly improved through collocation-based instruction. However, the participants' degree of interest in vocabulary learning did not reach our expectation partly because of external factors such as the Test for the College Scholastic Ability Test (CSAT) and lack of familiarity of collocations. Such results indicate that the high school students' rooted perception of putting importance on test-based language learning could not be easily changed since it is closely related to their immediate needs. Based on the results, this study suggested how to implement collocations into L2 classrooms effectively.

• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.195-212
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• 2011

Research studies have shown that phonological awareness focused analogies and anagrams can be used as an effective game-based teaching instruction. However, previous studies used analogies and anagrams as separate instructional tools, especially in EFL-related situations. There has been no vocabulary learning in analogies/anagrams instruction provided, nor has there been usage of an integrated workbook for 'vocabulary learning and analogies/anagrams'. This study examined the effect on learners' vocabulary acquisition scores when a truly phonological awareness integrated 'analogies/anagrams and vocabulary learning' workbook was used as an instructional practice workbook. The results show that the phonological awareness integrated instruction significantly increased learners' vocabulary acquisition scores among 40 college students with minimal or basic level of English proficiency.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.143-170
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• 2009

The purpose of this experimental study is to investigate the effects of repeating vocabulary exercises on learning and retaining the meaning, the form, and the use of L2 words. To achieve this purpose, the data from the 87 participants who performed the assigned vocabulary exercises were collected immediately and two weeks later on their learning and retention of the target words. In addition, their attitudes toward the given vocabulary exercises were examined. The results show that the participants repeating exercises showed significantly better results in the immediate posttest, whereas no significant differences were found in the delayed posttest. Consequently, although the repetition effect influence positively on the learning of the target words, these effects are not maintained if they are not reinforced subsequently after the initial introduction to them. Most of the participants in this study identified the importance of repetition in learning new words and also noted that only one encounter with words was not enough for them to acquire the words fully.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.23-36
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• 2020

This study indicates there is a need for delivering key academic vocabulary to students with multi-cultural backgrounds before they enter middle school and thus select academic vocabularies necessary for satisfactory middle school education and self-directed learning methods using a more focused selected academic vocabulary list. To this end, we first examine the vocabularies appearing in the main Korean language, math, social studies and science textbooks used in the first year of middle school and compile the most practical academic vocabulary list. Then we offer a selection method for the main academic vocabulary from these compiled vocabularies. We also propose a self-directed vocabulary learning model for using these selected academic vocabularies and an academic vocabulary learning application as a prototype. As a result, students with multi-cultural backgrounds will be able to adapt to middle school education more quickly when they learn the necessary academic vocabularies on their own using the academic vocabulary learning application.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.157-164
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• 2003

To enhance the effect of learning in vocabulary learning, it is important first of all for learner to take active learning and be interested in learning, not cramming education. Due to this background, the instructor sometimes takes advantage of the game concepts in producing the courseware for vocabulary learning. But because of overwhelming overload in making the game-based courseware, it have been not made practical application to vocabulary learning. In this research, we study on the strategy for making practical application of the game concept to producing the courseware for vocabulary learning. And, based on the strategy, we design and implement the authoring tool of courseware for vocabulary learning based on crossword puzzle game. This tool enables instructor to produce the courseware based on crossword puzzle game easily and quickly and to make efficiently the courseware for vocabulary learning with level.