• English Language & Literature Teaching
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• v.18 no.2
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• pp.67-84
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• 2012

The present study investigated the effect of sentence translation as a production task on short-term and long-term retention of foreign vocabulary. 87 EFL university students at a beginning level, enrolled in reading class participated in the study. The study compared the performance of three groups on vocabulary recall: (1) Control group, (2) Translation group, and (3) Copy group. During the treatment sessions, translation group translated L1 sentences into English, while copy group simply copied given English sentences with each target word. Results of the immediate test were collected each week from week 2 to week 5 and analyzed by one-way ANOVA. Results revealed that regarding short-term vocabulary retention, participants in rote-copy condition outperformed those in translation group. Four weeks later a delayed test was administered to measure long-term vocabulary retention. In contrast, the results of two-way repeated measures ANOVA showed that long-term vocabulary retention of translation group was significantly greater than copy group. The findings suggest that although sentence translation is rather challenging to low-level learners, it may facilitate long-term retention of new vocabulary given the more elaborate and deeper processing the task entails.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.344-351
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• 2016

Recently, mobile application for english vocabulary learning is being developed actively. However, most mobile English vocabulary learning applications did not effectively connected with the technical advantages of mobile learning. Also,the study of mobile english vocabulary learning app are still insufficient. Therefore, this paper development a english vocabulary context-learning Agent that can practice context learning more reasonably using a location-based service, a character recognition technology and augmented reality technology based on smart phones. In order to evaluate the performance of the proposed agent, we have measured the precision and usability. As results of experiments, the precision of learning vocabulary is 89% and 'Match between system and the real world', 'User control and freedom', 'Recognition rather than recall', 'Aesthetic and minimalist design' appeared to be respectively 3.91, 3.80, 3.85, 4.01 in evaluation of usability. It were obtained significant results.

• 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.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.167-192
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• 2007

This study investigates the effects of written vocabulary exercises on lexical knowledge. Korean university students learning English as a foreign language were randomly assigned to one of four conditions-Condition 1 (having students match word form with word meaning), Condition 2 (having students fill in the blank provided with a list of words), Condition 3 (having students write sentences with the target words), Condition 4 (having students do three practices with the same vocabulary exercise as the condition 1). Each type of exercises in Condition 1, 2, and 3 was designed to classify a different level of mental processing except Condition 4 with multiple encounters of the target words. Learners' vocabulary knowledge of this study was obtained using a format adopted from the Vocabulary Knowledge Scale (VKS) immediately and two weeks later. The findings indicated that: (1) Condition 4 having students do three matching vocabulary exercises was as effective as the condition 3 (one writing exercise) on the immediate learning of word; (2) although there was no significant difference of the effect of vocabulary exercises between Condition 3 and 4, Condition 4 asking students to do three matching vocabulary exercises was the most effective way of vocabulary retention after two weeks.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.239-265
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• 2010

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.

• 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.2
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• pp.247-270
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• 2011

The purpose of this study is to investigate the effects of multimedia-assisted language learning on vocabulary learning and attention for elementary school students who are ADHD-prone. Among thirty-three students attending a private English academy in Daegu, four students who were prone to develop ADHD were chosen for this study. They were observed in a multimedia-assisted language learning class for four months and they were given a series of tests designed to measure their attention period and vocabulary ability. The results of the study are as follows. First, studying English by using multimedia was effective in improving the attention of those children prone to develop ADHD. Second, studying English through multimedia was effective in improving their vocabulary ability. Based on the findings, some pedagogical suggestions have been made for further study.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.131-158
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• 2006

The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.125-147
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• 2012

The primary goal of the study was to provide some preliminary validity evidence for the Vocabulary Grade Levels Test (Busan Metropolitan City Office of Education, 2009), which is designed to measure the receptive vocabulary knowledge of learners in L2. For the purpose of the current study, 327 participants at the elementary school participated in the study and were asked to take two different vocabulary tests. Namely, a Vocabulary Size Test (Nation, 2001) and a Vocabulary Grade Levels Test. The data were analyzed using correlation in order to discover the relationship between these two types of tests. Following this, the Rasch analysis was conducted to examine the reliability and validity of the measurement in question. The data analysis showed that both grade separation reliability and item separation reliability were high, indicating that the Vocabulary Grade Levels Test well discriminates learners with a wide range of proficiency levels. The findings of the study are discussed, along with further improvements in order to ascertain the validity of this particular vocabulary test.