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Vocabulary learning strategies (VLS) are essential to acquire and mastering English language skills. Previous research in the Malaysian context mainly takes students at the tertiary level, with few only done on secondary students and thus has been unable to thoroughly investigate the preferred VLS of secondary and tertiary ESL students. Examining t...
Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resourc...
The studies on the comparison of online monolingual dictionary (OMD) and online bilingual dictionary (OBD) for English on undergraduate level have not been carried out. The objective of this study is therefore to identify the impact of online monolingual and online bilingual dictionary use in vocabulary acquisition and retention among undergraduate...
Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary in...
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... In other words, the strategies used in vocabulary development can be organized in the form of strategies that can be used by teachers or students by focusing on teaching or learning and on the distinction between language education and language teaching. Considering the learning aspect within this classification, vocabulary learning strategies for second and foreign language students have been defined and various classifications have been made (Gu & Johnson, 1996;Nation, 2001;Oxford, 1990;Schmitt, 1997), measurement tools for these classifications have been developed (Gu, 2018;Fan, 2003;Kocaman & Kızılkaya Cumaoğlu, 2014;Labontee, 2019), and learners' levels of use of these strategies have been investigated in detail (Al Zahrani & Chaudhary, 2022; Barcroft, 2009;Linda & Shah, 2020;Memiş, 2018b;Şener, 2015;Waldvogel, 2013), theoretical information on vocabulary learning strategies that students can use for mother tongue education has been created, but an assessment tool to determine the students' use of these strategies has not been developed and no research has been conducted in this direction yet. Considering the teaching aspect of the above classification, although there is sufficient theoretical knowledge (Dixon-Krauss, 2001;Flanagan & Greenwood, 2007;Graves, 2016;Karadağ, 2022;Memiş, 2019a;Schneider, 2019;Ülper, 2023) about the strategies that teachers can use in vocabulary development practices in the mother tongue education process, there is a gap in developing measurement tools based on this knowledge and examining teachers' use of vocabulary teaching strategies. ...
... Research on vocabulary acquisition in Malaysia has mainly focused on the tertiary and elementary levels, neglecting the vocabulary proficiency of high school students (Chan & Aziz, 2021;Linda & Shah, 2020). Therefore, it is beneficial to conduct more vocabulary acquisition research involving middle school or high school students because they need to gain ample vocabulary size as a foundation for their future tertiary education. ...
This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with no significant difference based on gender, a very weak negative correlation with attitudes towards vocabulary learning, and mostly weak positive but significant relationships with three of the learners’ perceived problems faced in vocabulary learning. This study provides some important pedagogical implications for teacher practice and recommendations for future research.
... Moreover, it is essential to language acquisition and relevant to language learners. In Malaysian environment, Chai et al., (2020) claim that being Malaysian primary school English learners, acquiring vocabulary is one of the concerns faced by the learners and the most challenging aspect for them (Linda & Mohd Shah, 2020;Md Yunus et al., 2020). Moreover, learners who do not have sufficient English language vocabulary knowledge would be demotivated and as a result, they admit defeat to attempt to learn the language (Kho et al., 2021). ...
This study explored the impact of a lexical approach on enhancing the vocabulary skills of upper primary pupils in an ESL classroom in Malaysia. The research involved 30 elementary school pupils in Johor and used a mixed-method research design. Data collection methods included pre and post-tests, an observational checklist, and a focus group interview. The results indicated a significant improvement in the students' vocabulary skills after implementing the lexical approach. Additionally, this approach positively affected students' motivation and changed their negative perceptions about vocabulary. The paper concludes with recommendations and implications for educators and researchers, considering its limitations.
... Learners with the intention of wanting to improve on grammar learning must be able to identify the most suitable language learning strategies that work for them to make sure successful learning takes place. According to Linda & Shah (2020), the use of vocabulary learning strategies is crucial in influencing the success of English vocabulary learning. Tiing et al (2021) emphasises that vocabulary is the most prominent aspect of second language learning and therefore there is an increase in the use of language learning strategies in assisting primary pupils in vocabulary knowledge and skills. ...
Vocabulary and grammar skills are fundamental in language learning. It is essential for educators to discover the learners' preferences, needs and interests using the Language Learning Strategies (LLS) in learning the English language. However, a big number of teachers and learners are still unaware of the LLS used to elevate effective ESL learning. There is also a dearth of study on LLS used by ESL learners, specifically on grammar and vocabulary. Therefore, this study seeks to identify the LLS employed by learners in a rural primary school in Lahad Datu, Sabah in enhancing their grammar and vocabulary skills. This study is a quantitative study using survey as a method. The data were gathered using a set of questionnaires which was adapted from the Strategy Inventory for Language Learning (SILL). The questionnaire was distributed to 61 respondents aged 11 and 12 years old from a rural primary school in Sabah. Statistical Package for Social Sciences (SPSS) was used to analyze the data descriptively. The results of the study show that most of the respondents preferred metacognitive strategy as compared to the other strategies, while the least preferred strategy is the cognitive strategy. Thus, teachers are suggested to train these ESL learners to be independent learners using comprehensive, independent, and effective approaches in learning the English language. This study also suggests various activities that are effective in helping learners using other LLSs. Further studies are recommended to investigate the potential of different LLSs among different types of learners or involving other subject areas.
... This study aimed to analyze English words or vocabulary from any English text using various methods. Vocabulary learning can be difficult for English beginning learners [5], [6]. It is important to support English beginning learners to acquire unknown words or vocabulary in advance before they start reading a text since it is believed that the more readers know the English vocabulary, the more the readers understand what they are reading [7], [8]. ...
There are multiple ways to improve reading comprehension for English learners as a foreign language. Learning vocabulary is one of the ways to improve it. It is believed that the more readers are familiar with the English vocabulary, the better they will understand what they are reading. It is suggested that the learners improve comprehension if they learn and understand unknown words before they read an essay. The morphological analysis was used to extract the words from each sentence in an English text. The extracted vocabulary was also classified by level of difficulty into 12 levels according to the ALC12000 database. The system showed only the words whose levels were higher than the student's estimated vocabulary level. It will be expected that a learner can improve their English reading comprehension by studying higher-level vocabulary in advance of reading an essay. In this study, a new method was investigated in order to analyze vocabulary and develop a system that can analyze vocabulary from English texts and add Japanese and Thai meanings. To employ it for any device, the researchers developed the system by using a JavaScript library called NLP-compromise that uses any browser on any system.
