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Developing learners' lexical competence through vocabulary instruction has always been high on second language teachers' agenda. This paper will be focusing on the importance of academic vocabulary and how to teach such vocabulary to adult EFL/ESL learners at intermediate and higher levels of proficiency in the English
language. It will also introd...
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... Frayer Model is an extremely useful instruction technique designed to develop students' vocabulary knowledge by providing them with examples and non-examples (see Figure 1). In this strategy the instructor initially thoroughly introduces the new word and identifies its qualities and concepts, then the instructor will reflect on how this new vocabulary differs from other words the students may have come across by providing them with examples and non-examples; the instructor will have to carefully explain the vocabulary and why some examples apply to it and some don't. ...
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... Based on Table 2, seven studies (77,77%) confirm that implementing an academic word list in face-to-face classroom interaction significantly improves students' academic writing quality. Besides, this finding which confirms that there is a significant improvement from the academic word list implementation to the quality of the student's academic writing through the face-to-face classroom interaction is the reflection of five studies that are utilized as the data in the present research (Morris & Cobb, 2004;Coxhead & Byrd, 2007;Hyland & Tse, 2007;Lessard-Clouston, 2012;Nushi & Jenabzadeh, 2016). ...
... They have fewer chances for explicit learning with the words at the other levels. Nushi and Jenabzadeh (2016) have also suggested another way that can be utilized by EFL teachers in implementing the academic word list to improve the students' academic writing quality. They emphasize that implementing the lead technique will assist the students in gaining various vocabulary. ...
... Basically, the lead technique can be applied as a prereading, while-reading, and post-reading activity. According to Nushi and Jenabzadeh (2016), the lead technique may become one of the effective ways to assist the students in gaining various vocabulary because the students will directly come into contact with the words, and they can understand the meaning of the vocabulary from the sentence that is being presented to them. Besides, Nushi and Jenabzadeh (2016) have also offered several techniques that can be utilized to implement the academic word list, such as list-group-label, semantic mapping, or morphological analysis. ...
The research aimed to investigate the effectiveness or ineffectiveness in implementing an academic word list and its implication for improving English as a Foreign Language (EFL) students’ writing quality. Academic Word List (AWL) played an important role in expanding the student’s academic vocabulary knowledge. Basically, an academic word list was considered one of the effective ways to reduce students’ errors in writing. The research was proposed to review several related preceding studies, and the data found were described qualitatively. From the research conducted, it is found that fifteen out of eighteen studies (83,33%) confirm that the implementation of academic word lists provides a significant contribution to the improvement of students’ writing quality. On the other hand, three out of eighteen studies (16,67%) confirm that implementing an academic word list does not significantly contribute to improving students’ academic word knowledge. This may be attributable to the given portion of the academic word list utilized as supplementary material, and it can only be used outside the classroom without any teacher guidance. The result shows that implementing the academic word list may act as an effective/ineffective tool for improving students’ academic writing quality based on the portion and utilization of this tool in the course.
... Expectedly, the use of MALL Apps will arouse their users' interest and motivation to play and unconsciously acquire a considerable number of words through incidental learning [19][20][21][22]. As EFL learners engage in fun activities through online media, they can increase their vocabulary knowledge [23,24]. ...
... This phenomenon might stem from L2 teachers' uncertainty about the best vocabulary teaching practices (Berne & Blachowicz, 2008). Therefore, different approaches and techniques to vocabulary presentation, including glossing (Huang & Lin, 2014;Ko, 2012), focus-on-form(s) (Laufer, 2006), spacing (Lotfolahi & Salehi, 2017;Sobel et al., 2011), massed instruction (Nakata & Suzuki, 2019;Namaziandost et al., 2019;Namaziandost et al., 2020 ) have been explored in order to understand how they can be learned and retained more efficiently (Nushi & Jenabzadeh, 2016). ...
This study examined the contribution of spacing on facilitating learning and retention of L2 word forms and meanings. 38 Saudi Arabian learners of English studied 30 English words (beyond their current language proficiency) using a spaced and massed displays. The former refers to the frequent distribution of repetition across multiple learning sessions, whereas the latter deals with the repetition of words into one single learning session. The 15 lexemes, hence, under the massed condition were classified into three categories of five words, each set was studied three times in one of the three sessions, whereas the other set of words were studied under the spaced condition in which all 15 words were learned once in each of the three sessions. One offline test was conducted to measure the meaning of word knowledge, and one online lexical decision task measured respondents’ accuracy and speed in recognizing the form of target words. These two tests were administrated in immediate post-test (IPT) and delayed post-test (DPT), conducted two weeks later. The results show that the meaning and form of spaced L2 words are learned and retained better than those of massed L2 words. The reaction time (RT) results also show that L2 learners who are under the spaced condition are faster in recognizing L2 target word forms than those who are under the massed condition. These findings can have meaningful theoretical and pedagogical implications for developing L2 vocabulary learning and retention.
... Developing the depth and breadth of learners' vocabulary has always been high on second language (L2) teachers' agenda (Nushi & Jenabzadeh, 2016). This concern is understandable given the importance of vocabulary in language learning. ...
This paper reviews WordUp, a mobile application which fosters English vocabulary learning through exposure to new words in authentic and engaging contexts such as excerpts of movies, songs, and news programme. The samples of use are introduced after the definition of the target words have been provided in both the learners' first language and English. In this review, the advantage of extensive exposure to authentic use of the target words will be discussed. Moreover, some of the app's shortcomings such as its unsuitability for beginner learners and insufficient tasks to improve the users' production of the learned vocabulary will be highlighted. WordUp is recommended for learners above level A1 The Common European Framework of Reference for Languages (CEFR) who wish to learn the appropriate application of the learned material through authentic input.
... Incorporating technology into language classes is vital especially in vocabulary teaching as helping learners to develop their lexical competence has been an important issue for language teachers for a long time (Nushi & Jenabzadeh, 2016). Because vocabulary learning includes "complex processes such as the acquisition of words, pronunciations, meanings, as well as their stylistic, morphological and syntactic properties" (Kalyuga, Mantai &Marrone, 2013, p. 36), utilizing online activities that provide explanatory tools such as sounds, images, and repetitive texts is a very effective way to help develop vocabulary learning (Nushi & Jenabzadeh, 2016). ...
... Incorporating technology into language classes is vital especially in vocabulary teaching as helping learners to develop their lexical competence has been an important issue for language teachers for a long time (Nushi & Jenabzadeh, 2016). Because vocabulary learning includes "complex processes such as the acquisition of words, pronunciations, meanings, as well as their stylistic, morphological and syntactic properties" (Kalyuga, Mantai &Marrone, 2013, p. 36), utilizing online activities that provide explanatory tools such as sounds, images, and repetitive texts is a very effective way to help develop vocabulary learning (Nushi & Jenabzadeh, 2016). Accordingly, using Web 2.0 tools activities create an interactive and motivating context where learners can easily share their information, and gain effective vocabulary acquisition (Ashraf, Motlagh, & Salami, 2014). ...
The purpose of the present study is to investigate the effectiveness of an online tool, Quizlet, on vocabulary achievement of English as a Foreign Language (EFL) students at a state university. It is also aimed to investigate the perceptions of the students of using Quizlet for vocabulary learning. The participants of the study consist of 92 university students enrolled in a preparatory program at a state university in Turkey in fall semester of the 2018-2019 academic year. Through a quasi-experimental research design, the outcomes of Quizlet on the students' vocabulary achievement and their perceptions of Quizlet were analyzed statistically. When the post-test scores of the experimental and control group were analyzed, it was found that the experimental group surpassed the control group although the difference between the two groups was not statistically significant. The findings of the perception questionnaire revealed that the students' perceptions of Quizlet were positive. The triangulation of the quantitative data indicated that Quizlet was an effective tool for enhancing vocabulary in English language learning and it was highly favored by EFL learners.
... Good and comprehensive vocabulary enhances and develops student's mental and cognitive power in classroom. Those students who have a large amount of academic vocabulary take part in classroom's academic tasks and share their The Dialogue 13 Volume 16 Issue 1 Jan-Mar 2020 information with class fellows very effectively (Nushi & Jenabzadeh, 2016). The computer technology made easy for teachers to teach vocabulary on different ways. ...
... Use of computer in classroom enhances vocabulary and develops interest, attention of students towards learning. There are some sources of learning vocabulary such as online dictionaries, hypertexts, and online tools for vocabulary (Nushi & Jenabzadeh, 2016). ...
... The range of online educational tools available to students has been strongly influenced by the fact that students are learning independently at home. Due to the availability of several language learning applications like Busuu, Babbel, Cambly, Quizzlet, Memrise, etc., EFL students today have the choice of studying the language individually and in a method that best suits them (Nushi & Jenabzadeh, 2016). Therefore, how students see such online apps is one of the intriguing topics about the usage of educational resources. ...
This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
... The range of online educational tools available to students has been strongly influenced by the fact that students are learning independently at home. Due to the availability of several language learning applications like Busuu, Babbel, Cambly, Quizzlet, Memrise, etc., EFL students today have the choice of studying the language individually and in a method that best suits them (Nushi & Jenabzadeh, 2016). Therefore, how students see such online apps is one of the intriguing topics about the usage of educational resources. ...
This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
... Likewise, Powers (1986) asserts that vocabulary knowledge and understanding of major points and themes are the essential micro-skills for academic listening. It is argued that low levels of academic vocabulary knowledge can result in low communication skills in a work or academic environment (Nushi and Jenabzadeh 2016). ...
Background: In many universities, undergraduate engineering students are taught in English rather than their first language. This requires the crucial skill of academic listening, but many students have limited linguistic knowledge and skills, necessitating additional scaffolding by instructors.
Purpose: The purpose of this study was thus threefold: (a) to explore the needs of Engineering students for scaffolding in the academic listening, (b) to compare their needs for scaffolding strategies and their performance on the academic listening test, and (c) to investigate the performance of two listening instructors in terms of using scaffolding strategies in their classes.
Participants: The participants were 140 undergraduate students of Engineering and two PhD holders teaching academic listening at the Iran University of Science and Technology.
Design and Methods: The data for this descriptive, correlational research was collected through a sample of academic IELTS listening test, a questionnaire on scaffolding strategies followed by five open-ended questions, and five sessions of observation of the listening classes.
Results: The results showed that in one class with 96% of learners’ satisfaction, the most frequently used strategies by the instructor were ‘repeating whole or part of a task for the students if needed’ and ‘waiting for them to answer the questions’, while in another class with 30% of the learners’ satisfaction, only one strategy, ‘providing a comfortable atmosphere for the students to listen to the tasks’, received the highest percentage. The results also revealed that ‘providing clues and directions to help students find the correct answer’ and ‘correcting task or the answers of students’ were the only two statistically significant strategies required by those who obtained the lowest scores on the academic listening test.
Conclusions: The findings revealed that meeting students’ needs for scaffolding in listening classes can enhance their satisfaction.
... Another important thing of learning vocabulary is that if students cannot understand the language that is spoken in the classroom, they might lose their confidence to continue their study enthusiastically. According to Friedberg, Mitchell, and Brooke as cited from Nushi & Jenabzadeh (2016), to gain knowledge through independent reading and participate in meaningful discussions in the classroom, students must master the complex words and phrases that characterize the language of school. Therefore to make vocabulary learning process better in Junior High School, the teacher should follow some principals in teaching vocabulary. ...
The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.
