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Background
Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single...
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 learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Give...
Citations
... Previous studies (e.g., Ariffin, 2021;Blanka & Petra, 2020;Dwi, 2015;Ishak & Fong, 2015;Ramin, Bahador & Sajad, 2013;Tran, 2016;Tran & Tran, 2017;Yolcu & Mirioglu,, 2020) on the use of TELL tools and VLS have been found. Ramin, Bahador and Sajad (2013) conducted a study on the effect of Blogging on vocabulary enhancement and structural accuracy in the Iranian context. ...
Technology has become an integral part in language education in general and English language teaching and learning in specific. Accordingly, the use of technology enhanced language learning (TELL) tools in English language learning has become common as they can improve the knowledge retention and increase engagement. The study aims at unravelling the employment of TELL tool based English vocabulary learning strategies (VLS) among non-English majored students at Ho Chi Minh City University of Technology (HUTECH). The participants were a cohort of 240 first-year and second-year students answering the questionnaires and 20 students in responding the semi-structured interview questions. The SPSS was utilized to process the qualitative data in terms of descriptive statistics and T-Test, while the content analysis approach was employed for qualitative data analysis. The results showed that the participants employed the TELL tool based English VLS at a high level. Additionally, it is noticeable that second-year students utilized the TELL tool based English VLS more often than their first-year students. Keywords: English vocabulary, strategies, TELL tools.
