CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

Çakmak, Fidel; Namaziandost, Ehsan; Kumar, Tribhuwan

doi:10.1155/2021/5848525

Cited by 24 publications

(20 citation statements)

References 38 publications

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“…CALL has been developed into a wide range of applications and language teaching and learning approaches, beginning with the drill-andpractice based programs to the virtual learning environments and mobileassisted language learning (MALL) (Shokrpour et al, 2019). CALL as a technology-mediated language learning tool has shown potential for L2 learning outcomes (Boulton & Cobb, 2017;Lin, 2015;Milton et al, 2012), including vocabulary development (Çakmak et al, 2021(Çakmak et al, , Kayaaltı, 2018.…”

Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

“…A study by Son (2001) showed no different effects of electronic glossaries on vocabulary learning and reading comprehension because "the computer-based assistance for delivering the meanings of words in each study was accompanied by different presentation methods" (p.33). Despite these arguments, it is worth noting that applying CALL based on the students' actual needs can optimize the students' motivation in learning English (Çakmak et al, 2021;Shokrpour et al, 2019). Furthermore, the role of technology and its impact on learning differ depending on the population (Plonsky & Ziegler, 2016).…”

Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

“…Despite the awareness of its crucial role, many Thai university students have low levels of vocabulary knowledge, and vocabulary instruction has received little attention compared to other macro skills (Bancha, 2019). Several methods have been employed for improving vocabulary acquisition; however, autonomous learning through mediation by technology such as computer-assisted language learning (CALL) is supported by many scholars (Boulton & Cobb, 2017;Çakmak et al, 2021;Lin, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Bancha

Tongtep

2021

IJLTER

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Although technology has been integrated into vocabulary instruction, to date, few studies have compared whether learning management system (LMS) vocabulary exercises or vocabulary online games facilitate better vocabulary acquisition. The purpose of this study was to investigate whether the Test of English for International Communication (TOEIC) vocabulary lessons plus LMS exercises and TOEIC vocabulary lessons plus MultiEx games (online games) foster short-term vocabulary memorization and long-term vocabulary retention, as well as which performed better. Participants were 72 first-year students at a university in southern Thailand. They were divided into two experimental groups, one given LMS exercises and the other MultiEx games. A word list was taken from the TOEIC word list and a pre-test was used to determine how many words students knew. The unknown words were used in the design of the vocabulary lessons. Ten lessons were provided for the students. Immediately after each lesson, a post-test was conducted to measure their vocabulary recognition. Two weeks after the final lesson, a delayed post-test was conducted to determine how many of the new words had been retained. The main finding was that both vocabulary memorization and retention were enhanced through the use of LMS exercises and the use of MultiEx games. The results showed a higher mean score for the MultiEx game group in both the immediate post-tests and the delayed post-test. Although the differences between the two groups were not statistically significant, the findings suggest integrating technology enhances vocabulary learning outcomes.

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Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Bancha

Tongtep

2021

IJLTER

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“…Different colleges, including regular and e-learning or distance learning, provide several forms of education. E-learning is playing a key role in shaping the modern society in which the whole world depends on the Internet (Almazova, et al, 2016;Alotaibi & Kumar, 2019;Çakmak, Namaziandost, & Kumar, 2021;Kumar et al, 2021). E-learning programmes allow students to adopt and promote selforientation and autonomous approaches to learning.…”

Section: Introductionmentioning

confidence: 99%

Using unfair means in undergraduate E-learning programmes in English: an analytical survey

Al-Khaza’leh

Kumar

2022

WJET

Self Cite

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This study aims to emphasize students’ views on using unfair means in e-learning programmes in English at undergraduate level. The research examines further how they trick, why they trick, and possible approaches to decrease this unfair practice. This investigation was carried out after the second half of 2020 when the whole world was witnessing the impact of COVID. Data from 60 students of undergraduate programmes in English offered different Indian universities in correspondence mode have been obtained. This study utilized a mixed-method research strategy by use of a tailor-made, fourteen closed-ended and one open-ended item questionnaire. Frequency and percentage analysis was performed in the quantitative portion and open questions were thematically analyzed. The data show that the majority of students cheated on others by receiving the right answers from or sending the right answers to their peers. Another technique, as claimed by some of them, being employed was copying answers from electronic website susing the internet resources and then pasting them onto the screen of the exam portal. The survey further indicated that grounds for fraudulent e-learning programmes, often without virtual classrooms, were not always attributable to technical difficulties and to students who wished to graduate and gain knowledge. Keywords: Unfair means; E-learning; UG programmes in English; Students’ opinions; Virtual classrooms; Academic dishonesty

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“…Researchers nowadays have a prominent interest in vocabulary knowledge. Therefore, literature shows that some of them link this topic to the four skills of the language learning, listening, reading, writing, and speaking, and some of them link the topic to other linguistic aspects (Luo, Wan, & Zhang, 2021;Namaziandost, Kumar, & Çakmak, 2021;Wero, Machmud, & Husain, 2021;Kalay, 2021;Ha, 2021;Enayat & Derakhshan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Size and Depth of Knowledge: A Study of Bahraini EFL Learners

Alqallaf¹,

Ahmed²

2021

IJEL

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This study investigates the size and depth of vocabulary knowledge and its relationship to the general language proficiency of EFL learners. The study sample included 120 students from the University of Bahrain. The sample was randomly selected from the student population and split into two groups in terms of their level of English: intermediate and advanced. The study aims to answer four questions: (1) What is the effect of general language proficiency on the sizes of the receptive and productive vocabularies of learners of English at the University of Bahrain? (2) How does general language proficiency affect the depth of vocabulary knowledge of learners of English at the University of Bahrain? (3) What is the relationship between receptive and productive vocabularies and the depth of vocabulary knowledge? and (4) What is the relationship between vocabulary size and the nature of lexical networking? All the students in the sample completed three vocabulary tasks. The first two tasks were Meara and Jones’s Eurocentres Vocabulary Size Test (1990) and Meara and Fitzpatrick’s Lex30 word association task (2000), which were used to measure the sizes of receptive and productive vocabularies. The third task was Gyllstad’s COLLEX test (2007), which was used to investigate the depth of vocabulary knowledge. A quasi-experimental approach was adopted using a quantitative approach to analyze the data. The data of the study were analyzed by comparing the results of the two groups in relation to the three tasks using SPSS 16.0. The findings of the study have revealed that general language proficiency has a positive effect on learners’ receptive vocabulary size, a moderate effect on learners’ productive vocabulary size, and a very low effect on the depth of vocabulary knowledge. In addition, no relationship was shown between the size of vocabulary and the nature of lexical networking. With reference to these results, pedagogical and future research recommendations are made.

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CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

Cited by 24 publications

References 38 publications

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Using unfair means in undergraduate E-learning programmes in English: an analytical survey

Vocabulary Size and Depth of Knowledge: A Study of Bahraini EFL Learners

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