Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance?

Moon, Youngsun; Choi, Jihye; Kang, Yusun

doi:10.18823/asiatefl.2019.16.1.10.149

Cited by 8 publications

(8 citation statements)

References 50 publications

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“…High lexical coverage (98-100%) is critical, but insufficient, for complete reading comprehension. In addition to reading context, the role of lexical knowledge was also evident in facilitating L2 writing performance (Moon et al, 2019).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting

ruddin¹

2021

The Journal of AsiaTEFL

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Section: Findings and Discussionmentioning

confidence: 99%

The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting

ruddin¹

2021

The Journal of AsiaTEFL

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“…The teaching and learning process needs to be concerned with improving vocabulary competence to enhance writing skill. Related to this issue, a study argues that students' structural and linguistic aspects of writing performance were related with their reading comprehension abilities, vocabulary competence, and English proficiency (Moon et al, 2019). Further, the development of the EFL learning process can enhance vocabulary competence by providing reading classes.…”

Section: Writing Skillmentioning

confidence: 99%

The effect of project-based learning on English writing skill for EFL learners

Arochman,

Margana,

Ashadi

et al. 2024

JPR

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Many EFL learners believe writing is a hard skill to master. Project-based learning is argued to be an effective solution to the problem. This study is aimed to look at the effect of Project-based learning (PJBL) on English writing skill for Indonesian EFL learners and their perceptions of PJBL. A mixed-method approach was implemented in this study. A pair sample T-test was used in analyzing the quantitative data of the written test while the descriptive-qualitative technique was applied in analyzing the data of the interview. Participants are thirty-nine tertiary students from Universitas Tidar. From the study, Indonesian EFL learners believe project-based learning influenced their writing skill in many ways. The result of this study is that there was a significant difference in project-based learning on English writing skill in pre and post-test for EFL learners which favor the improvement in grammar, vocabulary, organization, and content writing of the text. Project-based learning enhances the learners in linguistics aspects such as vocabulary knowledge, grammatical conventions, and punctuation. Besides, it also enhanced the learners' critical and creative thinking in the process of writing. In addition, project-based learning also motivated the learners to write as they were habituated to the independent learning situations that demand them to follow through all the processes accordingly: not to be left behind. Further studies are suggested to gain a deeper and broader comprehension of project-based learning's effect on student's writing skill.

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“…Participants were not considered advanced English learners, as indicated by their pre-test scores (mean/maximum = 6.65/20, SD = 2.23). To provide context, advanced English learners in other studies typically scored an average of 105.29 out of 120 on the TOEFL (Moon et al, 2019). After the experiment, participants were compensated with 60 RMB as a token of appreciation.…”

Section: Participantsmentioning

confidence: 99%

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Zhou,

2024

Front. Psychol.

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With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners’ online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners’ language proficiency levels.

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Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance?

Cited by 8 publications

References 50 publications

The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting

The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting

The effect of project-based learning on English writing skill for EFL learners

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

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