Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

Durongbhandhu, Nunpaporn; Suwanasilp, Danuchawat

doi:10.5539/elt.v14n6p62

Cited by 3 publications

(1 citation statement)

References 47 publications

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“…Vocabulary classes thus become a good place to start learning English. The study by Durongbhandhu and Suwanasilp (2021) emphasized that displaying picture recognition technology can be used for language acquisition. In English, learning is distinguished from confusion (Christiansen & Aungamuthu, 2012).…”

Section: Introductionmentioning

confidence: 99%

Task and Feedback-Based English for Tourism Subject Courses to Enhance Students' Character

Ginaya¹,

Somawati²,

Handayani³

et al. 2023

tpls

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Task-based English learning is important because it helps in strengthening students' character. However, not all teachers believe the task is important to the learning process. Furthermore, the tasks such as homework given to students need to consider their situation and psychological state. Therefore, the aim of this study is to determine an overview of the teachers' task model and the feedback in English classes. It was carried out at the Tourism Department, Politeknik Negeri Bali. A total of 116 students who learned English were selected as the participants utilizing a questionnaire. Moreover, the data were analyzed using descriptive statistics with stages of collecting, compiling, processing, and presenting numerical data to give a regular, concise, as well as clear description of an event or symptom. The study indicated that students' perceptions varied with the tasks assigned. Almost all students considered that the teacher only sometimes comments on their sheets. In conclusion, each individual student showed different response patterns while exploring foreign languages.

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Section: Introductionmentioning

confidence: 99%

Task and Feedback-Based English for Tourism Subject Courses to Enhance Students' Character

Ginaya¹,

Somawati²,

Handayani³

et al. 2023

tpls

View full text Add to dashboard Cite

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Providing synchronous mobile-mediated dynamic glosses: is it effective for novice EFL learners to understand the meanings of unfamiliar words?

Torang

Weisi

2023

Computer Assisted Language Learning

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The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

Lai

Tan²,

He³

et al. 2022

Sustainability

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This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning

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Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

Cited by 3 publications

References 47 publications

Task and Feedback-Based English for Tourism Subject Courses to Enhance Students' Character

Task and Feedback-Based English for Tourism Subject Courses to Enhance Students' Character

Providing synchronous mobile-mediated dynamic glosses: is it effective for novice EFL learners to understand the meanings of unfamiliar words?

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

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