Effects of learner interaction, receptive and productive learning tasks on vocabulary acquisition: An Iranian case

Shahraki, Sara Hashemi; Kassaian, Zohreh

doi:10.1016/j.sbspro.2011.04.073

Cited by 13 publications

(7 citation statements)

References 18 publications

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“…In their study, Hashemi and Kassaian (2011) examined the effects of three different tasks on the acquisition of new EFL vocabulary items. The results of the MANOVA showed that the Negotiated Interaction group significantly outperformed the other two groups in acquiring receptive and productive vocabulary and their vocabulary knowledge was held up over time.…”

Section: Discussionmentioning

confidence: 99%

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2016

MJLTM

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As table 4.2 shows, Spearman's rho Correlation between sense of commitment and self-esteem is 0/09 and the level of significance of the variables is 0/06. Null hypothesis (H0) is rejected when the level of significance is less than 0/05 (sig < 0.05). Since the level of significance is 0/06 and more than 0/05(Sig=.06 > 0.05) with the confidance of %95, the null hypothesis (H0) is accepted that means there is not relationship between sense of commitment and self-esteem. Thus, the first hypothesis is rejected. Discussion of the findingsThe analysis of the data leaded to this conclusion that there is not meaningful relationship between sense of commitment and self-esteem. As stated by Organ (1988 cited in Devin et al, 2012 (Organizational Citizenship Behavior) OCB advances the effective operation of the organization and the self-efficacy and self-esteem of the employees. The impact of OCB on self-esteem may be attributed to the fact that teachers who work better in their job and have cooperative and helping behavior are more likely to believe in themselves and view themselves as being important and worthwhile. Organ views OCB as including of contributions of participant and may be chosen by the participant to join to the organization without thinking of formal award. Uçar and Ötken (2010) stated that the findings relating to organizational commitment reported a significant and positive relationship between self-esteem and commitment and showed that employees with high levels of self-esteem are more committed to their organizations than their low self-esteem colleagues. According to social identity theory, when people think that their organization appreciates and values them, this showed organizational respect for them (Tyler, 1999). This can be interpreted as a form of organizational support. Additionally, having a noticeable social identity involves seeing oneself as part of a larger whole (Rousseau, 1998). They can belong to multiple groups or collectives, including an organization, division and work team. This is likely to increase individuals' organizational commitment because it improves their social identity. Moreover, social identity is reflected in people's self-esteem (Chattopadhyay, 1999). Thus there is a relationship between organizational commitment and self-esteem. İhsan Sarı et al ( 2011) found that self-esteem positively correlated with overall commitment to team. ConclusionThe culture of workplace includes shared values and beliefs, working conditions and predictions about expectations (Schein, 1996 cited in Karslı & iskender, 2009. In education, one of the significant factors influencing the performance of teachers is the motivation levels of them. The task of motivating teachers should be firstly realized by school administrators. Teachers naturally are in the need of being approved and respected by school administrators and other teachers. They attempt to determine their place and roles in the school through comparing themselves with other teachers. If their need to be appreciated is taken into con...

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Section: Discussionmentioning

confidence: 99%

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2016

MJLTM

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“…The effective role of interaction in which corrective feedback was given to learners, was also analyzed in a study by Shahraki & Kassaian (2011). In their study the effect of negotiated interaction on receptive and productive vocabulary acquisition was investigated.…”

Section: Discussionmentioning

confidence: 99%

The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

2015

ALLS

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In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was required to produce written output. They also received corrective feedback on their lexical errors if any. This could result in the production of modified output. The results of the study indicated that (a) the group which produced output and received feedback (if necessary) outperformed the group which only received input in the post-test, (b) within the experimental group, feedback played a greater role in learners' better performance than output, (c) also a positive correlation between the amount of feedback an individual learner received, and his overall performance in the post-test; and also between the amount of feedback given for a specific word and the correct responses given to its related item in the post-test was found. The findings of this study provide evidence for the role of output production along with receiving corrective feedback in enhancing L2 processing by drawing further L2 learners' attention to their output which in turn may result in improving their receptive acquisition of L2 words. Furthermore, as the results suggested, feedback made a more contribution to L2 development than output.

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“…The EFL learners will write and express their idea through written form when they know the vocabulary. Reading is a basic language skill that can help language learners get new vocabulary knowledge (Shahraki & Kassaian, 2011). According to Subon (2016), vocabulary knowledge is an essential element for foreign language learners or second language learners in achieving language acquisition.…”

Section: The Essential Of Vocabulary Acquisitionmentioning

confidence: 99%

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Santi

Kholipa

Putri

et al. 2021

JLLS

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The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = .485 (95% CI = .120 to -.850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.

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Effects of learner interaction, receptive and productive learning tasks on vocabulary acquisition: An Iranian case

Cited by 13 publications

References 18 publications

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The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

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