Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Tahir, Mohd Haniff Mohd; Shah, Dianna Suzieanna Mohamad; Shak, Mohamad Syafiq Ya; Albakri, Intan Safinas Mohd Ariff; Adnan, Airil Haimi Mohd

doi:10.24815/siele.v8i3.19539

Cited by 9 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite its underutilization, CML strategies, such as associating words with personal experiences or focusing on phrases and collocations, offer valuable avenues for enhancing vocabulary retention. On the contrary, Employing Actions (EA) emerged as the least preferred strategy, echoing findings from prior studies (Mohd Tahir & Tunku Mohtar, 2016;Tahir et al, 2021;Binti Suhaedi, 2018). This reluctance to engage with EA strategies may stem from a preference for simpler memorization techniques among Omani students, as suggested by Schmitt (2000).…”

Section: Discussionmentioning

confidence: 51%

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Al Abri,

Mohd Tahir,

Saputra

2024

WJEL

View full text Add to dashboard Cite

Omani students must acquire English vocabulary to achieve educational qualifications and effectively communicate with English-speaking individuals, as vocabulary plays a crucial part in studying a foreign language and achieving academic success. Omani eleventh-grade students require assistance in employing effective ways for acquiring and retaining English vocabulary. They struggle with word retrieval in both spoken and written language. This study investigates the memory strategies utilised, preferred strategies, and influencing factors among eleventh grade EFL students in Oman. This study utilises an explanatory sequential mixed methods methodology. Convenience sampling was used to involve 126 students in this study. The researcher gathered data through a questionnaire, a semi-structured interview, and an observation checklist. The questionnaire data is analysed by descriptive statistical analysis, which includes calculating the mean and standard deviation. Thematic analysis is utilised for analysing the semi-structured interview data, while observation analysis is carried out to assess the classroom observation checklist. The findings showed that the most utilised category of methods is reviewing well (x=3.99), followed by employing actions (x=3.07). Interviews reveal that students favour utilising movies, visual aids, gaming, or competitive activities while interacting with their peers and friends. Additionally, CML tactics are predominantly utilised by teachers in their classrooms. The study results would assist educators in developing their vocabulary teaching strategies more efficiently, resulting in increased advantages for students. The curriculum developers could create tasks that enhance language acquisition.

show abstract

Section: Discussionmentioning

confidence: 51%

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Al Abri,

Mohd Tahir,

Saputra

2024

WJEL

View full text Add to dashboard Cite

show abstract

“…A follow-up semi-structured interview session was conducted with selected participants who responded to the questionnaire. It is used to support the quantitative data and to further clarify the findings from the questionnaire (Tahir, 2017). The interview sessions were conducted based on the interview guide adapted from Tian and Mahmud (2018).…”

Section: Interviewmentioning

confidence: 99%

Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak

Zulkflee

Marimuthu²,

Tahir³

2023

WJEL

View full text Add to dashboard Cite

The newly enforced MUET-CEFR aligned format is one of the government’s efforts to upscale Malaysian learners’ English proficiency level to be at par with international standards. However, the learners are reported to have high anxiety levels resulting in poor performance, especially in the speaking component. Hence, this study is conducted to investigate the learner’s anxiety levels, factors causing anxiety, and strategies to overcome speaking anxiety during oral presentations among MUET-CEFR ESL learners in Perak. The survey research design is employed for this study where a total of 130 participants took part by answering a three-section questionnaire on their background information, McCroskey’s Personal Report of Public Speaking Anxiety (PRSPA), and Nakatani’s Oral Communication Strategy Inventory (OCSI). Descriptive statistics are used to analyze the data and an independent sample t-test was conducted to investigate the differences in the learners’ strategy use based on their course types. A follow-up interview session and classroom observation were also conducted for data triangulation. The findings indicated many of the participants possess moderately high and high anxiety levels based on PRPSA scores. Meanwhile, the responses to OCSI implied that message reduction and alteration are the most used strategies to cope with their speaking anxiety during oral presentations. The findings also showed a statistically significant difference between Diploma and Form 6 students in the use of social affective, fluency-oriented, negotiation for meaning while speaking, accuracy-oriented, message reduction and alteration, and non-verbal strategies while speaking. The findings from this study suggest that teachers should scaffold students' oral presentation skills and manage their speaking anxiety for better performance in the MUET-CEFR aligned speaking examination.

show abstract

“…As vocabulary is recognised as the most important feature of a language (Tahir, et al, 2021), education in vocabulary becomes a crucial component for students learning English as a foreign language (Alqahtani, 2015). Thus, emphasis should be placed on teaching and mastering vocabulary for language learners (Yaghoubi & Seyyedi, 2017).…”

Section: Vocabulary Instructionmentioning

confidence: 99%

The impact of vocabulary instruction on vocabulary achievement

Mutia

Sahardin

Putra

2023

EEJ

View full text Add to dashboard Cite

Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.

show abstract

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Cited by 9 publications

References 16 publications

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak

The impact of vocabulary instruction on vocabulary achievement

Contact Info

Product

Resources

About