Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

Soleimani, Habib; Mohammaddokht, Farnoosh; Fathi, Jalil

doi:10.3389/fpsyg.2022.851812

Cited by 15 publications

(10 citation statements)

References 64 publications

(99 reference statements)

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“…According to his findings, learners who encounter an unknown word more times in informative contexts are able to demonstrate significantly larger gains in vocabulary knowledge than learners who have fewer encounters with a new word. This is in line with Soleimani et al (2022) whose study revealed that repeated exposure to vocabulary leads to significant EFL vocabulary gains. Despite of this, there is an unknown boundary between word which has been recognized and the word which has been fully understood and learnt in the process of incidental vocabulary learning.…”

Section: Literature Reviewsupporting

confidence: 89%

Vocabulary Mobile Learning Application in Blended English Language Learning

Poláková

Klímová

2022

Front. Psychol.

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Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches created the possibility to solve complex research problem. The case study was based on the use of the developed mobile application called Angličtina Today the content of which corresponded to the language needs of the target group of students. The quantitative approach used a method of quasi-experiment aiming to achieve the pre-tests and post-test results of the students from the experimental and control groups. The results showed that the students facing blended learning, including mobile application in the process of language learning, achieved better results than the students exposed to the traditional, face-to-face education. In addition, the results revealed students’ overall satisfaction with the application. The main reasons for their satisfaction were improved vocabulary knowledge, ease of use, and enhanced motivation. Based on these findings from the current study, it can be argued that the vocabulary mobile learning application proved to be useful in the process of blended English language learning.

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Section: Literature Reviewsupporting

confidence: 89%

Vocabulary Mobile Learning Application in Blended English Language Learning

Poláková

Klímová

2022

Front. Psychol.

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“…According to his findings, learners who encounter an unknown word more frequently in informative contexts demonstrate significantly greater gains in vocabulary knowledge than learners who encounter a new word less frequently. This is consistent with the findings of Soleimani et al (2022), who discovered that repeated exposure to vocabulary leads to significant EFL vocabulary gains. Despite this, there is an unknown boundary between a recognized word and a fully understood and learned the word in the process of incidental vocabulary learning.…”

Section: Resultssupporting

confidence: 92%

Integrating dictionary on taxation accounting terminology as self-learning kit in English for specific purposes

Handayani¹,

Sukerti²,

Wicaksana³

2022

JASL

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Specialized tax and accounting dictionaries are useful for vocational students as an independent learning medium, as they facilitate vocabulary mastery and eliminate the need for general dictionary lookups. The focus of this paper is the development of a dictionary of tax accounting terminology as an independent learning medium in the academic reading process and analysis of its implementation. This learning medium was developed using an adaptation of the ADDIE model which consists of five phases: needs analysis, design, development, implementation, and evaluation. This study elaborates on the student's perspective on the product produced in this study, namely a self-learning kit in the form of a tax accounting terms dictionary as well as student experiences in using dictionary applications to support their learning. The dictionary covers 731 data entries with the description of word translation, word class, definition, and sample sentences in English and Indonesian. In addition, users are also provided with 8 self-evaluation exercises in Quizizz which can be accessed via barcode scanning or link. Data analysis in the form of respondents’ responses in Google Form was described based on aspects of student feedback after using the dictionary. The descriptions of student perceptions are summarized into aspects of design, content, and usability. Students gave positive responses in those three aspects and highlighted that the dictionary assisted them in improving their vocabulary mastery, and reading comprehension as well as in reflecting on their learning progress through self-evaluation.

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“…Thus, they can have the deeper understanding of the texts. Eventually, this made them independent readers where they do not need anymore the help of an adult that will guide them (Soleimani et al, 2022). Conversely, Guerin and Murphy (2015) concluded that students could uncover the meaning of texts through strategic reading whereby it increase their levels of selfdirected learning.…”

Section: Discussionmentioning

confidence: 99%

Strengthening Reading Comprehension Skills Through Fluency-Oriented Reading Instruction (Fori)

Velarde,

Catoto

2022

Am. J. Arts Hum. Sci.

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Students who struggled in reading lacked the necessary skills and attention. This Action Research determined the efficacy of Fluency-Oriented Reading Instruction (FORI) in strengthening reading comprehension skills of students in English. It involved the Grade V students who were considered as struggling readers. It lasted for two weeks where learners were got involved in an hour reading activity every day after their classes. Likewise, thematic analysis was done in identifying the themes. Findings revealed that the intervention increased the reading comprehension skills of the students and even made them as independent readers. They suggested that teachers from all grade levels should have to adopt FORI and books would be available at home.

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Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

Cited by 15 publications

References 64 publications

Vocabulary Mobile Learning Application in Blended English Language Learning

Vocabulary Mobile Learning Application in Blended English Language Learning

Integrating dictionary on taxation accounting terminology as self-learning kit in English for specific purposes

Strengthening Reading Comprehension Skills Through Fluency-Oriented Reading Instruction (Fori)

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