Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

Ansarin, Ali Akbar; Khabbazi, Salva Kazemipour

doi:10.32601/ejal.911288

Cited by 6 publications

(10 citation statements)

References 57 publications

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“…The prior studies concentrated on the association between other aspects of language efficiency, including syntax, morphology, phonology, and pragmatics (Kuo et al, 2016;Verhoeven, 1994). For instance, a recent investigation conducted has explored the variations among learners in terms of working memory (Ansari̇n & Khabbazi̇, 2021;Lee & Lee, 2021). Likewise, Zhang and Roberts (2021) and Marecka et al (2020) investigated the connection between children's phonemic awareness and verbal memory.…”

Section: Research Problemmentioning

confidence: 99%

Insights Into L1 and L2 Vocabulary Size Association: A Perspective From Elementary Pashto-English Sequential Bilinguals

Bibi,

Md Yusof,

Ngee Thai

et al. 2023

IJL

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Vocabulary is a crucial predictive factor in the linguistic advancement of children whether monolingual or bilingual. The increasing number of bilingual individuals underscores the significance of accurately assessing vocabulary development among bilinguals at school. However, assessing the vocabulary of bilingual children is intricate due to their acquisition of words across two languages. Determining the most suitable metric for comprehensively measuring their vocabulary, especially in comparison to monolingual counterparts, remains an ongoing endeavor. This correlational descriptive study aims to examine the vocabulary knowledge of sequential bilingual children and evaluate the effectiveness of a conceptual scoring approach that incorporates the terms known in both their first and second languages. The sample consisted of bilingual(n=200) and monolingual (n=95) elementary school learners from Mardan district, Khyber Pakhtunkhwa, recruited through purposive and random sampling to ensure a balanced and unbiased outcome. The assessment procedure involved gauging each participant's passive and active vocabulary in English and Pashto, achieved through the utilization of tools such as X-Lex and the Category Generation Task. Data analysis carried out using SPSS version 25, revealed a substantial correlation between the vocabulary sizes of bilingual individuals across both their primary (L1) and secondary (L2) languages. The findings of the study may have far-reaching effects, providing significant novel perspectives on instructional practices and stimulating further investigation.

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Section: Research Problemmentioning

confidence: 99%

Insights Into L1 and L2 Vocabulary Size Association: A Perspective From Elementary Pashto-English Sequential Bilinguals

Bibi,

Md Yusof,

Ngee Thai

et al. 2023

IJL

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“…Active and passive vocabulary were the two categories into which Harmer separated vocabulary (Fan, 2000;Ansarin & Khabbazi, 2021). Active vocabulary is a term used to describe words that pupils have learned and are expected to be able to utilize.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Active vocabulary is a term used to describe words that pupils have learned and are expected to be able to utilize. Instead, passive vocabulary refers to words that students will understand when they come across them (Ansarin & Khabbazi, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Vocabulary Mastery By Using Animation Video on English Language Teaching

Munawir,

Inayah,

Firmansyah

et al. 2022

IJRER

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The purpose of the study was to determine whether or not the second-year students at MTs As'adiyah Putri 1 Sengkang benefit from using animation videos to expand their vocabulary. The pre-experimental approach was used by the researcher, who used a one-group pre-test and post-test design. The second year of MTs As'adiyah Putri 1 Sengkang in the academic year 2020–2021 made up the study's population. The information was gathered via a vocabulary exam (pre-test and post-test). Cluster random sampling was employed as the sampling method. The researcher conducted a t-test study to determine whether or not the usage of video as a teaching tool improved students' vocabulary. The examination of the data revealed a substantial difference between the pre-test and post-tests. It was demonstrated by the significance value of 0.000, which was lower than the level of significance (α) = 0.05. The average post-test score (84.50) exceeded the average pre-test score (52.90). Based on the study's data and analysis, the author came to the conclusion that employing video as a teaching tool improved the vocabulary of second-year MTs As'adiyah Putri 1 Sengkang.

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“…Researchers have examined the role of WM in various L2 language processes, including reading (Joh & Plakans, 2017;Walter et al, 2006), writing (Adams & Guillot, 2008;Mavrou, 2020), sentence processing (Felser & Roberts, 2007;Juffs, 2004), speaking (Kondo, 2021), vocabulary development (Ansarin & Khabbazi, 2021), learning grammar (Suzuki, 2019;Williams & Lovatt, 2005) and the processing of input and intake (Indrarathne & Kormos, 2018;Mackey et al, 2010). WM has also been implicated as a core element in L2 aptitude (Dörnyei & Skehan, 2003;Grymska, 2016) and as a predictor of overall proficiency (Oka et al, 2021;Vallejos, 2020;Van Den Noort et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary recall and retention improvement: Working memory training using dual N-back task

Marashi

Sadinezhad²

2023

GJFLT

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Working memory (WM) plays an important role in learning since it serves as the buffer between past sensations and future behaviour, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of WM training on vocabulary recall and retention of Iranian EFL learners using the dual n-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. The obtained data were analysed through two-way repeated measures analysis of variance and independent samples t-tests. The results showed that the experimental group outperformed the control group in target words’ recall and retention. Keywords: Dual n-back task, EFL learners, working memory training, vocabulary recall, vocabulary retention

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Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

Abstract: Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment.

Cited by 6 publications

References 57 publications

Insights Into L1 and L2 Vocabulary Size Association: A Perspective From Elementary Pashto-English Sequential Bilinguals

Insights Into L1 and L2 Vocabulary Size Association: A Perspective From Elementary Pashto-English Sequential Bilinguals

Students’ Vocabulary Mastery By Using Animation Video on English Language Teaching

Vocabulary recall and retention improvement: Working memory training using dual N-back task

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