The Application of Visual Vocabulary for ESL Students’ Vocabulary Learning

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

doi:10.24093/awej/vol11no2.23

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…Visuals also help activate the learners' interest and motivation. They can also provide knowledge of the language context and a focused reference or stimulus [20]. Hence, visuals elements are crucial in supporting ESL and EFL learning efficiently.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, reading strategies, lack of motivation, and unavailability of good materials are also factors that negatively affect EFL learners during reading comprehension [18]. Some studies have also reported that most ESL and EFL learners experience difficulty because of their restricted word choice [18][19][20]. In addition, the lack of motivation among ESL and EFL learners to speak the target language is one of the reasons why students cannot speak the English language in the language classrooms.…”

Section: The Importance Of Non-textual Elementsmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: The Importance Of Non-textual Elementsmentioning

confidence: 99%

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

Lai

Tan²,

He³

et al. 2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…Moreover, vocabulary is the knowledge of words and word meanings By arising vocabulary or sufficient word collections, the students do not only get the meaning of words, but will be able to use and learn from the simple one, that is the daily life communication. An explanation tells that, the vocabulary knowledge is not something that can ever be fully mastered (Mohamad and Ariff, 2020); it is something that expands and deepens over the cause of a lifetime. It is stated out, because the language growth is always growing gradually.…”

Section: Vocabulary Understandingmentioning

confidence: 99%

Word Of Wonders: Crossword Game-Based In Optimizing The Students’ Vocabulary

Putra

Lustyantie²,

Iskandar

2022

DEJ

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The most crucial part of English learning is having and understand a proper vocabulary. To be involved in English academic as the learning topic, students must be able to have and understand words collection sufficiently. The purpose of this study is to find out that, the vocabulary learning through the game of Words of Wonders: Crossword in groups learning has been declared to perform better than individual learning. This study arises the quantitative analysis approach with a comparison design to reveal the students' vocabulary. The use of pre-test and post-tests vocabulary were utilized as the role of instruments within this study. The samples were the faculty of Management Secretary A and B of the academic year in 2019/2020, in Ciwaringin, Bogor. The results of this study infer that, the students who are taught by using Words of Wonders: Crossword in group learning has performed better than the students who learn individually. It is shown by the pre-test scores of 59.58 and 59.00, and post-test scores of 83.47 and 73.62

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“…This statement shows that vocabularies are the main attribute that contributes to language learning. Many studies agreed that obtaining vocabulary is the first step in acquiring language [23][24][25].…”

Section: Trends In Espmentioning

confidence: 99%

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

2021

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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

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The Application of Visual Vocabulary for ESL Students’ Vocabulary Learning

Cited by 7 publications

References 13 publications

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

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

Word Of Wonders: Crossword Game-Based In Optimizing The Students’ Vocabulary

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

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