The impact of an online explicit lexical program on EFL vocabulary gains and listening comprehension

Abstract

The study examines the effects of an explicit vocabulary program on the gains of EFL lexical and listening abilities. Two sets of 4-week-selflearning lessons were constructed (http://formoosa.fl.nthu.edu.tw/moodle2/). The experimental group with 11 EFL college freshmen was given: a weekly listening clip, and the explicit lexical lesson targeting word sounds, meanings, and collocations. The control group with 7 freshmen was given three clips per week (2 extra clips). The results show that the experiment group performed better in the lexical and listening posttests but the control group did not. Significant correlations were found between the gains of lexical and listening abilities.

Developing English Materials Based on Character Building for Management Class in Stie Cendekia

“…In chapters four and sixth the listening, the material was chosen not only based on the content but also based on the clearance of the audio and the listening material. The variety of the material is taken into consideration because the listening material should be not monotonous and give a lot of example of the real situation (Lin and Chiu, 2009). In chapter five the examples of the letter were more varieties and the level of difficulty in the written tasks was given based on the students' level of ability.…”

“…Based on Lin and Chiu (2009) listening material should be selected in a wide range. The material should not monotonous and lack variety because the students need to listen to the different levels of English in order to be exposed to natural, lively, and rich language, besides the listening material should contain cultural aspects.…”

Decoding the “CoDe”: a framework for conceptualizing and designing help options in computer-based second language listening

“…Computer-based L2 listening: (Cárdenas-Claros, 2005; Chapelle, 2003, 2005, 2009; Chun & Payne, 2004; Chun & Plass, 1996; Grgurović & Hegelheimer, 2007; Hegelheimer, 2003; Hegelheimer & Tower, 2004; Hernández, 2004; Hoven, 1999, 2003; Hsu, 1994; Jones, 2003, 2006, 2009; Liou, 2000; Lin & Chen, 2009; Pujolá, 2002; Jones & Plass, 2002; Rivens Mompean & Guichon, 2009; Sun, 2010). Interactive learning environments (ILE): Aleven, Stahl, Schworm, Fischer & Wallace, 2003; Aleven, McLaren, Roll, Koedinger, & Lester, 2004; Bartholomé, Stahl & Bromme, 2004; Clarebout & Elen, 2006; 2009; Horz, Winters & Fries, 2009; Manlove, Lazonder & De Jong, 2009.Help systems design environments: Dworman and Rosembaun, 2004; Ellison, 2007; Hughes, 2007; Kelleher & Pausch, 2005; Murray & VanLehn, 2005; Sampson, 2007.…”

“…Computer-based L2 listening: (Cárdenas-Claros, 2005; Chapelle, 2003, 2005, 2009; Chun & Payne, 2004; Chun & Plass, 1996; Grgurović & Hegelheimer, 2007; Hegelheimer, 2003; Hegelheimer & Tower, 2004; Hernández, 2004; Hoven, 1999, 2003; Hsu, 1994; Jones, 2003, 2006, 2009; Liou, 2000; Lin & Chen, 2009; Pujolá, 2002; Jones & Plass, 2002; Rivens Mompean & Guichon, 2009; Sun, 2010).…”