The Influence of Formal Language Learning Environment on Vocabulary Learning Strategies

Kameli, Shima; Mostapha, Ghazali Bin; Baki, Roselan

doi:10.4304/jltr.3.1.23-29

Cited by 12 publications

(11 citation statements)

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“…Motivation not only within oneself, but from the surrounding also has a great impact on the process of English language learning. In a study done by Kamali, Mostapha and Baki (2012) found the role of peers, teachers, and environment of classroom influenced the use of vocabulary learning strategies among Malaysian ESL students. Supportive and unsupportive parents also could affect learners (Asgari and Mustapha, 2011).…”

Section: Barriers To Vocabulary Learningmentioning

confidence: 99%

Social Media and Its Influence on Vocabulary and Language Learning: A Case Study

Zainal

Rahmat

2020

EJES

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Social media is a prominent medium of communication and used by all generations. Besides a tool of communication, institutions have integrated social media such as Twitter, Facebook, and YouTube as learning tools to deliver new information and connect with students. The popularity social media gained over the years has become a debate whether social media platforms are effective teaching and learning tool. This study attempts to seek the influence of social media on English vocabulary development among students in public and private universities in Malaysia. This study also aims to explore the influence of social media on interest in language learning skill. Besides, this study investigates how these platforms cause positive and negative influence language learning. Data and responses for this study made use of questionnaires. The questionnaire data was then analyzed quantitatively using SPSS. The findings revealed that social media sparks language learning interest among English learners. Article visualizations:<img src="/-counters-/edu_01/0710/a.php" alt="Hit counter" />

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Section: Barriers To Vocabulary Learningmentioning

confidence: 99%

Social Media and Its Influence on Vocabulary and Language Learning: A Case Study

Zainal

Rahmat

2020

EJES

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“…On the other hand, Kameli et al (2012) studied the impact of a formal language learning setting (classroom, teachers, and peers) on vocabulary acquisition techniques among ESL students enrolled in the Universiti Putra Malaysia's Teaching English as a Second Language (TESL) programme (UPM). This study focused on explaining how vocabulary learning strategies of ESL students were interfered with the school environments and mediating agents.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Tahir

Shah

Shak

et al. 2021

SiELE

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Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

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“…Focusing on a distinctive aspect of autonomous learning research within a formal postsecondary setting, Kameli et al (2012) examined the impact of several factors on Malaysian university EFL students' vocabulary learning strategies. Among the most significant of these factors were the degree to which the teacher encouraged student learning, the amount of peer-review support, and the method of teaching.…”

Section: Fostering Autonomy In Vocabulary Developmentmentioning

confidence: 99%

“…Learner autonomy is defined as a learner's willingness to take taking responsibility for participating, applying, monitoring, and evaluating his/her learning, which is usually developed with the support of a teacher. Research has shown that learner autonomy is the key for vocabulary development (Dogan and Mirici, 2017;Hu and Zhang, 2017;Kameli et al, 2012;Kristmanson et al, 2013;Li, 2015;Phan and Hamid, 2017;Tuan, 2011). The idea of fostering autonomy in vocabulary development for English as a foreign language (EFL) students has not been widely implemented in the field of education in the Kingdom of Saudi Arabia (KSA) (Almusharraf, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…First, as research results have revealed, autonomous learning leads to higher motivation to learn a language (Li, 2015;Tseng and Schmitt, 2008). Second, studies (Dogan and Mirici, 2017;Hu and Zhang, 2017;Kameli et al, 2012;Kristmanson et al, 2013;Phan and Hamid, 2017;Tuan, 2011) have shown that teachers' implementation of autonomous learning strategies supports the development of EFL learners' language proficiency. Thus, English teachers ought to prioritize the deployment of autonomous learning approaches that advance students' learning development.…”

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English as a foreign language learner autonomy in vocabulary development

Almusharraf

2018

JRIT

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Purpose-An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world's predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach-This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings-The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners' levels of autonomy are highly influenced by their teachers' practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications-This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitmentone of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson's (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson's scale was meant to be used to identify students' level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications-A future study could be undertaken to measure and quantitatively analyze learners' vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students' intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students' vocabulary development. Originality/value-When students learn vocabulary autonomously, they are better able to source the lingua franca's core pronunciation of a word and its spelling without...

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The Influence of Formal Language Learning Environment on Vocabulary Learning Strategies

Abstract: Abstract-This study investigates ESL students studying in the programIndex Terms-formal language learning environment, vocabulary learning strategies, ESL

Cited by 12 publications

References 24 publications

Social Media and Its Influence on Vocabulary and Language Learning: A Case Study

Social Media and Its Influence on Vocabulary and Language Learning: A Case Study

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

English as a foreign language learner autonomy in vocabulary development

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