User-oriented web-based learning management systems for enhanced vocabulary teaching

Kritikou, Yiouli; Stavroulaki, Vera; Paradia, Maria; Demestichas, Panagiotis

doi:10.1016/j.sbspro.2010.12.183

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…The results actually indicated that learners from the high and mid socioeconomic class assigned higher emotioncy scores to the words, which typically depicts their stronger emotional connections with the vocabulary items. One probable rationale might be that opportunity and accessibility to cultural heritage presumably operate as a severe barrier for the low class learners which indeed accounts for their June 2016 Sri Lanka Journal of Social Sciences 39 (1) lack of adequate emotional value. Higher distribution of cultural and social capital among a given social class is an indicator of power, defining the chances of exclusive advantage in a particular field (Bourdieu et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…Modern research suggests that the meaning of words is the fundamental basis of learning a language; structure is considered as the second step (Bogaards, 2001;Kritikou et al, 2010;Nation, 1990). Hence, how words can best be learned has long been a major concern of several practitioners (e.g., Liu, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Yet, the study of learners' emotional June 2016 Sri Lanka Journal of Social Sciences 39 (1) diversities as a consistent predictor of learners' success have been neglected to a considerable extent. In order to fill this gap, recently, Pishghadam, Adamson et al (2013) and Pishghadam, Tabatabaeyan et al (2013) studied the type and degree of emotions different learners possess toward different words, claiming that these lexical emotions are conducive to in-depth word knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Emotioncy: a post-linguistic approach toward vocabulary learning and retention

Pishghadam

Shayesteh

2016

Sri Lanka J. Soc. Sci.

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Inspired by the Developmental Individual-difference Relationship-based (DIR) model of first language acquisition and Emotion-Based Language Instruction (EBLI) in bilingual education, the current study explores the function of emotioncy as an effective benchmark for vocabulary teaching. In particular, it attempts to empirically extend the earlier work on emotioncy, investigate learners' vocabulary development, and draw a link between learners' emotioncy and their diverse socio-economic backgrounds. In order to do this, 45 English language learners were selected from schools located within various regions of Mashhad, Iran with high, mid and low socio-economic status. Thereafter, a list of 21 vocabulary items was taught to them during 4 successive sessions. At each session, 7 words were presented to the learners and finally their retention was examined by means of immediate and delayed tests. To analyse the data, MANOVA was run to detect the likely influence of emotioncy on learners' ability of vocabulary learning and retention. Subsequently, ANOVA was employed to determine the probable discrepancies among the three groups of learners. Lastly, Pearson Product Moment Correlation was utilised to investigate possible correlations between learners' tests and their level of emotioncy, English score and overall GPA. The findings indicated that learners from the high socio-economic class outperformed their counterparts from the mid or low social class, concluding that learners' economic/social/cultural capital significantly determines their degree of emotioncy. Furthermore, the learners' emotional competencies surpassed their cognitive abilities in accounting for their general vocabulary learning success. Finally, some suggestions and implications were provided within the realms of vocabulary learning and language education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotioncy: a post-linguistic approach toward vocabulary learning and retention

Pishghadam

Shayesteh

2016

Sri Lanka J. Soc. Sci.

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“…The core of the first, second, or foreign language acquisition is vocabulary learning (Thornbuty, 2002;Katwibun, 2014). Kritikou, Stavroulaki, Paradia, & Demestichas (2010) mention that there are two ways of learning a foreign language, namely (1) to understand the meaning of vocabulary (words), and (2) to know the grammar-related sentence structure which are bettering combination. Vocabulary mastery is important, for the construction of accurate sentences cannot be developed unless knowing appropriate vocabulary.…”

Section: Literature Review Learning Japanese Vocabularymentioning

confidence: 99%

Kumori: Teaching Media for Interactive Japanese Language Learning

Sutiyarti¹,

Emaliana

Putra³

2019

Japanese Education

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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

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Using an Interactive Whiteboard in Vocabulary Teaching

Katwibun

2014

Procedia - Social and Behavioral Sciences

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User-oriented web-based learning management systems for enhanced vocabulary teaching

Cited by 5 publications

References 12 publications

Emotioncy: a post-linguistic approach toward vocabulary learning and retention

Emotioncy: a post-linguistic approach toward vocabulary learning and retention

Kumori: Teaching Media for Interactive Japanese Language Learning

Using an Interactive Whiteboard in Vocabulary Teaching

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