Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

Özkurkudis, Mary Jane M.; Bümen, Nilay T.

doi:10.30786/jef.656206

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…It also has been stated that learners should learn the words they need, which takes place when they try to use them; therefore, it is not necessary to teach the meanings of vocabulary. Grammar teaching was before vocabulary learning in the twentieth century (Allen, 1983; cited in Özkurkudis & Bümen, 2021 ). Then step by step, and with the emergence of modern teaching methods, the trend changed into the priority of vocabulary to structure.…”

Section: Retention In Language Learningmentioning

confidence: 99%

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Javadi

Izadpanah

2023

Educ Inf Technol

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This study compared the effect of two face-to-face(F2F) and e-learning education methods on learning, retention, and interest in English language courses. Participants were EFL students studying at Islamic Azad University, for the academic year 2021–2022. A multiple-stage cluster-sampling method was used to select the target participants. Three hundred and twenty EFL learners participated in the study. Students were studying in different majors: accounting, economics, psychology, physical education, law, management, and sociology. Two English tests were applied, a teacher-made VTS (Vocabulary Size Test) and an achievement test (including reading comprehension and grammar questions). Also, a questionnaire was applied to measure the students’ learning interest in F2F and online learning groups. The study found significant differences in learning outcomes related to students’ English learning and vocabulary retention rates. It was seen that the E-learning group that participated in online sessions through the Learning Management Systems (LMS) platform outperformed the F2F group. Another critical finding revealed that learners’ interest in learning English in E-learning classes was higher than in the F2F group. In addition, all constructs of interest (feeling happy, attention, interest, and participation) were higher in scores in the E-learning than in the F2F group. Language teachers, university instructors, educators, syllabus designers, school administrators, and policymakers might rethink their teaching approaches and incorporate E-learning into the curriculum to meet their students’ needs.

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Section: Retention In Language Learningmentioning

confidence: 99%

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Javadi

Izadpanah

2023

Educ Inf Technol

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“…In line with this, cartoon animations can be incorporated into video lectures to be able to improve the experience of the student while watching a video lecture. Overall, Alitaptap is on the right trend to becoming a suitable product for elementary and preschool students [16]. WO Strategy: To address the navigation issues in the app, applying gamification can lead to much easier instructions and directions, with the presence of being in a game [17].…”

Section: Tows Matrixmentioning

confidence: 99%

A Study on the Assessment of the Proposed Alitaptap Learning Management System Using SWOT Analysis

Intal¹,

Gonzales²,

Pono³

et al. 2023

IJIET

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Most of the existing learning management systems (LMS) are designed and give students a steeper learning curve meaning, taking so much of their time in learning the system, or it would be their parents who would navigate the system for them. To address this issue, the researchers proposed Alitaptap, a learning management system (LMS) specially designed for kids at the preschool and elementary levels. It provides a child-friendly user interface, utilizing colors that would not only be attractive to them but also direct them to the right buttons. It would also utilize icons and images that would entice the user group to use the application more. It also has the functionality to download all the necessary files, presentations, and tasks for the week for the users to be able to do their tasks offline. This study tackles the use of SWOT analysis to be able to assess the Alitaptap app and identify its different strengths, weaknesses, opportunities, and threats. A questionnaire utilizing the six thinking hats strategy was utilized and distributed to different respondents and after the responses, a SWOT analysis was conducted followed by a TOWS Matrix to identify the state of the app. Overall, the Alitaptap app is a great potential product in the learning management system category aimed toward children.

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“…Younas, Khalid, and Noor (2022) enlighten that teaching methods have altered in response to learner demands and syllabus changes. Various studies investigated the usefulness of cartoon dialogues in vocabulary acquisition through action research conducted in a foundation institution’s preparatory program (Özkurkudis & Bümen, 2021). People in the field of education have limitless opportunities thanks to fast-moving technology (Imran & Almusharraf, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using Animated Movies in Learning English Language Vocabulary: An Empirical Study of Lahore, Pakistan

Younas,

Dong

2024

Sage Open

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This study examines the effectiveness of animated movies (AM) in increasing students’ vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether using animated images/movies aid students in learning new vocabulary by helping them to make connections between the words they know and real-world occurrences. The research used pre-tests and post-tests to examine the impact of AM on vocabulary acquisition. Total participants ( N = 64) were 12th-grade students in Lahore, Pakistan, separated into controlled and experimental groups to make a judgment. In the second semester of college, half the students ( N = 32) utilized AM to acquire English vocabulary, while the control group employed the conventional technique. The results were evaluated using a t-test for an independent sample to detect significant differences between the groups. The vocabulary exam was constructed and verified as a pre and post-test. The findings revealed a statistically significant difference in receptive vocabulary, productive vocabulary, and overall score in favor of the experimental group owing to the use of (AM). It added to the growing body of information by investigating how animated videos might support EFL education.

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Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

Cited by 3 publications

References 23 publications

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

A Study on the Assessment of the Proposed Alitaptap Learning Management System Using SWOT Analysis

The Impact of Using Animated Movies in Learning English Language Vocabulary: An Empirical Study of Lahore, Pakistan

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