Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

Seddigh, Fatemeh

doi:10.5539/elt.v5n2p160

Cited by 17 publications

(7 citation statements)

References 24 publications

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“…Previous literature showed that EFL learners preferred to use mobile phones in language messaging and reading (Thornton, & Houser, 2003), the delivery of vocabulary materials (Chen, & Hsieh, 2008), the use of camera to explain idioms and share with friends via wiki (Wong, Chin, Tan, & Liu, 2010), meanings of words (Godwin-Jones, 2011), reflection on daily life activities (Palfreyman, 2012), the extension of learning out of the classroom anywhere anytime (Rahimi & Miri, 2014), interaction with peers and teacher and exposure to language (Almekhalfy & Alzubi, International Journal of Instruction, April 2019• Vol.12, No.2 2016; pronunciation, and parts of speech (Hazaea & Alzubi, 2016). The research also showed that learners used mobiles to aid their language in guessing from context and dictionary use (Seddigh & Shokrpur, 2012), personlising language learning process, sharing knowledge, driving away boredom, and spurring up creativity (Ahmed, 2015), and enhancing code breaking and text participation practices (Hazaea & Alzubi (2016).…”

Section: Smartphonesmentioning

confidence: 99%

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Alzubi¹,

Singh²,

Hazaea³

2019

INT J INSTRUCTION

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This study investigated the impact of reading learning strategies (RLS) mediated by smartphone features and applications on the learners' psychological autonomy in English as a foreign language (EFL) reading context among undergraduates in Saudi Arabia. A total of 70 male students in two intact reading classes participated in this study. A questionnaire was used to collect the quantitative data from the participants prior to and after an interventional programme. The findings of the study revealed that employment of RLS mediated by smartphone features and applications promoted the learners' psychologically autonomous features of motivation, self-efficacy, agency, positive attitudes, desire to seek information, need for achievement in EFL reading context. It is recommended that a training programme on strategy use through the technology of smartphones should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take charge of their own learning of EFL reading skills.

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Section: Smartphonesmentioning

confidence: 99%

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Alzubi¹,

Singh²,

Hazaea³

2019

INT J INSTRUCTION

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“…Arab World English Journal www.awej.org ISSN: 2229-9327 285Being acquainted with vocabulary is vitally important for acquiring second and foreign languages and mastering receptive and productive language skills (Viera, 2017). Vocabulary knowledge is vitally important for language comprehension and production (Seddigh & Shokrpour, 2012;Patahuddin, Syawal & Taher, 2017). VLSs play an essential role in developing the four language skills (Patahuddin, Syawal & Taher, 2017;Boonkongsaen, 2012).…”

Section: B Significance Of Vocabulary For Language Proficiencymentioning

confidence: 99%

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Shamsan¹,

Ali²,

Hezam³

2021

AWEJ

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The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

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“…Smartphones provide a blueprint for autonomous learning (Reinders, 2010). Recent research has highlighted the role of mobiles in foreign/second language learning (Almekhlafy & Alzubi, 2016;Ahmed, 2015;Chen, & Hsieh, 2008;Chinnery, 2006;Godwin-Jones, 2011;Hazaea & Alzubi, 2016;Kukulska-Hulme & Traxler, 2005;Rahimi, & Miri, 2014;Palfreyman, 2012;Seddigh & Shokrpur, 2012;Thornton & Houser, 2003;Wong, Chin, Tan, & Liu, 2010). Mobiles are inevitably a means of independent language learning (Clarke & Svanaes, 2015;Nino, 2015;Persson & Nouri, 2018).…”

Section: Smartphonesmentioning

confidence: 99%

The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context

Alzubi

Singh

Mehar³

2018

iejee

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This study investigated the impact of social strategies mediated by smartphone features and applications on socio-cultural autonomy in English as a Foreign Language (EFL) reading context among undergraduates in Saudi Arabia. Two EFL reading classes of 70 students acted as an experimental and a control group participated in this study. A questionnaire was administered to collect the quantitative data from the participants prior to and post the interventional programme. The experimental group utilised their own smartphone features and applications (dictionaries, WhatsApp, camera, internet search engines, notes, and recorders) to employ the social strategies of asking for clarification and correction, cooperating and empathising with others inside and outside the classroom for 12 weeks whereas the control group learned using the traditional methods. The findings of the study revealed that the employment of social strategies mediated by smartphone features and applications promoted the learners' socio-culturally autonomous learning characteristics of interaction, interdependence, self-regulation, self-worth, mutual support, and understating in EFL reading context. It is recommended strategy use training programmes and smartphones integration in language learning should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take more responsible roles in the learning of EFL reading skills.

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Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

Cited by 17 publications

References 24 publications

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context

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