Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory

Jiang, Xuan

doi:10.25148/etd.fi14071150

Cited by 11 publications

(14 citation statements)

References 49 publications

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“…Quantitatively, the study found no significant effect on the use of PWIM. However, qualitatively, the students expressed that PWIM had a positive effect on their English learning process (Jiang, 2014).…”

Section: Theoretical Supportmentioning

confidence: 93%

“…The third was the communicative procedure, which allowed the learners to use their knowledge of grammar and vocabulary in communicative activities. The implementation of the three procedures was mainly designed to achieve three learning outcomes, such as enabling the learners to deliver English essential communication both in spoken and written, promoting the learners' language accuracy and fluency in communication, and improving the learner knowledge of grammar and vocabulary to enhance initiatives in communication (Kaharuddin, 2018).…”

Section: Theoretical Supportmentioning

confidence: 99%

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Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates

Rosyada

Febriyanti

2020

Tadris

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This research aimed at evaluating the use of the Picture Word Inductive Model (PWIM) and Grammar Translation Method (GTM) in teaching English Basic Structure for EFL undergraduates. Eighty-four students were randomly chosen as a sample from over 400 EFL undergraduates students in the second semester of the English Education Program. Furthermore, the samples were grouped into two classes, 43 students in the PWIM group and 41 students in the GTM group. The research employed the mixed-method research of convergent parallel design. The efficacy of the PWIM and GTM was investigated in terms of learners' ability to develop structured sentences. The PWIM, as a new experience in teaching Basic Structure, was administered in two cycles. On the other hand, the GTM as the conventional teaching method was implemented within six sessions. In PWIM, two poster pictures were modeled as the instruments. At the end of the treatment, a post-test of structured sentences was assigned in both groups. The test consisted of 25 error analysis questions. As the results, in PWIM class, the highest score was 98, the lowest score was 66, and the average score was 78.1. Meanwhile, in the GTM class, the highest score was 96, the lowest score was 42, and the average score was 64.6. Moreover, the research indicated that most students were enthusiastic in the learning process and experienced different exciting learning process through PWIM. It can be said that applying PWIM as the new teaching method in teaching English Basic Structure is needed to enrich and broaden students' learning outcomes.

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Section: Theoretical Supportmentioning

confidence: 93%

Section: Theoretical Supportmentioning

confidence: 99%

Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates

Rosyada

Febriyanti

2020

Tadris

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“…All recommended the approach as an effective language teaching model based on positive findings in that PWIM has effectively helped subjects to improve on the various language skills. Alternatively, Jiang (2014), Lee (2013), and Li (2011) Yurfalah (2014 carried out studies on how PWIM impacted learners' vocabulary acquisition. Both Jiang (2015) and Yurfalah (2014) recorded significant improvements in subjects' vocabulary knowledge following exposure to PWIM.…”

Section: Pictures As Postersmentioning

confidence: 99%

Pictures Revisited: A Traditional Vehicle in Enhancing Young Learners’ Vocabulary

Lee¹,

Pandian²,

Rethinasamy³

2019

IJoLLT

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The dire state of high illiteracy rate in the English language among Malaysian students speaks for the need for efficacious language learning approaches, expressly to augment learners' vocabulary knowledge which is deemed the foundation of language development. This paper overviews the various measures pictures have been traditionally utilised for successful vocabulary learning and it surmises that pictures have been gainfully employed in picture storybooks and flashcards, as well as enlarged posters and imagery creation for effective vocabulary acquisition. As aptly put by Ryan (1993, p.1), "Carefully selected pictures can be a catalyst giving rise to the production of thousands of words." Therefore, this paper aspires to firstly, appraise the diverse ways pictures have been tapped for language development and secondly, to examine the effectiveness of the methods and pose recommendations. Leveraging on the resources and previous research findings of researchers renowned in this field as a reference, this paper focuses largely on related studies by Malaysian researchers to render it relevant to Malaysian learners. It is hoped that this review does not only furnish one with consequential insights into vocabulary development for young learners that can be applied in our Malaysian classrooms for effective teaching and learning but serves to rejuvenate interests in pictures as a means to an end where vocabulary learning is concerned. The prevailing perspective is to acknowledge the richness and scope of pictures, as well as its versatility and to capitalize on them advantageously for utmost benefits in Malaysian classrooms.

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Section: Introductionmentioning

confidence: 99%

“…PWIM can also be used in learning English in China, as has been developed by Xuan Jiang from Florida International University in 2014 [2]. PWIM is based on initial literacy and is designed by Calhoun as a major component of the language art curriculum because it is closely linked to the specified and detailed steps [2]. In the first step of students' language development, students identify objects, actions, and quality on large photos, mentioning words from the pictures and thus their use of vocabulary develops naturally [3].…”

Section: Introductionmentioning

confidence: 99%

Sensory Integration-Based Picture Word Inductive Model (PWIM)

Herawati¹,

Nurihsan²,

Hufad³

et al. 2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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Sensory Integration-based Picture Word Inductive Model (PWIM) is a modification of Emily Calhoun's. Sensory integration-based PWIM is developed to help build early reading abilities of children with Learning Disabilities (LD). This model is based on Gestalt's theory stating that a child's thinking ability is still holistic. Piaget's cognitive, Bruner, Vygotsky. Based on these theories, sensory integration-based PWIM is developed to help children with LD who have difficulty in reading. The steps of implementing the model are as follows: First, the child is invited to observe a picture; afterwards, the teacher tells a story. Once the child understands the story, the teacher writes it down on a paper or cardboard. Second, the story is made in a sentence using A, I, O, E, and U. Third, the child is guided to be able to pronounce each word in the story, read, and spell the words. Fourth, the story is broken down into words written in cards. Fifth, the child is asked to arrange the word cards. Sixth, the teacher shows the real objects described in the story. Seventh, the child is asked to hold. Eighth, the child is asked to recount his/her experience.

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Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory

Cited by 11 publications

References 49 publications

Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates

Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates

Pictures Revisited: A Traditional Vehicle in Enhancing Young Learners’ Vocabulary

Sensory Integration-Based Picture Word Inductive Model (PWIM)

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