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7 results for “vocabulary learning”
Name Size Figure 4.2. Ratio of male to female participants-The Effects of CALL on Vocabulary Learning: A Case of Iranian Intermediate EFL Learners
<p>In the past, vocabulary teaching and learning were often given little priority in second<br> language programs but recently there has been a renewed interest in the nature of vocabulary and its<br> role in learning and teaching. Although most teachers might be aware of the importance of<br> technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study<br> aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this<br> study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New<br> Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided<br> into two twenty-member groups. The experimental group was given the VTS.S (a computer<br> program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback.<br> The control group received no special software and vocabularies were taught using the<br> conventional ways with the help of a paper dictionary.</p>
Figure 4.1. Distribution of scores for the Nelson test-The Effects of CALL on Vocabulary Learning: A Case of Iranian Intermediate EFL Learners
<p>In the past, vocabulary teaching and learning were often given little priority in second<br> language programs but recently there has been a renewed interest in the nature of vocabulary and its<br> role in learning and teaching. Although most teachers might be aware of the importance of<br> technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study<br> aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this<br> study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New<br> Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided<br> into two twenty-member groups. The experimental group was given the VTS.S (a computer<br> program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback.<br> The control group received no special software and vocabularies were taught using the<br> conventional ways with the help of a paper dictionary. A vocabulary pre-test based on the tests<br> available in their teacher's guide was given to both groups. The aim of this test was to make sure<br> that the students were not familiar with the words in advance. By pre-test/post-test comparison<br> researchers found learners exposed to VTS.S teacher e-feedback plus the computerized dictionary<br> scored higher than the control group. Both high-stake and low-stake holders can avail from the<br> findings of the study.</p>
Analysis of Questions in Vocabulary Instruction in Grade 2 Mother Tongue, Filipino, and English Self-Learning Modules
<p>This is a master's thesis that analyzed the questions on vocabulary instruction in Grade 2 Mother Tongue, Filipino, and English self-learning modules. </p>
VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT THE TERTIARY LEVEL
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THE SIX MOST EFFECTIVE METHODS TO LEARN VOCABULARY AND ENHANCE WORD POWER
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Effect of Word Characteristics and Orthography on Vocabulary Learning
ClinicalTrials.gov study NCT06935851. IPD Sharing: YES. Countries: 1. Publications: 0.
THE ROLE OF LEARNING VOCABULARY IN LANGUAGE ACQUISITION
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International Brain Laboratory public data
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OpenNeuro
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