Abstract
This study investigates the impact of innovative techniques for vocabulary building on improving communication skills among English learners. The research design employed a mixed-method approach, integrating quantitative with qualitative surveys into the effectiveness of various vocabulary acquisition strategies. The sample included 100 college students in this study, engaged in interactive activities, integration of technology, and context-based learning. The measurement for data collection was carried out in terms of vocabulary knowledge and communication proficiency pre- and post-intervention, and qualitative insights were gained through focus group discussions and individual interviews. The findings from the results show that innovative techniques significantly improved the participants' vocabulary scores and their communication skills, as the statistical analyses prove the difference after the intervention. Students expressed, through qualitative data, that interactive and technology-based approaches were more interesting and effective when compared to the traditional method. The qualitative themes emerging from the analysis revealed that the context of the words in vocabulary learning is an important feature and collaborative activities increase motivation and retention.
References
- Bahrani, T., & Tam, S. (2012). The effectiveness of using mobile applications in vocabulary learning: A study of language learners. Computer Assisted Language Learning, 25(3), 287-303.
- Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Creating robust vocabulary: Frequently asked questions and extended examples. Guilford Press.
- Biemiller, A. (2003). Vocabulary development in children: A review of the literature. Journal of Educational Psychology, 95(1), 8-20.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
- Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
- Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Human Behavior, 19(1), 45-55.
- Gholamzadeh, A., & Talebinejad, M. (2020). The effectiveness of using digital tools in vocabulary learning among EFL learners: A meta-analysis. Educational Technology Research and Development, 68(3), 611-631. https://doi.org/10.1007/s11423-020-09742-1
- Gholizadeh, Z., & Khalili, M. (2021). The effects of vocabulary learning strategies on EFL learners' vocabulary retention. Language Learning & Technology, 25(2), 45-61.
- Gonzalez, J. M., & Aebersold, J. (2006). The impact of technology on vocabulary acquisition: A comparison of computer-assisted and traditional instruction. Journal of Computer Assisted Learning, 22(3), 223-235.
- Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers College Press.
- Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world: Knowledge-based initiatives. American Educator, 27(1), 10-13.
- Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Psychologist, 44(2), 90-101.
- Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
- Liu, J., & Wu, Y. (2020). The impact of vocabulary learning strategies on EFL learners' vocabulary acquisition: A meta-analysis. International Journal of Instruction, 13(2), 205-220. https://doi.org/10.29333/iji.2020.13215a
- Liu, X., & Zhang, Y. (2019). The effectiveness of using technology in vocabulary instruction: A meta-analysis. Educational Psychology Review, 31(4), 675-698. https://doi.org/10.1007/s10648-019-09503-6
- Liu, L., & Zhang, L. J. (2014). The integration of technology in vocabulary instruction: A case study of college students. Computer Assisted Language Learning, 27(4), 305-322.
- McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words, and understanding how words work. Language, Speech, and Hearing Services in Schools, 50(4), 466-476.
- McKeown, M. G., & Beck, I. L. (2011). Teaching vocabulary: Lessons from the classroom. Routledge.
- Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Teacher, 65(6), 474-484.
- Nassaji, H., & Tian, J. (2010). Learning vocabulary through reading: A study of EFL learners. Language Learning, 60(4), 804-822.
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
- Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House Publishers.
- Savignon, S. J. (2002). Interpreting communicative language teaching: A theory of action for second language teacher education. Modern Language Journal, 86(2), 263-277.
- Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
- Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognitive Science, 22(4), 529-565.
- Shaffer, D. W., Halverson, R., Squire, K. R., & Gee, J. P. (2005). Video games and the future of learning (WCER Working Paper No. 2005-4). Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research
- Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- West, M. (1953). A General Service List of English Words. London: Longman.
- Zhang, Y., & Liu, L. (2017). The impact of collaborative vocabulary learning on university students' vocabulary development. Journal of Language Teaching and Research, 8(2), 314-320.
Abstract
Bu çalışma, kelime dağarcığı oluşturmaya yönelik yenilikçi tekniklerin İngilizce öğrenenler arasında iletişim becerilerini geliştirmeye etkisini araştırıyor. Araştırma tasarımı, çeşitli kelime edinimi stratejilerinin etkinliğine niceliksel ve niteliksel araştırmaları entegre eden karma yöntemli bir yaklaşım kullanmıştır. Örneklem, bu çalışmaya etkileşimli etkinliklerle, teknoloji entegrasyonuyla ve bağlam temelli öğrenmeyle ilgilenen 100 üniversite öğrencisini içeriyordu. Veri toplamaya yönelik ölçüm, müdahale öncesi ve sonrası kelime bilgisi ve iletişim yeterliliği açısından gerçekleştirilmiş, odak grup tartışmaları ve bireysel görüşmeler yoluyla niteliksel içgörüler elde edilmiştir. Sonuçlardan elde edilen bulgular, istatistiksel analizlerin müdahale sonrasındaki farkı kanıtlaması nedeniyle, yenilikçi tekniklerin katılımcıların kelime dağarcığı puanlarını ve iletişim becerilerini önemli ölçüde geliştirdiğini göstermektedir. Öğrenciler nitel verilerle etkileşimli ve teknoloji temelli yaklaşımların geleneksel yönteme göre daha ilgi çekici ve etkili olduğunu ifade etmişlerdir. Analiz sonucunda ortaya çıkan niteliksel temalar, kelime öğreniminde kelimelerin bağlamının önemli bir özellik olduğunu ve işbirlikçi etkinliklerin motivasyonu ve kalıcılığı artırdığını ortaya çıkarmıştır.
References
- Bahrani, T., & Tam, S. (2012). The effectiveness of using mobile applications in vocabulary learning: A study of language learners. Computer Assisted Language Learning, 25(3), 287-303.
- Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Creating robust vocabulary: Frequently asked questions and extended examples. Guilford Press.
- Biemiller, A. (2003). Vocabulary development in children: A review of the literature. Journal of Educational Psychology, 95(1), 8-20.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
- Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
- Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Human Behavior, 19(1), 45-55.
- Gholamzadeh, A., & Talebinejad, M. (2020). The effectiveness of using digital tools in vocabulary learning among EFL learners: A meta-analysis. Educational Technology Research and Development, 68(3), 611-631. https://doi.org/10.1007/s11423-020-09742-1
- Gholizadeh, Z., & Khalili, M. (2021). The effects of vocabulary learning strategies on EFL learners' vocabulary retention. Language Learning & Technology, 25(2), 45-61.
- Gonzalez, J. M., & Aebersold, J. (2006). The impact of technology on vocabulary acquisition: A comparison of computer-assisted and traditional instruction. Journal of Computer Assisted Learning, 22(3), 223-235.
- Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers College Press.
- Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world: Knowledge-based initiatives. American Educator, 27(1), 10-13.
- Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Psychologist, 44(2), 90-101.
- Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
- Liu, J., & Wu, Y. (2020). The impact of vocabulary learning strategies on EFL learners' vocabulary acquisition: A meta-analysis. International Journal of Instruction, 13(2), 205-220. https://doi.org/10.29333/iji.2020.13215a
- Liu, X., & Zhang, Y. (2019). The effectiveness of using technology in vocabulary instruction: A meta-analysis. Educational Psychology Review, 31(4), 675-698. https://doi.org/10.1007/s10648-019-09503-6
- Liu, L., & Zhang, L. J. (2014). The integration of technology in vocabulary instruction: A case study of college students. Computer Assisted Language Learning, 27(4), 305-322.
- McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words, and understanding how words work. Language, Speech, and Hearing Services in Schools, 50(4), 466-476.
- McKeown, M. G., & Beck, I. L. (2011). Teaching vocabulary: Lessons from the classroom. Routledge.
- Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Teacher, 65(6), 474-484.
- Nassaji, H., & Tian, J. (2010). Learning vocabulary through reading: A study of EFL learners. Language Learning, 60(4), 804-822.
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
- Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House Publishers.
- Savignon, S. J. (2002). Interpreting communicative language teaching: A theory of action for second language teacher education. Modern Language Journal, 86(2), 263-277.
- Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
- Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognitive Science, 22(4), 529-565.
- Shaffer, D. W., Halverson, R., Squire, K. R., & Gee, J. P. (2005). Video games and the future of learning (WCER Working Paper No. 2005-4). Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research
- Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- West, M. (1953). A General Service List of English Words. London: Longman.
- Zhang, Y., & Liu, L. (2017). The impact of collaborative vocabulary learning on university students' vocabulary development. Journal of Language Teaching and Research, 8(2), 314-320.
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language, Language Acquisition |
| Journal Section | Research Article |
| Authors | |
| Early Pub Date | March 30, 2025 |
| Publication Date | March 30, 2025 |
| Submission Date | December 24, 2024 |
| Acceptance Date | February 20, 2025 |
| Published in Issue | Year 2025 Volume: 13 Issue: 1 |
