NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 180 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ünal, Kerim; Yelken, Tugba Yanpar – English Language Teaching, 2020
The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the…
Descriptors: Situated Learning, Content Analysis, Self Esteem, Vocabulary Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ayar, Zulal; Kiziltan, Nalan – Educational Policy Analysis and Strategic Research, 2020
The impetus behind the design of this current research is to check the influence of cartoons on vocabulary learning strategies of students who have been exposed to three classics from English literature, "Treasure Island" by Robert Louis Stevenson, "Great Expectations" by Charles Dickens, and "Romeo & Juliet" by…
Descriptors: Learning Strategies, Vocabulary Development, Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Klingbeil, David A.; January, Stacy-Ann A.; Ardoin, Scott P. – Journal of Behavioral Education, 2020
Longstanding gaps between the reading achievement of English learner (EL) students and native English speakers highlight the need for evidence-based reading interventions validated for EL students. This study compared the efficacy of two flashcard-based interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), for…
Descriptors: English Language Learners, Elementary School Students, Intervention, Generalization
Peer reviewed Peer reviewed
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian T.; Suchlit, Luisana; Youkhana, Valencia; Beach, Kristen D.; Widaman, Keith – Grantee Submission, 2020
In this multi-year study, we taught English/Language Arts teachers of students with Learning Disabilities in middle school to incorporate 15 minutes of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…
Descriptors: Vocabulary Development, Middle School Students, English, Language Arts
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Albashtawi, Abeer Hameed; Jaganathan, Paramaswari; Singh, Manjet Kaur Mehar – International Journal of Instruction, 2020
This current quasi-experimental study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on Jordanian EFL undergraduate RVK- recall and retention. 122 participants took part in this study. Quantitative data were collected by administering a pre, post and delayed vocabulary-reading test. The respondents were assigned…
Descriptors: Receptive Language, Vocabulary Development, Academic Language, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Kuhail, Ashraf Ahmed; Aqel, Magdy Saeed – International Journal of Information and Communication Technology Education, 2020
This study aims to investigate the effectiveness of using interactive digital videos on developing sixth graders' English reading skills and vocabulary learning and its retention. To achieve this aim, the researcher adopted the experimental approach and recruited a sample of 82 6th grade EFL male learners. The researcher used 5 instruments to…
Descriptors: Interactive Video, Grade 6, Instructional Effectiveness, Reading Skills
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Dagdeler, Kübra Okumus; Konca, Mustafa Yavuz; Demiröz, Hakan – Journal of Language and Linguistic Studies, 2020
The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledge improvement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental research design consisting of an experimental and a control group with 73 participants studying at two state universities in Turkey. During the…
Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, Telecommunications
Peer reviewed Peer reviewed
Direct linkDirect link
Gruhn, Sophie; Segers, Eliane; Verhoeven, Ludo – Journal of Computer Assisted Learning, 2020
We investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between-subject pre-post-retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group…
Descriptors: Reading Comprehension, Elementary School Students, Grade 4, Vocabulary Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Arvizu, Maria Nelly Gutierrez – IAFOR Journal of Education, 2020
Teaching English as a Foreign Language (EFL) has exponentially grown in the past decades as it has become part of the curricula from kindergarten to higher education. In many countries, governments have conducted initiatives that resulted in the implementation of English classes in public education settings. The use of narratives in language…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Native Language
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Elekaei, Atefeh; Tabrizi, Hossein Heidari; Chalak, Azizeh – Teaching English with Technology, 2020
Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners' choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio…
Descriptors: Learning Strategies, Metacognition, Handheld Devices, Audio Equipment
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Hansol; Warschauer, Mark; Lee, Jang Ho – Modern Language Journal, 2020
We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus-based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues…
Descriptors: Second Language Learning, Vocabulary Development, Language Proficiency, Learning Strategies
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Zhuo; Hwang, Gwo-Jen; Yin, Zhaoyi; Ma, Yongjun – Educational Technology & Society, 2020
Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors' workload, undermined student motivation or targeted…
Descriptors: Foreign Countries, Independent Study, Electronic Learning, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Cuihong; Hu, Zhongyu; Yang, Jiongjiong – Learning & Memory, 2020
In recent years, there have been intensive debates on whether healthy adults acquire new word knowledge through fast mapping (FM) by a different mechanism from explicit encoding (EE). In this study, we focused on this issue and investigated to what extent reteninterval, prior knowledge (PK), and lure type modulated memory after FM and EE. Healthy…
Descriptors: Learning Processes, Vocabulary Development, Cognitive Mapping, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Jui-Teng; Tong, Fuhui – Language Teaching Research, 2020
Research has supported the benefit of cognitive vocabulary learning approaches, such as dual-coding (i.e. visual-verbal approach), on Chinese language learners' vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. Therefore, the goal of this study was to investigate the effects of two…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Retention (Psychology)
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Rashtchi, Mojgan; Yazdani, Parisa – English Language Teaching Educational Journal, 2020
Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional…
Descriptors: Intentional Learning, Vocabulary Development, Second Language Learning, English (Second Language)
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12