![]() ![]() All participants were given an instructional material motivation survey after being exposed to the treatment Having collected the related data, a variety of statistical procedures were used to find out if there is a statistically significant difference between the two groups. The participants were randomly assigned to two groups: one group learned English academic vocabulary with collaborative responsive writing (CREW) with the presence of gamification, and the other group was educated with the traditional classroom teaching methods. The participants of this study were comprised of international students who were learning English at the college level in the United States. In so doing, interactive web-based e-books are used as the main platform to teach English academic vocabulary. This study investigated the impact of these two strategies on the participants’ academic vocabulary achievement and motivation level. Gamification is applying game mechanics in non-game related contexts (Groh, 2012). However, in this dissertation, interactive web-based e-books and two strategies to teach English academic vocabulary (gamification and collaborative responsive writing) is employed. The literature is interspersed with the use of a variety of technologies and technological tools to augment the knowledge of language learners regarding English academic vocabulary (Flemban, 2018). International students usually find it challenging to adapt to English academic vocabulary (Park, 2019). These findings offer foundational data to help improve methodologies for Arabic speakers learning EFL through listening activities. At least 80% recognized “pick me up,” “go on,” and “go out,” while less than 47% recognized “came out” and “set up.” More than 81% knew the correct definition of phrasal verbs. Respondents recognized some phrasal verbs more than others. For instance, the average respondent could detect six or seven out of ten phrasal verbs they heard, while about 90% of respondents could use the provided phrasal verbs correctly in writing. The findings indicated that EFL students are likely more familiar with phrasal verbs in writing than in an oral context. The survey also measured the ability of respondents to provide sentences in which they used phrasal verbs and gave their meanings in Arabic. They listened to a recording incorporating frequently used English phrasal verbs and identified those they could recognize. A self-administered survey was distributed to 74 students, mainly from Saudi Arabia. Therefore, this study analyzes how Arabic speakers studying English as a foreign language (EFL) understand and use English phrasal verbs through listening. This study investigates the usefulness of acquiring English PVs (as a key component of English vocabulary) using listening activities. To attain such conclusions, the collected data ought to be comprehensive and insightful, with study results arising from detailed review of related literature. These include the use of visual aids, bi-lingual dictionaries, the introduction of repeated verbal/written drills and guesswork exercises to find the appropriate meanings of words or phrases. ![]() However, these methods, despite their importance, did not prove their worth as did other simple techniques and strategies that were effective and more influential on the EFL learners. These methods have proven their efficiency, seriousness, quality, and practical validity in educational circles, whether there or here in the Arab region. They are, in order, Grammar-translation, Direct Method, Audio-lingual, Total-physical Response and Communicative Learning. This theoretical coverage investigated the basic methods and strategies employed by each one of them, which specialists have classified as specific media for teaching vocabulary. ![]() Both researchers attempted to provide theoretical coverage of specific areas applicable to English language vocabulary instruction. To conduct this study, the two researchers investigated and gathered a large set of notable sources of information and research papers having dealt with vocabulary instruction to find an answer to the main question of this study. This study is intended to have an in-depth discussion on the chief subject of this research paper, which is the most appropriate method of teaching English language vocabulary to EFL learners in the Arab region.
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