初中英语仁爱版课本词汇练习

The impact of students' English word memory is strongly related to their learning of the language, specifically in hearing, reading, writing, and other areas. In the wake of learning English, word dictation is a useful tool for encouraging word memorizing in students and measuring its impact. Teachers in junior middle schools frequently employ this method of instruction, and it is extensively employed in China when teaching a foreign language. The effects of different dictation techniques vary on pupils' English learning and word retention. Traditional word dictation solely considers a word's form, leaving out its semantic, morphological, syntactic, regular, and pragmatic components. Therefore, this essay collects seven-day dictation statistics by students in junior II with descriptive statistics and ANOVA, aiming to examine the impact of a complicated word dictation task that is driven by multidimensional vocabulary knowledge output on junior high school student's vocabulary acquisition. The finding indicates that in the complex word dictation task, the learning of learners at the preliminary level is marked by "twists and turns, but overall development," and that both high- and low-level learners exhibit a trend of advancement, albeit one with a modest rise. Although it may take longer for learners to increase their vocabulary level, the outcomes are positive in the long term.

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.

Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges. Objective: This study explores Wordwall.net, an online learning platform, to enhance students' English vocabulary and identify the challenges they encounter. Methods: This study employed a mixed-methods approach, involving twenty-five students from the Grade X Pharmacy Department at SMK YPKK 1 Sleman. The study aimed to gather quantitative data (pre-tests and post-tests) to measure vocabulary mastery, including spelling dictation, word translation, and collocation in sentences. Meanwhile, semi-structured interviews were conducted to gather qualitative data on the challenges of using the platform from six students, using purposive sampling. The data were analyzed using Miles & Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. Findings: The results show a significant improvement in vocabulary mastery, with the average score increasing from 55.76 in the pre-test to 87 in the post-test. Moreover, Wordwall.net has the potential to enhance vocabulary and student engagement. However, students encountered challenges, including competitive pressure and unstable internet connections. Conclusion: These findings have significant implications for language teachers, school administrators, and curriculum developers, underscoring the importance of effectively integrating digital platforms. Additionally, policymakers should consider enhancing digital infrastructure in schools to ensure equitable access to online learning resources. The findings suggest that classroom teachers can effectively integrate Wordwall.net to enhance vocabulary mastery, boost motivation, and make learning more engaging. For institutions, this highlights the importance of providing digital infrastructure and training teachers in using web-based platforms. School administrators and policymakers should also support equitable access to reliable internet to ensure consistent learning outcomes. Keywords: challenge, vocabulary mastery, word wall, web-based learning.

ABSTRACT Learning is essential; we must comprehend technology in today's fast-paced technological society. Regarding education, it is very simple for us to learn a new language using our cell phones. Duolingo is a language-learning program that allows students to learn English through translation, comparing, dictation, fill-in-the-blank, speaking, listening, multiple choice, and competition. Therefore, this research analyses the implementation of Duolingo in language learning and its potential for facilitating the full development of the English language. The study discovered that using the Duolingo application was highly successful at strengthening students' interest in learning English: two classes, each containing 30 students who participated. Two groups, the experimental class and the control class, are involved in this investigation. Based on this study, Duolingo is an app where any newcomer can begin learning an additional language because it encourages them to keep learning. Keywords: Duolingo application; Vocabulary, Educational Language Tool

The purposes of the research are two folds: to find out the vocabulary teaching strategies used by the English teachers at SMP Negeri 6 Palu, and to identify the reasons of implementing the strategies in the classroom. This research used qualitative research design. The participants of this research were three English teachers. In collecting the data, the instruments used were observation and interview. The data were analyzed by using descriptive analysis. The findings showed that there were some teaching strategies used by the teachers in teaching vocabulary. The strategies used by the English teachers in teaching vocabulary were:  (1) the use of game like guessing game and dictation (by relying on learning topic), (2) reading textbook, (3) translation (by looking up dictionary), and (4) asking question.  The main reason of implementing teaching strategies was, they wanted to make the students active in the class. The basic consideration as an active facilitator in choosing the teaching strategies was to make classroom atmosphere that can make the students interact freely with each other in achieving learning goals

This study focused on the development of the word level classification vocabulary learning (WCVL) system and the measurement of its effectiveness in terms of the potential of the system and learners’ improvement in learning English material through the WCVL system. There are many ways to improve reading comprehension for those learning English as a foreign language. Learning vocabulary is one way of improving reading comprehension. The more vocabulary learners apprehend, the more deeply they understand English texts. It is suggested that learners improve their reading comprehension if they understand unknown words before reading a text. The WCVL system was designed based on the constructivism education theory and cognitive theory of multimedia learning. It was developed using the waterfall software development methodology. The NLP-compromise JavaScript library was used for morphological analysis to extract words in an English text. The extracted vocabulary was classified into 12 difficulty levels based on the SLV12000 vocabulary database. The system displays only the words whose levels are higher than the students’ estimated vocabulary level. It also adds Japanese and Thai meanings. The WCVL system provides six types of exercises, including spelling, dictation, multiple choices, true/false, matching, and flashcards, for students to learn unknown words and collect learned vocabulary in the user's database. To make the system available on any device, responsive web design was employed, which adapts to the user's device system environment depending on the screen size and type of operating system. This study investigated a new approach to learning unknown words through various vocabulary practices using the WCVL system. In addition, questionnaires were used to evaluate the effectiveness of the proposed system by collecting responses from Thai and Japanese students.

The web is a great medium of communication and is well suited to shorter documents with lots of links. The Web is not good for very long documents that need to present an ever-evolving argument. Some of the Internet technologies for the development and use of Websites are grouped in Web 2.0 tools. Which are a set of interaction mechanisms with visitors to a website where programmers offer new services on the sites, achieving greater interactivity to enable the formation of virtual communities. Educaplay is a platform for the creation of multimedia educational activities, characterized by attractive and professional results. Is aimed at creating a community of users with a vocation to learn and teach while having fun. The platform provides various possibilities for teaching professionals to install their own online educational space on the platform, where everyone can take classes to another level of participation. In addition, this application allows teachers to create different types of multimedia and interactive activities with educational orientation, through different scenarios such as Riddles, Complete, Crossword, Dialogue, Dictation, Order letters, Order words, Test. To identify the importance of Educational Websites (Educaplay) for teaching vocabulary. The research was important to take into account and consider the different types of resources such as technical, technological, and human. Technical resources, books, articles, and online theses from the Universidad Técnica de Ambato repository, among others, were used to obtain the necessary information and guide the research. On the other hand, to apply the first variable were used some technological resources like computers, smartphones, and Educational websites (Educaplay). Then, to measure the second variable the Reading and Writing Part of Flyers Cambridge exam was chosen . Finally, in terms of human resources, there were 22 students from Unidad Educativa Sagrada Familia in 9th grade “A” of EGB, of which 12 students were women and 10 were men. This research was also based on a qualitative approach. It was qualitative because a series of interventions and observation techniques were carried out on the Educational Websites (Educaplay) and the influence on vocabulary teaching. The test that was applied consists of 3 parts. The first part comprised a dialogue between two people in which students completed multiple selection questions. The second part was about a gap-fill activity in which students chose an appropriate word to complete sentences. The third part featured a variety of sentences in which students had to read and choose the appropriate word that defines it. The rubric used allowed the students to obtain a score of 2.5 out of 2.5 points, for parts 1 and 2, on the other hand, in part 3 the students were able to obtain a score of 5 points. The student could obtain a maximum score of 10 points at the end of the test. For the analysis and interpretation of the results, a series of tables and graphs were prepared, which allowed a better understanding. These tables show the average result of each part that was evaluated in both the pre-test and the post-test. The use of this educational website (Educaplay) contributed to the development of abilities and skills, achieving a better understanding of vocabulary. The vocabulary level of students was reflected in the pre-test (A2 Flyers) taken at the beginning of the process. The overall percentage obtained was 5.23 out of 10 points which means that they had a medium level. This evidenced that the students had shortcomings in their vocabulary, they could not identify the meaning of some words that were unknown to them and that at their level they should have known. The results of the post-test were obtained to later infer that the use of educational websites for the English language had a significant impact on student’s learning. The percentage that students obtained was 9.59. As it can be seen, the score was high and that means that they improved their vocabulary level. Therefore, the use of educational websites is an important factor in the development of vocabulary skills in students.

Vocabulary learning that overlooks the discrimination of single sounds in English language learning could lead to communication difficulties, such as the inability to hear and speak English pronunciation. To address this issue, vocalization strategy, in which students listen to the sounds of words and memorize them aloud, is considered a useful learning strategy, and has been reported to influence performance in English language learning. Many studies have shown that metacognition promotes the use of this strategy. In this study, we developed an English vocabulary learning support system using dictation-type speech recognition technology and evaluated whether it activates learners' metacognition and promotes the use of vocalization strategies

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This study investigates the effectiveness of the Spelling City website in improving English spelling skills in writing among ninth-grade students at SMPN 10 Barru. Utilizing a Classroom Action Research (CAR) approach, the research was conducted over two cycles involving 27 students. Quantitative data were collected through pre-test and post-test evaluations, with improvements analyzed using N-gain scores. The findings reveal significant improvements in students' spelling skills, with average pre-test and post-test scores increasing notably between cycles. In Cycle I, students achieved a moderate level of improvement, while in Cycle II, more than 80% of students reached the desired competency level. This improvement highlights the potential of integrating technology-based tools, such as Spelling City, to create an engaging and interactive learning environment. Additionally, the study underscores the role of gamification, instant feedback, and adaptable word lists in motivating students and fostering sustained engagement. These elements not only enhance spelling accuracy but also contribute to better writing skills and greater learning enthusiasm. This research provides valuable insights into the use of web-based educational tools to address specific learning challenges, offering practical implications for teachers, policymakers, and developers of learning technologies.

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The research aims to analyze spelling word teaching strategies for SEPAMA Cambodian students in 2022. The problem of research such as what is the technique for teaching spelling word to SEPAMA Cambodian Students. The research method is document analysis and interviews. The respondents of research are two female Students and one male student from Univet Bantara as participant of Teaching Assistance Practice in SEPAMA Cambodia. The result of the research is that the spelling word teaching strategy for SEPAMA Cambodian students is through YouTube video as online media and zoom meetings with the live quiz method. This research found that 90 percent students of SEPAMA Cambodia can spell and write the right answers from quiz. The benefit of this research is for scientific development in the field of English Language Education, especially Spelling Teaching Techniques. Implication of research such as the teacher can use youtube and zoom meeting online for teaching spelling word to SEPAMA Cambodian Students.

The primary challenge that children with dyslexia face is the difficulty in learning the alphabetic code and forming orthographic representations of words. Consequently, their reading and writing abilities lack fluidity. Given factors, it is possible that children with dyslexia may encounter difficulties when learning English as a Foreign Language. This research investigates the significance of lexical frequency and orthographic rime consistency in the reading and spelling processes of English as a Foreign Language among Spanish children diagnosed with dyslexia. The study included 36 participants aged between 9 and 12, of whom 16 were clinically diagnosed with dyslexia. Three tasks were designed using 28 English words, varying in lexical frequency and orthographic consistency: word reading aloud, spelling to dictation, and visual lexical decision. Our analysis focused on accuracy, indicating that children diagnosed with dyslexia consistently exhibited poorer performance across all tasks compared to their counterparts. While lexical frequency exerted an influence on both groups, orthographic consistency exclusively impacted the control group. The findings suggest that Spanish children with dyslexia predominantly depend on lexical frequency for reading and spelling in English. In contrast, typically developing children, in addition to frequency, also show sensitivity to orthographic consistency skills.

This study attempted to investigate the effects of dictation on the written word spelling of Junior Secondary School JSS III students in Jigawa state. The study was motivated by the difficulty faced by learners of English as L2 in spelling of words especially the irregular spelling in their essays. Two research questions were set and answered. The target population was the JSS III students in Jigawa State. The study was conducted in the 2022/2023 academic session. Experimental research design was adopted for the study. 150 students were randomly sampled from two JSS within two senatorial districts in the state and were equally assigned as experimental and control groups. The instruments used were the selected and modified words from JSS course books which were the English words selected and modified from JSS course books which were used for the pre-test and post-test respectively. The research questions were answered in form of table showing the frequency and percentage. The major findings of the study showed that 48% of the participants in the experimental group spelt more irregular words while only 33% spelt the same words in the control group after the treatment. The study recommended that teachers of English as a second language should be trained so that they would be more sensitive to dictation strategies that enable them to teach JSS students to acquire ability of spelling more regular and irregular words.

In order to inform English foreign language (EFL) diagnostic assessment of literacy, this study examined the extent to which 175 first-language Hebrew-speaking EFL young learners from fifth to tenth grade exhibited differences in single-letter grapheme recognition, sub-word, and word reading, and rapid automatized naming (RAN) of letters and numbers. In addition, this cross-sectional quasi-experimental quantitative study examined correlations between the aforementioned literacy components and oral reading speed, spelling, vocabulary, syntax, and morphological awareness. There were no differences between the grades for single-letter grapheme recognition, and participants demonstrated incomplete automatic recognition for this task. Sub-word recognition improved across grades. However, the results highlighted a lack of mastery. Sub-word recognition correlated with word reading and spelling throughout. RAN speeded measures and oral reading speed correlated with sub-word, word recognition, and spelling in the older grades illustrating the presence of accuracy and speed components. Correlations across grades between literacy components and vocabulary, syntax, and morphological awareness provided support for theories explaining how knowledge of multiple layers of words contributes to literacy acquisition. These results comprising EFL diagnostic assessment can inform reading and spelling teaching and learning.

The objective of this paper is to share how a technology-supported model for teaching sound and word building was successfully used in Cameroon basic education to address the English literacy crisis. Combining an explorative and an experimental research design, the researchers developed an innovative way of teaching sound and word building. Using Cameroon official syllabus and official textbooks, smartphones, USB keys, Bluetooth speakers, and laptops, researchers recorded, transferred and used audio materials from the textbooks in use to teach sound and word building activities effectively in collaboration with parents via the WhatsApp forum of each classroom. The population of the study consisted of 100 students, 3 teachers and 90 parents, each group having a specific role to play. Upon completion of the implementation phase of the project, some key findings emerged. With regard to teachers, the use of audio materials enabled all teachers to teach sound and word building in an effective way. Secondly, the use of audio materials enabled classroom teachers to use a common methodology across the school. Thirdly, audio materials helped teachers improve their listening, pronunciation and reading skills. As for pupils, the use of audio books reinforced their ability to become independent learners, thus enhancing learners' autonomy which is key to the overall goal of the Competence-Based Approach (CBA) to teaching. The results obtained from the experimental phase led to the following key points: introducing audio materials enables learners to master reading, listening and speaking skills in English before completion of basic education, thus reducing the English literacy crisis that has been rocking the educational system over the years. Besides, the introduction of audio materials enabled the build-up of a community of learners that involves parents, pupils and practitioners, and makes learning easier. Based on these findings, the researchers suggest a technology-enhanced model for teaching sound and word building in government primary schools in Cameroon, and strongly recommend that this model be considered by the Ministry of Basic Education and the National Council of Accreditation of School Manuals and Didactic Materials when designing textbooks for sound and word building.

The COVID-19 pandemic has caused students to fear for their health and their studies. It has created gaps that educators need to fill when they return to formal education. The main purpose of this research was to evaluate the effectiveness of word banking in science for improving the proficiency levels of seventh-grade students. The study aims to address gaps in science education arising from new-normal circumstances. It also seeks to assess students' proficiency in science before and after the implementation of Project WINGS. The research found that implementing Project WINGS, which incorporated the SPURN strategy (Spelling, Pronunciation, and Usage of words, Reading, and Numeracy), significantly improved seventh-grade students' proficiency levels in science. The quasi-experimental design, utilizing pre-test and post-test data, indicated a notable enhancement in students' performance, suggesting that daily word banking effectively addressed educational gaps exacerbated by the COVID-19 pandemic.

This study is to describe two main points, namely (1) the development of English vocabulary mastery of 7th-grade students of SMPIT Ibnu Sina, Makassar using word card games, and (2) the aspects of vocabulary that hinder their English vocabulary development. Pre-experimental research method with pre and post-test design was used to quantitatively describe the impact of the treatment given through the use of word card games in developing students' vocabulary mastery comprising three aspects, namely (1)vocabulary forms in spelling and pronunciation, (2) denotative meaning of vocabulary, and (3) vocabulary usage focusing on the use of Present and Past Tense sentence patterns both in oral and written forms and the hindering aspects of their vocabulary mastery development which are then described qualitatively. The grade 7 students of SMPIT Ibnu Sina, Makassar totalling 28 students were the population of this study using the census sampling technique. To collect data, a vocabulary test was administered in three forms of questions, namely (1) spelling and pronunciation, (2) matching for vocabulary meaning, and (3) multiple choice and making simple sentences. The results showed that (1) the word cards could develop the English vocabulary mastery of students in terms of vocabulary form, vocabulary meaning, and vocabulary use empirically indicated by the mean score of pre-tests as 58.13 taken into an average category and post-tests is 79.72 classified into a good category and (2) the aspect that hinders students' vocabulary mastery is pronunciation and sentence construction. These findings are simply considered that word card games can be implemented to bridge the development of students’ vocabulary mastery coming along with teaching English structures.

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

This study aims to determine if spelling bee competitions aid in vocabulary growth for SMP Negeri 3 Banawa class VIII students. This study uses a quasi-experimental research approach using both controlled and experimental categories. Purposive sampling was used to choose the sample. Class VIII A has twenty-four students, while Class VIII B and the control class also have twenty-four students. Vocabulary tests were administered both before and after therapy to gather data. There is a pre-test and a post-test for the test. The control class received 39.27 points, whereas the experimental class had an average projected score of 50.83. The experimental class's post-test score was 73.63, whereas the control group scored 49.86. The data analysis findings indicate α = 0.05 and Sig. (2-tailed) based on the t-test, the predicated equality between the two means is 0.000. Sig.(2-tailed) < α = 0.05. in light of this. Ho was turned down, while Ha was accepted. Calculations show that SMP Negeri 3 Banawa class VIII students' vocabulary mastery has increased dramatically due to using the English Spelling Bee.

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Literacy, or the ability to read and write, is a crucial indicator of success in life and greater society. It is estimated that 85% of people in juvenile delinquent systems cannot adequately read or write, that more than half of those with substance abuse issues have complications in reading or writing and that two-thirds of those who do not complete high school lack proper literacy skills [1]. Furthermore, young children who do not possess reading skills matching grade level by the fourth grade are approximately 80% likely to not catch up at all [2]. Many may believe that in a developed country such as the United States, literacy fails to be an issue; however, this is a dangerous misunderstanding. Globally an estimated 1.19 trillion dollars are lost every year due to issues in literacy; in the USA, the loss is an estimated 300 billion [3]. To put it in more shocking terms, one in five American adults still fail to comprehend basic sentences [4]. Making matters worse, the only tools available now to correct a lack of reading and writing ability are found in expensive tutoring or other programs that oftentimes fail to be able to reach the required audience. In this paper, our team puts forward a new way of teaching English spelling and word recognitions to grade school students in the United States: Wordification. Wordification is a web application designed to teach English literacy using principles of linguistics applied to the orthographic and phonological properties of words in a manner not fully utilized previously in any computer-based teaching application.

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The need for digital learning innovation is one of the latest issues. Especially in learning English. This is because Indonesia, based on the English Proficiency Index, or EPI (English Proficiency Index), is ranked 81st out of 111 countries in the world and is ranked 15th out of 24 countries in Asia with low English proficiency status results. So, in order to encourage English language skills, innovative efforts are needed in English language learning that can generate interest in learning. Especially in delivering English vocabulary teaching materials. Therefore, this research aims to produce a multimedia product that can be applied as an interactive teaching medium for English vocabulary. To achieve the output, this research used the Research and Development research method, using research steps consisting of (1) Define, (2) Design, (3) Development, and (4) Dissemination. However, this research is limited to the development level, so the final result of this research is a digital medium in the form of an Instagram vocabulary game filter game called Word Warrior. This filter game carries vocabulary games with correct spelling.

This study aims to evaluate the implementation of the Spelling Bee competition at Polbeng Business Expo and its impact on the participants' English language skills. The competition is considered effective in improving English language skills, including the ability to spell complex words, spelling speed, letter pronunciation, and vocabulary enrichment. This study used a qualitative approach by collecting data through participant interviews and observations. The results showed that there were some challenges faced by the participants, such as difficulties in word comprehension, pronunciation, and listening skills, as well as technical constraints and organizational issues. Nonetheless, the participants showed high adaptability and had a positive impact on their confidence and motivation to learn. Based on the analysis, several suggestions for improvement have been proposed, including the selection of vocabulary appropriate to the participants' ability level, the improvement of audio-visual quality, and the implementation of a more objective word selection system. This research emphasizes the importance of academic support and a fun competition atmosphere to create an inclusive and meaningful experience. With these improvements, the Spelling Bee competition is expected to continue to be an effective tool for language development and personal growth.

is a postdoctoral researcher He received his PhD degree in Computer Education and Instructional Technology from Anadolu in 2015. His current research interests include gamification, computer-supported collaborative learning and complex problem solving. Lei Ren is a freelance instructional designer. Her research interest includes gamified learning and motivation in learning. She has rich experience in designing and developing educational products. She used to work as a product/content manager in the leading Ed-tech company Chengdu Chaoyouai Education Co., Ltd, and helped it achieve over 10 million users. Associate Professor Dr. Hanna Järvenoja works at the Learning and Educational Technology Research Unit (LET), University of Oulu. Ass. Prof. Järvenoja’s research interest is in the field of self-regulated learning, particularly motivation and emotion and their regulation in individual and social levels, socially shared regulation processes in collaborative learning, technology-enhanced learning and supporting regulation of learning with technological tools. Currently, she acts as a coordinator for EARLI’s (European Association for Learning and Instruction) SIG “motivation and Emotions”. She has published over 30 articles in international refereed journals and is actively involved in international research networks, such as acting as an associate editor in Frontline Learning Research. Address for correspondence: Muhterem Dindar, Faculty of Education, Abstract Gamification has become a popular approach to blending learning and social relatedness in English vocabulary learning with a mobile application. The current study draws on Social Interdependence Theory (SIT) to conceptualize the utilization of leadership boards and badges in designing gamified learning experiences in competitive and cooperative modes. The study extends the current understand-ing of the link between game elements, psychological processes and outcomes of game play (ie, behavioural, social and motivational outcomes). In addition, it demonstrates the potential of using SIT in designing gamified language learning environments.

ABSTRACT Recent literature in the field of L2 vocabulary assessment has advocated for the development of written receptive vocabulary tests such as Vocabulary Levels Tests (VLTs) that use: (a) meaning-recall item formats, (b) a minimum of 40 item counts per 1,000-frequency band to improve level estimates, and (c) lemmas (not word-families) as the lexical unit . With such recommendations in mind, this study presents the development and initial validation of Online written meaning-recall Spanish Vocabulary Levels Test (O-WSVLT), the first 120-item meaning-recall vocabulary levels test that measures knowledge of the 3,000 most frequent words in Spanish. A total of 209 L1-English learners of L2-Spanish participated in the study. Focusing on internal technical qualities of the test, Rasch measurement analysis was employed to provide evidence regarding four aspects of construct validity: content (i.e. representativeness and technical quality), substantive, structural, and generalizability . Results showed that (1) the items presented adequate spread of difficulty, (2) items demonstrated high levels of unidimensionality, and (3) O-WSVLT displayed an excellent fit to the Rasch model, with Rasch person and item reliability coefficients of 0.97 and 0.99 respectively. O-WVLT fills a gap by providing L2 Spanish teachers and researchers with a reliable tool to measure students’ written receptive meaning-recall vocabulary knowledge.

This study aims to analyze the effect of using TikTok as a learning medium on students' English language skills in higher education. Using a quantitative approach and descriptive-correlational survey design, data was collected from 124 active university students from various study programs who use TikTok in their English learning process. The instrument used was a closed-ended questionnaire based on a five-point Likert scale, which measured the intensity of TikTok use (X) and English language skills (Y), including vocabulary acquisition, pronunciation, listening comprehension, and speaking fluency. The statistical analysis showed a very strong correlation between TikTok usage and English language skills, with a correlation coefficient (R) of 0.935. The R Square value of 0.875 indicates that 87.5% of the variability of English skills can be explained by the use of TikTok, while the remaining 12.5% is influenced by other factors. Each one-unit increase in TikTok usage increased English skills by 0.861 units (p < 0.001). The findings suggest that TikTok can be an effective learning media in improving English language skills, especially in vocabulary and listening skills. The practical implication is that educators can utilize this digital platform to support more contextualized and engaging learning.

Abstract This study investigated the effect of a remodeled Cognitive Vocabulary Approach (CVA) on writing achievement. CVA tasks, designed within a scientific framework, aimed to help students incorporate infrequent vocabulary from two reading units as target vocabulary into their composition writing. Participants, comprising 123 eleventh-grade science-track students learning English as a Foreign Language (EFL), were divided into an experimental group (n = 63), which engaged in CVA tasks, and a control group (n = 60), which continued with regular instruction focusing on memorization and sentence use. Using a three-month quasi-experimental pre-post design, the study evaluated the relationship between vocabulary retention and writing scores. Results indicated that cognitive tasks significantly improved vocabulary retention and led to notable differences in writing scores between the groups. The study found a strong correlation between lexical diversity and writing performance, demonstrating that CVA tasks were more effective than regular methods.

The current study aimed at investigating the effectiveness of using WhatsApp groups to improve university students’ vocabulary learning. The study adopted a quasi-experimental research design. It consisted of 60 male and female EFL students from Ajloun College University at Al-Balqa Applied University. The participants were assigned evenly into a control group, which was taught via conventional teaching methods, and an experimental group, which was taught via a researcher-administrated WhatsApp group. The teaching material included the first three units of the curriculum specified for the English Language 1 course at Ajloun University College. The study used vocabulary pre- and post-tests. The findings of the study revealed that the experimental group members performed better than the control group in the vocabulary post-test results. The findings demonstrated the effectiveness of using the WhatsApp group method to improve vocabulary learning among undergraduate EFL students at Ajloun University College. The study concluded that using group instant messaging mobile applications significantly improves the vocabulary teaching and learning process.

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This study aims to evaluate the effectiveness of using flash card media in improving English vocabulary mastery among 8th grade students at SMP Islam Al-Ikhlas, Bekasi. This study used a quasi-experimental approach with a Nonequivalent Control Group design. A total of 50 students were divided into two groups, namely the experimental group and the control group. Data were collected through pretest and posttest, then analyzed using SPSS software to determine significant differences in learning outcomes between the two groups. The results showed that the average posttest score of the experimental group increased from 67.44 to 79.48, while the control group showed an increase from 69.36 to 75.72. Statistical analysis with the t-test showed that the use of flash card media had a significant impact on students' vocabulary mastery, with a sig. (2-tailed) value of 0.165, which indicated a significant difference in vocabulary mastery between students who used flash card media and those who did not. The conclusion of the study recommends the use of flash cards as an interactive and effective method in learning foreign language vocabulary, as well as encouraging the development of other visual learning media to improve student learning outcomes.

Vocabulary acquisition is a fundamental aspect of language learning, and mastery of vocabulary has a substantial impact on learners’ capacity to comprehend and communicate successfully in a foreign language. The research’s goal is to investigate how biological perception affects students’ engagement and the effectiveness of their learning of English vocabulary. A total of 286 various academic students participated in this research. The experimental group (EG) (biological perception-assisted learning) and the control group (CG) (standard vocabulary acquisition techniques) are selected at random from among these students. This research uses the SPSS software version 29.0. The data analyze the statistical methods, including descriptive statistics, paired t-test, and ANOVA, to identify any significant differences between the groups. The research assesses the influence of biological perception on vocabulary retention, learning speed, and general engagement of students in the language learning process through an empirical research including a diverse group of students. The results indicate that, when compared to traditional approaches, students exposed to the EG exhibit significantly greater understanding rates (87%), higher levels of engagement (92%), and enhanced learning efficiency (95%), demonstrating the favorable influence of adding biological sensing into language learning procedures. In contrast, the CG, which employed conventional VA techniques, demonstrated only modest improvements across the board, with a learning speed of 85%, understanding rates of 79%, and engagement levels of 81%. This research provides educators looking to improve vocabulary training with useful insights into the possibilities of biological perception-based tactics for language learning enhancement.

Generation Z students are increasingly adopting gamification in language learning, often enhanced by Artificial Intelligence (AI). Gamified language learning applications are touted for their ability to improve vocabulary acquisition effectively. This study aimed to evaluate the efficacy of AI-assisted gamification in vocabulary learning among Generation Z students in Semarang, Indonesia. A descriptive cross-sectional survey design was employed, involving 400 participants. Data were collected via questionnaires and analyzed using Structural Equation Modeling (SEM) to identify the effectiveness of gamified applications and their components in vocabulary acquisition. The findings revealed that gamified vocabulary instruction using AI-assisted applications is highly effective. Specifically, AI applications demonstrated rapid impacts on learning outcomes, while gamified computer software required less sustained effort. However, the synergistic use of both technologies showed no significant additional improvement in learning outcomes. Key gamification elements such as avatars, badges, points, leaderboards, feedback, and storytelling were analyzed. Among these, game components, including avatars and badges, had the strongest influence on vocabulary acquisition. The study underscores the effectiveness of gamified applications in vocabulary learning among Generation Z, with a particular emphasis on the contribution of AI. While both AI and gamification independently enhance learning, their combined use does not yield a noticeable synergistic effect. The prominent role of game components suggests their prioritization in designing gamified educational tools. AI-assisted gamified language learning applications are effective for vocabulary acquisition, with game components playing a pivotal role. Future research should explore the long-term implications of integrating AI and gamification for sustained learning outcomes.

Vocabulary is a crucial part of second language acquisition. This study aims to identify the vocabulary learning strategies learners from 14 to 17 years old use to enhance their vocabulary. This research has a mixed method. A survey with closed and open-ended responses is essential to gather relevant information about the most frequent vocabulary strategies used by female and male students and show their preferences when learning English vocabulary. The data is collected through the IBM SPSS software for quantitative data and thematic analysis for qualitative data. This study shows that the most popular strategies students use to acquire vocabulary are related to visual resources such as videos and movies. The second most popular is dynamic learning. Students feel engaged in active strategies like games. However, it shows a lower percentage of social strategy preference. The study highlights the importance of learning vocabulary in English acquisition. Students consider that vocabulary enhances their overall proficiency strategies.

The rise of technology has expanded a variety of interesting and new online-based learning aids for English. Duolingo app, which makes learning languages, especially English, easy, accessible, and effective.The objective of this study is to describe and observe the students' perceptions of using Duolingo software for vocabulary at Madrasah Tsanawiyah 01 Darussalam Kepahiang. This study applied qualitative analysis techniques and conducted tests, questionnaires, and interviews as well as interviews to collect data. In this study, the writer used a non-probability sampling method in which 25 students from class VIII E were selected as a sample. This study found that the majority of students were encouraged to learn English vocabulary through this Duolingo application. Students can use the Duolingo app to learn English vocabulary which is easy to understand and students are more interested and excited about learning new words. Duolingo can also keep students from getting bored while learning and help them come up with new ways to learn. According to the findings of the research, it is possible to assume that students' perception of using Duolingo is positive and extremely helpful for enhancing vocabulary during learning English. Keywords: duolingo, students perception, vocabulary

ABSTRACT The research aims to contribute to teaching and learning activities in English vocabulary by developing technology-based teaching modules using Flip PDF software so that the implications are expected to arouse students' motivation to continue to like the subject. The research model used is development, with the results presented quantitatively and qualitatively descriptively. The subjects are divided into three, namely: a. material validators, media validators, and teachers. At the same time, the informants were taken from students and students of class VIII MTs Terpadu Berkah Palangka Raya. Data collection techniques use observation, tables or lists of questions, interviews, and documentation. The analysis techniques use three stages: data reduction, data presentation and data verification, and validity testing using triangulation techniques. The results showed that: 1). The development of vocabulary modules using flip pdf corporate software in class VIII at MTs Terpadu Berkah Palangka Raya is carried out with the ADDIE development model through 5 stages of development, namely: a) analysis, including performance analysis and need analysis; b) design, including display design on teaching materials made using storyboards; c) development, including the manufacture of learning materials; d) implementation, including product validation with material expert validators and media experts, then trials are carried out on students and English language subject teachers, namely small group and large group product trials and teacher responses; e) evaluation, including improvements according to suggestions and comments obtained by researchers at the implementation stage and the results of pretests and posttests.  2. Response results in the trial of students in class VIII MTs Terpadu Berkah Palangka Raya which was carried out in small group trials (5 people) obtained a percentage of 93.42% with a very good category, large group trials (1 class) obtained a percentage of 89.34% with a very good category. The response results were obtained by distributing student response questionnaires. And the results of the teacher response assessment can be known by using a questionnaire instrument in this case the English subject teacher. The assessment results obtained a percentage of 80.55% with a very good category. Keywords:  Development, Vocabulary Module, Flip PDF Corporate Software

With the development of augmented reality (AR) technology, the level of contextualization has been continuously improved. This paper utilizes ZAPPAR software to design and implement AR vocabulary teaching materials, aiming to enhance the realism of contextual learning in the classroom. A control experiment was conducted to verify the effectiveness of contextual learning under AR technology. Student learning data was collected through questionnaires and other methods, and Pearson correlation coefficients were further introduced to calculate the association between contextual learning ability under AR technology and students' long-term vocabulary acquisition. The experimental results show: The average scores for short-term and long-term vocabulary memory in the experimental group were 91.034 and 90.768, respectively, with a memory decay change of only -0.266 points, which outperformed the control class and the comparison method. The correlation coefficient between the AR-supported contextual learning method and long-term vocabulary acquisition was 0.35. Additionally, the regression coefficients for the three categories of vocabulary were 9.765, 32.821, and 0.503, respectively, indicating a positive effect on vocabulary memory.  

Modern technology has revolutionized the education by offering various tools that can enhance the teaching and learning process in general and English language teaching and learning in specific. Among a wide range of educational apps, Quizlet has been applied in vocabulary teaching and learning in different contexts. Therefore, this study aims at investigating bilingual students’ Quizlet-based English vocabulary learning. It involved a cohort of 50 bilingual students, who were conveniently sampled from an international school in Vietnam, in answering the questionnaires. The collected data were analysed in terms of descriptive statistics with the use of software SPSS. The findings have shown that bilingual students perceived Quizlet as a useful, enjoyable, easy, and convenient tool for English vocabulary language learning, and they reckoned that Quizlet could improve their vocabulary learning. Based on such findings, this study has come up with pedagogical implications for the use of Quizlet in English vocabulary teaching and learning in the research context and other similar ones.

The aim of this paper is to highlight the role of Lextutor an online software for achieving educational objectives. Lextutor is an online resource which presents a new teaching-learning environment and also offers a variety of activities for educators and learners to use it in English vocabulary classroom and to nurture independent learning. Since vocabulary becomes very fundamental in language learning, both speaking and writing and independent learning is currently popular and needs to be developed, educators and learners can use wordlists, online concordance and dictionary, and texts, which can be accessed in the available programs. In addition, Lextutor also serves database to store the work and view the others’ work. Most importantly, this online software comes up with the transformation to change the traditional setting of learning by giving inputs on DDL learning. It is expected that learners can be more independent and active in learning, enabling greater motivation and deeper learning. This paper reviews literature and gives scholarly background by reviewing some contributions and concepts made by experts in the related field. Furthermore, some benefits of using Lextutor are found in this research.

The improvement of students' English and application largely depends on words. Based on similar association law, comparative thinking method, and similar association method, this study is carried out to analyze the mechanism of English word associative memory and design an auxiliary system of English word associative memory using computer software. The experimental teaching results show that the system can effectively improve the students' word memory effect and learning efficiency by 45%.

The aim of this research is to highlight the role of Lextutor an online software for achieving educational objectives. Lextutor is an online resource which presents a new teaching-learning environment and also offers a variety of activities for educators and learners to use it in English vocabulary classroom and to nurture independent learning. Since vocabulary becomes very fundamental in language learning, both speaking and writing and independent learning is currently popular and needs to be developed, educators and learners can use wordlists, online concordance and dictionary, and texts, which can be accessed in the available programs. In addition, Lextutor also serves database to store the work and view the others’ work. Most importantly, this online software comes up with the transformation to change the traditional setting of learning by giving inputs on DDL learning. It is expected that learners can be more independent and active in learning, enabling greater motivation and deeper learning. This paper reviews literature and gives scholarly background by reviewing some contributions and concepts made by experts in the related field. Furthermore, some benefits of using Lextutor are found in this research.

We present in this paper a suite of four software applications that will help a user to learn the basic vocabulary (about 6000 words) of the English language. The software program asks the user to choose a word from a list of other words. The originality of these applications consists mainly in the modality in which the choices for a tested word are selected. The software applications are graphical applications written in Java programming language. Applications can be modified so that the user can learn other foreign languages. They can also be integrated on e-learning platforms. In the context of the COVID pandemic, online learning has grown.

Background The acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners. Objectives The study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners. Methodology A quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022–2023. The experimental group ( n  = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group ( n  = 45) received traditional teaching methods. Findings Statistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups. Conclusions The results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.

Mobile learning (or m-learning) is the ability to learn anywhere and at any time using a portable electronic device. Mobile technologies gradually integrate into learnedness. Mobile devices and apps are changing the way learners acquires English. This study aims to develop a mobile Apps based on the Keller Plan Personalized system of instruction (PSI) theory called JuJu English Vocabulary to improve learners’ vocabulary acquisition. The mobile Apps was developed using ADDIE instructional design model. The developed Apps was investigated using a quasi-experimental research design among 60 students separated into two(2) groups: control and experimental groups. Data were analysed using SPSS software. The outcome shows a significant difference between Post-test experimental (using the mobile app) and the control group (traditional learning). This Mobile Apps design allows personalised growth among the experimental group of students in terms of their vocabulary acquisition. The design mimicking a game strategy did help increase their interest to enjoy the learning process.

This paper presents a proposal to contribute to improve the level of English during the teaching-learning process in El Salvador. The English Proficiency Index Report states that El Salvador is located in position number 56 out of a total of 100 countries, with its corresponding indicator of low level of English. We have designed an Interactive Kinect Application for Learning English Vocabulary. The proposed software is aimed at collaborating with the teaching work carried out from the classrooms, but in a way that is more attractive, motivating and entertaining for elementary level students that could facilitate the learning of English using Advanced Interaction Technologies and Kinect Sensor. This aforementioned Kinect Application will be used in elementary public and private school in the capital city of El Salvador.

The optimization and application of an English word memory algorithm based on reinforcement learning involve refining a system that utilizes reinforcement learning techniques to enhance vocabulary retention. By leveraging reinforcement learning, the algorithm can adapt its strategies for presenting and reviewing English words based on users' responses and performance. This adaptive approach enables personalized and effective learning experiences, wherein the algorithm adjusts the frequency and timing of word repetitions to maximize memorization efficiency. Applications of this optimized algorithm span language learning platforms, educational apps, and personalized tutoring systems, offering learners tailored support to strengthen their English vocabulary acquisition and retention skills. This paper introduces the Spider Swarm Optimized English Word Memory Algorithm (SSOEWMA) algorithm, a novel approach aimed at optimizing language processing and learning tasks. Leveraging principles of reinforcement learning and swarm intelligence, SSOEWMA demonstrates its effectiveness in enhancing various aspects of language processing, including word difficulty assessment, sentence estimation, memory retention, and student performance evaluation. Through a series of experiments and evaluations, we showcase SSOEWMA ability to optimize dataset attributes, accurately estimate sentence characteristics, and improve memory retention performance. Simulation results achieved an average word recall accuracy of 85% across multiple evaluations. Through its utilization of reinforcement learning principles and swarm intelligence, SSOEWMA significantly improved memory retention performance, reducing recall latency by an average of 20% compared to baseline measures. Additionally, the algorithm demonstrated strong learning efficiency, converging to optimal solutions with a speed increase of 30% compared to traditional methods.   

This study aims to investigate whether the use of word memorization method using digital book provides a positive significant effect on the students’ vocabulary mastery. The quasi experimental research design was used in this study. The study included 49 sixth-grade English as Foreign Language (EFL) learners from a primary school, divided into two groups of 27 each. The experimental class was taught by word memorization method using digital book, while the control class was taught by using word memorization. The data of this study were collected through test in form of pre-test and post-test and calculated by using SPSS 20 Version. Based on the data analysis, the research finding showed that there was a significant difference between experimental class’s vocabulary score and control class’s vocabulary score. The researcher measured students’ post–test score by using independent sample t-test to know the difference between students who were taught by using word memorization method using digital book and students who were taught by using word memorization. The hypothesis verification was found by comparing the significance value (2-tailed) with the significance level 0.05. The estimation was: If the significance value > 0.05, Ha was rejected, it meant there was no significance positive effect. If the value < 0.05, Ha was accepted, it meant there was a significance positive effect. The mean score of vocabulary test done by the experimental class, based on the result of Independent sample t-test of post-test, was 79.52. Meanwhile, vocabulary test done by the control class, based on the result of Independent sample t-test of post-test, was 69.50. It meant that the implementation of word memorization method using digital book gave significant positive effect on students’ vocabulary mastery. Word memorization using digital book will abounding students’ creativity in developing various learning innovation, particularly on learning vocabulary.

Big data technique has become a scientific force driving disruptive innovation and change in the education system and the entire field, including English word learning, which will undergo profound mechanism changes under the impetus of this trend. The reform of basic English education evaluation in the new era empowered by big data is an inevitable choice to get rid of the chronic problems of the “five-only” education evaluation and to implement the education that builds morality as well as learners' satisfaction. Traditional classroom teaching is combined with educational information technology to build a smart campus for English education. And data mining hidden educational information and rules are obtained to meet the requirements of students' personalized learning and other demands. However, the reality is faced with the alienation of the concept of big data in English word learning. Data mining is a very important thinking tool and learning tool, which can help students better learn basic English knowledge, memorize basic words, and improve learning effect. At the same time, it has the effect of cultivating divergent thinking and systematic learning. The foundation of English learning in high school is vocabulary. In order to help students better memorize English vocabulary, teachers can apply mind map associative memory method to implement teaching. In order to solve the problem, this paper proposes the English value concept, constructs a basic education evaluation concept empowered by big data, and eliminates teachers' concerns about technical ability. We also improve the intellectual support for evaluation reform and reasonably build a data resource platform to meet students' comprehensive quality evaluation demands. The method accurately conducts the big data evaluation to drive suggestions such as the reconstruction of educational evaluation system.

Students who study foreign languages have weaknesses in the vocabulary they learn. The aim of this research is to determine the process of increasing students' vocabulary mastery through the word square game in class II elementary school students in the city of Tangerang for the 2023/2024 school year. The subjects of this research were second grade elementary school students for the 2023/2024 academic year. This class consists of 11 students. This research uses quantitative methods. The results of the analysis in collecting data, researchers use tests. The tests were given in the form of pre-test, post-test 1 and post-test 2. Researchers analyzed the average score of each test to determine the increase in students' vocabulary mastery after carrying out these actions. students' mastery of skills increases optimally. This can be seen from the pre-test score of 80, post-test 1 90, and post-test 2 92.27. After implementing the actions, researchers were able to solve problems in increasing mastery of understanding. Students are able to understand the meaning of words based on the context. By using the word square game in vocabulary learning, students can easily understand and memorize new vocabulary. In the vocabulary learning process, when the teacher uses the word square game, students look very enthusiastic and enjoy the learning process.

This study focuses on the difficulty of accurately analyzing students' learning behaviors in the adaptive learning model of English teaching, and proposes an English learning behavior association mining algorithm based on dynamic weights. The algorithm dynamically adjusts the weights according to factors such as learning time, practice accuracy, and knowledge point mastery, and realizes deep association mining of students' English learning behaviors. The experiment selected English learning records of 2,000 students from 5 schools and colleges as the data set, including multi-type learning behavior data such as word memorization, grammar practice, and listening training, with a total of 150,000 records. The experimental hardware uses an Intel Core i7-12700H processor and 16GB memory, and the software is based on Python 3.8 combined with Weka 3.8 platform. The algorithm in this paper is compared with the Apriori algorithm and the FP-Growth algorithm, and the accuracy, recall rate, F1 value and running time are used as evaluation indicators. The results show that the accuracy of the proposed algorithm is 92.3%, which is 18.6% higher than the Apriori algorithm and 12.1% higher than the FP-Growth algorithm; the recall rate is 88.7%, which is 15.2% and 9.8% higher than the Apriori algorithm and the FP-Growth algorithm respectively; the F1 value is 90.4%, which is the best overall performance, and the running time is 42% less than the Apriori algorithm. The experiment shows that the algorithm can more accurately mine the association rules of students' English learning behavior, provide strong support for the adaptive learning model, and effectively improve the application effect of the model in English teaching.

In the modern study circle, the topic of digitization in education and its impact on learning is one of the most important issues. The purpose of the study is to analyze the impact of the use of digital platforms on the study and development of English language skills in teenagers. This study also aims to fill a gap in the field of language education and psycholinguistics, particularly the aspect of word recall, using the application of a mobile digital platform for practice. Existing studies have generally emphasized the importance and effectiveness of traditional language learning methods, but the number of studies analyzing the use of digital platforms is still limited. The study used a pre-post survey method, which aimed to determine the baseline performance of all participants and the rate of change after practice using quizlet for Group 1 compared to the traditional methods used by Group 2 for English learning and memorization of new words. The sample consisted of 100 students from Russia studying English. Students were divided into two groups, where Group 1 used the Quizlet app and Group 2 used traditional word study methods. After two weeks of studying vocabulary, the participants demonstrated positive dynamics of word memorization. Findings showed that in Group 1, which used the program, 30% of participants successfully achieved a high level of vocabulary, while an additional 57% saw their vocabulary skills improve to an average level. Only 12% demonstrated a low level of vocabulary. In contrast, Group 2 showed minimal changes in their vocabulary. Only 14% of participants retained a high level of vocabulary, 70% were medium, and 15% were low. The obtained results can help develop new educational programs and mobile applications for language learning based on interactive methods and approaches. The obtained results can be useful for language education in terms of the possibility of integrating methods using the Quizlet program to improve the development of students’ vocabulary and lexical expressions of the English language. This study makes a significant contribution to the field of foreign language learning, providing results that emphasize the effectiveness of using digital mobile resources for learning English and have a positive effect on the psycholinguistic aspect of memorizing new words. By demonstrating significant improvements in vocabulary among participants, this study highlights the potential of mobile applications to support traditional teaching methods and offers a viable alternative for language teaching, especially in the digital age.

This paper investigates the issue of near-homonymy and near-synonymy in English vocabulary learning and explores the significance and practical value of addressing this problem. Through data analysis, we emphasize the widespread demand for English language acquisition and the importance of the English language. Furthermore, we cite research in the field of education to provide evidence of the positive impact of near-homonymy and near-synonymy on word memorization. The main research work of this paper includes the construction of a graph database and the measurement of near-homonymy and near-synonymy. We describe in detail the workflow of building the graph database, including the definition of nodes and edges, as well as edge filtering methods. Additionally, we introduce the mathematical principles and formulas used to calculate near-homonymy and near-synonymy. The experimental section presents the data source and the process of constructing the graph database, including data preprocessing, similarity calculation, and parameter settings. We establish a graph database using neo4j and showcase the intermediate results of near-homonymy and near-synonymy, as well as visualization results. Finally, we summarize the main findings of this paper and discuss the prospects for applying similarity calculations based on word origins.

No abstract available

To master vocabulary is influenced by many factors, many techniques and strategies such as playing scrabble, memorize new vocabulary by English song and word webbing technique also can be a way to master and memorize vocabulary. In this research, the researcher limits the study on the technique.    Word webbing technique is a way to help the students to think more creative to associate idea or words more easily. Word webbing approach is a way to assist the students of university to think greater innovative to companion thought or phrases more easily. Word webbing is a notion mapping of words, which is, normal through ability of webs and links. Word webbing is a approach that can be used to expand thinking or words. This method is beneficial for the students of university who favor or like to make higher their ideas or words, specially in getting to understand vocabulary. The goals of this research are  to understand if the students’ success in vocabulary can be accelerated through the application of phrase webbing approach or not. The research was once carried out only in one class with two cycles.  The archives have been taken from the first 12 months MTs Muhammadiyah 15  Medan. The real variety of the  students in the category used to be 27 students. The finding of the research is that Word Webbing Technique can help the students improve their vocabulary achievement. By making use of this Word Webbing Technique, the ranking of the students in vocabulary saved increasing from the pre- test until the post- test  seem to be at in each cycle. It was once proved through the use of the data which validated that the mean of the  students in the post- test  II (77.0) was higher than the post I (70.4) and additionally higher than pre- test (51.5).    Keywords : word webbing technique, vocabulary  

As a matter of fact, mastering the learning methods in a field can greatly increase the speed and efficiency of learning and improvement in the field. Non-native English speakers develop a foundation for the language by acquiring English words. With this in mind, this paper will explain how a non-native English speaker learns to memorize English words on a large scale, i.e., 21-Day Word Grid Learning Method, as well as explain how to use the "21-day word grid learning method" and how this learning method can help learn English words. This study will present a way to learn to use the "21-day word grid learning method" to help one plan the review time reasonably, so that one can memorize words more reasonably and planned, and greatly improve the efficiency of memorizing English words. Overall, these results shed light on guiding further exploration of learning approaches as well as memory enhancement.

As a foreign language, English is not easy to be mastered by the students. There is still dissatisfaction with the English proficiency of Indonesian students. Many students find difficult to write and speak English in a simple sentence. It makes the students feel less confidence, afraid of made some mistake, and memorizing word is quite bored to be learned. Lack of vocabulary felt by Indonesian students make them difficult to understand spoken and written language. English proficiency among Indonesian students’ needs more improvement to assist them to communicate effectively. The technology provides many resources suitable to utilize as a media in teaching and learning process. The researcher implemented word wall media as a tool to teach vocabulary, letter-sound correspondence, spelling, etc. It is a good way to make the activity in the classroom becomes more fun and interesting in hospitality students at Institut Pariwisata dan Bisnis Internasioanal. This study used a qualitative approach by implementing a case study design. The questionnaire and the interview sheet given to the 61 respondents. The result show that most students increase their vocabulary mastery. 67,2% students agree that the word wall media helped to understand the vocabulary easily, 77% students easy to understand the vocabulary with picture include, 54,1% students enjoyed the activity in the classroom, 54% students mentioned that the word wall media was easy to use, and 60,7% students mentioned that they could memorize longer.

The purpose of this study is to investigate how well eleventh-grade students at SMK Telkom 2 Medan can master English vocabulary with the use of flashcards. The kids' limited vocabulary, especially in vocational schools where English instruction is frequently limited by time and less engaging techniques, is what spurred the research. Two groups participated in a quantitative study utilizing a quasi-experimental design: the experimental group was taught vocabulary using flashcards, while the control group was instructed using traditional techniques. Multiple-choice vocabulary questions were used in pre-tests and post-tests to gauge students' development. The results showed that whereas the control group's average score only increased from 49.6 to 62.0, the experimental group's improved significantly from 51.6 to 79.2. The flashcard strategy greatly improved students' vocabulary acquisition, according to statistical studies, including paired sample and independent sample t-tests (t-value = 7.24; p < 0.001). Furthermore, the results of the questionnaire showed that the majority of students thought flashcards helped them comprehend word meanings, memorize vocabulary more rapidly, and enjoy studying. To sum up, using flashcards to teach English vocabulary turned out to be a successful and entertaining visual aid. This strategy is appropriate for vocational school settings because it not only improved retention but also raised students' motivation and active participation.

Research on how to utilize students’ ability to master the foreign language especially in memorizing some words in a target language is believed very important. The purpose of the study is to assess the ability of native Papuans in memorizing some English vocabulary using the keyword system strategy of a selected translated Sentani folktale, entitled The Legend of Sentani Lake. Data was obtained from around 32 students who were asked to memorize several target words. The result showed that students’ keyword system strategy was useful in connecting the spelling, pronunciation, and new words to their prior knowledge by looking at the similarity between the target word and keyword in sound using the key-word system strategy. It is also showed that Papuan EFL students have a high ability to utilize existing knowledge and memorable relationship to memorize new or currently studied English vocabulary. The findings provide important insight for foreign language teaching and learning regarding the importance of encouraging students to develop their ability to master the language being learned by connecting it with something close to the context of Papuan native students’ live in order to make it more effective and meaningful.

No abstract available

This research is intended to investigate the Word Chain Game (WCG) effectiveness in improving eight grade students’ ability in mastering vocabulary at one of state junior high school in Palu, by incorporating it into teaching, particularly with regard to nouns and verbs.. The three main aspects of vocabulary mastery that this study focusing on are the meaning, the usage, and the way students spell. This study applied a quantitative research approach, employing a quasi-experimental design to investigate the research objectives. Class VIII B was chosen as the experimental group, with 28 students, and Class VIII C was selected as the control group, with 27 students. The instrument that was used to measure students' vocabulary skills before and after treatment was pre-test and post-test. The findings showed a p-value (sig. 2-tailed) of 0.000, which is below the standard significance level of 0.05, suggesting that between the experimental and control groups there are a handful differences. The study demonstrates that WCG significantly enhances students' vocabulary acquisition, particularly in developing semantic understanding, contextual usage, and orthographic accuracy. These findings offer valuable insights for educators seeking to implement engaging vocabulary instruction methods, while providing researchers with empirical evidence for further exploration of game-based language learning approaches.

This study focuses on developing a Pictionary game-based assessment tool to enhance vocabulary mastery for junior high school students. The research employs the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to create an interactive and effective assessment method that integrates visual elements to evaluate students' vocabulary knowledge. The Pictionary game, involving drawing and guessing words, is used as an engaging strategy to measure students’ vocabulary retention and understanding in real-world contexts. Findings indicate that although the game offers an enjoyable learning experience, improvements are needed to increase the validity and reliability of the assessment tool. Quantitative data, collected through students' performance on multiple-choice questions, showed that only 10 out of 25 questions met the validity criteria. Additionally, qualitative data, including feedback from teachers and students, revealed that the game's structure significantly impacted students' vocabulary retention and engagement. The study concludes that Pictionary-based assessments can be an effective tool for vocabulary acquisition, but further refinement is required to ensure consistent results and align the questions with students’ abilities.

This study explores the use of Wordwall in teaching English vocabulary to seventh-grade students at an Islamic Junior High School and investigates the teacher's perception of this digital tool. It employs a descriptive qualitative design using the TPACK (Technological Pedagogical Content Knowledge) framework by Mishra and Koehler (2006) and the Technology Acceptance Model (TAM) by Davis (1989). Data were collected through classroom observation, interviews, and documentation. Observation focused on TPACK indicators, while interviews were based on TAM dimensions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Findings reveal that the teacher could independently operate Wordwall and adapt it to student characteristics using contextual and kinesthetic strategies. The teacher perceived Wordwall as easy to use and effective in enhancing student motivation and vocabulary comprehension. Despite minor technical challenges, the teacher managed them with appropriate strategies.

This study explores the use of technology in language teaching in junior high schools, emphasizing its effects on student involvement and academic achievement. The study was carried out at two schools located in Kecamatan Gunuang Omeh, with four teachers participating. Data were gathered by classroom observations and interviews to comprehend the implementation and results of technology-enhanced educational methods. The results indicated that the integration of technology markedly enhanced student engagement and academic performance. Interactive platforms such as Wordwall and Kahoot! offered stimulating activities and competitive games that encouraged students to engage actively in vocabulary development. The Quizlet flashcard technique also assisted students by improving their capacity to memorize vocabulary efficiently. Teachers exhibited creative approaches in incorporating these technologies into their pedagogical practices, resulting in a more engaging and effective vocabulary acquisition experience. This study highlights the transformative capacity of technology in vocabulary teaching. Nonetheless, it highlights the importance for sufficient infrastructural support and extensive teacher training for successfully using the benefits of technology in educational environments. These processes are crucial for ensuring the efficient utilization of technology tools to improve the quality of teaching and learning in educational settings.

English plays a strategic role in education because it serves as a means of global communication and an instrument for improving the quality of human resources. However, in learning practice, students still face obstacles in writing skills, especially in mastering vocabulary in descriptive texts. This study aims to identify and analyze vocabulary errors made by junior high school students and explore the factors that cause them. The research method used was qualitative descriptive with 30 students from class VIII B MTs NW Suwangi as subjects. The research instruments were written tests, documentation, and brief interviews with students and teachers. The data were analyzed using error analysis procedures, including identification, classification, and interpretation. The results of the study show that there are four main categories of errors, namely pronoun misuse (58.3%), word form error (25%), misuse of words (12.5%), and redundancy/repetition (4.2%). The main factors causing errors include mother tongue transfer, limited vocabulary, and generalization of grammar rules. The conclusion of this study confirms that vocabulary errors are a natural part of second language acquisition, reflecting the development of students' interlanguage. Therefore, teachers need to implement error-based learning through contextual exercises, descriptive vocabulary reinforcement, and the provision of meaningful language input.

This study examines the design, development, and effectiveness of "Easy Vocabulary," a web-based e-module aimed at improving English vocabulary skills among junior high school students at SMPN 1 Parepare, Indonesia. Addressing challenges like limited learning resources, traditional teaching methods, and lack of interactive media, the study applied the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and utilized a one-group pretest-posttest design involving 32 Grade VIII students (aged 13-14 years) selected through purposive sampling. The e-module features locally contextualized content, multimedia elements like barcode-integrated audio pronunciation, and web-based accessibility for independent learning. Expert validation from material experts, media specialists, teachers, and students yielded high validity scores: material expert (92.5%), media expert (81%), teacher (85.55%), and student responses (82.29%). Effectiveness was evident in the significant improvement in vocabulary mastery, with pretest scores of 57.75 increasing to 93.90 posttest, achieving an N-Gain score of 0.85, indicating high effectiveness. The study’s success is attributed to the combination of contextual design, interactive multimedia, and culturally relevant content, fostering student engagement. This research contributes valuable insights to the literature on educational technology, offering a replicable framework for enhancing vocabulary learning in Indonesian educational settings.

The objective of this research is to find out if using flashcards can improve the student’s vocabulary mastery in junior high school. This research used a quasi-experimental research design. The population of this research was the seventh grade students of SMPN 1 Lore Timur. The sample was selected using the purposive sampling technique. The sample of this research were 53 students, which were divided into 27 the students of class D as an experimental group and 26 students of class A as a control group. The data were collected through the test that consisted of pre-test and post-test. By applying the independent t-test, the researcher found there is no significant difference between the experimental and control groups (p = 0.147, p > 0.05). Thus, the hypothesis was rejected, using flashcards can't improve the student vocabulary mastery in seventh grade at junior high school.

Multimodal teaching aims to enhance the interest and efficiency of junior high school English vocabulary teaching by integrating language, audio, pictures and actions in a student-centered way. This paper discusses English vocabulary teaching under the multimodal perspective, emphasizing that teachers should guide students to actively explore the vocabulary learning rules, develop comprehensive application ability, expand the scope of learning and deepen the depth of knowledge.

This study investigates how junior high school students can improve their command of English vocabulary by using the Duolingo program. It tackles the problem of low vocabulary retention and student involvement that is frequently present in conventional language training. The purpose of the study is to find out how students view Duolingo as a gamified learning resource and what factors affect how well it helps them learn new words. A descriptive analysis approach was used, based on the results of several recent empirical investigations. The findings demonstrate how Duolingo greatly enhances students' learner autonomy, contextual usage, and vocabulary retention. More incentive and active engagement are encouraged by its gamified features, which include level progression, point systems, and rapid feedback. Compared to traditional techniques, students said using Duolingo to learn vocabulary felt more fun and less taxing. Additionally, the multimodal information on the platform accommodates different learning styles, and its adaptability promotes self-directed learning. However, other issues were also noted, like the need for teacher direction and digital inequality. The conversation focuses on Duolingo's contribution to raising student participation in class and encouraging proactive rather than passive behavior. In conclusion, Duolingo is a useful addition to vocabulary training in junior high EFL classes. It improves language learning results and encourages self-directed learning when carefully included into a blended learning framework. Its long-term effects and uses in many educational contexts are encouraged to be investigated in future studies.

Vocabulary mastery is essential for supporting students’ overall English proficiency, yet many junior high school learners continue to face difficulties in acquiring new words. To address this issue, technology-enhanced media such as videos have been increasingly used to support vocabulary learning. This study aims to determine whether there is a significant difference in vocabulary achievement between seventh-grade students taught using animated videos and those taught using non-animated videos at a public junior high school in Banjarmasin. Using a quantitative approach with a quasi-experimental design, two intact classes were selected through cluster random sampling: Class VII-G as the experimental group and Class VII-C as the control group. Both groups were given a pre-test, exposed to four instructional sessions, and completed a post-test. A 25-item multiple-choice vocabulary test served as the research instrument. The results show that the experimental group obtained a higher mean post-test score (M = 86.07) than the control group (M = 76.74). An independent samples t-test revealed a significant difference between the two groups (p = 0.01 < 0.05), indicating that students taught through animated videos performed better in vocabulary learning. The findings suggest that animated videos offer stronger visual support, contextual cues, and engaging content, which help enhance students’ comprehension and retention of new vocabulary. Overall, the study concludes that animated videos are an effective medium for improving vocabulary achievement among junior high school students. Future research may explore long-term retention, larger samples, and the use of animated media for other language skills.

Vocabulary mastery is a fundamental component of English language proficiency and plays a crucial role in developing students’ listening, speaking, reading, and writing skills. However, teaching vocabulary in rural EFL contexts presents unique challenges, particularly in regions with limited educational resources. This study aims to explore the challenges faced by English teachers in teaching vocabulary to rural junior high school students in North Bali, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving English teachers from rural junior high schools. The findings reveal that teachers encounter multiple interrelated challenges, including limited instructional resources, students’ low exposure to English, inadequate vocabulary learning strategies, and contextual constraints related to rural educational settings. These challenges significantly affect the effectiveness of vocabulary instruction. The study contributes to EFL pedagogy by providing context-specific insights and pedagogical implications for improving vocabulary teaching in rural secondary education

Vocabulary has always been one of the significant issues related both with teachers and learners of foreign languages, as it requires students have ability in understanding and using the words and meaning. Traditional methods of vocabulary teaching often rely on rote memorization, which can be boring and less effective in promoting long-term retention. The imagery memory strategy, on the other hand, offers a cognitive approach that leverages the power of visual imagery to enhance memory and facilitate vocabulary learning. This study aimed to explore the use of imagery memory strategy in junior high school vocabulary teaching, aiming to enhance students' learning efficiency and improve their performance. Through literature review, we analyze the effectiveness of this strategy and identify its potential benefits for vocabulary acquisition. Furthermore, we discuss practical applications and provide suggestions for educators on how to incorporate imagery memory into their teaching methods effectively.

This study determined the strategies used by the Junior High School teachers in Tabaco National High School in teaching vocabulary school year 2022-2023. Specifically, it answered the following sub-problems: 1) What are the strategies in teaching vocabulary used by the Junior High School teachers?; 2) What is the level of usage of the strategies in teaching vocabulary along discovering meaning of new vocabulary terms, retaining the knowledge of newly learned vocabulary terms, expanding the knowledge of new vocabulary terms, d. connecting word meaning with semantic mapping and e. using visual materials and situations?; 3) What are the effects of the strategies in teaching vocabulary to reading comprehension?; 4) What are the challenges met by the teachers in the use of strategies in teaching vocabulary?; and 5) What creative intervention materials may be proposed to address the challenges met? This research study utilized a quantitative research methodology specifically the descriptive-survey method. It determined the level of usage of the strategies in teaching vocabulary using a validated researcher-made instrument. The respondents of this study were twenty-six (26) Junior High School teachers of Tabaco National High School. The statistical measures employed were frequency counts, percentage, weighted mean and ranking. The results revealed that the teaching strategies used by the Junior High School teachers in Tabaco National High in the first area which is discovering the meaning of new vocabulary terms that obtained the highest frequency is inductive reasoning with twenty-three (23) out of twenty-six (26) total respondents or 88.46 %. In the area, retaining newly learned vocabulary terms, the teaching strategy that received the highest frequency of twenty-five (25) or 96.15 % is in practice. In expanding the knowledge of newly learned vocabulary terms, the teaching strategy with the highest frequency is in association with twenty-four (24) respondents or 92.31 %. The teaching strategy in connecting word meaning with semantic mapping with the highest frequency of twenty-three (23) or 88.46 % is contextualization. In the area using visual materials and situations, the teaching strategy with the highest frequency of twenty-six (26) or 100.00 % is obtained in pictures. The area on the level of usage of the strategies in teaching vocabulary with the highest average weighted mean of 4.44 is obtained in connecting word meaning the semantic mapping. This is followed by retaining newly learned vocabulary terms with 4.41; using visual materials and situations with 4.31 and discovering the meaning of new vocabulary terms with 4.20. These ratings have an adjectival description of always. The area with the lowest average weighted mean among the five (5) areas is expanding the knowledge of newly learned vocabulary terms with 4.16 and an adjectival description of often. The over-all average on the level of usage of strategies in teaching vocabulary has a value of 4.30 with an adjectival description of always. The effects of the strategies to the reading comprehension showed that all the five (5) areas that were covered in this study obtained an adjectival description of high. The weighted averages were as follows: discovering the meaning of new vocabulary terms with 4.19; followed by retaining newly learned vocabulary terms with 4.11; connecting word meaning with semantic mapping with 4.09; expanding the knowledge of newly learned vocabulary terms (4.08) and using visual materials and situations with 4.06. The over-all average of the effects of the strategies in teaching vocabulary has a value of 4.12 and with an adjectival description of high. The challenges in each of the areas that obtained the highest ratings are in discovering the meaning of new vocabulary terms, the challenge with the highest frequency of twenty-five (25) which is first in rank is complexity of word knowledge; in retaining newly learned vocabulary terms, the challenge which is first in rank with a frequency of twenty-three (23) is lack of focus of learners; and in connecting word meaning with semantic mapping, the challenge with the highest frequency is obtained in lack of interest to use semantic map with twenty-four (24). In addition, the challenge with the highest frequency in the area using visual material and situation is unavailability of materials with twenty-five (25) or first in rank and in discovering the meaning of new vocabulary terms, the challenge that obtained the highest. Creative interventions materials may address the challenges met by the teachers in the use of teaching strategies.

This study aims to analyse the use of the online learning platform Quizizz in the vocabulary development of junior high school students. The primary focus is to evaluate the effectiveness of Quizizz as a learning tool in enhancing English vocabulary mastery. A quantitative approach was employed using a quasi-experimental design involving two groups of students: an experimental group using Quizizz and a control group using traditional methods. The results indicate that students who used Quizizz showed a significant improvement in vocabulary acquisition compared to those in the control group. These findings suggest that the use of Quizizz not only increases student engagement but also positively impacts their academic achievement in vocabulary learning. The study recommends integrating Quizizz as part of vocabulary teaching strategies in junior high schools.This study aims to analyse the use of the online learning platform Quizizz in the vocabulary development of junior high school students. The primary focus is to evaluate the effectiveness of Quizizz as a learning tool in enhancing English vocabulary mastery. A quantitative approach was employed using a quasi-experimental design involving two groups of students: an experimental group using Quizizz and a control group using traditional methods. The results indicate that students who used Quizizz showed a significant improvement in vocabulary acquisition compared to those in the control group. These findings suggest that the use of Quizizz not only increases student engagement but also positively impacts their academic achievement in vocabulary learning. The study recommends integrating Quizizz as part of vocabulary teaching strategies in junior high schools.

General Background: Vocabulary mastery is essential for language proficiency, yet many junior high school students in Indonesia struggle with vocabulary acquisition. Specific Background: Traditional, textbook-based methods often fail to engage Generation Z learners, prompting the need for innovative, tech-integrated pedagogies. Knowledge Gap: While prior studies have explored social media for language learning, few have examined TikTok’s effectiveness in formal junior high school contexts in Indonesia. Aims: This study investigates the impact of TikTok-based instruction on vocabulary mastery among seventh-grade students at SMP Muhammadiyah Pagaralam. Results: Using a quasi-experimental design, the study revealed that the experimental group, taught with TikTok videos, significantly outperformed the control group in vocabulary post-tests, with a mean improvement of 44.83 points compared to 29.33 points. Novelty: Unlike prior research focused on university settings or informal learning, this study applies TikTok pedagogically within a structured junior high school environment, demonstrating its potential beyond entertainment. Implications: The findings suggest that integrating TikTok into English instruction enhances student engagement, retention, and confidence, offering a viable alternative to conventional methods and encouraging educators to embrace digital platforms aligned with students’ media habits.Highlight : TikTok-based instruction significantly improved students' vocabulary mastery compared to traditional methods, showing higher post-test scores and engagement. Students in the experimental group demonstrated greater motivation and retention, aided by interactive, visual, and auditory content from TikTok videos. The study supports integrating social media into formal education, offering practical benefits in language learning and suggesting broader pedagogical applications. Keywords : TikTok, Vocabulary Mastery, Language Learning, English Education, Junior High School  

This study investigated junior high school students’ experiences in learning English vocabulary through TikTok, addressing the limited research on how young learners perceive the platform as a supplementary language-learning tool. The study was considered necessary due to the increasing use of short-video platforms among digitally native students and the need for engaging alternatives to traditional vocabulary instruction. A qualitative case study design was employed, and data were collected through an open-ended questionnaire used for initial screening and semi-structured interviews with four students who had prior experience using TikTok for vocabulary learning. Thematic analysis was conducted to identify recurring patterns across participants’ responses. The findings revealed that students perceived TikTok as engaging, accessible, and supportive of vocabulary retention, thanks to its multimodal features that combine visuals, audio, and written text. Subtitled clips, music-based content, and short-film excerpts were particularly effective at enhancing comprehension and memorability. Despite these advantages, students reported challenges, including inaccurate word meanings, unclear audio, unstable internet access, and algorithm limitations that reduced exposure to educational content. Overall, the study demonstrated that TikTok had meaningful potential as a supplementary medium for vocabulary learning. Nevertheless, its effectiveness depended on guided use to ensure accuracy, relevance, and sustained educational engagement.

This quasi-experimental research investigates the influence of Conceptual Metaphor Theory (CMT) based instruction on EFL vocabulary learning and recall. Fifty Grade 8 students at Ashty Private School in Sulaimani City were divided into two groups - an experimental group which was taught vocabulary through CMT infused lessons and a control group which was taught vocabulary through traditional, definition-based instruction. Both groups underwent a standardized pre-test, were given six weeks of instruction, and then underwent an equivalent post-test. Data were examined using Wilcoxon signed rank tests for contrasts within groups and Mann–Whitney U tests to compare groups. The experimental group demonstrated significantly better vocabulary learning and retention improvement compared to the control group. The findings show that the integration of conceptual metaphors into vocabulary teaching can enhance achievement in learning by basing abstract lexical forms on more concrete and accessible concepts.

The low vocabulary mastery of seventh-grade students at MTs Ittihadiyah Tanreassona indicates the need for more effective teaching strategies to enhance language skills. This research aims to investigate the effectiveness of flashcards as a learning media to elevate students' English vocabulary mastery. Employing a pre-experimental design, the study involved 34 seventh-grade students and utilized tests as the primary data collection tool, analyzed using SPSS 26.0. The result posits that flashcards significantly enhance vocabulary retention and recall. The findings confirm that flashcards effectively elevate students' vocabulary mastery by providing an engaging and interactive learning experience.

This qualitative study investigates the effectiveness of the modeling the way (MTW) method in enhancing the learning of English vocabulary among third-year students at MTS Ta'dib Al-Mu'allimin Al-Islamy. The MTW method, which emphasizes the role of modeling and imitation in language learning, was implemented in a controlled classroom setting to assess its impact on students' vocabulary acquisition. The data were collected through observations, interviews, and a vocabulary test administered before and after the intervention. The findings indicate that the MTW method significantly improved students' vocabulary retention and recall, with a notable increase in their ability to use new words in context. Furthermore, the study highlights the importance of teacher modeling and student engagement in the learning process. Then, this study suggests that the MTW method can be a valuable tool for English language instructors seeking to enhance their students' vocabulary skills. The study's implications for language teaching and learning are discussed for emphasizing the potential of the MTW method to improve students' language proficiency and overall academic performance.

Abstract Bayesian networks are a class of probabilistic graphical models used to characterize the relationships between variables, and structure learning is a key step in Bayesian network modeling, which is the basis for network parameter learning and probabilistic inference. In this study, we introduce Bayesian networks and propose a model for tracking vocabulary knowledge based on BKT. In order to test the performance of the model, the vocabulary knowledge tracking model, including the Bayesian network model, is compared with other models by combining the learning structure algorithm and students’ learning characteristics, and the accuracy, recall, and mean square error of the model are explored to study the accuracy of the vocabulary knowledge tracking model in predicting students’ vocabulary mastery is close to 0.9, and the precision is in the interval of (0.5-0.6). In teaching, the model that predicts students’ mastery of English vocabulary in different datasets performs better than other models in practice.

This study sought to investigate the effects of using the mind-mapping technique on Iranian English as a foreign language (EFL) learners' vocabulary recall and retention, learning motivation, and willingness to communicate (WTC). To accomplish this, 98 EFL learners were chosen and homogenized through the Oxford Quick Placement test (OQPT) and divided into a control group (CG) (n = 30) and an experimental group (EG) (n = 30). After that, the chosen students were pretested on vocabulary, learning motivation, and WTC. Subsequently, two different instructions were given to the two groups; the mind-mapping instruction was used in the EG and a conventional instruction was used in the CG. Then, a 23-session treatment, a vocabulary post-test (both immediate and delayed) and two questionnaires measuring learning motivation and WTC were given to both groups to assess the effectiveness of the instruction on their vocabulary knowledge, learning motivation, and WTC. The results of the statistical analyses showed that the EG outperformed the CG in terms of gains in vocabulary recall and retention, learning motivation, and WTC. At the end of the study, the implications of the results were discussed.

This research investigates how AI powered language learning apps impact acquisition, among learners in China. The main focus is on comparing the effectiveness of these apps to learning methods. The study uses an approach measuring growth over time in experimental and control groups that use different learning methods. It is hypothesized that AI driven apps, which personalize the learning experience and provide feedback can improve retention and recall abilities. Additionally the study explores the influence of gamification in these apps by analyzing its effects on learner motivation and engagement. To conduct this research two groups of learners will be involved in a controlled experiment; one group using methods and another group using AI driven apps. The goal of this study is to gather evidence on the effectiveness of AI powered tools for acquisition while providing valuable insights for educators, learners and developers of language learning applications. Ultimately it aims to contribute to an understanding of technologys role, in language education.

This study explores the perceptions of students and teachers regarding the drill method for vocabulary acquisition in Arabic and English. Conducted at Mambaus Sholihin 9 Islamic Boarding School in Blitar, the research involved 41 intermediate-level students and five teachers who regularly used the drill method in their instruction. Using a qualitative phenomenological approach, data were collected through semi-structured interviews and focus group discussions (FGDs), then analyzed using thematic analysis. The findings highlight that the drill method is effective in enhancing vocabulary retention for both Arabic and English, with 32 out of 41 students reporting improved recall. Teachers also emphasized its value in reinforcing vocabulary patterns, particularly for Arabics root-based morphology. However, challenges such as monotony and varying student proficiency levels were identified, with 9 students citing difficulty maintaining focus during repetitive drills. Language-specific differences were noted, with Arabic benefiting from pattern-based drills, while English required more contextualized examples to address nuances in usage. This study recommends integrating creative variations such as games, group activities, and contextual sentences to maintain engagement. Differentiated drills and adaptations to the structural characteristics of each language are suggested to enhance bilingual vocabulary acquisition. These findings contribute to the development of effective vocabulary teaching strategies for Arabic and English in bilingual educational settings.

This study investigates the effectiveness of spaced repetition (SR) techniques for vocabulary acquisition and retention in adult English as a Second language (ESL) learners within the maritime industry. Twenty students conveniently sampled from a maritime English course participated. The research employed a mixed method approach with pre-test, post-test, and delayed post-test designs to assess vocabulary knowledge in both an Anki spaced repetition group and a rote memorization group. The classroom environment was observed to be friendly, supportive, and facilitated learning in the students’ first language. This likely contributed to a positive learning experience for both groups. Pre-test results confirmed the students in both groups were beginners (A1 level) in maritime English. Post-test results revealed that the rote memorization group achieved high scores in recalling exact definitions, demonstrating effectiveness for immediate recall. However, the Anki group displayed a deeper understanding of vocabulary concepts beyond simply memorizing definitions. A one-month delayed post-test highlighted the significant advantage of SR for long-term retention. The Anki group performed exceptionally well, while the rote memorization group struggled with vocabulary activities. This suggests that spaced practice facilitated the transition of learned vocabulary from short-term to long-term memory. These findings support the potential benefits of SR (Anki1) for fostering deeper vocabulary understanding and long-term retention compared to rote memorization techniques in adult ELLs learning maritime English. While the small sample size and convenient sampling method limit generalizability, this research provides valuable insights for future studies exploring SR effectiveness across various learning contexts and proficiency levels in the maritime industry. Keywords: English as a Second Language Learners; Maritime English; Spaced Repetition (SR); Vocabulary Acquisition

Abstract Despite the growing interest in game-based learning (GBL) over the last two decades, the influence of Augmented Reality-based GBL on English vocabulary growth is still not well understood when compared with other forms of media, especially with regard to academic English vocabulary. This quasi-experimental study with 90 Chinese English-as-a-foreign-language (EFL) university students investigated the efficacy of GBL supported by three forms of media (paper, digital, and AR) for learners’ academic English vocabulary growth by measuring their immediate recall and long-term retention. The study involved one experimental and two control groups, each learning 17 target words relating to the digestive system by using AR-based GBL (AR-GBL), digital-based GBL (D-GBL), and paper-based GBL (P-GBL) approaches. Participants completed a pretest, an immediate posttest, and two delayed posttests (one and three weeks after the intervention) on these target words. A mixed 3 × 4 repeated measures analysis revealed a quadratic trend in vocabulary growth across all three media-based GBL approaches. AR-GBL’s effect on immediate academic vocabulary learning was superior to D-BGL’s and equivalent to P-GBL’s effect. All approaches exhibited similar declines in delayed retention after one week, with no significant differences. Notably, AR-GBL indicated a marginally significant difference compared to D-GBL in terms of retention at the three-week delayed posttest. These findings underscore the need to capitalize on each approach’s unique benefits as well as spaced learning to optimize EFL academic vocabulary learning.

This study aimed to find out the students’ perceptions of Duolingo Mobile Assisted Language Learning (MALL) in learning English vocabulary. This study involved 32 seventh-grade students from SMPN 1 Pangkajene during the academic year 2022/2023. Descriptive quantitative was used to carry out the study. This study's data was analyzed using quantitative data from a questionnaire. The questionnaire consisted of 30 closed-ended questions. The study found that the Duolingo application positively impacted students' language learning, particularly in acquiring new vocabulary.  Students are becoming more enthusiastic to learn and are practicing and using their language skills in everyday circumstances. Furthermore, after using the Duolingo app, students' vocabulary and ability to recall it rapidly improve, as do structure and pronunciation, making it easier for students to improve their English language acquisition. Students found the app easy, helpful, and enjoyable for their English language learning practice. They prefer it over traditional book-based homework due to its convenience, accessibility in various formats, especially mobile, and gamification. The application’s success is attributed to its varied prompts skill-interleaving lessons gamification aspects and diverse lesson content perceived by the students.

This study aims to analyze the implementation of bilingual flashcards as a learning medium in teaching English vocabulary to kindergarten students at A Public School in Singaraja and explore teachers' opinions regarding its use. This study used a qualitative descriptive method involving three teachers as research subjects. Data were collected through participant observation, in-depth interviews, and open-ended questionnaires. The results showed that bilingual flashcards were implemented in the main activity during circle time, with each teacher having a different role. The learning strategies used were game-based, such as Show and Tell, Find the Flashcard, Match the Animal, and Role Play. In the pre-activity stage, teachers focused on creating a comfortable learning environment so that students were ready to receive the material. While in the post-activity stage, flashcards were used to review vocabulary through discussion, repetition games, and pronunciation exercises. Teachers also implemented formative assessment by observing students' understanding through verbal interaction and activity participation. Besides that, the three teachers argued that bilingual flashcards were an effective learning medium for teaching English vocabulary. This media helps to increase students' motivation, facilitates memorization and recall of vocabulary, improves vocabulary mastery, and makes learning more fun and interactive. However, this study also found several challenges, such as inadequate card size, the potential for increased noise in the classroom, demands for more creativity for teachers, less effectiveness for non-visual students, and the tendency for students to become dependent on flashcards.

Learning vocabulary is the process of gaining the foundational knowledge needed to acquire a second language. The majority of children learn vocabulary by accident when they are exposed to words indirectly at home and school by chatting and listening, reading aloud from books, and engaging in extensive independent reading. Accurate spelling, precise pronunciation, appropriate word usage, and efficient vocabulary retention or remembering are among the challenges associated with acquiring English vocabulary. In this, we proposed a novel student psychology optimized intellectual deep neural network (SPO-IDNN) for personalized recommendations of English vocabulary learning. Optimizing feature learning and temporal information processing enhances the model’s capacity to acquire language across various textual contexts. In this study, we collected the data from the wiki dataset used to classify English words. Data preprocessing techniques that preprocess the gathered text using stemming, lemmatization, punctuation, special character removal, stop word removal, and case normalization improve understanding and memory of English vocabulary acquisition. TF-IDF facilitates the learning of English vocabulary to find essential words in documents. The classification task, considering temporal dependencies, was achieved using our proposed model. The proposed method is compared to the other traditional algorithms. Implemented in Python, our approach focuses on English vocabulary learning performance metrics. The overall performance in terms of recall (0.98), accuracy (0.97), and F1-score (0.96). The result shows the proposed method has achieved better performance. English speakers will benefit from this study’s efficient and accurate natural language processing technologies, which will facilitate language application and understanding while also enhancing vocabulary development and comprehension.

Augmented reality (AR) is revolutionizing the way we interact with information by blending the physical and digital worlds to create immersive and interactive environments. In the context of English vocabulary learning, AR offers an innovative approach to enhance engagement, comprehension, and retention. This research aims to improve English vocabulary teaching through AR-based applications, addressing challenges such as pedagogical depth, diverse learning styles, and the integration of real-world contexts. The study focuses on the design and deployment of an AR-based learning application that incorporates gamified elements, interactive visuals, and real-time feedback to facilitate students’ retention and understanding of vocabulary. Data collection methods include tracking user interactions, gathering feedback responses, and assessing performance on vocabulary learning activities. The collected data underwent preprocessing, which involved data cleaning and normalization. Principal component analysis (PCA) was employed to extract irrelevant features from the processed data. The improved weighted hybrid deep feedforward neural network (IWH-DFNN) was utilized to predict student performance and enhance learning outcomes from these interactive experiences. The improved weights hybrid (IWH) approach was applied to optimize the hyperparameters of the deep feedforward neural network (DFNN), thereby increasing the model’s predictive accuracy regarding student performance. The proposed IWH-DFNN model demonstrated superior performance in improving learning outcomes and enhancing the interactive experience, achieving high recall (92.70%), precision (95%), accuracy (97%), F1-score (89%), and minimal accuracy loss (0.03). The findings suggest that AR-based learning environments have the potential to enhance English vocabulary outcomes by integrating machine learning algorithms for adaptive learning within AR settings. This integration creates a more engaging, customized, and efficient learning environment.