The results found that technology-enhanced vocabulary learning is effective in aiding L2 vocabulary acquisition due to the potential of visual aids besides other modes that help students engage in language learning activities (Stroud, 2014). Different technological devices were intervened to identify their potential to aid L2 vocabulary acquisition such as multimedia annotations (Aldera and Mohsen, 2013 Alzahrani and Roberts, 2021 Lin et al., 2021), videogame-based language learning (Miller and Hegelheimer, 2006 Mohsen, 2016), mobile-assisted language learning (Cakmak and Ercetin, 2018 Lin and Lin, 2019), and virtual reality (Alyami and Mohsen, 2019 Lai and Chen, 2021 Xie et al., 2021). The rapid development of new technology has motivated teachers to incorporate technology to aid second language vocabulary acquisition, and this issue has been the hotspot for a myriad of studies in the L2 literature (see Elgort, 2017 Yang et al., 2021 for systematic reviews). Nation ( 2001) also indicated that knowing how to use a word involves knowing the word’s grammatical functions, collocations, and use constraints. The second principal criterion of meaning can be divided into form–meaning connection, concept and referents, and word associations. The first criterion focuses on knowing the form of the target word, which includes its spoken form, written form, and word parts. Nation ( 2001) pointed out that knowing a word involves more than learning its meaning understanding a word demands learners to grasp its form, meaning, and use hence, each criterion includes receptive/productive distinction. Therefore, Nation ( 2001) proposed a model, which guides the current study, for deep vocabulary learning that goes beyond word recognition to understand the use and productivity of second language vocabulary. Learning vocabulary in another language sounds challenging because knowing a word without practicing it in a real-life situation is not the ultimate goal of deep vocabulary learning. Vocabulary learning is essential for a second language competence because the mastery of main language skills such as listening, speaking, reading, and writing heavily depends on how much word knowledge a learner possesses (Hao et al., 2021). Pedagogical implications and recommendations for future research were also proposed. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. In addition, a questionnaire was utilized to examine the learners’ perceptions toward using infographics for learning EFL vocabulary. An oral interview was used to gauge the learners’ production knowledge of vocabulary. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session’s completion, and at a delayed time (4 weeks after the whole treatment). Infographic materials were designed to teach the students’ course “ Vocabulary I,” where the syllabus modules were fully converted into infographics during the whole semester. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. A total of 41 Arab EFL learners participated in this study. The paper adopts a quasi-experimental two-group pretest–post-test–delayed test design. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone.
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