The impact of imagery strategy on EFL learners' vocabulary learning (original) (raw)
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The Impact of Imagery Strategy on EFL Learners’ Vocabulary Learning.pdf
Vocabulary has always been one of the significant issues related both with teachers and learners of foreign languages. This study aimed to explore if imagery strategy was helpful for lower-intermediate student's English vocabulary learning in comparison to direct translation. Participants in this study were 40 EGP learners. Half of them were in the experimental group and the others were in the control group. The experimental group received imagery instruction as a treatment for a semester. The pre-test and post-test were administered in order to examine the effects. Results revealed that the experimental group outperformed the control group in terms of English vocabulary mastery.
The Effect of Using Images on Vocabulary Learning On EFL Learners
The aim of the present study was to determine the effect of images on Iranian EFL learners' retention of vocabulary. To do this, a sample of 120 EFL learners was selected based on random sampling from Khorramshahr Islamic Azad University. After administering a proficiency test, 62 participants were chosen and divided in two homogenous groups of 31; one group is the control group and the other one is the experimental group. The experimental group received instruction with images, whereas the control group taught the same lessons but the instruction was inform of giving text and definition. At the end of 8 sessions, a post-test was administered and the results showed that there was a significant difference between the two groups.
International Journal of Language Learning and Applied Linguistics World (IJLLALW), 2014
Many researchers have shown the significance of the role of vocabulary in language learning. However, there have been a lot of questions about which method of teaching vocabulary will be more effective, especially for elementary students. To further research on this issue, the present study aimed at comparing two supposedly efficient methods of vocabulary teaching: pictorial method and translation. The participants were 120 beginner Iranian students. They were divided randomly into two groups. Each group consisted of 60 learners who were both male and female. For the first group, vocabulary was taught by giving the words’ translation, and for the second group vocabulary teaching entailed providing the words’ pictures. Because of the students’ level (i.e. zero beginner), this study did not contain a pretest. During a three-week period, the students learned a total number of 50 basic English words. At the end of the course, an immediate posttest was administrated. After a week, the students were given a delayed posttest to gain information about the long-term effects of those vocabulary teaching methods. Then, descriptive statistics were calculated on the collected data to compare the performance of two groups, and a couple of independent-samples t-tests were conducted to analyze the performances of the two groups on the posttest and the delayed posttest. The results showed that the students in the pictorial group outperformed their counterparts in the translation group in both the posttest and the delayed posttest. Although the effect size in the posttest was small, its magnitude was large in the delayed posttest. This would imply that by the passage of time, the words learned through the pictorial method tend to be remembered more easily than those learned via the translation method. In order for the newly taught words to retain in the long-term memory, then, English teachers are advised to present the new words with accompanying pictures to their students.
A Comparison between Translation Method and Pictorial Method in Teaching Vocabulary
Many researchers have shown the significance of the role of vocabulary in language learning. However, there have been a lot of questions about which method of teaching vocabulary will be more effective, especially for elementary students. To further research on this issue, the present study aimed at comparing two supposedly efficient methods of vocabulary teaching: pictorial method and translation. The participants were 120 beginner Iranian students. They were divided randomly into two groups. Each group consisted of 60 learners who were both male and female. For the first group, vocabulary was taught by giving the words' translation, and for the second group vocabulary teaching entailed providing the words' pictures. Because of the students' level (i.e. zero beginner), this study did not contain a pretest. During a three-week period, the students learned a total number of 50 basic English words. At the end of the course, an immediate posttest was administrated. After a week, the students were given a delayed posttest to gain information about the long-term effects of those vocabulary teaching methods. Then, descriptive statistics were calculated on the collected data to compare the performance of two groups, and a couple of independent-samples t-tests were conducted to analyze the performances of the two groups on the posttest and the delayed posttest. The results showed that the students in the pictorial group outperformed their counterparts in the translation group in both the posttest and the delayed posttest. Although the effect size in the posttest was small, its magnitude was large in the delayed posttest. This would imply that by the passage of time, the words learned through the pictorial method tend to be remembered more easily than those learned via the translation method. In order for the newly taught words to retain in the long-term memory, then, English teachers are advised to present the new words with accompanying pictures to their students.
The Effectiveness of Picture: An Empirical Evidence in Vocabulary Mastery
JET (Journal of English Teaching)
This action research was conducted to improve the students’ English vocabulary mastery by using picture. To achieve the objective, data were collected through the test, questionnaire and observation from 21 students in third graders of SDN Karawang Kulon II. The outcomes of the research showed that students’ vocabulary mastery got improved. This improvement is seen from the mean score of the test, i.e. 56.19 (Pre-test I), 81.90 (Post-test II), and 94.29 (Post-test II). Additionally, the result of questionnaire on the vocabulary teaching applying picture also shows the positive changes. The above data indicates that vocabulary picture can be effective media for vocabulary learning English. However, it is expected that other researchers could conduct similar researches on the related issues to develop it.
THE EFFECTIVENESS OF USING PICTORIAL VOCABULARY TO TEACH VOCABULARY TO ESL/EFL LEARNERS
In the KBSM English syllabus, vocabulary learning is only incorporated in the teaching according to the four main skills; reading, writing, listening and speaking as target words are usually taught implicitly. Often, learners may miss out the different meaning that can be accounted for a word and its spelling due to the common method used to teach the target words. This study investigated the effectiveness of the use of pictorial vocabulary for vocabulary teaching involving 60 selected students from Form Three classes of a suburban school in Ipoh. The mean scores of the pre and post-tests are analysed by using descriptive statistics. The questionnaire in the student's evaluation form was analysed descriptively in terms of frequency counts and percentages of responses. An interview was also conducted to clarify the findings. The results suggest that the incorporation of pictorial vocabulary is effective in learning the target words among Form Three learners.
Utilizing Pictures in Increasing Pupils` Vocabulary Mastery in an Efl Class in Palu City Indonesia
Musawa: Journal for Gender Studies, 2018
This research aimed at analyzing the implementation of pictures technique in increasing vocabulary of the fourth gradepupils of SDN 6 Palu. This research employed a collaborativeclassroom action research design and was implemented in the formof cycles consisting of four major steps: planning, implementing,observing and reflecting. The subject of the research were 34 pupilsof grade four B at SDN 6 Palu. The instruments used to collect datawere test, observation checklists, field notes, and questionnaire. Thisresearch was completed in two cycles because the results of theresearch in the first cycle did not meet the criteria of success. Eachof cycle comprises four meetings. The findings of the researchshowed that the applying of technique in teaching English canincrease pupils` vocabulary mastery. This is shown by theimprovement of the mean score made by the pupils, that is: 7.04 incycle I to 8.10 in Cycle II and the number of the pupils who gotscores at least 6.5 or greater was 22 (64...
Tamaddun
This study aims to find out the EFL students’ perception in regards to basic English vocabulary teaching through pictures. This study was conducted in a senior high school situated in Makassar, South Sulawesi, called SMA Datuk Ribandang Makassar. This study is about students’ teaching English basic vocabulary through pictures. A quantitative method were use to how the effects of basic vocabulary teaching through pictures are. A qualitative study determine students’ perception in teaching vocabulary through pictures. Based on the findings and discussion the previous chapter, the researcher concludes that the effect vocabulary through pictures by the students’ in Learning English showed from pre-test and post Mean score of 27 students pre-test was 48,74 (with standart deviation 14,482 and standard errror mean was 2,5787) and the students’ post-test mean score was 77,70 (with standart deviation 10,498 and standard errror mean was 2,020). Furthermore, Students’ perception of English bas...
Implication of English Vocabulary Instruction Trough Pictures for Elementry Students
Jurnal ELink
Vocabulary instruction in elementary students differs from other level of education. It aims to empower them understand English vocabulary related to their surroundings.This study focuses on the implication of vocabulary instruction in elementary students through pictures. The use of pictures initiate and activate students curiosity on topic. This study focuses on the use of pictures in learning vocabulary to elementary students. The data collection technique was in the form of observation and field note in one of state Elementary School (SDN) in Surabaya. The study found that picture game is useful to empower students in learning English vocabulary. In addition, students are able not only to write the words correctly, but also to construct simple sentence. This study provides suggestionto integrate picturesin learning vocabulary.Keywords: Vocabulary, Instruction, Elementary Students
rEFLections
With the emergence of new technology, computers have been used for language learning. This experimental study aimed to develop English Vocabulary with a Picture Application (EVP) for improving students’ daily English vocabulary memorization and examine the effectiveness of EVP used between an experimental group and a control group. EVP was designed on picture mnemonic technique based on a cognitive theory of multimedia learning. The participants were 48 undergraduate students who were randomly assigned to the experimental and the control group. Prior to the intervention, the participants of both groups were given a pre-test to determine their daily English vocabulary knowledge. Then, the experimental group received EVP, and the control group went through a traditional method. After the treatment, the post-test was administrated to both groups. The results manifested that the experimental group who received EVP noticeably outperformed their counterpart in the post-test. The participa...