Vocabulary Learning and Teaching

This study was conducted to compare the impact of two vocabulary learning techniques, namely corpus and association technique on vocabulary recall of Iranian Postgraduates. Two intact classes including 50 male and female Postgraduates, participating in TOFEL preparation course at English College in Kermanshah, Iran, were selected to be a part of a 504 course. They were randomly assigned to corpus group and association group. They were given a pretest including MCQ and Words Persian Equivalents test to make sure that they are not familiar with vocabularies in question. The corpus group and the association group were taught based corpus and association technique respectively. After the treatment they were given a post-test, then a delayed post-test. The results indicated that the corpus group outperformed both in the short and long term scores in MCQ, and association group performed better in Words Persian Equivalents test. The results can have pedagogical implication for teachers and syllabus designers.

Visual vocabulary means learning English words with the help of pictures and visual aids. For example, when students see the picture of an "apple" along with the word apple, they can remember it more quickly than just reading the word alone. This method is widely used in classrooms, language apps, and online learning platforms.

Il lavoro, nato in seno al progetto PRIN PNRR 2022 “Dizionario dell’italiano accademico: forme e funzioni testuali (DIA)”, ha l’obiettivo di verificare l’uso e la frequenza del lessico “accademico” in un campione di manuali didattici destinati alla scuola secondaria di secondo grado. Dopo una premessa metodologica e una ricognizione sulle problematiche legate all’apprendimento del lessico nella scuola, sono forniti i dati emersi dalla ricerca ed enucleate alcune osservazioni complessive sull’indagine svolta.

Grammar has always been regarded as the necessity in establishing successful formal communication. However, students generally perceive grammar instruction as a necessary evil at best. They usually believe their messages will be understood even if a sentence is incorrect. On the other hand, vocabulary learning is the fundamental step in any language learning. Acquiring new vocabulary is of paramount importance in English for Specific Purposes as it is directed towards specific needs of students’ particular specialties. The aim of this research was two-fold. We were interested in students’ preferences for learning grammar and vocabulary and their performance in exams. For the purpose of the research, 230 students studying at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Croatia were surveyed. The results showed that the students believe acquiring new technical vocabulary is more important and useful than studying grammar. In the second par...

This comparative study examines the impact of WhatsApp-based instruction versus text-based instruction on intentional media-related vocabulary learning and learners' perceptions. Specifically, it investigates the effects of WhatsApp functionalities (e.g. multimodal input, media sharing and group chat) on deliberate learning, word retention and collaboration among final-year undergraduate students. Within a mixedmethods framework, a convenient sample of 70 students from a language institute in Tunisia was assigned to experimental group (EG) and control group (CG). While vocabulary achievement was assessed through a pretest-posttest design, qualitative data was gleaned through a semi-structured interview run with 10 informants from the Mobile Assisted Vocabulary Learning (MAVL) group. The eight-session MAVL intervention included the intentional instruction of commonly used idioms in media context through the different affordances of WhatsApp. Findings from paired t-tests and independent t-tests, processed with SPSS, revealed higher lexical performance among the WhatsApp group. Drawing on reflexive thematic analysis (RTA), qualitative data displayed the participants' favorable attitudes toward the app's potential to improve word recall and cultivate a spirit of collaboration. The theoretical and pedagogical implications of these findings offer clarity for educators in their ongoing search for cutting-edge vocabulary teaching approaches. This research demonstrates that using the in-built functionalities of WhatsApp (e.g., multiple input types, chat groups) in intentional vocabulary learning significantly enhances students' word knowledge and word retention and increases their collaboration. The findings provide valuable guidance for EFL teachers, curriculum developers, and policymakers on how to effectively integrate MAVL into the EFL classroom. The study's results are important because they show a practical and engaging way to improve student learning vocabulary which is often an underexposed skill in the EFL classroom. By harnessing modern technology, educators can help more students develop not only lexical knowledge but also 21st century skills such as collaoration.

Most studies in the literature propose that new words should be presented in unrelated sets due to interfering effect of learning vocabulary in semantic sets. Semantically-related words are suggested to be taught in different sessions to avoid this negative effect. However, that is implausible for most second language (L2) teachers owing to the restrictions from curricula or coursebooks, most of which serve new words in semantic fields. The literature does not shed light on how to tackle that problem. Accordingly, this study involves three sets of classroom research conducted with 58 young EFL learners to investigate the effects of mnemonics on minimizing the interference of semantic clustering of new vocabulary. Within 15-week course, one intact class was taught target words through mnemonics while the control group received similar instruction with sentence-context method. The study results demonstrated that mnemonically-instructed L2 learners outperformed on both immediate and delayed recognition of target words.

Academic writing and EAP teachers are often faced with the challenge of increasing their students’ vocabularies rapidly to improve learner writing. One technique is the use of academic word lists to teach targeted scholarly vocabulary. To investigate the relationship between academic lexis and student writing, research was done analyzing one hundred “apprentice academic texts” (seven- to ten-thousand-word bachelor’s research theses from an EMI institution). The correlations between academic vocabulary use as defined by the Coxhead (2000) Academic Word List and text effectiveness as assessed by grades was investigated in expectation of a positive correlation. Overall written proficiency was then investigated through error analysis. The results show only a weak correlation between academic vocabulary range and higher marks, partly due to the error level involving academic words. A proposed suggestion is combining targeted academic vocabulary teaching with The Lexical Approach (Lewis, 1993) to promote uptake and improve writing.

Per i soggetti plurilingui, l’esperienza delle lingue conosciute e incontrate è costitutiva dell’identità e accesso alla dimensione intersoggettiva, e l’autobiografia linguistica (da qui AL) è strumento per indagare questi aspetti. Nella sperimentazione, l’AL viene utilizzata come strumento per la formazione di insegnanti, per far loro percepire i legami tra percorsi linguistici e identità e riflettere sui propri vissuti. Verranno presentati strumenti, fasi, prodotti ed esiti dell’esperienza, che ha sviluppato nei docenti consapevolezza del proprio profilo plurilingue e ha promosso sia una autoriflessione sulla propria storia linguistica, identitaria, professionale, sia l’acquisizione di un atteggiamento di apertura, riconoscimento, promozione del plurilinguismo in classe.

English as a Second Language emerges as an essential language to acquire and impacts most of the education system. The scenario also requires our young learners to master the language to polish their interpersonal and communication skills to prepare them for a developing nation. This research aims to study whether using the Pick and Speak board game can help enhance speaking skills among primary school pupils. The research applied quasi-experimental research to obtain data. 67 Year 3 pupils from four suburban schools in Sarawak were identified as the research sample. The researchers grouped them into high achievers, intermediate and low achievers. Pupils were given questionnaires to get their feedback to support the data finding from the pre-test and post-test. With the aid of this board game intervention, pupils are expected to construct sentences using present continuous tense and describe their daily routines orally. The study indicated that using Pick and Speak board game impact...

The book Fundamentals of formulaic language: An introduction by David Wood is considered an insightful, essential and comprehensive account of formulaic language. Formulaic language has been an interesting topic in applied linguistics, corpus linguistics, and language teaching since John Sinclair's works and his contribution to the field of corpus linguistics. The book covers a variety of topics, ranging from theoretical and practical aspects of formulaic language to future directions in formulaic research. The book consists of ten chapters. The first chapter lays the foundations of the book, providing background on foundational theoretical perspectives and concepts of formulaic language. It describes the theoretical and disciplinary traditions (such as anthropology, sociology, acquisition, and lexicology) which have influenced research into formulaic language over decades. Established terminology referring to formulaic language and its characteristics from various aspects of communication and language studies (e.g. pragmatics, discourse, language acquisition and cognitive processing of language), are presented. Broadly, this chapter deals with the concept of formulaic language from different perspectives, which suggests that formulaic units are not a recent approach, but a significant aspect in any field, particularly language studies and communication. However, the chapter seems to make a short and dense overview of the research history of formulaic language. In fact, the current status of formulaic language research and its roles in language teaching and learning should be mentioned. After presenting the background of formulaic language studies from different perspectives, Chapter 2 is devoted to the identification of formulaic language in spoken and written texts, introducing some basic principles, ranging from quantitative analysis to psychological judgment. Reviewing related studies on formulaic language, Wood argues that using frequency and statistic measures, such as mutual information (MI) in Schmitt's work

The aim of this study is to examine different methods (i.e., interactive and direct instruction) of teaching foreign vocabulary. In order to help instructional designers build more effective lessons, a quantitative experimental study with post-test only design on L2 vocabulary acquisition through storybook reading was conducted with 115 UCR college students. The participants were distributed into three different conditions: direct instruction (providing L1 translations of the new vocabulary), interactive instruction (providing additional tasks on the new vocabulary), and control (no instructions were provided). Results showed that the impact of direct and interactive instructions on college students was the same and not generalizable for all age group. Moreover, the findings indicate that prior familiarity with the story significantly affects vocabulary acquisition.

Automatization is the learning process by which controlled, effortful second language (L2) processing becomes automatic, fast, and effortless through practice-a critical transition for L2 development. Achieving automaticity allows learners to progress from laborious language use to fluent, real-time communication by freeing limited cognitive resources. This research timeline synthesizes four decades of laboratory and classroom research on automatization, bridging cognitive learning theories with pedagogical practice. We trace five key research strands: (1) cognitive mechanisms, including the explicit-implicit knowledge interface; (2) skill development trajectories across phonological, lexical, morphosyntax, and pragmatics domains; (3) instructional approaches promoting automatization of knowledge and skills through deliberate and systematic practice; (4) methodological advances in measuring automaticity (e.g., reaction time, coefficient of variation, neural measures); and (5) individual differences in long-term memory systems (declarative and procedural memory). This timeline offers a comprehensive perspective on how automatization research has significantly advanced our understanding of L2 learning.

The paper questions itself right from the title on the role of Italian in academic and scientific communication, trying to give an initial answer already in the subtitle, which expresses the authors’ position. The Italian language is in a situation of progressive erosion in the academic and technical-scientific fields compared to English; a notional defence also established by law is matched by a practice of progressive reduction in use, precisely in those contexts in which this use should be supported.
In the first part of our article, we introduce an ongoing research project developed at the University of Perugia on oral communication in academic field. Its aim is to create an electronic corpus that will allow us to describe and investigate the current situation.
We then highlight the fact that this erosion also affects other European languages that, like Italian, have a long tradition, in a context in which globalization and the quantification of research tend to reduce the importance of multilingualism and translation and, gradually, leads to a shift in scientific paradigms.
Our proposal is based on an invitation to maintain and promote the use of Italian in academic and scientific communication, particularly in the perspective of Open Science. An important support could certainly be the creation of a large, dedicated portal featuring multidisciplinary works, programmatically named after Galileo.

Language is a powerful tool that shapes our communication, identity, and social interactions. In a linguistically diverse country like the Philippines, where several languages and dialects are spoken, code-switching has become a common phenomenon. Hence, this study aimed to investigate the implications of code-switching on English language proficiency of the English teachers in the East 2 District in the Division of Gingoog City. These were identified through a quantitative approach by conducting a survey to the 53 participants. The research considered the impact of age, gender, teaching experience, education level, and position on code-switching tendencies. The findings revealed that younger teachers, influenced by their exposure to social media and technological developments, code-switched more frequently. Female teachers also exhibited a higher inclination towards code-switching, consistent with previous studies on gender differences in language usage. Novice teachers relied more on code-switching as a linguistic strategy, while experienced teachers gradually reduced their use over time. Education level, especially higher levels of education, affected the utilization of code-switching as a teaching tool. The study emphasized the importance of effective communication and creating a supportive learning environment through code-switching. However, it cautioned that code-switching may hinder English language learning, particularly in grammar and language macro skills. Further research is needed to explore additional factors influencing code-switching behavior.

This paper discusses the effects of oral repetition and practice in improving speech fluency for adult second language acquisition. The experiment examined the impact of practice on fluency in learning Japanese as a second language. The measures included read-aloud time and speech production time during sentence rehearsal. The results indicated gradual improvement of speech fluency as the number of practice trials increases. Implications and directions for technology to promote fluency are discussed from the perspective of psycholinguistic research.

English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners' attention span and interests, and in enhancing their involvement. DishZle -a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners to the special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which it introduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants' reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and brought to you by CORE View metadata, citation and similar papers at core.ac.uk

membros da banca, pelas valiosas sugestões e pelo profissionalismo e respeito durante o exame de qualificação. Aos professores do IEL, pelo conhecimento compartilhado. Aos meus pais, pelo exemplo de vida que sempre me proporcionaram. À Evelin Moreno, pelo entusiasmo e pelo incentivo. Listas de palavras baseadas em corpora têm sido importantes no ensino e aprendizagem de vocabulário em língua estrangeira. Este trabalho visa compilar uma lista de palavras do português do Brasil, freqüentes e de grande alcance no contexto acadêmico brasileiro, e discutir sua utilidade no ensino de vocabulário, na preparação de textos modificados e de testes de vocabulário para aprendizes de Português como língua estrangeira. Discutimos também a questão do ensino direto e indireto de vocabulário. Para a compilação da lista, foi criado um corpus composto de teses e dissertações de 3 universidades públicas brasileiras, perfazendo um total de pouco mais de 7 milhões de palavras (aproximadamente 15 mil páginas de texto). Foram usados os critérios de freqüência e alcance para a seleção das palavras a serem incluídas na lista. As palavras são apresentadas com a freqüência e, nos casos de polissemia, com os diferentes significados com que ocorrem no corpus. Palavras-chave: ensino e aprendizagem de vocabulário, leitura em língua estrangeira, corpora e listas de palavras, português como língua estrangeira.

It is common that students from different academic programmes and different language levels are mixed into the same group while studying EAP. This ‘one size fits all’ approach to, for example, vocabulary learning is not always suitable for the students as their needs may vary. At an EMI university in the Kurdistan Region of Iraq, challenges relating to students’
different English language proficiency and different academic disciplines were investigated in an exploratory research project. The aim of this article is to illustrate how teachers can differentiate academic vocabulary instruction with the use of online corpus tools, considering students’ different English levels and their need to study discipline specific language.

Computer Simulation is proven to maximize academic performance as it stimulates students' interest in the subject matter. Based on the literature, there are some topics considered as difficult, especially in grammatical differences in Filipino subject in the way of delivering their content that may need to use contemporary methods and strategiesone of these topics is verb-pronoun relationships. No study focuses on how effective computer simulation is in discussing verb-pronoun relationships in Filipino. This study used a Quasi-Experimental design. The data obtained were statistically treated using a Tailed t-test to determine the significant difference. The respondents are coming from first-year college of education students with 45 counts in each groupcontrol and experimental. This study used a purposive sampling technique. All ethical considerations were practiced making sure that results could display the reality of how effective the intervention is. Results displayed a significant difference in the experimental group using the intervention with a p-value of 0.00. Computer simulation helps make boring subjects lively and engaging as it creates interactive discussions. This study can contribute to the body of knowledge, especially in teaching Filipino subject. It is empirical that the students' schema would be part of the study to check if it can affect their way of learning. Different strategies and methods can also be explored to test and see if these can make a significant increase in academic performance among learners of different levels.

Zhao Hong Han (2002) discusses how the “equation” between communicative language teaching and the exclusion of form-focused instruction and error correction has been challenged by most recent research. There is a current concern among teachers and ...

This paper explores the application of Augmented Reality (AR) in enhancing English vocabulary acquisition, focusing on its potential to create engaging and interactive learning experiences. By integrating digital content into the real world, AR tools, such as the "Word Warrior" Instagram filter, "Wordtastic Kids" application, "PRIARMIKA" flashcards, and "VocabGo" app, provide students with immersive learning environments. These examples demonstrate how AR can facilitate vocabulary learning through games, 3D flashcards, and real-world simulations. The paper also discusses the importance of educators' digital literacy, technical skills, and institutional support for the effective implementation of AR in the classroom, emphasizing the need for comprehensive support from policymakers to maximize AR's potential in English language education.

The purpose of the study was to explore the multifaceted challenges faced by junior high school students in learning English as a second language in a private educational institution. The respondents' profiles were examined as well as the challenges they encountered in learning English in terms of grammar, vocabulary, pronunciation, sentence structure, and the four macro skills: listening, speaking, reading, and writing. To reach the researchers' aim, a survey was conducted among 80 students using a survey questionnaire made by the researcher which was formatted using the Likert Scale. The findings revealed that students were greatly challenged with vocabulary acquisition and least challenged with pronunciation. There were no significant differences in challenges based on sex, age, and the way of utilizing the English language at home, but grade level and socioeconomic background did influence reported challenges. The study recommends needs assessments, professional development for teachers, and creating an English-rich environment at home.

English for Second Language (ESL) learners often face problems in writing due to limited vocabulary. Similar issues can be observed when students write essays for graph analysis. The literature suggests that vocabulary cards could improve writing. Undertaking action research in writing class, this study investigated the impact of using synonym cards on vocabulary use in graph analysis writing. This study sought to answer the following research questions: "How does Synonym-Aid improve vocabulary range in students' graph analysis?" and "How does Synonym-Aid improve the students' use of different noun and/or verb phrases?". This qualitative study employed text analysis emphasizing on lexical components to measure word frequency, diversity, and use of specific vocabulary. The data set was essays of 35 students from two classes which were divided into two groups: control group and intervention group. Only the students in the intervention group were given Synonym-Aid during an in-class graph analysis writing task. The students' essays from both groups were then graded using CEFR-aligned writing descriptors to assess vocabulary elements. The finding showed that students in the intervention group used a wider range of vocabulary including different verbs and noun phrases to describe similar trends. It can be concluded that, while students in the control group were able to use verb and noun phrases to describe trends, the vocabulary range was still somewhat limited. The study showed that direct and immediate intervention like synonym cards was able to improve vocabulary use in graph analysis writing.

Teaching English to meet global demands requires an emphasis on sociolinguistic competence, enabling students to use English not only grammatically but also appropriately in diverse social and cultural contexts. This article review examines the methodology, findings, and implications of Rasha Dorgham's study, with a focus on assessing its effectiveness and relevance in addressing the integration of sociolinguistic competence in English as a Foreign Language (EFL) instruction. Dorgham proposes strategies such as role-playing, cultural exchanges, and group discussions to enhance students' practical communication skills and foster intercultural communication. While these methods demonstrate significant potential, challenges such as inadequate resources, limited instructional time, and the need for teacher training persist. The findings underscore the importance of teaching sociolinguistic skills to build students' confidence and effectiveness in navigating diverse cultural interactions.

This paper provides a reflection on strategies and actions used in teaching writing to lower secondary school students.Specifically, this contribution focuses on some of the results of a two-year research (2012/2014) based on the analysis of writing compositions by students of the first two years of secondary school. Datas concern a) the design and action of teaching by a group of mother tongue teachers from seven schools of Rome; b) the analysis of instructions for students’ written composition usedin the two years from such teachers. The school has felt for long time the need to rethink its methods of teaching/learning the language and the four basic language skills, writing in particolar. In keeping with this need, the results highlight experimented educational projects in schools and attitudes of teachers, responding to the need for studies and contributions to the reflection on the issue in view of didactic effects.

Teaching English to meet global demands requires an emphasis on sociolinguistic competence, enabling students to use English not only grammatically but also appropriately in diverse social and cultural contexts. This article review examines the methodology, findings, and implications of Rasha Dorgham's study, with a focus on assessing its effectiveness and relevance in addressing the integration of sociolinguistic competence in English as a Foreign Language (EFL) instruction. Dorgham proposes strategies such as role-playing, cultural exchanges, and group discussions to enhance students' practical communication skills and foster intercultural communication. While these methods demonstrate significant potential, challenges such as inadequate resources, limited instructional time, and the need for teacher training persist. The findings underscore the importance of teaching sociolinguistic skills to build students' confidence and effectiveness in navigating diverse cultural interactions.

This study aimed to explore the Level of Competencies of Selected Learners Gumaca, Quezon. Aspects studied were the profile of the respondents and their teaching experience. It took into the frequency of use of the learning engagement, learning progress, and social skills as perceived by learners. To achieve the researcher goal, the researcher used questionnaire for the impact of best practices in a level of competencies behavior to the learners. This involved 60 primary Teachers in Gumaca Quezon. The descriptive design on the main source of data and information. The result showed that the most of the respondents are the age of 25-30 years old and above, female, male and length of service. According to the result of Kruskal Wallis all the null hypothesis are accepted with means that there is no significant difference on the level of competencies of selected learners when the respondents are grouped according to profile. Based from the result of the study, the following recommendations are suggested. The future researchers they may conduct the similar study and improve some flows in best practices of level competencies.

This paper explores the integration of postmodernism and Content and Language Integrated Learning (CLIL) in the context of geology education, specifically through the teaching of geomythology. The influence of postmodern ideas on education has been substantial, challenging traditional notions of knowledge and authority. In language teaching, postmodernism and CLIL converge by prioritizing cultural understanding and interdisciplinary knowledge. This study demonstrates how CLIL can effectively incorporate geological content with language acquisition, fostering a nuanced understanding of both through myth narratives. Additionally, by applying postmodern tenets, this approach challenges traditional scientific narratives, promoting critical thinking and cultural diversity. The practical application of geomythology in the geology classroom is examined and the paper presents the results of a qualitative study of students' perceptions of the use of geomythology, with the aim of assessing the aspects of motivation and improved communication and debate skills. The results of our study clearly indicate an overall positive attitude towards activities of interdisciplinary nature and show an increase in student participation and motivation in communicative activities.

Estudos empíricos avalizam o pressuposto de que o português e o espanhol compartilham aproximadamente 85% do léxico em vários campos semânticos. Ao partir de uma afirmação como essa, poderia-se inferir que o desenvolvimento da competência lexical na língua espanhola por parte de brasileiros é algo que não supõe dificuldade alguma, já que sua língua materna, o português, é tão parecida com o espanhol. Essa inferência, no entanto, não é adequada, pois o desenvolvimento lexical em uma língua estrangeira se dá mediante a confluência de elementos variados, não se coadunando com a noção simplista de que aprender vocabulário é substituir palavras e estruturas de uma língua por outras de outra língua.

Postulamos, neste trabalho, que a aproximação entre a Linguística Contrastiva e as Ciências do Léxico pode ser um caminho para melhor entender o processo de desenvolvimento do componente léxico da língua espanhola por estudantes brasileiros dessa língua. A Linguística Contrastiva lança luz, com base científica, nas semelhanças e diferenças entre as línguas em presença, enquanto as Ciências do Léxico subsidiam, pontualmente, os fenômenos envolvidos no conhecimento das unidades léxicas.

Multimedia Technologies’ Influence on Language Acquisition in English Language Learners by Larissa Parrilla MPh, University of Puerto Rico, Medical Science Campus, 1999 BS, University of Puerto Rico, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University August 2016 Abstract English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level ofEnglish as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary re...

The contribution intends to present the objectives, methods and results of an action-research experience carried out within an Italian language course at Tallinn University. Through the use of multiple techniques and tools, the aim was to stimulate students' motivation by providing them with more opportunities for practical use of the Italian language. The adopted methodological model and the corpus of written and oral materials collected during the course allowed for the extraction of concrete data covering the learning characteristics of Italian by Estonian-speaking individuals, a field that has not yet been the subject of specific studies.

The goal of the present study is to investigate how a commercial computer game (CCG) affects the productive and receptive vocabulary knowledge of EFL learners when they are not in a formal educational setting. More specifically, we investigated how CCGs assist learners in recognizing and producing English vocabulary over time (i.e., whether they only recognize the words when directly confronted with them or use them spontaneously). The investigation took place in an EFL context, and a sample of
convenience of male students from a classroom at a private language institution was selected by the researchers. According to the results of statistical analyses, players' receptive and productive vocabulary knowledge significantly increased after playing the game. Additionally, it was evident that the learned words were retained to a high degree.

This study determined the perceived impacts of storytelling on academic performance and values integration by the primary teachers of selected elementary schools in Gumaca, Quezon This involved 60 teachers from the ten elementary schools in Gumaca Quezon. The Researcher used the descriptive research design on the main source of data and information. The result showed that most of the respondents belong to the age group of 36 to 49 years old, male, female and educational attainment and others courses. According to the results of the Kruskal Wallis H-Test all the null hypothesis are accepted which means that there is no significant difference on the perceived impacts of storytelling on the academic acuity and values integration when the respondents are grouped according to profile. Based from the results of the study, the following recommendations are suggested. The school administrators may be able to strengthen the use of storytelling in their school. The parents may help the pupils to listen and focus on storytelling. The teachers may motivate the pupils to sustain interest in storytelling. The pupils may continue to learn in storytelling. The future researchers may conduct a parallel study using bigger population for more viable and reliable results.

This study aimed to determine the impacts of formative assessment on student motivation as perceived by selected junior high school students in Gumaca, Quezon, The study involved 60 respondents from a private school located in Gumaca Quezon. The researcher used questionnaires to gather reliable data answered by the target respondents. The descriptive method was used to gather the data needed to determine the impacts of formative assessment on student motivation as perceived by selected junior high school students in Gumaca, Quezon. Most of the respondents belonged to age group of 15-16 years old with 55% , 13-14 years old with 30% and  12 years old with 15%. According to sex, the respondents are female with 58% and 42% are male which describes that most learner-respondents  are female. According to grade level, most of the respondents are from grade 10 with  33%, from grade 9 with 22%, from grade 8 with 20% and grade 7 with 25% which describes that most respondents are from grade 10 .  The result shows that under Reward the highest impacts of formative assessment on student motivation are the complements of my teacher in front of the entire class with a mean of 4.48. Secondly, under Feedback, gaining a highest mean of 4.26 receiving feedback helps me to identify their areas of weaknesses under environment the student can easily focus on class discussion when the classroom structures are organized. Then in Extrinsic Motivation, the highest impacts of formative assessment on students motivation is learned the lesson because the classroom has appropriate furniture arrangement with a mean of 4.38. Under the Intrinsic Motivation it says that the students always prepare when there is a graded recitation because it is one of the responsibilities of the learners with a mean of 4.52. These conclude that students learning preference was inclined in more environmental classes.

Grammar has always been regarded as the necessity in establishing successful formal communication. However, students generally perceive grammar instruction as a necessary evil at best. They usually believe their messages will be understood even if a sentence is incorrect. On the other hand, vocabulary learning is the fundamental step in any language learning. Acquiring new vocabulary is of paramount importance in English for Specific Purposes as it is directed towards specific needs of students’ particular specialties. The aim of this research was two-fold. We were interested in students’ preferences for learning grammar and vocabulary and their performance in exams. For the purpose of the research, 230 students studying at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Croatia were surveyed. The results showed that the students believe acquiring new technical vocabulary is more important and useful than studying grammar. In the second par...

Gioco e apprendimento sono strettamente
interconnessi, poiché il gioco permette di vivere
l’esperienza educativa in modo immersivo e
coinvolgente favorendo la motivazione e il desiderio
di
apprendere. Sempre più esperienze di
ludicizzazione si stanno affermando nella scuola, sia
come strumenti per motivare gli studenti sia come
stimolo per gli insegnanti a rinnovare abilità e
approcci disciplinari. L’utilizzo del gioco in classe,
come nel caso delle escape room, consente di creare
ambienti laboratoriali per esplorare scelte,
sperimentare ruoli e sviluppare competenze
trasversali fondamentali per i cittadini di domani. In
questo contesto, il gioco diventa un potente
strumento pedagogico per lo sviluppo personale,
relazionale e creativo degli studenti.

The project aimed at identifying a series of efficient teaching strategies, means and materials which could be proven through piloting to enhance our naval students' retention, internalization and generative use of specialized vocabulary in work-related communication. The main phases of the research project included designing a set of surveying instruments in order to explore the present teaching and learning situation with its strengths, weaknesses and needs, followed by the production and piloting of a collection of teaching materials and finally the interpretation of the teacher and student feedback data in view to future material design. The research hypothesis was that the process of acquiring specialized vocabulary and developing general communicative competences might be optimized through an explicit and deliberate connection made between the lexical content and the assigned learning tasks, on the one hand, and the linguistic requirements of the occupational context, on the other. The underlying research assumption on which this project was based was that any ESP course needs to reflect the learners' profile and linguistic needs as much as possible. The more these needs are met and reflected in the choice of materials and procedures, the more successful the teaching and learning process is. In addition, it was anticipated and verified in the piloting stage, that the more aware of explicit learning strategies the learners were, the more efficient they were in their leaning efforts.

Özet: Dil, milletlerin kültürel kimliklerini taşıyan ve en iyi şekilde ifade eden vasıtadır. Bu itibarla yabancılara dilimizin öğretimi çalışmalarında dilimizin zenginliğini, anlam derinliğini, dil bilgisi bakımından yetkinliğini içeren metinler kullanılmalıdır. Türkçe, son yıllarda yabancılar tarafından öğrenilmek istenen diller arasında yer almaktadır. Türkçenin yabancılara öğretiminde kültür aktarımı en önemli etkenlerden biridir. Yabancılara Türkçe öğretimi sürecinde kültür aktarımı konusunda en önemli araçların başında derslerin işlenişi sırasında takip edilen ders kitapları gelmektedir. Bu nedenle yabancılara Türkçe öğretimi için hazırlanmış ders kitaplarındaki metinlerin söz varlığı açısından kültürümüzü yansıtıcı özellikler göstermesi beklenir. Bu çalışmada Türkçenin yabancı dil olarak öğretimi için hazırlanmış A1 ve A2 seviyelerindeki ders kitaplarında yer alan metinler söz varlığı bakımından incelenmiştir. Metinlerin yansıma sözcük, ikileme, deyim, atasözü, kalıplaşmış söz, mecaz sözcük, terim sözcük ve birleşik fiiller olmak üzere taşıdıkları söz varlığı ögeleri belirlenmiş ve değerlendirilmiştir. Çalışmada nitel araştırma yöntemlerinden doküman inceleme tekniği kullanılmıştır. Araştırma sonucunda ders kitaplarında yer alan okuma metinlerinin söz varlığı ögeleri bakımından yeterli olmadığı tespit edilmiştir.

The project aimed at identifying a series of efficient teaching strategies, means and materials which could be proven through piloting to enhance our naval students' retention, internalization and generative use of specialized vocabulary in work-related communication. The main phases of the research project included designing a set of surveying instruments in order to explore the present teaching and learning situation with its strengths, weaknesses and needs, followed by the production and piloting of a collection of teaching materials and finally the interpretation of the teacher and student feedback data in view to future material design. The research hypothesis was that the process of acquiring specialized vocabulary and developing general communicative competences might be optimized through an explicit and deliberate connection made between the lexical content and the assigned learning tasks, on the one hand, and the linguistic requirements of the occupational context, on the other. The underlying research assumption on which this project was based was that any ESP course needs to reflect the learners' profile and linguistic needs as much as possible. The more these needs are met and reflected in the choice of materials and procedures, the more successful the teaching and learning process is. In addition, it was anticipated and verified in the piloting stage, that the more aware of explicit learning strategies the learners were, the more efficient they were in their leaning efforts.

This qualitative study explores the lived experiences of English language learners on sakalam expression delve into analyze the linguistic meanings in various communication setting as used by the Senior High School Students of Talitay National High School, Maguindanao-1 Division. Ten participants was selected through purposive sampling technique utilizing self-made research instrument in order to explicate the research phenomena. The Collaizzi’s, (1978) seven steps strategy in Phenomenological methods was utilized to provide a thorough and rigorous process of analyzing data. Thus, study revealed important themes. The sakalam expression used in a various context, Social Media, Home, School, and Real-World Situation. However, this colloquial language affects English language learning through inappropriate of usage, Informal Application, Informal Word Writing, Language Confusion, Peer Influence and Teacher’s tolerance. Hence, the linguistic meaning of sakalam can be conceptualized as Proof of being Mellinials, as shows strong support and belonging. Furthermore, study findings suggested that, Sakalam Expression is a substantial insights into its usage, social functions, and implications for language evolution and adaptation, which commonly employed in informal setting. It recommends to advance our understanding, future researchers may study that will aim to explore an  in-depth a more larger diverse samples to capture a broader spectrum of perspectives.

Keywords: ELLs, ELL, Colloquial Language, Sakalam Expression, Linguistic Meaning

English as a Second Language (ESL) textbooks play in teaching and learning is one reason academic institutions continue to purchase these learning resources. The use of commercial textbooks in elementary, secondary, and tertiary education is common practice. Textbooks provide useful resources for both educators and learners: information, content, texts, activities, and standardized instruction. The study was conducted to critically examine ESL textbook discourse situated in the Philippine setting, specifically, to critically examine how students positioned and conceptualized in the ESL textbook discourse in Oral Communication. The analysis found that: the author and the textbook assume an authoritative role over the student in the delivery of the text, the textbook discourse constructs unequal power relations between the author and the student; the student is positioned as subordinate and receiver of information, advices, instruction and direction; despite the unequal power relations between the textbook producers and students, the discourse constructs positive beliefs and assumptions about the students; the 21st century student is conceptualized as a socially active and responsible individual capable of meeting standards and excelling in different situations; the student must become a competent communicator but must be given holistic training and proper guidance as he or she has the tendency to become insensitive, disrespectful, and inconsiderate to others; and if the discourse is accepted as an authority, then this would contribute to sustaining the notion of textbook producer authority. Thus, textbook may be used by the teachers as aid in the classroom instruction because of its positive view towards the student the position and conceptualization of the teachers in the ESL textbook discourse may be studied teachers are encouraged to evaluate textbooks with a CDA point of view.

There are two primary aims of this research: 1. To investigate the ways in which a fiction author, Douglas Coupland, juggles what is coherent/incoherent with a mainstream spatialization or orientational metaphor; 2. To ascertain if beyond the author’s interest in “his geographical and historical surroundings” (McGill, 2000) and his need to portray a subcultural logic of priorities, geographical metaphors allow Coupland to borrow labels of origin, both global and localised ones, and reshape them within a way of thinking that is socio-political and post-colonial in scope as it questions what is proper or inappropriate and for whom. A collection of evidence from different novels is provided and analysed to demonstrate the expanded conceptual phenomenon Coupland generates from geographical metaphors “as a way of thinking and acting with geographical and political implications” (Cresswell, 1997). The goal is to contribute to metaphor studies through investigating a contemporary author and his metaphors, compounds, or combination of metaphors alongside his coinage of new words and symbolic exploration of narrative devices (we-narrative).