A comparison of the effects of web-based vocabulary instruction vs. the conventional method on EFL learners' level of L2 lexical knowledge

Authors

  • Sara Kashefian-Naeeini

    Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences;
    Philosophy of Life and Healthy Lifestyle Research Center, Shiraz University of Medical Sciences
  • Seyyed Ali Hosseini

    Larestan University of Medical Sciences, School of Nursing
  • Asma Dabiri

    Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences
  • Sholeh Rezaei

    Department of Foreign Languages, Sepidan Branch, Islamic Azad University
  • Martin Kustati

    Universitas Islam Negeri Imam Bonjol Padang

DOI:

https://doi.org/10.59400/fls.v6i1.1947

Abstract

Web-based training is a contemporary approach acknowledged as a proficient pedagogical strategy for imparting knowledge on L2 lexical items. The objective of this study was to investigate if the utilisation of web-based activities for teaching vocabulary items yields distinct outcomes in terms of acquisition and retention of L2 lexical items, as opposed to conventional procedures. Sixty university students at an intermediate level of English as a Foreign Language (EFL) were purposefully chosen for this study. These participants were then divided into two separate groups. The participants in the experimental group received instruction on the target vocabulary items in a computer-supported classroom. In this setting, they could practice the lexical items interactively through web-based activities. On the other hand, the control group was given the exact target words using traditional instruction methods to maintain consistency. However, students in the control group did not have the opportunity to engage with the dynamic and active nature of the web-based instructional environment. The findings of the study, which involved the administration of the Vocabulary Levels Test and subsequent analysis utilising tests and Analysis of Variance, revealed that English as a Foreign Language (EFL) learners saw more improvement in their acquisition of second language (L2) lexical items when taught through web-based activities compared to traditional teaching methods. The implications of the data suggest that L2 teachers can enhance their teaching method by including web-based and online activities to educate students on how to acquire new vocabulary items effectively.

Keywords:

EFL learners, lexical items, online activities, vocabulary learning, Web-based instruction

References

[1] Abraham LB (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning 21(3): 199-226, doi: 10.1080/09588220 8020 90246

[2] Albalawi MS (2007). Critical Factors Related to the Implementation of Web-Based Instruction by Higher-Education Faculty at Three Universities in the Kingdom of Saudi Arabia [PhD thesis]. The University of West Florida.

[3] Allen D (1992). Oxford Placement Test 2. Oxford University Press.

[4] AlOmoush RA (2022). The role of e-learning platforms in supporting the active learning elements for the First three years. International Journal of Emerging Technologies in Learning 17(12): 77-92. doi: 10.3991/ijet.v17i12.30449

[5] Al-Sharah N, Dudeen H, Ab Yajid MS, et al. (2021). The learning of vocabulary and the usage of portmanteaus by Jordanian EFL students. Eurasian Journal of Applied Linguistics 7(2): 147-161.

[6] Asaad HQM, Shabdin AA (2021). The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing. Eurasian Journal of Applied Linguistics 7(1): 24-44.

[7] Bagheri E, Roohani A, Ansari DN (2012). Effect of CALL-based and non-CALL based methods of teaching on L2 vocabulary learning. Journal of Language Teaching and Research 3(4): 744.

[8] Biner PM, Bink, ML, Huffman ML, Dean RS (1995). Personality characteristics differentiating and predicting the achievement of televised-course students and traditional-course students. The American Journal of Distance Learning 9(2): 46–60.

[9] Chun DM, Plass JL (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal 80(2): 183–198. doi: 10.2307/328635

[10] Cobb T (1999). Breadth and depth of lexical acquisition with hands-on concordancing. Computer Assisted Language Learning 12: 345–360.

[11] Collentine J (2000). Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies. Language Learning and Technology 3: 44–57.

[12] Colley AM, Gale MT, Harris TA (1994). Effects of gender role identity and experience on computer attitude components. Journal of Educational Computing Research 10(2): 129-37. 10.1108/09513540010344731

[13] Dinh TC, Vo SM (2022). Factors affecting students’ perspectives on the usefulness of learning online. International Journal of Emerging Technologies in Learning 17(15): 123-141. doi: 10.3991/ijet.v17i15.33243

[14] Dobinson T (2006). Investigating why learners recall certain items of vocabulary from lessons. In: Proceedings of the EA Education Conference.

[15] Eyraud K, Giles G, Koenig S, Stoller FL (2000). The word wall approach: Promoting L2 vocabulary learning. English Teaching Forum, 38(3): 2-11.

[16] Fehr CN, Davison ML, Graves FM, et al. (2012). The effects of individualised, online vocabulary instruction on picture vocabulary scores: An efficacy study. Computer Assisted Language Learning 25(1): 82-102. doi: 10.1080/09588221.2011.586640

[17] Gorjian B (2012). Teaching vocabulary through web-based language learning (WBLL) approach. Procedia Technology 1: 334-339. doi: 10.1016/j.protcy.2012.02.070

[18] Ha PLT (2022). Code Mixing and Loan Words in The Vietnamese Vocabulary. Eurasian Journal of Applied Linguistics 8(1): 143-148.

[19] Hajebi M (2018). Predictors of vocabulary achievement: testing a model of life syllabus and web-based language teaching. Iranian Journal of Learning & Memory 1(1): 85-96.

[20] Hao T, Wang Z, Ardasheva Y (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness 14(3): 645-667. doi: 10.1080/19345747.2021.1917028

[21] Indra R, Kustati M, Saregar A, et al. (2020). The effect of principals’ leadership towards effective learning at an Indonesian secondary school. European Journal of Educational Research 9(3): 1063-1074. doi: 10.12973/eu-jer.9.3.1063

[22] Jafari S, Kafipour R (2013). An investigation of vocabulary learning strategies by Iranian EFL students in different proficiency level. International Journal of Applied Linguistics and English Literature 2(6): 23-27.

[23] Kashefian-Naeeini S, Sheikhnezami-Naeini Z (2020). Communication skills among school masters of different gender in Shiraz, Iran. International Journal of Advanced Science and Technology 29(2): 1607-1611.

[24] Khazai S, Vahid dastjerdi H, Talebi Nejhad MR (2011). The role of mobile communications technology in teaching and learning English vocabulary. Journal of Technology of Education 6(2): 135-142.

[25] Khosravi A (2010). Using Bilingual Dictionaries in L2 Learners’ Writing Tests [Master’s thesis]. Islamic Azad University.

[26] Kim W (2006). Directions for web-based learning. In: Proceedings of the 5th international conference on Advances in Web Based Learning.

[27] Klickaya F, Krajka J (2010). Comparative usefulness of online and traditional vocabulary learning in TOJET. The Turkish Online Journal of Educational Technology 9(2): 55-63.

[28] Legnani RFS, Legnani E, Pereira da Silva M, et al. (2022). Validation of a Web Questionnaire on Physical Activity for Children and Adolescents. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte 22(88): 737-752. doi: 10.15366/rimcafd2022.88.002

[29] Loucky JP (2007). Improving online reading and vocabulary development. Kasele Bulletin 35: 181-188.

[30] Mayer RE, Sims VK (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology 86(3): 389-401.

[31] Nakata T (2008). English vocabulary learning with word lists, word cards, and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL 20(1): 3-20.

[32] Naraghizadeh M, Barimani S (2013). The Effect of CALL on the Vocabulary Learning of Iranian EFL Learners. Journal of Academic and Applied Studies 3(8): 1-12.

[33] Olson T, Wisher RA (2002). The effectiveness of web-based instruction: An initial inquiry. The International Review of Research in Open and Distributed Learning 3(2): 1-17. doi: 10.19173/irrodl.v3i2.103

[34] Pulido D. (2004). The effect of cultural familiarity on incidental vocabulary acquisition through reading. The Reading Matrix an Online International Journal 4: 20-53.

[35] Rahimi A, Mouri S (2016). The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Global Journal of Foreign Language Teaching 6(4): 210–217. doi: 10.18844/gjflt.v6i4.1673

[36] Ramachandran SD, Rahim HA (2004). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. Relc Journal 35(2): 161-178. doi: 10.1177/0033688204035002 05

[37] Rashidi N, Hosseini SA (2019). The perceptions of Iranian policymakers as articulated in iran’s foreign language policy document: A systemic functional linguistics approach. Iranian Journal of Language Teaching Research, 7(1): 23-42.

[38] Regina D, Devi A (2022). Computer-based vocabulary learning in the English Language: A systematic review. Theory and Practice in Language Studies 12(11): 2365-2373. doi: 10.17507/tpls.1211.17

[39] Richardson W (2004). Blogging and RSS—The “What’s it?” and “How to” of powerful new web tools for educators. InfoToday 11(1): 10-14.

[40] Ritonga M, Febriani SR, Kustati M, et al. (2022). Duolingo: An Arabic speaking skills’ learning platform for andragogy education. Education Research International 2022: 1-9. 7090752. doi: 10.1155/2022/7090752

[41] Sadighi F, Nourinezhad S (2018). The effect of pictorial mode on children’s learning of new L1 lexical items. Journal on English as a Foreign Language 8(2): 189-201. doi: 10.23971/jefl.v8i2.757

[42] Su JM, Yang YC, Weng TN, Li MJ (2021). A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing. Comunicar 29(69): 91-111.

[43] Sun Y, Dong Q (2004). An experiment on supporting children’s English vocabulary learning in multimedia context. Computer Assisted Language Learning 17(2): 131-147. doi: 10.1080/0958822042000334217

[44] Tozcu A, Coady J (2004). Successful learning of frequent vocabulary through call also benefits reading comprehension and speed. Computer Assisted Language Learning 17(5): 473-495. doi: 10.1080/0958822042000319674

[45] Vnucko G, Klimova B (2023). Exploring the potential of digital game-based vocabulary learning: A systematic review. Systems 11(2): 57. doi: 10.3390/systems11020057

[46] Volery T (2001). Online education: An exploratory study into success factors. Journal of Educational Computing Research 24(1): 77-92.

[47] Walters JM (2004). Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research. Language Teaching 37(4): 243-252. doi: 10.1017/S0261444805002491

[48] Wang S, Reeves T (2006). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology, Research and Development 54(6): 597-621. doi: 10.1007/s11423-006-0638-2

[49] Zahedi Y, Abdi M (2012). The impact of imagery strategy on EFL learners’ vocabulary learning. Procedia Social and Behavioral Sciences 60: 2264-2272. doi: 10.1016/j.sbspro.2012.12.197

[50] Zapata GC, Sagarra N (2007). CALL on hold: The delayed benefits of an online workbook on L2 vocabulary learning. Computer Assisted Language Learning 20(2): 153-171. doi: 10.1080/09588220701331352

[51] Zhang H, Song W, Burston J (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal of Educational Technology-TOJET 10(3): 203-214.

Downloads

Issue

Vol. 6 , Iss. 1 (March 2024)

Article Type

Article

License

Copyright © 2024 Sara Kashefian-Naeeini, Seyyed Ali Hosseini, Asma Dabiri, Sholeh Rezaei, Martin Kustati

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.