Download ultimate vocabulary 20151/1/2023 The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. Finally, combined with relevant theories, a college Students’ EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. Secondly, it analyzes the current situation, problems, and reasons for Students’ poor EVM abilities. Firstly, the literature review and observation method understand the Students’ EVM performance and teaching behavior. In order to solve these problems, this work studies college Students’ EVM from the perspective of Constructivism. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students’ English Vocabulary Memorization (EVM). The formation and research of Constructivism theory is another understanding in developing educational psychology. Results of this study enrich the pertinent literature regarding the use of interactive web-based e- books, the role of gamification, and collaborative responsive writing (CREW) in learning English academic vocabulary and the factors that contribute to the participants’ motivation level. This analysis was used at the subcategory level of the ARCS model: attention, relevance, confidence, and satisfaction. A pre-test and post-test were also used to collect the related data concerning the level of achievement of the participants. MANOVA and ANOVA were used to find out if the material is motivational for the participants of the study. All participants were given an instructional material motivation survey after being exposed to the treatment Having collected the related data, a variety of statistical procedures were used to find out if there is a statistically significant difference between the two groups. The participants were randomly assigned to two groups: one group learned English academic vocabulary with collaborative responsive writing (CREW) with the presence of gamification, and the other group was educated with the traditional classroom teaching methods. The participants of this study were comprised of international students who were learning English at the college level in the United States. In so doing, interactive web-based e-books are used as the main platform to teach English academic vocabulary. This study investigated the impact of these two strategies on the participants’ academic vocabulary achievement and motivation level. Gamification is applying game mechanics in non-game related contexts (Groh, 2012). However, in this dissertation, interactive web-based e-books and two strategies to teach English academic vocabulary (gamification and collaborative responsive writing) is employed. The literature is interspersed with the use of a variety of technologies and technological tools to augment the knowledge of language learners regarding English academic vocabulary (Flemban, 2018). International students usually find it challenging to adapt to English academic vocabulary (Park, 2019). To attain such conclusions, the collected data ought to be comprehensive and insightful, with study results arising from detailed review of related literature. These include the use of visual aids, bi-lingual dictionaries, the introduction of repeated verbal/written drills and guesswork exercises to find the appropriate meanings of words or phrases. However, these methods, despite their importance, did not prove their worth as did other simple techniques and strategies that were effective and more influential on the EFL learners. These methods have proven their efficiency, seriousness, quality, and practical validity in educational circles, whether there or here in the Arab region. They are, in order, Grammar-translation, Direct Method, Audio-lingual, Total-physical Response and Communicative Learning. This theoretical coverage investigated the basic methods and strategies employed by each one of them, which specialists have classified as specific media for teaching vocabulary. Both researchers attempted to provide theoretical coverage of specific areas applicable to English language vocabulary instruction. To conduct this study, the two researchers investigated and gathered a large set of notable sources of information and research papers having dealt with vocabulary instruction to find an answer to the main question of this study. This study is intended to have an in-depth discussion on the chief subject of this research paper, which is the most appropriate method of teaching English language vocabulary to EFL learners in the Arab region.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |