The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students
The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homoge...
Gespeichert in:
| Veröffentlicht in: | Journal of language teaching and research 2018-05, Vol.9 (3), p.561-572 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 572 |
|---|---|
| container_issue | 3 |
| container_start_page | 561 |
| container_title | Journal of language teaching and research |
| container_volume | 9 |
| creator | Nasrollahi, Kamal Daneshfar, Samran |
| description | The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes. During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group. |
| doi_str_mv | 10.17507/jltr.0903.16 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2041570234</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2041570234</sourcerecordid><originalsourceid>FETCH-LOGICAL-c180t-1c089a79abfe058572ac6ed38dbd645576eb879d1ccfa4c7461ff0c9a580bb9e3</originalsourceid><addsrcrecordid>eNotkEFPAjEQhRujiUQ5em_iebHd3W7boyGAJKAmIB6bbreFJUuLbVfln_hz3RXn8iaZl5l5HwB3GI0wJYg-7JvoR4ijbISLCzBIEckSVLD8Egww5SzJacGvwTCEPeqKoJQSNgA_652GE2O0itAZuKlDKxs4djbq79i3q_Z4dD5CaSs4a1wI0p9657vzVYDOwlmrQ6jtFi61tL12w2f9BTdOybJtevs86kOAtYUTu23qsIPlCb56nbS2_tQ-1PEEl7Lp_pgu4Cq2lbYx3IIrI5ugh_96A96mk_X4KVm8zObjx0WiMEMxwQoxLimXpdGIMEJTqQpdZawqqyInhBa6ZJRXWCkjc0XzAhuDFJeEobLkOrsB9-e9R-8-uihR7F3rbXdSpCjHhKI0yztXcnYp3yHw2oijrw9dNoGR-OMvev6i5y9wkf0C7-F7Bw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2041570234</pqid></control><display><type>article</type><title>The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students</title><source>EZB-FREE-00999 freely available EZB journals</source><source>EBSCOhost Education Source</source><creator>Nasrollahi, Kamal ; Daneshfar, Samran</creator><creatorcontrib>Nasrollahi, Kamal ; Daneshfar, Samran</creatorcontrib><description>The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes. During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group.</description><identifier>ISSN: 1798-4769</identifier><identifier>EISSN: 2053-0684</identifier><identifier>DOI: 10.17507/jltr.0903.16</identifier><language>eng</language><publisher>London: Academy Publication Co., Ltd</publisher><subject>College students ; English as a second language learning ; English proficiency ; Males ; Second language vocabulary learning ; Teaching ; Visual perception ; Word meaning</subject><ispartof>Journal of language teaching and research, 2018-05, Vol.9 (3), p.561-572</ispartof><rights>Copyright Academy Publication Co., Ltd. May 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c180t-1c089a79abfe058572ac6ed38dbd645576eb879d1ccfa4c7461ff0c9a580bb9e3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924</link.rule.ids></links><search><creatorcontrib>Nasrollahi, Kamal</creatorcontrib><creatorcontrib>Daneshfar, Samran</creatorcontrib><title>The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students</title><title>Journal of language teaching and research</title><description>The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes. During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group.</description><subject>College students</subject><subject>English as a second language learning</subject><subject>English proficiency</subject><subject>Males</subject><subject>Second language vocabulary learning</subject><subject>Teaching</subject><subject>Visual perception</subject><subject>Word meaning</subject><issn>1798-4769</issn><issn>2053-0684</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNotkEFPAjEQhRujiUQ5em_iebHd3W7boyGAJKAmIB6bbreFJUuLbVfln_hz3RXn8iaZl5l5HwB3GI0wJYg-7JvoR4ijbISLCzBIEckSVLD8Egww5SzJacGvwTCEPeqKoJQSNgA_652GE2O0itAZuKlDKxs4djbq79i3q_Z4dD5CaSs4a1wI0p9657vzVYDOwlmrQ6jtFi61tL12w2f9BTdOybJtevs86kOAtYUTu23qsIPlCb56nbS2_tQ-1PEEl7Lp_pgu4Cq2lbYx3IIrI5ugh_96A96mk_X4KVm8zObjx0WiMEMxwQoxLimXpdGIMEJTqQpdZawqqyInhBa6ZJRXWCkjc0XzAhuDFJeEobLkOrsB9-e9R-8-uihR7F3rbXdSpCjHhKI0yztXcnYp3yHw2oijrw9dNoGR-OMvev6i5y9wkf0C7-F7Bw</recordid><startdate>20180501</startdate><enddate>20180501</enddate><creator>Nasrollahi, Kamal</creator><creator>Daneshfar, Samran</creator><general>Academy Publication Co., Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7RQ</scope><scope>7T9</scope><scope>7XB</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>L.-</scope><scope>LIQON</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>U9A</scope></search><sort><creationdate>20180501</creationdate><title>The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students</title><author>Nasrollahi, Kamal ; Daneshfar, Samran</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c180t-1c089a79abfe058572ac6ed38dbd645576eb879d1ccfa4c7461ff0c9a580bb9e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>College students</topic><topic>English as a second language learning</topic><topic>English proficiency</topic><topic>Males</topic><topic>Second language vocabulary learning</topic><topic>Teaching</topic><topic>Visual perception</topic><topic>Word meaning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nasrollahi, Kamal</creatorcontrib><creatorcontrib>Daneshfar, Samran</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Career & Technical Education Database</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of language teaching and research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nasrollahi, Kamal</au><au>Daneshfar, Samran</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students</atitle><jtitle>Journal of language teaching and research</jtitle><date>2018-05-01</date><risdate>2018</risdate><volume>9</volume><issue>3</issue><spage>561</spage><epage>572</epage><pages>561-572</pages><issn>1798-4769</issn><eissn>2053-0684</eissn><abstract>The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes. During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group.</abstract><cop>London</cop><pub>Academy Publication Co., Ltd</pub><doi>10.17507/jltr.0903.16</doi><tpages>12</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1798-4769 |
| ispartof | Journal of language teaching and research, 2018-05, Vol.9 (3), p.561-572 |
| issn | 1798-4769 2053-0684 |
| language | eng |
| recordid | cdi_proquest_journals_2041570234 |
| source | EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | College students English as a second language learning English proficiency Males Second language vocabulary learning Teaching Visual perception Word meaning |
| title | The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-08T10%3A08%3A12IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Effect%20of%20Visual%20Contextual%20Support%20and%20Glossary%20of%20Words%20on%20Guessing%20Meaning%20of%20New%20Vocabulary%20Items%20in%20English%20by%20Pre-university%20Male%20EFL%20Students&rft.jtitle=Journal%20of%20language%20teaching%20and%20research&rft.au=Nasrollahi,%20Kamal&rft.date=2018-05-01&rft.volume=9&rft.issue=3&rft.spage=561&rft.epage=572&rft.pages=561-572&rft.issn=1798-4769&rft.eissn=2053-0684&rft_id=info:doi/10.17507/jltr.0903.16&rft_dat=%3Cproquest_cross%3E2041570234%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2041570234&rft_id=info:pmid/&rfr_iscdi=true |