Quantitative Data Analysis And Results

The students need further intervention in vocabulary development in the technology education content area. There are many strategies for teaching academic vocabulary each of which can provide students with opportunities to build word knowledge. After some investigation of the strategies, this researcher determined that Marzano’s Six-Step Process for Building Academic Vocabulary best suits the sixth-grade technology class. Marzano’s Six-Step Process for Building Academic Vocabulary will be used as the basis for vocabulary development intervention. Marzano's Six-Step Process promotes the use of both technology and games to increase vocabulary development.

Summarises major points from the review of literature, states rationale and aim of the study, ends with hypothesis(es).

Select three to five research studies which investigate the particular topic above. Write a short summary of each of the studies.

The literature review is appropriately positioned in the research report and provides support for same. The first few paragraphs of the article discusses the relationship between

In teacher-led classrooms, teachers will often provide a list of words and their definitions and ask students to correctly pronounce and accurately memorize content-related definitions of the words (Bos & Anders, 1990). The traditional method of teaching vocabulary has proven effective for many students, but it is important to note that there are students with alternative learning needs who may benefit from an untraditional teaching method such as computer assisted instruction.

The data was collected during the study were included the following: A Likert survey on preconceptions of learning new vocabulary (administered on a Google Forum in the student’s Google classroom using their chromebooks) A VKS pre-test over the seven target words of evidence, conclusion, counterargument, argument, cite, inference and introduction given on paper) one final vocabulary quiz (administered on a Google forum on Google classroom using student’s chromebooks) and student reflections on strategies based on a Likert scale (administered on on Google forums on Google classroom using student 's chromebooks) All data was kept anonymous except for the vocabulary quiz which was counted as a grade.

Because of the importance of vocabulary, researchers have been studying the best way for it to be taught. One study by Bos and Anders (1990) considered different techniques for teaching vocabulary. They compared “interactive strategies -semantic mapping (SM), semantic feature analysis (SFA) and semantic/syntactic feature analysis (SSFA) or direct instruction (DI)” when grouping students for their research (Bos and Anders 1990). Semantic mapping (SM) is a list of vocabulary words that are mapped to show their relationship. Semantic Feature Analysis (SFA) is when students created a

However, learning vocabulary is not a purpose in itself, it is a medium to help language learners to speak, listen, read and write. . Vocabulary knowledge is essential for fluent language use. With a good vocabulary knowledge, we can comprehend others' thoughts and be able to communicate easily (Nation, 2006). Knowing a word has been classified by Nation (2001) into three main categories: knowledge of Form(i.e., written, spoken and word parts), meaning (i.e., meaning and form, concept and referents, and associations), and use (i.e., grammatical functions and collocations,), with each category having both productive and receptive distinction. Some researches shed light on the relationship between vocabulary knowledge and learners' performance. Overall agreement that the more words learners know, the better comprehension and communication they get.

Nowadays, vocabulary takes an important part in the language use. However, it has traditionally been underestimated within language teaching and its instruction was commonly incidental and unplanned. The aim of this essay will be to stress the significance of vocabulary from teachers’ and learners’ perspective, to deal with the mastery of English vocabulary, and to point out the general strategies that surround vocabulary teaching, as well as to provide a general overview about it

Research was carried out across various pieces of literature to identify the key areas that need to be assessed to conclude on the research question.

Vocabulary plays a vital role in learning any language. Vocabulary is “the knowledge of words and their meanings (Nash & Snowling as cited by Hansen, 2009).” With vocabulary knowledge, a person can enhance his/her understanding of the written and listening inputs that he/she encounters. Learning words entails reading and listening, yet, this becomes unattainable without knowing the meaning of the words. As Hazzlitt (1993) says, “if you do not know the word, you can hardly know the thing (p.51).” Also, vocabulary aids in conveying ideas, thoughts and emotions, may it be written or spoken. Hence, vocabulary is an indispensable tool in every language.

Teachers utilize their own teaching styles to provide students with the best possible learning experiences. However, vocabulary teaching varies greatly depending on the instructor and his or her teaching style preferences. Vocabulary instruction can usually be taught in two basic forms. It may be taught implicitly, meaning that it is imbedded into the curriculum and not taught in a separate manner. It may also be taught explicitly, meaning that each important vocabulary word is taught in isolation, prior to providing students with the general curriculum information. This research examines common

At the end of the interviews, I asked the participants if they knew of other kinds of strategies apart from the ones they had already mentioned, and whether they were familiar with all 42 items of vocabulary learning strategies presented in the questionnaire they had completed (in the quantitative phase of the mixed methods research design). Some of the participants’ perspectives on this are reflected in the following excerpts. Aziza, for example, stated:

The previous research was either purely quantitative (e.g., Stoffer, 1995, Gu & Johnson, 1996; Schmitt, 1997; Kudo, 1999; Kojic-Sabo & Lightbown, 1999; Gu, 2002; Fan, 2003; Catalan, 2003) or purely qualitative (e.g., Sanaoui, 1995; Lawson & Hogben, 1996; Lessard-Clouston, 2008). It worthwhile to mention that these studies were the pioneer studies who initiated and informed our understanding of vocabulary learning strategies EFL/ESL learners use to learn English vocabulary. Nevertheless, it can be observed from studies listed above that most of them were quantitative research studies that informed us what the participants actually do to learn vocabulary, but did not provide us rich information and in depth understanding in terms of why certain strategies were more frequently utilized than others. To my best of my knowledge, none of the research reviewed so far has attempted to investigate vocabulary strategies by using mixed methods research and that is what inspired me to conduct mixed methods study and include EFL learners from learning environment that has never been explored before to investigate their overall use of vocabulary strategies from two different perspectives and to find out if their strategy use varies based on what proposed by many vocabulary scholars in the SLA literature.

Conclusions: Teaching vocabulary based on Computer-Assisted Language Learning (CALL) was found to be significantly effective in improving learners ' vocabulary knowledge. CALL was more effective in terms of right brained learners. Also, right brained experimental group who