On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners

Namaziandoost, Ehsan; Kargar Behbahani, Hossein; Shakibaei, Goodarz

doi:10.22034/elt.2024.60805.2618

Document Type : Research Paper

Authors

¹ Department of General Courses, Ahvaz Jundishapour University of Medical Sciences, Iran

² Department of Foreign Languages and Linguistics, Shiraz University, Iran

³ Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

https://doi.org/10.22034/elt.2024.60805.2618

Abstract

This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.

Keywords

Main Subjects

English language learning

References

Anderson, A. R., Christenson, S.L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113. http://dx.doi.org/10.1016/j.jsp.2004.01.002

Arthur, A., & Davis, D. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9(2), 173-200. https://doi.org/10.1080/19345747.2015.1126875

Ary, D., Jacobs, L. C., Irvine, C. K., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Aubrey, S. (2011). Facilitating interaction in East Asian EFL classrooms: Increasing students’ willingness to communicate. Language Education in Asia, 2(2), 237–245. http://dx.doi.org/10.5746/LEiA/11/V2/I2/A06/Aubrey

Baer, J. E., & McCroskey, J. C. (1985). “Willingness to Communicate: The Construct and Its Measurement,” in Proceedings of the 71st Annual Meeting of the Speech Communication Association, November 7-10, Denver, CO.

Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. Classroom oriented research in second language acquisition, 3(5), 67-102.

Bowne, J. B., Yoshikawa, H., & Snow C. E. (2017). Relationships of teachers’ language and explicit vocabulary instruction to students’ vocabulary growth in kindergarten. Reading Research Quarterly, 52(1), 7-29. https://doi.org/10.1002/rrq.151

Brooks, P. J, & Kempe, V. (2012). Language development. John Wiley & Sons.

Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale: Development and validation. Communications Monographs, 43(1), 60-9. http://dx.doi.org/10.1080/03637757609375916

Cao, Y. A. (2014). Sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48(4), 789-814. http://dx.doi.org/10.1002/tesq.155

Cao, Y., & Philp J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-93. http://dx.doi.org/10.1016/j.system.2006.05.002

Cetinkaya, Y. B. (2005). Turkish College Students’ Willingness to Communicate in English as a Foreign Language. Columbus, Ohio State University. [Ph.D thesis].

Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, 26, 1-1. http://dx.doi.org/10.1007/s40299-023-00745-x

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. The handbook of second language acquisition, 589-630.

Dunleavy, J, O. (2008). Bringing student engagement through the classroom door. Education Canada, 48(4), 23.

Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-49. http://dx.doi.org/10.1017/S0272263109990544

Feng, R., Alsager, H. N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6).

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. http://dx.doi.org/10.3102/00346543074001059

Garrett, P., & Young, R. F. (2009). Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative Portuguese course. The Modern Language Journal. 93(2), 209-26. http://dx.doi.org/10.1111/j.1540-4781.2009.00857.x

Gleason, J. B., & Ratner, N. B. (2022). The development of language. Plural Publishing.

Griffiths, C. (2015). What have we learnt from ‘good language learners? ELT Journal, 69(4), 425-33. http://dx.doi.org/10.1093/elt/ccv040

Heidari, K. (2019). Willingness to communicate: A predictor of pushing vocabulary knowledge from receptive to productive. Journal of Psycholinguistic Research, 15(48), 903-20. https://link.springer.com/article/10.1007/s10936-019-09639-w

Huttenlocher, J. (1998). Language input and language growth. Preventive medicine, 27(2), 195-9. https://doi.org/10.1006/pmed.1998.0301

Kargar Behbahani, H., & Khademi, A. (2022). The concurrent contribution of input flooding, visual input enhancement, and consciousness-raising tasks to noticing and intake of present perfect tense. MEXTESOL Journal, 46(4), n4. https://doi.org/10.61871/mj.v46n4-4

Kargar Behbahani, H., & Kooti, M. S. (2022). Long-term Effects of Pictorial Cues, Spaced Retrieval, and Output-based Activities on Vocabulary Learning: The Case of Iranian Learners. Global Academic Journal of Linguistics and Literature, 4(3), 49-55. https://doi.org/10.36348/gajll.2022.v04i03.002

Kargar Behbahani, H., & Razmjoo S. A. (2023). The contribution of working memory and language proficiency to lexical gain: insights from the involvement load hypothesis. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 42(3), 117-146. https://doi.org/10.22099/tesl.2023.48255.3220

Kennison, S. M. (2013). Introduction to language development. Sage Publications.

Larson, S. C. (2014). Exploring the roles of the generative vocabulary matrix and academic literacy engagement of ninth grade biology students. Literacy Research and Instruction, 53(4), 287-325. http://dx.doi.org/10.1080/19388071.2014.880974

MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-62. http://dx.doi.org/10.1111/j.1540-4781.1998.tb05543.x

McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19.

McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early childhood Research quarterly, 29(4), 520-30. http://dx.doi.org/10.1016/j.ecresq.2014.06.002

Mystkowska-Wiertelak, A., & Pawlak, M. (2014). Fluctuations in learners’ willingness to communicate during communicative task performance: Conditions and tendencies. Research in Language, 12, 245–260. http://dx.doi.org/10.2478/rela-2014-0019

Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. McGraw-hill education (UK).

Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In Handbook of research on student engagement (pp. 3-19). Springer US.

Rojas, R., & Iglesias, A. (2013). The language growth of Spanish‐speaking English language learners. Child development, 84(2), 630-46. http://dx.doi.org/10.1111/j.1467-8624.2012.01871.x

Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16, 465-79.

Rowe, M. L., & Weisleder, A. (2020). Language development in context. Annual Review of Developmental Psychology, 15(2), 201-203. http://dx.doi.org/10.1146/annurev-devpsych-042220-121816

Schunk, D. H, & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In Handbook of research on student engagement (pp. 219-235). Springer US.

Şen, M., & Oz, H. (2021). Vocabulary size as a predictor of willingness to communicate inside the classroom. In New perspectives on willingness to communicate in a second language 2021 May 1 (pp. 235-259). Springer International Publishing.

Skinner, E. A, & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. http://dx.doi.org/10.1037/0022-0663.85.4.571

Wang, H. C., Huang, H. T., & Hsu, C. C. (2015). The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning. Taiwan Journal of TESOL, 12(2), 1-40.

Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.

Zarrinabadi, N., & Tanbakooei, N. (2016). Willingness to communicate: Rise, development, and some future directions. Language and Linguistics Compass, 10(1), 30-45. http://dx.doi.org/10.1111/lnc3.12176

Zhang, R., Zou, D., & Cheng, G. (2023). Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development. System, 119,103173.

Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT, 71(3),317-28. http://dx.doi.org/10.1093/elt/ccw089

Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36,90-102.

Journal of English Language Teaching and Learning

On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners

References

References

Volume 16, Issue 34 - Serial Number 34
December 2024
Pages 281-306

On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners

References

References

Volume 16, Issue 34 - Serial Number 34December 2024Pages 281-306

Volume 16, Issue 34 - Serial Number 34
December 2024
Pages 281-306