The Implications of Glossing on Vocabulary Learning among Sudanese EFL Learners (Published)
This study aims to investigate the role of different gloss types in vocabulary learning among Sudanese EFL learners. Specifically, it examines the effectiveness of both L1 (Arabic) and L2 (English) glosses in vocabulary learning among Sudanese EFL learners. The participants in the study consisted of 80 first-year students randomly selected from Sudan University of Science and Technology. The participants were enrolled in a general English language course that spanned two semesters. All participants were native Arabic speakers. Data collection involved a three-section test. Section one presented a non-glossed text, section two included L1 (Arabic) glosses, and section three featured L2 (English) glosses. Participants’ scores in each section were analyzed using descriptive statistics, including mean and standard deviation. The results revealed that both Arabic and English glosses significantly enhanced vocabulary learning compared to the condition with no glosses. Furthermore, no significant difference in vocabulary acquisition was found between the use of Arabic and English glosses.
Keywords: Sudanese EFL Learners, Vocabulary learning, glosses
The Effect of Games on Iranian Young EFL Learners’ Vocabulary Learning (Published)
English vocabularies, particularly at the beginning stage of language learning process, are simply forgotten. Without an adequate repertoire of words, language users cannot understand others or express their own ideas. Vocabulary is vital across the core curriculum from “arts and social studies” to “mathematics and science”. It is commonly accepted that educational games are games that are intended to assist people to learn about particular subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill during playing .Thus the present quasi-experimental study aimed at investigating the effect of game on Iranian young EFL learners’ vocabulary learning. Sixty male learners at elementary level participated in the study which lasted one academic semester. There were two groups –one experimental and the other control- with 30 learners in each. The collected data was analyzed by means of SPSS. The findings of the study provided strong support for the effectiveness of the games in word acquisition that might be due to their role in making a relaxed, less stressful, cheerful and enjoyable atmosphere for learning.
Keywords: Iranian EFL learners, Vocabulary learning, game