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Word Cards and the Development of Productive Recall Vocabulary Knowledge in an EFL Context
Makarchuk, Do 한국응용언어학회 2007 응용 언어학 Vol.23 No.2
The purpose of this article is to describe the results of a study which explored the acquisition of productive recall vocabulary knowledge using word cards as a learning strategy in an adult EFL context. The article begins by delving into the concepts of productive and receptive vocabulary knowledge, as well as the recall/recognition dimension of such knowledge. Next, a quasi-experimental intervention and survey research techniques are used to examine the effectiveness of word cards as a strategy for learning and retaining vocabulary knowledge. The study also investigates the value of including a sentence context with regard to vocabulary learning and the participants’ perceptions of the usefulness of word cards for adult learners. The study results revealed that the use of word cards led to significant increases in the learning of words and that this learning was largely intact after a period of three weeks. Finally, the study found the participants to be strong supporters of the use of word cards as a vocabulary acquisition strategy.
Word Cards and the Development of Productive Recall Vocabulary Knowledge in an EFL Context
Don Makarchuk 한국응용언어학회 2007 응용 언어학 Vol.23 No.2
The purpose of this article is to describe the results of a study which explored the acquisition of productive recall vocabulary knowledge using word cards as a learning strategy in an adult EFL context. The article begins by delving into the concepts of productive and receptive vocabulary knowledge, as well as the recall/recognition dimension of such knowledge. Next, a quasi-experimental intervention and survey research techniques are used to examine the effectiveness of word cards as a strategy for learning and retaining vocabulary knowledge. The study also investigates the value of including a sentence context with regard to vocabulary learning and the participants’ perceptions of the usefulness of word cards for adult learners. The study results revealed that the use of word cards led to significant increases in the learning of words and that this learning was largely intact after a period of three weeks. Finally, the study found the participants to be strong supporters of the use of word cards as a vocabulary acquisition strategy.
Variations in Learning Strategy Use Among Good, Average and Poor EFL Learners
Don Makarchuk 한국영어교육학회 2017 ENGLISH TEACHING(영어교육) Vol.72 No.1
The use of language learning strategies has been linked to effective EFL learning. However, while some researchers have suggested that good language learners use more strategies and more sophisticated strategies than less successful learners, others have disputed the unconditional nature of this view with the suggestion that factors such as task demands may affect the relationship between learner proficiency and strategy use. To examine the connection between language learning and learning strategy use the study examines the use of language learning strategies by 48 Korean university students from elementary school to university. In addition, emotional intelligence is investigated with regard to its impact on strategy use. The results bolster claims that associate greater and more sophisticated strategy use with more successful learners. In addition, the results highlight the importance of encouraging learning strategy use at early educational levels and the influence of emotional intelligence on the use of particular strategy types.
Good, Average and Poor EFL Learners: A Developmental Perspective
( Donald Makarchuk ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.2
The study reported on in this article focuses on the differences between successful and less successful EFL learners. The study adds to the research on good language learners by investigating language learning variables associated with good learners and how they impact learning from elementary school to university. In addition, the study explores the reasons for changes in important learning variables with the intent of better understanding how less successful learners can be helped to improve their learning. The study results are based on the analysis of both qualitative and quantitative data reported by 48 EFL university students regarding their English language learning from elementary school to university. The results suggest that good language learners are distinguished from average and poor learners by the influence of certain individual difference (e.g., motivation, confidence, studying abroad) and contextual (e.g., attitude toward teachers, course content) variables, and by their ability to adapt successfully to learning challenges.