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Enhancing EAP learners’ academic vocabulary learning: an investigation of WhatsApp-based reporting and receiving activities

100%
Arifani Y., Jumadi
Teaching English with Technology
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2021
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vol. 21
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issue 4
51-75
EN
Previous studies have indicated inconsistencies in utilizing the mobile application known as WhatsApp in academic vocabulary learning. This study attempts to overcome those inconsistencies by addressing three research aims, namely a) to examine any significant difference of employing vocabulary learning between using WhatsApp-based reporting and receiving on the one hand, and traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of vocabulary learning, and (c) to draw learners’ attitudes among the four types of strategies. A mixed randomized experimental type of research with pre-test and post-test design as well as survey design has been consecutively applied for these purposes. The results of the study reveal that English Academic Purposes (EAP) learners who expand their academic vocabulary using WhatsApp-based reporting activities achieve better having been exposed to these three different treatments. Learners’ endeavours to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting these to their teacher using WhatsApp turn out to be the best vocabulary learning predictor. Learners’ attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing
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ENHANCING EAP LEARNERS’ VOCABULARY ACQUISITION: AN INVESTIGATION OF INDIVIDUAL SMS-BASED REPORTING ACTIVITIES

100%
Arifani Y., Hidayat N., Mulyadi D., Wardhono A.
Teaching English with Technology
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2020
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vol. 20
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issue 5
125-146
EN
This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners’ general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
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EXAMINING THE USE OF WEB-BASED TESTS FOR TESTING ACADEMIC VOCABULARY IN EAP INSTRUCTION

88%
Dashtestani R.
Teaching English with Technology
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2015
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vol. 15
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issue 1
48-61
EN
Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n=120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four groups were homogeneous regarding their English proficiency. Four course-specific web-based tests of academic vocabulary were administered to each group with regard to their specific disciplines. Questionnaires were employed to explore the EAP students’ perceptions and self-efficacy concerning web-based language testing. Also, the perceptions of the four groups of undergraduates were compared in order to identify the differences among their attitudes. The findings would have implications for renewing assessment approaches and methods used in EAP instruction.
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Víceslovné jednotky typické pro české akademické texty

63%
Kováříková D., Kovářík O., Lukešová L.
Časopis pro moderní filologii (Journal for Modern Philology)
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2021
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vol. 103
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issue 2
228-243
EN
This paper introduces Akalex, a new online tool created to support vocabulary research into Czech academic texts. The Akalex database includes close on 60 000 n-grams — candidates for typical academic words or multiword units — and it can be readily searched and filtered according to several criteria. The n-grams were extracted from the SYN2015 corpus of written contemporary Czech, based on their prominent frequency in academic texts and shared occurrence in many different academic disciplines, distinguishing them from general vocabulary on one hand and specialized terminology on the other. Each n-gram in the database is also furnished with additional information, such as part-of-speech, distribution by disciplines, frequency etc., making it possible to search for e.g. collocations with a specific lexeme (such as adjectives combined with the word výzkum ‘research’ or verbs with a certain preposition). The features of Akalex were put to the test in our case study covering 2-grams to 6-grams used in all 24 academic disciplines included in the SYN2015 corpus. Of nearly 900 candidates, 236 were manually chosen by two annotators as typical for academic texts. These were then further analysed and split into groups based on their semantic, functional and formal features. Among the most frequent were lexical bundles, collocations with content words and combinations of two verbs pointing to a frequent use of passives in academic texts etc.
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