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Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises

Yıl 2017, Cilt: 5 Sayı: 4, 948 - 966, 30.10.2017

Arif Bakla , Ahmet Çekiç

https://doi.org/10.16916/aded.339241
Cited By: 3

Öz

This study was
conducted to reveal what Memrise, an online vocabulary study tool, can offer to
upper-intermediate EFL learners compared to traditional vocabulary exercises in
L2 vocabulary learning. Two groups of upper-intermediate learners (N=80) were
randomly assigned to the experimental group and the control group and were
given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and
post-test. The participants in both groups were exposed to the target
vocabulary items in the same reading text. While those in the experimental
group created list of target vocabulary items collaboratively in Memrise and
then studied the sets individually, the learners in the control group did traditional
vocabulary exercises. The results of the post-tests indicated that there was a
significant difference between the control group and the experimental group in
favor of the experimental group. The researchers discuss possible pedagogical
implications of this significant finding for EFL vocabulary instruction.

Anahtar Kelimeler

L2 vocabulary learning online vocabulary memorization tool Memrise mnemonic devices

Kaynakça

  • Altiner, C. (2011). Integrating a computer-based flashcard program into academic vocabulary learning. Graduate Theses and Dissertations. 10160. http://lib.dr.iastate.edu/etd/10160
  • Ashcroft, R. J., & Imrie, A. C. (2014). Learning vocabulary with digital flashcards. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings, 639-645. Tokyo: JALT.
  • Atkinson, R. C., & Raugh, M.R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1(2), 126-133. https://doi.org/10.1037/0278-7393.1.2.126
  • Baleghizadeh, S. & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: Flash cards versus word lists. MEXTESOL Journal, 35(2), 70-82.
  • Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35–56. doi:10.1111/j.1467-9922.2007.00398.x.
  • Bisson, M.-J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2015). The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology, 68(7), 1306-1326. doi:10.1080/17470218.2014.979211
  • Bjork, R.A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.
  • Brown, R., Waring, R., Donkaewbua, S., 2008. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories.Reading a Foreign Language, 20, 136-163.
  • Bruton, A. (2009). The Vocabulary Knowledge Scale: A Critical Analysis. Language Assessment Quarterly, 6 (4), 288-297, doi: 10.1080/15434300902801909
  • Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34 (2), 213–238. doi:10.2307/3587951
  • Cambridge Dictionary. (2017). Cambridge Dictionary. Avaliable at: http://dictionary.cambridge.org/
  • Chien, C. W. (2013). Perception and practice of Taiwanese EFL learners’ making vocabulary flashcards on Quizlet. In B. M. Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference e-learning 2013, 459-462. Prague, Czech Republic: IADIS. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562311&lang=tr&site=eds-live&authtype=ip,uid
  • Chien, C.W. (2015). Analysis the effectiveness of three online vocabulary flashcard websites on L2 learners' level of lexical knowledge. English Language Teaching, 8(5), 111-121. https://doi.org/10.5539/elt.v8n5p111
  • Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38-63.
  • Compleat Lexical Tutor. (2017). Retrieved from http://www.lextutor.ca
  • Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183–198.
  • Davies, M. (2008). The Corpus of Contemporary American English (COCA): 520 million words, 1990-present. Available online at http://corpus.byu.edu/coca/.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. http://dx.doi.org/10.2307/249008
  • Dodigovic, M. (2013). Vocabulary Learning: An electronic word card study. Perspectives (TESOL Arabia), 20(1), 13.
  • Elgort, I. (2007). The role of intentional decontextualised learning in second language vocabulary acquisition: Evidence from primed lexical decision tasks with advanced bilinguals (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.
  • Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning 61(2), 367–413. https://doi.org/10.1111/j.1467-9922.2010.00613.x
  • Fitzpatrick, T., Al-Qarni, I., & Meara, P. (2008). Intensive vocabulary learning: A case study. Language Learning Journal, 36(2), 239–248. https://doi.org/10.1080/09571730802390759
  • Godwin-Jones, R., A. (2010). Emerging technologies from memory spaces to spacing algorithms: approaches to second language learning. Language Learning and Technology. 15 (2), 4 – 11.
  • Hirschel, R., & Fritz, E. (2013). Learning vocabulary: CALL program versus vocabulary notebook. System, 41, 639-653. https://doi.org/10.1016/j.system.2013.07.016
  • Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349–381). Malden, MA: Blackwell. https://doi.org/10.1002/9780470756492.ch12
  • Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558. http://dx.doi.org/10.1111/0023-8333.00164
  • Hung, H.-T. (2015). Intentional vocabulary learning using digital flashcards. English Language Teaching, 8(10), 107-112. https://doi.org/10.5539/elt.v8n10p107
  • Imrie, A. C. (2014). Using Quizlet flashcards to study vocabulary. In M. McLaren, M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn, & S. Troudi (Eds.), Proceedings of the 19th TESOL Arabia Conference: From KG to College to Career (pp. 26-35). Dubai: TESOL Arabia Publications.
  • Karalık, T.& Merç, A. (2016). The effect of task-induced involvement load on incidental vocabulary acquisition. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35), 77-92.
  • Köksal, O., & Çekiç, A. (2014) “The Effects of the Mnemonic Keyword Method on 8th Graders’ L2 Vocabulary Learning.” Journal of International Scientific Publications. (12) 1313-2571.
  • Lander, B. (2016). Quizlet: What the students think--A qualitative data analysis. Retrieved http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572208〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.14705/rpnet.2016.eurocall2016.571
  • Lightbown, P. M., & Spada N. (1999). How languages are learned. Oxford: Oxford University Press.
  • Mansouri, V. (2015). Vocabulary Instruction: Software flashcards versus word clouds. Advances in Language and Literary Studies, 6(1), 41-45.
  • McLean, S., Hogg, N., & Rush, T. W. (2013). Vocabulary learning through an online computerized flashcard site. JALT CALL Journal, 9(1), 79-98.
  • Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253. https://doi.org/10.2307/747758
  • Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 20(1), 3-20. https://doi.org/10.1017/S0958344008000219
  • Nakata, T. (2011). Computer-assissted second language vocabulary learning in a paired associate paradigm: A critical investigation of flashcard software. Computer Assissted Language Learning, 24(1), 17-38. http://dx.doi.org/10.1080/09588221.2010.520675
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
  • Nation, I. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82. https://doi.org/10.3138/cmlr.63.1.59
  • Nation, P. (2007). The four strands. Innovation in language learning and teaching, 1(1), 2-13. https://doi.org/10.2167/illt039.0
  • Nation, P., & Chung, T. (2009). Teaching and testing vocabulary. In M. H. Long & C. J. Doughty (Eds.), The Handbook of Language Teaching (pp. 543-559). West Sussex, UK: Wiley-Blackwell. https://doi.org/10.1002/9781444315783.ch28
  • McNamara, D.S., & Healy, A.F. (1995). A generation advantage for multiplication skill training and nonword vocabulary acquisition. In A.F. Healy & J.L.E. Bourne (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 132–169).Thousand Oaks, CA: Sage.
  • Nikoopour, J., & Kazemi, A. (2014). Vocabulary learning through digitized & non-digitized flashcards delivery. Procedia-Social and Behavioral Sciences, 98, 1366-1373. https://doi.org/10.1016/j.sbspro.2014.03.554
  • Pyc, M.A., & Rawson, K.A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60(4), 437–447. doi:10.1016/j.jml.2009.01.004.
  • Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22(1), 31-55.
  • Richek, M. A. (2011). World of words: Vocabulary for college success, Boston, MA: Wadsworth.
  • Saragi, T., Nation, P.& Meister, G. (1978). Vocabulary learning and reading. System, 6, 70-78.
  • Sarıçoban, A & Başıbek, N. (2012). Mnemonics technique versus context method in teaching vocabulary at upper-intermediate level. Education and Science, 37(164) 251-266.
  • Schmitt, N., & Schmitt, D. (2012). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503. https://doi.org/10.1017/S0261444812000018
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88. https://doi.org/10.1177/026553220101800103
  • Spiri, J. (2008). Online study of frequency list vocabulary with the WordChamp website. Reflections on English Language Teaching, 7(1), 21-36.
  • Stewart, J., Batty, A.O.B., and Bovee, N. (2012). Comparing multidimensional and continuum models of vocabulary acquisition: an empirical examination of the vocabulary knowledge scale. TESOL Quarterly, 46(4), 695–721. https://doi.org/10.1002/tesq.35
  • The British National Corpus, Version 3 (BNC XML Edition). (2007). Distributed by Bodleian Libraries, University of Oxford, on behalf of the BNC Consortium. URL: http://www.natcorp.ox.ac.uk/
  • Thesaurus.com. (2017). Retrieved from http://www.thesaurus.com/
  • Tu, H. F., & Su, I. R. (2004). Effects of task-induced involvement on incidental vocabulary learning in a second language. (Unpublished master’s thesis). National Tsing Hua University, Taiwan.
  • Tureng. (2017). Retrieved from http://tureng.com/tr/turkce-ingilizce
  • Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics, 24(1), 56–86.
  • Vidal, K. (2011). A comparison of the effects of reading and listening on Incidental vocabulary acquisition. Language Learning, 61(10), 219–258
  • Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15, 1–27.
  • Webb, S.A. (2002). Investigating the effects of learning tasks on vocabulary knowledge (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.
  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: depth versus breadth. Canadian Modern Language Review, 53, 1–28.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.

Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises

Yıl 2017, Cilt: 5 Sayı: 4, 948 - 966, 30.10.2017

Arif Bakla , Ahmet Çekiç

https://doi.org/10.16916/aded.339241
Cited By: 3

Öz

This study was conducted to reveal what Memrise, an online vocabulary study tool, can offer to upper-intermediate EFL learners compared to traditional vocabulary exercises in L2 vocabulary learning. Two groups of upper-intermediate learners (N=80) were randomly assigned to the experimental group and the control group and were given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and post-test. The participants in both groups were exposed to the target vocabulary items in the same reading text. While those in the experimental group created list of target vocabulary items collaboratively in Memrise and then studied the sets individually, the learners in the control group did traditional vocabulary exercises. The results of the post-tests indicated that there was a significant difference between the control group and the experimental group in favor of the experimental group. The researchers discuss possible pedagogical implications of this significant finding for EFL vocabulary instruction.


Anahtar Kelimeler

Memrise L2 vocabulary learning online vocabulary memorization tool mnemonic devices

Kaynakça

  • Altiner, C. (2011). Integrating a computer-based flashcard program into academic vocabulary learning. Graduate Theses and Dissertations. 10160. http://lib.dr.iastate.edu/etd/10160
  • Ashcroft, R. J., & Imrie, A. C. (2014). Learning vocabulary with digital flashcards. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings, 639-645. Tokyo: JALT.
  • Atkinson, R. C., & Raugh, M.R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1(2), 126-133. https://doi.org/10.1037/0278-7393.1.2.126
  • Baleghizadeh, S. & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: Flash cards versus word lists. MEXTESOL Journal, 35(2), 70-82.
  • Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35–56. doi:10.1111/j.1467-9922.2007.00398.x.
  • Bisson, M.-J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2015). The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology, 68(7), 1306-1326. doi:10.1080/17470218.2014.979211
  • Bjork, R.A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.
  • Brown, R., Waring, R., Donkaewbua, S., 2008. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories.Reading a Foreign Language, 20, 136-163.
  • Bruton, A. (2009). The Vocabulary Knowledge Scale: A Critical Analysis. Language Assessment Quarterly, 6 (4), 288-297, doi: 10.1080/15434300902801909
  • Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34 (2), 213–238. doi:10.2307/3587951
  • Cambridge Dictionary. (2017). Cambridge Dictionary. Avaliable at: http://dictionary.cambridge.org/
  • Chien, C. W. (2013). Perception and practice of Taiwanese EFL learners’ making vocabulary flashcards on Quizlet. In B. M. Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference e-learning 2013, 459-462. Prague, Czech Republic: IADIS. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562311&lang=tr&site=eds-live&authtype=ip,uid
  • Chien, C.W. (2015). Analysis the effectiveness of three online vocabulary flashcard websites on L2 learners' level of lexical knowledge. English Language Teaching, 8(5), 111-121. https://doi.org/10.5539/elt.v8n5p111
  • Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38-63.
  • Compleat Lexical Tutor. (2017). Retrieved from http://www.lextutor.ca
  • Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183–198.
  • Davies, M. (2008). The Corpus of Contemporary American English (COCA): 520 million words, 1990-present. Available online at http://corpus.byu.edu/coca/.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. http://dx.doi.org/10.2307/249008
  • Dodigovic, M. (2013). Vocabulary Learning: An electronic word card study. Perspectives (TESOL Arabia), 20(1), 13.
  • Elgort, I. (2007). The role of intentional decontextualised learning in second language vocabulary acquisition: Evidence from primed lexical decision tasks with advanced bilinguals (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.
  • Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning 61(2), 367–413. https://doi.org/10.1111/j.1467-9922.2010.00613.x
  • Fitzpatrick, T., Al-Qarni, I., & Meara, P. (2008). Intensive vocabulary learning: A case study. Language Learning Journal, 36(2), 239–248. https://doi.org/10.1080/09571730802390759
  • Godwin-Jones, R., A. (2010). Emerging technologies from memory spaces to spacing algorithms: approaches to second language learning. Language Learning and Technology. 15 (2), 4 – 11.
  • Hirschel, R., & Fritz, E. (2013). Learning vocabulary: CALL program versus vocabulary notebook. System, 41, 639-653. https://doi.org/10.1016/j.system.2013.07.016
  • Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349–381). Malden, MA: Blackwell. https://doi.org/10.1002/9780470756492.ch12
  • Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558. http://dx.doi.org/10.1111/0023-8333.00164
  • Hung, H.-T. (2015). Intentional vocabulary learning using digital flashcards. English Language Teaching, 8(10), 107-112. https://doi.org/10.5539/elt.v8n10p107
  • Imrie, A. C. (2014). Using Quizlet flashcards to study vocabulary. In M. McLaren, M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn, & S. Troudi (Eds.), Proceedings of the 19th TESOL Arabia Conference: From KG to College to Career (pp. 26-35). Dubai: TESOL Arabia Publications.
  • Karalık, T.& Merç, A. (2016). The effect of task-induced involvement load on incidental vocabulary acquisition. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35), 77-92.
  • Köksal, O., & Çekiç, A. (2014) “The Effects of the Mnemonic Keyword Method on 8th Graders’ L2 Vocabulary Learning.” Journal of International Scientific Publications. (12) 1313-2571.
  • Lander, B. (2016). Quizlet: What the students think--A qualitative data analysis. Retrieved http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572208〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.14705/rpnet.2016.eurocall2016.571
  • Lightbown, P. M., & Spada N. (1999). How languages are learned. Oxford: Oxford University Press.
  • Mansouri, V. (2015). Vocabulary Instruction: Software flashcards versus word clouds. Advances in Language and Literary Studies, 6(1), 41-45.
  • McLean, S., Hogg, N., & Rush, T. W. (2013). Vocabulary learning through an online computerized flashcard site. JALT CALL Journal, 9(1), 79-98.
  • Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253. https://doi.org/10.2307/747758
  • Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 20(1), 3-20. https://doi.org/10.1017/S0958344008000219
  • Nakata, T. (2011). Computer-assissted second language vocabulary learning in a paired associate paradigm: A critical investigation of flashcard software. Computer Assissted Language Learning, 24(1), 17-38. http://dx.doi.org/10.1080/09588221.2010.520675
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
  • Nation, I. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82. https://doi.org/10.3138/cmlr.63.1.59
  • Nation, P. (2007). The four strands. Innovation in language learning and teaching, 1(1), 2-13. https://doi.org/10.2167/illt039.0
  • Nation, P., & Chung, T. (2009). Teaching and testing vocabulary. In M. H. Long & C. J. Doughty (Eds.), The Handbook of Language Teaching (pp. 543-559). West Sussex, UK: Wiley-Blackwell. https://doi.org/10.1002/9781444315783.ch28
  • McNamara, D.S., & Healy, A.F. (1995). A generation advantage for multiplication skill training and nonword vocabulary acquisition. In A.F. Healy & J.L.E. Bourne (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 132–169).Thousand Oaks, CA: Sage.
  • Nikoopour, J., & Kazemi, A. (2014). Vocabulary learning through digitized & non-digitized flashcards delivery. Procedia-Social and Behavioral Sciences, 98, 1366-1373. https://doi.org/10.1016/j.sbspro.2014.03.554
  • Pyc, M.A., & Rawson, K.A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60(4), 437–447. doi:10.1016/j.jml.2009.01.004.
  • Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22(1), 31-55.
  • Richek, M. A. (2011). World of words: Vocabulary for college success, Boston, MA: Wadsworth.
  • Saragi, T., Nation, P.& Meister, G. (1978). Vocabulary learning and reading. System, 6, 70-78.
  • Sarıçoban, A & Başıbek, N. (2012). Mnemonics technique versus context method in teaching vocabulary at upper-intermediate level. Education and Science, 37(164) 251-266.
  • Schmitt, N., & Schmitt, D. (2012). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503. https://doi.org/10.1017/S0261444812000018
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88. https://doi.org/10.1177/026553220101800103
  • Spiri, J. (2008). Online study of frequency list vocabulary with the WordChamp website. Reflections on English Language Teaching, 7(1), 21-36.
  • Stewart, J., Batty, A.O.B., and Bovee, N. (2012). Comparing multidimensional and continuum models of vocabulary acquisition: an empirical examination of the vocabulary knowledge scale. TESOL Quarterly, 46(4), 695–721. https://doi.org/10.1002/tesq.35
  • The British National Corpus, Version 3 (BNC XML Edition). (2007). Distributed by Bodleian Libraries, University of Oxford, on behalf of the BNC Consortium. URL: http://www.natcorp.ox.ac.uk/
  • Thesaurus.com. (2017). Retrieved from http://www.thesaurus.com/
  • Tu, H. F., & Su, I. R. (2004). Effects of task-induced involvement on incidental vocabulary learning in a second language. (Unpublished master’s thesis). National Tsing Hua University, Taiwan.
  • Tureng. (2017). Retrieved from http://tureng.com/tr/turkce-ingilizce
  • Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics, 24(1), 56–86.
  • Vidal, K. (2011). A comparison of the effects of reading and listening on Incidental vocabulary acquisition. Language Learning, 61(10), 219–258
  • Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15, 1–27.
  • Webb, S.A. (2002). Investigating the effects of learning tasks on vocabulary knowledge (Unpublished doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.
  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: depth versus breadth. Canadian Modern Language Review, 53, 1–28.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Arif Bakla

Ahmet Çekiç

Yayımlanma Tarihi 30 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 4

Kaynak Göster

APA Bakla, A., & Çekiç, A. (2017). Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises. Ana Dili Eğitimi Dergisi, 5(4), 948-966. https://doi.org/10.16916/aded.339241

Cited By

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Senem Seda Şahenk
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THE EFFECTS OF QUIZLET ON FOREIGN LANGUAGE LEARNERS' VOCABULARY LEARNING SUCCESS AND PERCEPTIONS
i-manager's Journal of Educational Technology
TOY FATIH
https://doi.org/10.26634/jet.16.3.16450
EFL TEACHERS' PERCEPTIONS ABOUT THE EFFECT OF QUIZLET ON VOCABULARY TEACHING
i-manager’s Journal on English Language Teaching
TOY FATIH
https://doi.org/10.26634/jelt.10.4.17229

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