The main research question: How effective is the use of the Visual Vocabulary to learn vocabulary for Form Two learners? To investigate the effectiveness of the use of the Visual Vocabulary, 60 students of Form Two from sub-urban schools in Ipoh and Teluk Intan, Perak, were selected. Hence, this paper attempts to address this problem by introducing Visual Vocabulary to learn the target words. Due to the lack of emphasis on vocabulary learning, ESL students have issues in learning the English language effectively, which resulted in low-level language proficiency. Vocabulary is often neglected despite being one of the most crucial aspects of language acquisition. The results showed that 1) collaborative written output task was more contributive to receptive lexical acquisition and retention for FD learners whereas FI learners were less susceptible to output collaborative task type 2) regardless of learner's cognitive style, collaborative written output task was superior over the oral output mode in productive lexical gains, but not in retaining lexical learning 3) FI learners have advantages in L2 vocabulary learning, compared with their FD counterparts.
Inviting a total of 120 Chinese university students as participants, this study investigated the effects of different collaborative output tasks on FI and FD Learners' incidental vocabulary acquisition. However, how learner's cognitive style indexed by field dependent (FD) or field independent (FI) mediates L2 incidental vocabulary learning and retention through collaborative output tasks in Chinese EFL context remains under-explored. Task type significantly influences vocabulary learning and may marginally affect reading comprehension performance.Ī plethora of studies concerning second language acquisition have argued that collaborative output task, as a reading enhancement activity, is facilitative to promoting second language incidental vocabulary acquisition. The results showed that vocabulary instruction led to favorable results among field-dependent learners taught by the dynamic task type technique and poorest performance in field-dependent students exposed to the static task type technique while field-independent learners better performed through the static task-type technique.
The collected data were analyzed through ANOVA, using SPSS software. The Nelson Proficiency Test was once more used as the post-test to show the differences in vocabulary gain in the two groups. Although the two groups were exposed to identical reading passages during classes held twice a week in the four-month treatment period, the control group received vocabulary instruction through static task type technique based on the traditional approach to teaching vocabulary while the experimental group underwent dynamic task type technique. Eighty four female EFL learners studying at the BS level at the University of Social Welfare and Rehabilitation Sciences aged 19-25 were randomly selected and given a Cognitive Style Test and a Nelson Proficiency Test (2000 A) to be assigned to either of the control and experimental groups matched for their vocabulary knowledge and cognitive style. In this study, we aimed to explore the impact of static versus dynamic task type and the possible interaction with field dependence/independence cognitive style on learning English vocabulary among intermediate EFL learners. This vital role necessitates studies focusing on the most effective programs of teaching vocabulary. Vocabulary knowledge influences the learners' performance so remarkably that success in all language skills is closely related to it.
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