Arab World English Journal (AWEJ) Special Issue on CALL Number 9. July 2023 Pp.173-188
DOI: https://dx.doi.org/10.24093/awej/call9.12
Online Teaching Materials for Vocabulary Learning: Assessing Its Effects Among ESL Primary
Students
Mohd Haniff Mohd Tahir
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris (UPSI), Perak, Malaysia
Corresponding Author: haniff.tahir@fbk.upsi.edu.my
Intan Safinas Mohd Ariff Albakri
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris (UPSI), Perak, Malaysia
Mazlin Mohamed Mokhtar
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris (UPSI), Perak, Malaysia
Puteri Zarina Megat Khalid
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris (UPSI), Perak, Malaysia
Haddi @ Junaidi Kussin
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris (UPSI), Perak, Malaysia
Received 04/08/2023 Accepted: 07/06/2023 Published: 07/24/2023
Abstract:
Recently, online vocabulary learning aids have been integrated into the curriculum to accommodate the new standards. This study investigates the effects of using online teaching materials for vocabulary development on ESL students in Perak’s primary level. The perspectives of students regarding the use of these instruments are also investigated. The results of the pre- and post-tests will be analysed using independent sample t-tests, paired sample t-tests, and descriptive statistics due to the quasi-experimental design of this study. In addition, the results and improvement percentages are compared. The mean ratings and standard deviation of the questionnaires are examined descriptively. The qualitative data from the semi-structured interview session is summarised, classified, and coded using content analysis. The experimental group’s paired sample t-test results were (t=-57.643, df=29, p.05) and (t=-16.389, df=29, p.05) for the control group. On the post-test, both the experimental and control groups demonstrated significant improvement (p=.000*). Nonetheless, the experimental group improved more than the control group (M difference = 21.47). To assist students in learning the proper vocabulary, online instructional aids are utilised. Additional research on the effectiveness of ESL primary students use of online instructional materials for language acquisition.
Keywords: online teaching materials, vocabulary learning tools, instruction, vocabulary learning, ESL primary students
Cite as: Tahir, M. H. M., Albakri, I. S.M.A., Mokhtar, M. M., Khalid, P.Z.M., & Kussin, H.J. (2023). Online Teaching Materials for Vocabulary Learning: Assessing Its Effects Among ESL Primary Students. Arab World English Journal (AWEJ) Special Issue on CALL (9) 173-18. DOI: https://dx.doi.org/10.24093/awej/call9.12
References
AbManan, N. A., Azizan, N., & Nasir, N. F. M. (2017). Receptive and productive vocabulary level of diploma students from a public university in Malaysia. J. Appl.Environ.Biol. Sci, 7(1S), 53-59.
Adnan, A. H. M., Karim, R. A., Shah, D. S. M., Tahir, M. H. M., & Ya Shak, M. S. (2021). Higher education 4.0 technologies: Survey of immersive, interactive content development and materials deployment within a developing nation, Journal of Physics:
Conference Series, 1793, 1-11.
Al-Adwan, A., Al-Adwan, A., & Smedley, J. (2013). Exploring student’s acceptance of e-learning
using Technology Acceptance Model in Jordanian universities. International Journal of Education and Development using Information and Communication Technology, 9(2), 4-18.
Albakri, I. S. M. A., Ismail, N., Hartono, R., Tahir, M. H. M., Abdullah, M. H. S. B., Sarudin, A., & Zulkepli, N. (2021). Mentoring practise during practicum: The perspectives of Malaysian pre- service English language teachers. Studies in English Language and Education, 8(2), 642- 655.
Alghamdi, S. R. & Bayaga, A. (2015). Use and attitude towards Learning Management Systems (LMS) in Saudi Arabian universities. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2309-2330. DOI: 10.12973/eurasia.2016.1281a
Alhardy, O. & Lally, V. (2017). Adoption of e-learning in Saudi Arabian university education: Three factors affecting educators. European Journal of Open Education and E-learning Studies, 2(2), 64-85.
Ally, M. & Fahy, P. (2002). Using students’ learning styles to provide support in distance education. Proceedings of the Eighteenth Annual Conference on Distance Teaching and Learning.
Asamoah, M. K. (2018). Factors influencing lecturers’ adoption and use of an open-source Learning Management System in universities in Ghana. [Doctoral dissertation, University of Ghana].
Asiri, M. J. S., Rosnaini Mahmud, Kamaiah Abu Bakar, & Ahmad Fauzi Mohd Ayub. (2012). Factors influencing the use of Learning Management System in Saudi Arabian higher education: A theoretical framework. Higher Education Studies, 2(2), 125-137.
Barcroft, J. (2018). Vocabulary in Language Teaching. USA: Routledge, Taylor & Francis Group.
Bonk, C. J., & Reynolds, T. (1997). Learner-centered Web Instruction for Higher-order Thinking, Teamwork, and Apprenticeship. In Khan, B. (Eds.), Web-Based Instruction. Englewood Cliffs, NJ: Educational Technology Publications (pp. 167-178).
Candy, P. (1991). Self-Direction for Lifelong Learning. San Francisco, CA: Jossey-Bass Publishers.
Coleman, E. & Mtshazi, S. (2017). Factors affecting the use and non-use of Learning Management Systems (LMS) by academic staff. South African Computer Journal, 29(3), 31–63. DOI: https://doi.org/10.18489/sacj.v29i3.459
Coskuncay, D. F. & Ozkan, S. (2013). A model for instructors’ adoption of Learning Management Systems: Empirical validation in higher education context. Turkish Online Journal of Educational Technology, 12(2), 13-25.
Craik, I. M., & Lockhart, R. S. (1972). Level of processing: A framework for memory research, Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
Creswell, J. W. (1994). Research design: Quantitative and qualitative approaches. California: Sage Publication, Inc.
Dimas, H. M. S. (2011). Explicit vocabulary instruction in an English content-area course with university student teachers: When comprehensible input needs to be comprehended. Gist Education Learning Research Journal, 5, 84-103.
Dlalisa, S. F. & Govender, D. W. (2020). Challenges of acceptance and usage of a Learning Management System amongst academics. International Journal of eBusiness and eGovernment Studies, 12(1), 63-78. DOI: 10.34111/ijebeg.202012105
Doughty, C. & Long, M. (2003). Handbook of Second Language Acquisition. New York: Basil Blackwell.
Garing, P. (2002). Adapting and developing e-learning courses: The challenge of keeping the quality. Proceedings of DEANZ, Evolving E-learning Conference. Wellington, New Zealand (pp. 77– 85).
Hashemzadeh, M. (2012). The effect of exercise types on EFL learners’ vocabulary retention. Theory and Practice in Language Studies, 2(8), 1716-1727.
Hazita, A., Normazidah, C. M., & Koo, Y. L. (2012). Exploring English language learning and teaching in Malaysia, GEMA Online Journal of Language Studies, 12(1), 35-51.
Jonassen, D. H., & Land, S. M. (2000). Theoretical Foundations of Learning Environments. In Theoretical foundations of learning environments (pp. 123–144). Lawrence Erlbaum Associates, London. https://eric.ed.gov/?id=ED528911
Ketabi, S., & Shahraki, S. H. (2011). Vocabulary in the approaches to language teaching: From thetwentieth century to the twenty-first. Journal of Language Teaching and Research, 2(3), 726- 731.
Lasanthika, W. J. A. J. M. & Tennakoon, W. D. N. S. M. (2019). Assessing the adoption of Learning Management Systems in higher education. Global Journal of Business and Social Science Review, 7(3), 204-208. https://doi.org/10.35609/gjbssr.2019.7.3(5)
Leedy, P. D. (1997). Practical research: Planning and design (6th ed.). New Jersey: Prentice-Hall Inc.
Luu, T. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2), 257-264.
Madrigal-Hopes, D. L., Villavicencio, E., Foote, M. M., & Green, C. (2014). Transforming English language learners’ work readiness: Case studies in explicit, work-specific vocabulary instruction. Adult Learning, 25(2), 47-56.
Mandinach, E., Honey, M., & McMillan, C. K. (2005). A Retrospective on Twenty Years of Education Technology Policy Recommendations. In C. Crawford, R. Carlsen, I. Gibson, K.
McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005–Society for Information Technology & Teacher Education International Conference (pp. 3311-3317). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 11, 2020 from https://www.learntechlib.org/primary/p/19639/
Marland, P. & Ronald, S. (1993). Some Instructional Strategies for Improved Learning from Distance Teaching Materials. In Harry, K., Magnus, J., & Desmond, K. (Eds.), Distance Education: New Perspectives. London – New York: Routledge (pp. 137–157).
McMillan, J. H., & Schumacher, S. (1993). Research in education: A conceptual understanding. New York: HarperCollins.
Meganathan, P. M., Yap, N. T., Paramasivam, S., & Jalaluddin, I. (2019). Incidental and intentional learning of vocabulary among young ESL learners. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 25(4), 51-67.
Mirzaii, M. (2012). Implicit vs explicit vocabulary learning: Which approach serves long-term recall better? The Southeast Asian Journal of English Language Studies, 18(2), 1-12.
Mohd Tahir, M. H., Albakri, I. S. M. A., Adnan, A. H. M., & Karim, R. A. (2020). The effects of explicit vocabulary instructions on secondary ESL students’ vocabulary learning. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 26(2), 158-172.
Moore, M. & Kearsley, G. (1996). Distance Education: A Systems View of Online Learning. New York: Wadsworth.
Nezhad, G., & Shokrpour, N. (2012). The impact of task type and cognitive style on vocabulary learning. English Language Teaching, 5(9), 17-23.
Ngaiza, A. G. & Sivashanmugam, M. (2020). An exploration of strategies for teaching and learning English language vocabulary in secondary schools in Tanzania: A classroom observation. Language in India, 20, 269-282.
Saadiah, D., & Kaladevi, S. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences, 8(3), 483-495.
Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2015). Instructional Technology and Media for Learning. New Jersey: Pearson Prentice Hall.
Sternberg, R. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26(1), 127–140.
Tahir, M. H. M., Shah, D. S. M., Shak, M. S. Y., Albakri, I. S. M. A., & Adnan, A. H. M. (2021). Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners. Studies in English Language and Education, 8(3), 1227-1247.
UNICEF education Covid-19 case study: Malaysia – Empowering teachers to deliver blended learning after school reopening. (2020). UNICEF. https://reliefweb.int/report/malaysia/unicef- education-covid-19-case-study-malaysia- empowering-teachers-deliver-blended
Wang, F. & Yamat, H. (2019). Identifying English vocabulary levels of Malaysia year 5 primary school students. International Journal of Academic Research in Business and Social Sciences, 9(12), 61-75. https://doi.org/10.6007/IJARBSS/v9-i12/6669
Wallace, M. J. (1997). Action research for language teachers. Cambridge: Cambridge University Press.
Westbrook, V. (2006). The virtual learning future. Teaching in Higher Education, 11(4), 471-482.
Yorke, M. & Knight, P. (2004). Self-theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1), 25–37.
Zikmund, W. G., Carr, J. C., & Griffin, M. (2013). Business Research Methods. USA: Cengage Learning.