The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners

Vocabulary is of vital importance for EFL learners particularly for its major contribution to reading comprehension. The lack of necessary support for learning vocabulary effectively explains why EFL university learners still have limited vocabulary knowledge. The integration of computer technolog...

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Main Authors:	Asmaa Al-Mahbashi, Noorizah Mohd Noor, Zaini Amir
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2015
Online Access:	http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/1/9511-27888-1-PB.pdf

id	ukm-9065
recordtype	eprints
spelling	ukm-90652016-12-14T06:48:52Z http://journalarticle.ukm.my/9065/ The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners Asmaa Al-Mahbashi, Noorizah Mohd Noor, Zaini Amir, Vocabulary is of vital importance for EFL learners particularly for its major contribution to reading comprehension. The lack of necessary support for learning vocabulary effectively explains why EFL university learners still have limited vocabulary knowledge. The integration of computer technology has offered language teachers and learners a variety of tools to assist in developing pedagogical practices and language learning. One of these tools is corpora, also known as data-driven learning (DDL). The purpose of this study is to examine whether DDL instruction has a significant effect on developing EFL Yemeni learners’ words meaning as well as the collocation of receptive vocabulary knowledge compared to the dictionary use. The participants in this study were 60 female second level English language students who were divided into an experimental group (DDL group) and a control group (dictionary group). The findings from the pretest result demonstrated comparability of the two groups in two aspects of vocabulary knowledge. However, the results from the posttest and the delayed posttest showed that the learning outcomes of the DDL group were significantly higher than the dictionary group. The study findings confirmed the substantial short and long term effects of DDL instructional method on vocabulary learning. Based on the study results, there is a great need for raising teachers’ and learners’ awareness of the effectiveness of the DDL method particularly in a Yemeni context where corpus use is still a novel method for learning. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9065/1/9511-27888-1-PB.pdf Asmaa Al-Mahbashi, and Noorizah Mohd Noor, and Zaini Amir, (2015) The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 21 (3). pp. 13-24. ISSN 0128-5157 http://ejournal.ukm.my/3l
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Vocabulary is of vital importance for EFL learners particularly for its major contribution to reading comprehension. The lack of necessary support for learning vocabulary effectively explains why EFL university learners still have limited vocabulary knowledge. The integration of computer technology has offered language teachers and learners a variety of tools to assist in developing pedagogical practices and language learning. One of these tools is corpora, also known as data-driven learning (DDL). The purpose of this study is to examine whether DDL instruction has a significant effect on developing EFL Yemeni learners’ words meaning as well as the collocation of receptive vocabulary knowledge compared to the dictionary use. The participants in this study were 60 female second level English language students who were divided into an experimental group (DDL group) and a control group (dictionary group). The findings from the pretest result demonstrated comparability of the two groups in two aspects of vocabulary knowledge. However, the results from the posttest and the delayed posttest showed that the learning outcomes of the DDL group were significantly higher than the dictionary group. The study findings confirmed the substantial short and long term effects of DDL instructional method on vocabulary learning. Based on the study results, there is a great need for raising teachers’ and learners’ awareness of the effectiveness of the DDL method particularly in a Yemeni context where corpus use is still a novel method for learning.
format	Article
author	Asmaa Al-Mahbashi, Noorizah Mohd Noor, Zaini Amir,
spellingShingle	Asmaa Al-Mahbashi, Noorizah Mohd Noor, Zaini Amir, The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
author_facet	Asmaa Al-Mahbashi, Noorizah Mohd Noor, Zaini Amir,
author_sort	Asmaa Al-Mahbashi,
title	The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
title_short	The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
title_full	The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
title_fullStr	The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
title_full_unstemmed	The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
title_sort	effect of data driven learning on receptive vocabulary knowledge of yemeni university learners
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2015
url	http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/1/9511-27888-1-PB.pdf
first_indexed	2023-09-18T19:53:55Z
last_indexed	2023-09-18T19:53:55Z
_version_	1777406402442035200

The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners

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