Classifying vocabulary in Google Sheets to improve word recognition and reading comprehension in EFL learners: an action research study
DOI:
https://doi.org/10.5380/atoz.v9i2.73526Palabras clave:
Word recognition, Parts of speech, Reading Comprehension, Google sheets.Resumen
Introduction: University students had problems understanding texts. This study aimed at analyzing the effects of classifying vocabulary into parts of speech through Google Sheets to improve students’ word recognition and its incidence in reading comprehension. It analyzes the students’ perspectives on learning vocabulary. Method: The study used an action research method, pre-post surveys, and pre-post tests were applied. Results: The findings proved that classifying “parts of speech” facilitated the improvement of reading comprehension skills, with an effect size of d=0.81. Second, it confirmed that knowing vocabulary form raises students’ awareness to identify and classify words correctly. Third, the application of the study changed positively participants’ perspectives regarding learning vocabulary. Conclusion: Therefore, due to Ecuadorian learners’ need in training and to the little literature about parts of speech, the positive results of this action research can be a venue to reduce those gaps.
Citas
Abdullah, F. (2014). The effect of using Padlet on enhancing EFL writing performance. Master’s thesis, Al-Imam Muhammad Ibn Saud Islamic University. Retrieved from http://www.awej.org/images/Theseanddissertation/FarahNasserAlgraini/farahalgrainifullthesis.pdf.
Bialo, E. & Sivin-Kachala, J. (1996). The effectiveness of technology in schools: A summary of recent research. SLMQ, 25(1), 1-14. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf.
Binder, K. S., Cote, N. G., Lee, C., Bessette, E. & Vu, H. (2016). Beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers. Journal of Research in Reading, 40(3), 333–343. doi: 10.1111/1467-9817.12069.
Cabrera, P., Castillo, L., González, P., Quiñonez A. & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary in the EFL Ecuadorian context. Teaching English with Technology, 18(1), 53-76. Retrieved from https://files.eric.ed.gov/fulltext/EJ1170640.pdf.
Çakir, A., Ünaldi, I., Arslan, F. & Kiliç, M. (2016). Effects of reading strategies and depth of vocabulary knowledge on Turkish EFL learners’ text inferencing skills. English Language Teaching, 9(8), 11-20. doi: 10.5539/elt.v9n8p11.
Catts, H. W. & Kamhi, A. G. (2017). Prologue: Reading comprehension is not a single ability. Language Speech and Hearing Services in Schools, 48(2), 73. doi:10.1044/2017_lshss-16-0033.
Celce-Murcia, M., Brinton, D. & Snow, M. (2014). Teaching English as a Second or Foreign Language. Boston: National Geographic Learning/Heinle Cengage Learning.
Chiner, E. & Garcia-Vera, V. E. (2017). Student computer attitudes, experience and perceptions about the use of two software applications in Building Engineering. European Journal of Engineering Education, 42(6), 1455–1466. doi: 10.1080/03043797.2017.1306025.
Choi, S., Lam, S., Li, K. & Wong, B. (2018). Learning analytics at low cost: At-risk student prediction with Clicker data and systematic proactive interventions. Educational Technology & Society, 21(2), 273–290. Retrieved from https://www.j-
ets.net/ETS/journals/21_2/23.pdf.
Chou, I. (2018). Exploring Taiwanese students’ perceptions of active explicit vocabulary
instruction: A case study in an English medium course. International Journal of
Education & Literacy Studies, 6(1), 17-26. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1172336.pdf.
Edwards-Groves, C. & Kemmis, S. (2016). Pedagogy, education and praxis: Understanding new forms of intersubjectivity through action research and practice theory. Educational Action Research, 24(1), 77–96. doi: 10.1080/09650792.2015.1076730.
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224. doi:10.1016/j.system.2004.12.006.
Flotts, M., Manzi, J., Jiménez, D., Abarzúa, A., Cayuman, C. & Garcia, M. (2016). Tercer Estudio Regional Comparativo y Explicativo TERCE: Logros de aprendizaje. [Third Regional Comparative and Explanatory Study TERCE: Learning achievements.] Retrieved from http://unesdoc.unesco.org/images/0024/002435/243532S.pdf.
Grammarbank. (n.d.). Beginners reading comprehension 4. Retrieved from https://www.grammarbank.com/beginners-reading-comprehension-4.html.
Hatami, S. (2017). The differential impact of reading and listening on L2 incidental acquisition of different dimensions of word knowledge. Reading in a Foreign Language, 29(1), 61-85. Retrieved from https://files.eric.ed.gov/fulltext/EJ1137894.pdf.
Hazaea, A. & Alzubi, A. (2016). The effectiveness of using mobile on EFL learners' reading practices in Najran University. English Language Teaching, 9(5), 8-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097574.pdf.
Hubbard, P. (2009). Computer Assisted Language Learning: Critical language learning: London, LDN: Routledge.
Ibrahim, E., Sarudin, I. & Muhamad, A. (2016). The relationship between vocabulary size and reading comprehension of ESL learners. Canadian Center of Science and Education, 9(2), 116-213. Retrieved from https://files.eric.ed.gov/fulltext/EJ1095578.pdf.
Instituto Nacional de Estadísticas y Censos. (2012). Hábitos de Lectura en Ecuador. [Reading Habits in Ecuador]. Retrieved from http://www.celibro.org.ec/web/img/cms/ESTUDIO%20HABITOS%20DE%20LECTURA%20INEC.pdf.
Jarvis, H. & Krashen, S. (2014). Is CALL obsolete? Language acquisition and language learning revisited in a digital age. The Electronic Journal for English as a Second Language, 17(4), 1-6. Retrieved from https://eric.ed.gov/?id=EJ1024104.
Kartushina, N., Frauenfelder, U. H. & Golestani, N. (2016). How and when does the second language influence the production of native speech sounds: A literature review. Language Learning, 66(2), 155–186. doi:10.1111/lang.12187.
Kelley, K. & Preacher, K. J. (2012). On effect size. Psychological Methods, 17, 137–152.
doi: 10.1037/a0028086.
Lin, Y. (2014). Using key part-of-speech analysis to examine spoken discourse by Taiwanese EFL learners. ReCALL, 27(3), 304–320. doi: 10.1017/s0958344014000408.
Lynn, S. (2015). Q skills for success: Reading and Writing. New York, NY: Oxford University Press.
Manowong, S. (2017). Incorporating online tools to promote English reading for EFL learners: An action research study. Passa Paritat jJurnal, 32, 98-124. Retrieved from http://www.culi.chula.ac.th/publicationsonline/files/article2/Uz8VwjDfrZMon32902.pdf.
Melinger, A. & Koenig, J. (2007). Part-of-speech persistence: The influence of part-of-speech information on lexical processes. Journal of Memory and Language, 56(4), 472–489. doi: 10.1016/j.jml.2006.12.001.
MM placement test. (n.d). Mm publications mm online placement test. Retrieved from
http://services.overcart.com/mm_publications_mm_online_placement_test.pdf.
Nation, I. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524759.
Nunan, D. (1991). Language Teaching Methodology. New York: Prentice Hall.
Oh, E. (2015). Comparative studies on the roles of linguistic knowledge and sentence processing speed in L2 listening and reading comprehension in an EFL tertiary setting. Reading Psychology, 37(2), 257–285. doi:10.1080/02702711.2015.1049389.
Pearson, D. P., Valencia, S. W. & Wixson, K. (2014). Complicating the world of reading assessment: Toward better assessments for better teaching. Theory into Practice, 53(3), 236–246. doi: 10.1080/00405841.2014.916958.
Poulsen, M. & Gravgaard, A. K. D. (2016). Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension. Scientific Studies of Reading, 20(4), 325–338. doi:10.1080/10888438.2016.1180695.
Proctor, C., Silverman, R., Harring, J. & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 24, 1635–1664. doi: 10.1007/s11145-011-9351-6.
Purgina, M., Mozgovoy, M. & Ward, M. (2017). MALL with WordBricks-building correct sentences brick by brick. Retrieved from https://files.eric.ed.gov/fulltext/ED578298.pdf.
Richards, J. C. & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics (3. ed.). London, UK: Longman.
Sadik, A. (2016). Student’s acceptance of file sharing systems as a tool for sharing course materials: The case of Google Drive. Education and Information Technologies, 22(5),
-2470. doi: 10.1007/s10639-016-9556-z.
Schachter, P. & Shopen, T. (2010). Parts of speech systems. Retrieved from http://content.schweitzer-online.de/static/catalog_manager/live/media_files/representation/zd_std_orig__zd_schw_orig/002/215/633/9780521581561_content_pdf_1.pdf.
Schmitt, N. & Meara, P. (1997). Researching vocabulary through a word knowledge framework. Studies in Second Language Acquisition, 19, 17-36. doi: 10.1017/s0272263197001022.
Scott, C. (2015). The Futures of Learning 2: What kind of learning for the 21st century? Retrieved from http://unesdoc.unesco.org/images/0024/002429/242996e.pdf.
Sevilla-Pavón, A. (2016). Affordances of telecollaboration tools for English for Specific Purposes online learning. World Journal on Educational Technology: Current Issues.,8(3), 218-223. Retrieved from https://files.eric.ed.gov/fulltext/EJ1142231.pdf.
Slabakova, R. (2018). L2 semantics from a formal linguistic perspective. Language Teaching, 51(2), 187–209. doi: 10.1017/s0261444818000071.
Solano, L., Cabrera, P., Ulehlova, E. & Espinoza,V. (2017). Exploring the use of educational technology in EFL teaching: a case study of primary education in the South region of Ecuador. Teaching English with Technology, 17(2), 77-86. Retrieved from https://files.eric.ed.gov/fulltext/EJ1140683.pdf.
UNESCO. (2014). Enseñanza y Aprendizaje: Lograr la calidad para todos. [Teaching and Learning: Reaching quality for everyone.] Paris. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000226159.
Yurtbaşi, M. (2015). Building english vocabulary through roots, prefixes and suffixes. Global Journal of Foreign Language Teaching, 5(1), 44-51. doi: 10.18844/gjflt.v5i0.39.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
La revista AtoZ es una revista científica de acceso abierto y los derechos de autor de artículos y entrevistas pertenecen a sus respectivos autores/encuestados. Los autores otorgan a la AtoZ el direito de incluir el material publicado (revisado por pares/pos-print) en em sistemas/herramientas de indización, agregadores o curadores.
Los autores tienen permiso y se les anima a depositar sus artículos en sus páginas personales, depósitos y/o portales institucionales anteriormente (pre-print) y posteriormente (post-print) a la publicación en esa Revista. Se pide, si possible, que se apunte la referencia bibliográfica del artículo (incluyendose la URL) en base a la AtoZ.
La AtoZ es sello verde por Diadorim/IBICT.
Todo el contenido de la revista (incluyendo las instrucciones, modelos y política editorial) a menos que se indique otra cosa, están bajo una Licencia de Atribución de Bienes Comunes Creativos (CC) 4.0 Internacional.
Cuando los artículos son publicados por esta revista, se pueden compartir (copiar y redistribuir el material en cualquier soporte o formato para cualquier propósito, incluso comercial) y adaptar (remezclar, transformar y crear a partir del material para cualquier propósito, incluso si es comercial). Debe dar el crédito correspondiente, proporcionar un enlace a la licencia e indicar si se realizaron cambios.
La AtoZ no cobra cualquier tasas por la sumisión y/o procesamiento y/o la publicación de artículos.
