Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness
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| Title: | Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness |
|---|---|
| Language: | English |
| Authors: | Taga, Tahir, Kalenderoglu, Ihsan |
| Source: | International Journal of Education and Literacy Studies. 2022 10(4):81-90. |
| Availability: | Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Vocabulary Development, Writing Exercises, Retention (Psychology), Grade 7, Middle School Students, Word Recognition, Intervention, Instructional Effectiveness, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2202-9478 |
| Abstract: | This study aimed to determine the effect of vocabulary instruction integrated with writing exercises on vocabulary learning, retention, and awareness. The research was designed according to the sequential explanatory mixed-method design, in which quantitative and qualitative methods were used together. A quasi-experimental model with a pretest-posttest control group was used in the quantitative phase. The study group of the quantitative stage consisted of 76 seventh-grade students in two experimental and one control group. The target words were taught according to the vocabulary instruction integrated with writing exercise in group A, enriched vocabulary instruction in group B, and traditional vocabulary instruction in the control group. In the qualitative phase, the participants were interviewed to determine to what extent they had learned the target words in terms of meaning and use. For this, three students from each group were selected and these students were interviewed about specific target words during the intervention. In addition, at the end of the intervention, the opinions of the students and their teacher in group A were elicited. Quantitative and qualitative findings revealed that vocabulary instruction integrated with writing exercises contributed to students' better learning of target words, the permanence of their learning, and the development of word awareness. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1366907 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1366907 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Taga%2C+Tahir%22">Taga, Tahir</searchLink><br /><searchLink fieldCode="AR" term="%22Kalenderoglu%2C+Ihsan%22">Kalenderoglu, Ihsan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+and+Literacy+Studies%22"><i>International Journal of Education and Literacy Studies</i></searchLink>. 2022 10(4):81-90. – Name: Avail Label: Availability Group: Avail Data: Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Exercises%22">Writing Exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2202-9478 – Name: Abstract Label: Abstract Group: Ab Data: This study aimed to determine the effect of vocabulary instruction integrated with writing exercises on vocabulary learning, retention, and awareness. The research was designed according to the sequential explanatory mixed-method design, in which quantitative and qualitative methods were used together. A quasi-experimental model with a pretest-posttest control group was used in the quantitative phase. The study group of the quantitative stage consisted of 76 seventh-grade students in two experimental and one control group. The target words were taught according to the vocabulary instruction integrated with writing exercise in group A, enriched vocabulary instruction in group B, and traditional vocabulary instruction in the control group. In the qualitative phase, the participants were interviewed to determine to what extent they had learned the target words in terms of meaning and use. For this, three students from each group were selected and these students were interviewed about specific target words during the intervention. In addition, at the end of the intervention, the opinions of the students and their teacher in group A were elicited. Quantitative and qualitative findings revealed that vocabulary instruction integrated with writing exercises contributed to students' better learning of target words, the permanence of their learning, and the development of word awareness. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1366907 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1366907 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 81 Subjects: – SubjectFull: Vocabulary Development Type: general – SubjectFull: Writing Exercises Type: general – SubjectFull: Retention (Psychology) Type: general – SubjectFull: Grade 7 Type: general – SubjectFull: Middle School Students Type: general – SubjectFull: Word Recognition Type: general – SubjectFull: Intervention Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Taga, Tahir – PersonEntity: Name: NameFull: Kalenderoglu, Ihsan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 2202-9478 Numbering: – Type: volume Value: 10 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Education and Literacy Studies Type: main |
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