Stemming and Lemmatization in English Language Classrooms
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| Title: | Stemming and Lemmatization in English Language Classrooms |
|---|---|
| Language: | English |
| Authors: | Jose G. Tan (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(2):819-826. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Instruction, Vocabulary Development, Foreign Countries, Language Teachers, College Faculty, Morphology (Languages) |
| Geographic Terms: | Philippines |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study examines the pedagogical significance of linguistic features, stemming and lemmatization in enhancing vocabulary acquisition and retention in English language classrooms. It aims to provide teachers with insights that can inform and improve instructional practices. Specifically, the study addresses two key questions. Firstly, what linguistic features related to stemming and lemmatization are employed in English language classrooms? Secondly, how do these features contribute to vocabulary acquisition and retention? Using a qualitative research design, the study involved classroom observations and key informant interviews with nine teacher-participants from selected universities. The findings reveal that teachers actively integrate stemming and lemmatization as instructional tools to facilitate vocabulary learning. These techniques play a crucial role in helping students understand and retain new words. The study underscores the effectiveness of stemming and lemmatization in real-world classroom settings and highlights their value in enhancing vocabulary development. Integrating these linguistic strategies into teaching practices may optimize meaningful and effective English language learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507504 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1507504 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Stemming and Lemmatization in English Language Classrooms – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jose+G%2E+Tan%22">Jose G. Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7051-1637">0000-0002-7051-1637</externalLink>)<br /><searchLink fieldCode="AR" term="%22Blessa+Kay+F%2E+Caballero%22">Blessa Kay F. Caballero</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-2222-444X">0009-0008-2222-444X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):819-826. – Name: Avail Label: Availability Group: Avail Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 8 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – 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="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2089-9823<br />2302-9277 – Name: Abstract Label: Abstract Group: Ab Data: This study examines the pedagogical significance of linguistic features, stemming and lemmatization in enhancing vocabulary acquisition and retention in English language classrooms. It aims to provide teachers with insights that can inform and improve instructional practices. Specifically, the study addresses two key questions. Firstly, what linguistic features related to stemming and lemmatization are employed in English language classrooms? Secondly, how do these features contribute to vocabulary acquisition and retention? Using a qualitative research design, the study involved classroom observations and key informant interviews with nine teacher-participants from selected universities. The findings reveal that teachers actively integrate stemming and lemmatization as instructional tools to facilitate vocabulary learning. These techniques play a crucial role in helping students understand and retain new words. The study underscores the effectiveness of stemming and lemmatization in real-world classroom settings and highlights their value in enhancing vocabulary development. Integrating these linguistic strategies into teaching practices may optimize meaningful and effective English language learning experiences. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1507504 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507504 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 819 Subjects: – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Morphology (Languages) Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Stemming and Lemmatization in English Language Classrooms Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jose G. Tan – PersonEntity: Name: NameFull: Blessa Kay F. Caballero IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2089-9823 – Type: issn-electronic Value: 2302-9277 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Journal of Education and Learning (EduLearn) Type: main |
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