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Showing 2 results for Retention
Dr. Simin Anbarshahi, Ms Asma Bagal Gorbani,
Volume 27, Issue 2 (9-2024)
Abstract
This study highlights the pivotal role of mobile phones in education, with particular emphasis on vocabulary acquisition in contemporary EFL/ESL classrooms through the use of two prominent applications. To ensure a homogeneous sample, 180 intermediate learners were selected from an initial pool of 270 individuals on the basis of their scores on the NELSON test, specifically those whose scores fell within one standard deviation above or below the mean. Subsequently, the Vocabulary Knowledge Scale (VKS) test was administered to assess participants’ existing vocabulary proficiency. Then, the participants were randomly assigned to one of three groups: two experimental groups and one control group. One experimental group utilized the English Vocabulary Builder application, while another experimental group employed the VocAPP English Flashcards application. Following the intervention period, all participants completed an identical post-test to evaluate their vocabulary learning. Te second post-test was administered six days after the intervention to assess participants' vocabulary retention. Analysis of the collected data demonstrated that learners who used the VocAPP English Flashcards application achieved significantly higher scores compared to those in the other groups. These indicated results a statistically significant effect of the application on long-term vocabulary retention, leading to the rejection of the third null hypothesis. This outcome also indicates a meaningful difference between the two applications, which may be attributed to the user-friendly interface of the VocAPP English Flashcards and its incorporation of flashcard creation as an innovative and engaging vocabulary learning strategy.
Nima Yousefi, Dr. Majid Nemati, Dr. Seyed Reza Dashtestani,
Volume 28, Issue 1 (4-2025)
Abstract
While the previous studies showed the impact of the music on the words’ learning and retention, this study explores the effect of traditional music as an input mode on Iranian upper intermediate learners’ learning and retention of difficult English words. Eighty participants were divided into four groups. Two groups were exposed to western music while other two groups were exposed to Iranian traditional music. Each group received a pretest first, followed by instruction on selected difficult vocabulary items, and then posttest and delayed posttest. Repeated measures ANOVA indicated significant main impacts of time on vocabulary learning and retention. Descriptive statistics showed that those who were exposed to western music were outperformed by the ones who were exposed to Iranian traditional music in both immediate and delayed tests, although no significant interaction between time and music type was found. These results show that culturally familiar musical input may ease vocabulary learning and retention in L2 contexts. For language teaching and curriculum design implications are discussed.
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