1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Mohammad Zohrabi; Nava Nourdad; Aysan Bolandnazar
Abstract
Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships ...
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Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships and acquisition order in an Iranian EFL context. Moreover, this study aims to provide a better conceptualization of EFL vocabulary knowledge. A total of 170 Iranian EFL learners were evaluated using eight vocabulary tests that assessed recall and recognition knowledge of derivatives, form-meaning link, multiple meanings, and collocations, following Nation’s (2022) framework. First, correlational analyses indicated that all measured word knowledge components were interrelated. Moreover, the Implicational Scaling analysis uncovered a uniform trend in vocabulary acquisition for these components, suggesting that recognition knowledge is obtained before recalling knowledge across all aspects. Therefore, the hierarchy pattern indicated that the participants with knowledge of higher aspects are highly likely to know the lower aspects. Furthermore, Confirmatory Factor Analysis indicated that word knowledge in this context can be conceptualized as a unidimensional construct. A comprehensive understanding of the nature of vocabulary knowledge and the interrelationships among its components can provide critical insights into the role of vocabulary acquisition in EFL contexts.
1. Applied Linguistics (Language Teaching and Learning)
Parviz Ajideh; Mohammad Zohrabi; Roqayeh Mohammad Pour
Abstract
Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world ...
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Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world as global citizens and be able to understand intercultural issues. The aim of the current study is to inspect the effect of global digital citizenship on EFL learner’s intercultural communicative competence and examine their perceptions toward the applicability of global digital citizenship. The participants of the quantitative phase comprised 60 female EFL learners classified randomly into one experimental group and one control group. For the qualitative phase, 20 learners were interviewed. The instruments included the Oxford Quick Placement Test to ensure the homogeneity, Intercultural Communicative Competence questionnaire, and a researcher-made questionnaire to provide qualitative data. Cronbach’s alpha was used ensure the reliability. The validity of the questionnaires was ensured through content validity. The quantitative data was analyzed through MANCOVA test. The results revealed that global digital citizenship has significant effect on EFL learner’s intercultural communicative competence. The results of semi-structured interview revealed five main themes including the most important qualities of global digital citizenship, the general advantages and disadvantages of global digital citizenship, the benefits and shortcomings of digital literacy, strategies to stay safe in social media environments, and the popular applications used for learning English. The findings have significant theoretical and practical significance for teachers, teacher educators, curriculum designers and researchers.
