BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS
Abstract
This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.
Keywords
Vocabulary acquisition, traditional methods, technological toolsHow to Cite
References
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.
Bielawski, L., & Metcalf, D. (2003). Blended eLearning: Integrating knowledge, performance support, and online learning. HRD Press.
Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93(S1), 741-753.
Dudeney, G., & Hockly, N. (2012). How to teach English with technology. Pearson Education.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Graham, C. R., & Roberts, G. (2007). Technology-enhanced language learning: Shaping the future of teaching and learning. In C. R. Graham (Ed.), Blended learning systems (pp. 1-23). John Wiley & Sons.
Наркулова, И. Р. К. (2023). Профессионально-ориентированное обучение русскому языку курсантов юридического профиля на основе интерактивной программы. Science and Education, 4(2), 1348-1352.
Graham, C. R. (2012). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (pp. 333-350). Routledge.
угли Наркулов, А. К. (2022). Патрулирование-основа обеспечения общественного порядка. Science and Education, 3(11), 1334-1339.
Ёкубова И. Р. Формирование профессиональной компетентности тюркоязычных студентов при обучении русскому языку как иностранному (на примере авторской интерактивной программы «Русский язык для военных юристов») //II Международный конгресс «Языковая политика стран Содружества Независимых Государств (СНГ)». – 2021. – С. 207-209.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Khazaei, S., & Dastjerdi, H. V. (2011). The effect of SMS-based instruction on the acquisition of English vocabulary among Iranian high school students. Journal of Language Teaching and Research, 2(5), 1111-1115.
Kim, H. K. (2012). Using authentic videos to improve EFL students’ listening comprehension. Digital Education Review, 21, 40-45.
ўғли Наркулов, А. К. (2023). Алгоритмизация как эффективный метод оптимизации патрулирования. Science and Education, 4(1), 1165-1168.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Marsh, D. (2012). Blended learning: Creating learning opportunities for language learners. Cambridge University Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Muratovich, M. R., & Abdurahmonovich, Q. A. (2021). Children's and Girls' Community Learning and Raising Their Children's Community. Academicia Globe, 2(10), 92-98.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-learning and Digital Media, 2(1), 17-26.
Pazio, M. (2010). Blended learning and its potential in expanding vocabulary knowledge: A case study of Polish students of English. Studies in Second Language Learning and Teaching, 2(4), 483-499.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education.
Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia - Social and Behavioral Sciences, 199, 641-647.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M. (2010). New tools for teaching writing. Language Learning & Technology, 14(1), 3-8.
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal of Educational Technology, 10(3), 203-214.
License
Copyright (c) 2024 Ergashev Rasulbek Sohib o‘g‘li, Bustanov Khurshidbek
This work is licensed under a Creative Commons Attribution 4.0 International License.