Teaching Vocabulary To Intermediate Students in EFL Classes, Learning Styles, Word Learning...

GLOBAL CHALLENGE International Journal of Linguistics, Literature and Translation,

Vol: I, issue 2, ISSN 1857-8934

Teaching Vocabulary To Intermediate Students in EFL Classes, Learning Styles, Word Learning Strategies and Social Self-esteem

Hakan Aydogan, Ph.D.c., Azamat A. Akbarov, Ph.D, Minela Kerla, Ph.D.c. , Ali Dogan, Ph.D.c. , Kemal Gonen, Ph.D.c. and Enes Tuncdemir , Ph.D.c.

English Language and Literature, Faculty of Education, International Burch University, Sarajevo, Bosnia and Herzegovina

Pedagogical Faculty, Sarajevo University, Sarajevo, Bosnia and Herzegovina

Abstract: This study has been an attempt to investigate the learning styles and strategies, word learning strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges have been applied a questionnaire containing various vocabulary learning strategies and their learning preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI 2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of our study. In order to collect the data, this study was based on a design including quantitative data analysis by using questionnaires. The study intends to describe an experience connected to the systematic use of vocabulary learning activities connected with the learning styles to enhance students’ self- esteem and thus, promote language learning. The correlations between active learning strategies, emotional states and social self-esteem have been significant and positive. In our study, it has been concluded that vocabulary learning strategies produce positive emotions and there is a positive correlation between these two variables. Positive emotions and higher social self-esteem give rise to more usage of different learning strategies. As teachers, we are in a constant search to work on the social-emotional development of students. By developing a feeling of social self-esteem in what they learn lexically, they build self-acceptance and trust through expanding their vocabulary knowledge. The content relates real life situations to their own feelings, beliefs, needs, values and experiences. It is worth mentioning the fact that the students were observed to get in touch with the positive qualities of themselves with self-esteem and introspection, learning unknown words emphasizing self-discovery and their own strengths concretely. The results of learning styles identification instruments showed that learning styles of students can be diagnosed quite reliably. The research proved that students can learn better when they are taught through the certain methods that reflect their specific learning styles. In this paper we are discussing the pedagogical implications of this work and offering a model for the EFL teachers to manage this field in their work.

Key words: Teaching vocabulary, EFL student, learning style, L2, learning strategies,

social self-esteem.

1. Introduction



Vocabulary teaching and learning are fascinating topics, compared with other language areas. A survey of vocabulary teaching books shows how bizarre it is that vocabulary teaching has been neglected though there is a belief that learning a foreign language is basically learning the vocabulary of that language. All vocabulary teaching books point out how their contents are important though very little has been written on vocabulary teaching. Wilkins (1974:111) states that “ without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Wallace (1982:9) states that:

To communicate with other people we should use appropriate vocabulary; or else, our communication will stop. What English language teachers are supposed to do is to be able to balance vocabulary teaching and the other skills because language is not solely composed of vocabulary.

Celce-Murcia and Rosenweig (1989:242) agree that vocabulary should be recognized as a central element in language instruction from the beginning stages, and they further state that according to their own experience, with a minimum number of strucrures often helps the learner more not only in reading comprehension, but also in achieving more efficient survival communication than having a near-perfect command of structures with an inadequate amount of vocabulary. It goes without saying that, neither minimal knowledge of structures nor a restricted amount of vocabulary is desirable, hence, both should be instructed effectively even at the initial level as the exclusion or nearexclusion of either one would lead to negative results.

Though it has been pointed out that vocabulary has not got the recognition it should have in the theoretical plane, it cannot be denied that teachers spend a lot of time teaching new words (Gairns Redman, 1985:5). They claim that vocabulary has received the recognition in terms of time it deserves in the classroom:

A vast amount of teaching time is consumed by explanation and definition, classroom blackboards are often littered with masses of new lexical items, and students compile page upon page of vocabulary word lists that they rarely have the opportunity to practice. The simple fact is that vocabulary seems to arise in the classroom regardless of a chosen activity and in spite of any conscious design on the teacher’s part. Perhaps this is the root of the problem (Gairns and Redman, 1985:5).

Teachers expect students to master the vocabulary of the language as well as its grammatical features. Celce-Murcia (1979:242) states that “both grammar and vocabulary are important and both can and should be taught in the ESL classroom without sacrificing one for the other.” While teachers try to design new activities and invent new exercises in certain language domains like grammar, they may just deal with new words arising incidentally in classroom materials. They may explain, define, or write new words on the blackboard and go on with their tasks. However, the classroom is the only place where students learning a foreign language acquire useful words, and the teacher is an important source person from whom they can learn new words effectively. There is no doubt that vocabulary teaching may have been of secondary importance, but nowadays it is receiving an increasing emphasis.

In a foreign language class, learning vocabulary is likely to be the most difficult task of the learner. As Judd states, “while the number of syntactic and phonological rules in any language is finite, the number of words in a language is nearly infinite in terms of the human potential of the average native speaker” (Judd,1978). Richards (1980)



draws our attention to the point that while the native speakers of a language acquire the rules of syntax and phonology at a very early age, they continue to increase the number of words in their vocabulary throughout their lifetime and still cannot master all the lexical items in their native language.

2. Self-Esteem

As James and Nightingale (2005) presume that early research into self-esteem has tended to define self-esteem as either being about a sense or worthiness(feeling good about yourself) or about a sense of effectiveness or competence. Branden (1969) believed it was about both and defined self-esteem as confidence in our ability to think, confidence in our ability to cope with the basic challenges of life and confidence in our right to be successful and happy, the feeling of being worthy, deserving, entitled to assert our needs and wants, achieve our values. He calls these two components ‘self-efficacy’ and ‘self-respect’. Adding to this Branden also believed that there was a connection between the two components and that our actions and behavior (self-efficacy) affected our feelings about ourselves (self-respect), which in turn affects our behavior and actions. In short, if you feel you are a worthy and valued person you are more likely to act accordingly by joining in, undertaking new tasks and so on, and that by doing so you will increase your sense of your own worth and value.

Alexander (2001) building on the work of Branden separated out self-esteem into a number of elements or dimensions. These are: ● unconditional self-acceptance – knowing and accepting who you are, your positive attributes as well as your weaknesses; ● sense of capability or efficacy – knowing what you are capable of as well as what you find difficult; ● sense of purpose – having a goal or direction in life, and taking action to achieve that goal; ● appropriate assertiveness – feeling able to ask and take action to get what you want in life; ● experience of flow and fulfillment – a sense of satisfaction and pleasure in what you are doing, being absorbed in a task; ● sense of responsibility and accountability – knowing how far you are responsible for your situation and actions; ● sense of safety and security – a feeling of trust in yourself and others, feeling comfortable and at ease in your surroundings; ● sense of belonging – feeling part of something, feeling included; and ● sense of integrity – living your life according to your values, acting and behaving as you think right. Self-esteem is derived from the concept of self, which is an important psychological construct investigated in the theory of self-concept. Appropriate synonyms: self-image, perception of self, understanding of self, self-concept, social self. (James and Nightingale,2005). Self-esteem is, in fact, the evaluative aspect of self, and refers to the degree to which a person has a sense of self-worth and validity (Lacković-Grgin, 1994). So, it is a term which expresses the global or general evaluating yourself. Cooley (1912, according Lacković-Grgin, 1994) points out that a person builds a sense



of self based on how they see other people, and introduces the concept of social mirror that allows us to study reactions, based on expectations of how it will react to our behavior second people.

Coopersmith (1967) implies that self-esteem is degree of individual beliefs in their own abilities, importance, effectiveness and value. It found that respondents with high self-esteem: resistant to environmental conditions, which are not in accordance with their own observations; flexible and imaginative solving problems in ways; more original than individuals with low self-esteem. Pioneers of research about self-esteem were the Rosenberg and Coopersmith, whose research indicates the importance of the influence of parents and the care they provide in the formation of young people in the development of self-esteem (Coopersmith, 1967). Also, relations with peers are very important for the development of self-esteem in adolescents. Coopersmith (1967) suggests that birth order can have an effect on self-esteem, so that children who are born early (especially first babies) have higher self-esteem than their younger brothers and sisters.

Lawson et al. (1979) determine the social and self-esteem as: The popularity and good orientation in society, self-esteem and self-confidence in social contacts; vivacity, wit and experience of well-being in society. The low social esteem granted to persons who are: insecure, shy, difficulty in making friendships and they believe that they are annoying to others.

Kerla and Suzić (2012) found that there is a negative correlation between global self-esteem and personal incompetence and negative feelings and that is a positive and statistically significant correlation between negative feelings and perceptions of (in) competence. That is, it has been found out that students who have negative feelings toward school, also have a negative perception of personal competence and have a lack of high scores on the scale of global self-esteem, which certainly manifests in group differences in age and gender groups, where they found out that is no difference.

Semir Teskeredžić and Minela Kerla (Teskeredžić Kerla, 2013) have concluded that the lower the age, the higher is the perception of positive school image and that the positive school perception are in positive correlation with social self-esteem as well as with active experimentation. Students can develop effective communication skills with people from different cultures and improve the social self-esteem in a moderate positive correlation with intercultural sensitivity. (Kerla and Repišti, 2013). According to the concluded theory of them, it means that there is a moderate correlation between social self-esteem and facets of intercultural sensitivity taken together confirming the same finding which is in a positive correlation with the vocabulary learning, as well.

3. Hypotheses of the research

1) There's a positive correlation between different learning strategies.



2) There isn't statistically any significant correlation between learning styles from LSI, because they're conceptually different.

3) Learning by active engagement and sense of learning success are positively correlated with active and involved learning styles.

4) Learning strategies are in the positive correlation with positive emotional states (affectivity) and social self-esteem, but in the negative correlation with negative emotional states (affectivity).

5) Learning styles are in the positive correlation with positive emotional states (affectivity) and social self-esteem, but in the negative correlation with negative emotional states (affectivity)

4. Methodology

The model of the research, participants, the questionnaire, the statistics and inventories used and the instruments and findings will be discussed in this part.

4.1. Participants

Our sample consisted of 107 students. There were 82 valid questionnaires (so, the drop-out rate is 25). These 82 students will be involved into every further analysis. They were 26 males (31.7%) and 56 females (68.3%) (see Figure 1). The sample is from Sarajevo Turkish-Bosnian College and Sarajevo College - Campus Vraca and Ilidža.

In the first school 46 students were examined (56.1%), and in the second 36 (43,9%). In the first school, there were 26 males (56,5%) and 20 females (43,5%). In the second, all were females as it was a girls’ college. The table related to the distribution of student rates is at below:

Figure 1: Frequency and percent of males and females

4.2. Instruments

We used the following instruments:

1) Inventory for Vocabulary Learning Strategies (Aydogan, 2013). Its first version consisted of 25 items, but, factor analysis revealed that we can accept 20 items, which are good indicators of five latent dimensions (factors, components). They are (with corresponding number of items): learning by vocabulary games (items: 1, 5, 10, 11. and 14), learning by active engagement (9, 23, 24, 25), learning besides course book



(2, 6, 15 reversed and 16 reversed), sense of learning success (4 reversed, 8 and 12) and learning from dictionary (3 reversed, 17, 19. and 20). The names of these five dimensions are at the same time the name of five sub-scales of this questionnaire. . IVLS scale accounted for 48,8 % of the total variance. Alpha reliability coefficient was .87

2) The Learning Style Inventory (LSI). Our version consists of 38 adjectives and nouns which are related to learning styles. By factor analysis, we have extracted four dimensions (which are at the same time our sub-scales): abstract style (eight items, such as: abstract and conceptualization), active and involved style (ten items, e.g.: doing, active,...), questioning and reflective style (seven items, such as: reflexive, experimentation...) and observing style (five items, e.g. observing and intelligent). So, our final version of this scale has 30 items. The output variance is 55% and the credibility co-efficient is 90.

3) SPINO (PANAS - Positive and Negative Affective Schedule; Watson, Clark i Tellegen, 1988) consists of 20 items – ten for positive emotional states and ten for negative emotional states). This scale has good metric properties. Its reliability coefficient (Cronbach alpha) is alpha = .870 for positive states, and for negative, alpha = .898.

4) SOSA (Social Self-Esteem Scale, Repišti Kerla, 2011) consists of nine items. Its Cronbach alpha coefficient is α = .747, so this scale is reliable tool for measuring self-esteem in social situations.

4.3. Procedure

First of all, we managed our research in accordance with the ethical rules and codex in education, pedagogy and psychology. After that, we went to two high schools in Sarajevo, Bosnia and Herzegovina. For all participants, we made the same directions so as to how to feel about the questionnaires giving instructions. Then we gave the material to them and they completed it about in 45 minutes.

The researcher collected the questionnaires, sorted them and prepared them for entering into the statistical program SPSS for Windows. All answers were coded and the further analysis were made for the prepared material.

4.4. Data Processing

Statistical analysis is carried out through quantitative methods in SPSS - program and results were presented in tabular and graphical display in the program: Exel Microsoft Office 2010, Word 2010. The following methods are used:

Pearson product-moment correlation coefficient (r) form to calculate the correlation of two variables. It indicates whether the two sets overlap or coincide, that the intensity of the match and whether this relationship is directly or inversely proportional. It applies to two continuous or interval variables. It indicates whether one agrees with the second occurrence of 0 to +1, and how much is inversely proportional to the 0 to -1. Inverse proportionality indicates that the presence or extent of one variable negatively affect the extent of the other (Suzić, 2007).



5. Results

Testing was conducted in groups during the day in two different Bosna-Sema College High schools in Sarajevo. It lasted for a lesson about 45 minutes and was conducted in October of the educational year of 2013-2014. The data is summarized and presented

in tables as following:

Table 1 shows the correlation of several learning strategies and their results.

Table 1. Correlations between learning strategies, emotional states and social self- esteem. The results of correlation between social self-esteem and learning strategies:

*correlation coefficients are significant at level .05

** correlation coefficients are significant at level .01;

As seen in Table 1, most of the learning strategies are in correlation with positive affectivity: ''learning by vocabulary games'' (r = .388, p < .01), ''learning by active engagement'' (r = .240, p < .05), ''learning besides course book'' (r = .339, p < .01) and ''learning from dictionary'' (r = .367, p < .01). Therefore; this part of the fourth hypothesis is mostly proved. Learning strategies aren't correlated with negative emotions, so the next part of this hypothesis can be rejected. Social self-esteem is in the positive correlation with ''learning by vocabulary games'' (r = .262, p < .01) and ''learning besides course books'' (r = .303, p < .01). Other learning strategies aren't correlated with social self-esteem. Therefore, the last part of this hypothesis is partially proved.

Table 2. The matrix of relationship between learning strategies and styles. The results of correlation between the learning styles and strategies:

Strategies vs. styles

Abstract Style

active and involved style

questioning and reflective style

observing style

learning by vocabulary games

.187 -.038 -.179 .037

Learning Strategies positive

emotions negative emotions

social self-esteem

learning by vocabulary games .388** -.189 .262**

learning by active engagement .240* .021 .193

learning beside course book .339** -.152 .303**

sense of learning success .037 -.191 .022

learning from dictionary .367** .065 -.124



learning by active engagement

.129 .144 -.020 -.119

learning beside course book

-.007 .150 -.091 .022

sense of learning success .083 .151 .010 -.179

learning from dictionary .169 -.002 .007 .082


** correlation coefficients are significant at level .01

As we can see in Table 2, there isn't any statistically significant correlation between learning strategies at the first side and learning styles at the other side. So, we reject our third hypothesis, i.e. relation between ''active engagement'' and ''active and involved style'' isn't statistically significant (r = .144, p > .05) and correlation between ''sense of learning success'' isn't also statistically significant (r = .151, p > .05).

Table 3. Intercorrelation matrix for five learning strategies:The results of correlations between the learning strategies.

Strategies

learning by vocabulary

games

learning by active

engagement

learning beside

course book

sense of learning success

learning from dictionary

learning by vocabulary games

1 .267* .486** -.064 .070

learning by active engagement

.267* 1 .168 .061 .074

learning beside course book

.486** .168 1 .041 .196

sense of learning success

-.064 .061 .041 1 .062

learning from dictionary

.070 .074 .196 .062 1

correlation coefficients are significant at level .01;



correlation coefficients are significant at level .05

As we can see from Table 3, there is a weak positive correlation between learning by vocabulary games and learning by active engagement i.e. body language, gestures, music (r = .267, p < .05). There's also a moderate positive correlation between learning by vocabulary games and learning English besides course book (r = .486, p < .01). There aren't any statistically significant correlations between learning by vocabulary games and ''sense of learning success'' and ''learning from dictionary''. Neither strategy called ''learning by active engagement'' is correlated with last two learning strategies. Finally, sense of learning success isn't related to learning from dictionary. Therefore, we have more arguments to reject our first hypothesis than accepting it.

Table 4. Matrix of intercorrelations between different learning styles:The results of correlations between the learning styles.

Styles Abstract

Style active and

involved style questioning and reflective style

observing style

Abstract Style

1 -.012 .164 .065

active and involved style -.012 1 .244* .049

questioning and reflective style

.164 .244* 1 .054

observing style .065 .049 .054 1

*⃰ correlation coefficients are significant at level .05


Table 4 shows the relation between learning styles from LSI. Abstract style (conceptualization, evaluating, rationality...) isn't in statistically significant correlation with the other three learning styles. Active and involved style (doing, active, open to new experience...) is only connected with questioning and reflective style (experimentation, reflection...). The correlation coefficient is weak, but statistically significant and positive (r = .244, p < .05). So, there is more evidence to accept our second hypothesis, than to reject it.

Table 5. Matrix of intercorrelations between learning styles, emotional states and social self-esteem. The results of correlation among the learning styles, emotional state as learning style and self-esteem:

Table 5 shows that there isn't any statistically significant correlation between these variables. So, we can reject our fifth hypothesis.



Styles positive

emotions negative emotions

social self-esteem

Abstract Style

.210 .098 .082

Active and involved style .118 -.114 .132

questioning and reflective style -.095 .146 -.155

observing style .162 .146 -.138



6. Conclusion

The meaning of ‘Intermediate Level in EFL classes’ is elaborated on, with some definitions of major terms that constitute the background of the thesis, its purpose and scope of study. The methods and approaches in EFL classes in vocabulary teaching are studied from the past up today together with their applications, and how they can best be used functionally in classes. In our research, we come to conclude that vocabulary learning strategies produce positive emotions and some of them develop social self-esteem of students. Positive emotions and higher social self-esteem produce more usage of different learning strategies.

As teachers, we are in a constant search to work on the social-emotional development of our students. By developing a feeling of social self-esteem in what they learn lexically, they build self-acceptance and trust expanding their vocabulary knowledge. The content relates real life situations to their own felings, beliefs, needs, values and experiences. The students were observed to get in touch with the positive qualities of themselves with social self-esteem and introspection learning unknown words emphasizing self-discovery and their own strengths. Positive approach in the findings to new situations learning unknown words in a positive and confident manner is another thing attracting our attentions. Positive social self-esteem seems both a prerequisite and a consequence of their academic success.

Semir Teskeredžić and Minela Kerla (Teskeredžić Kerla, 2013) have concluded that the lower the age, the higher is the perception of positive school image and that the positive school perception is in positive correlation with social self-esteem as well as with active experimentation. Students can develop effective communication skills with people from different cultures and improve the social self-esteem in a moderate positive correlation with intercultural sensitivity. (Kerla and Repišti, 2013). According to the concluded theory of them, it means that there is a moderate correlation between social self-esteem and facets of intercultural sensitivity taken together confirming the same finding which is in a positive correlation with the vocabulary learning, as well.

It can be said that the learning style based on the concrete experience is correlated with active experimentation positively which leads to the conclusion that the learners who are open to positive perceptions and evaluation have higher social self-esteem and they are more open to concrete experiences and active experimentation. Positive emotions and higher social self-esteem produce more involvement of active learning



styles. Similarly, vocabulary learning strategies produce positive emotions and there is a positive correlation between these two variables which mean the learners’ own attitudes towards themselves and enjoying themselves with what they are doing with encouragement and aspiration actually. When the learners are emotionally involved in the vocabulary learning process, their social self-esteem and actualisation have been observed to be in a positive correlation. Learners are seen prone to finding something addressing to their own self-actualizing themselves in what they are learning in our study. The kind of emotions involved prompt their behavioral tendencies aimed at themselves with their learning styles and social self-esteem. Hence; self-esteem connected to their way of learning style is the evaluative perception of the learner receiving personal satisfaction in vocabulary learning of L2.

Social self-esteem is affected either negatively or positively by how we relate to ourselves in the learning process. Therefore; the concepts of increasing social self-esteem have become embedded about the purpose and outcome of vocabulary learning strategies in terms of their achievement, inclusion and attainment. The reasons for gathering the data is made clear to learners. It provides evidence of achievement and assists learners to reflect upon their future progress and achievement. The students’ level of social self-esteem reflects their self belief, the foundation of their being and affects their capacity to pay attention, focus, learn, communicate, develop personal resilience, mental and emotional well being. That’s why building self esteem is also so important in their vocabulary learning of L2 in terms of their meaningful and correct acquisition of the L2 vocabulary .

“It should be remembered that from a humanistic point of view social self- esteem is not increased by empty praise but by ensuring learner achievement in the language” (Arnold, 2001), “as the level of self- esteem increases, so do achievement scores; and as self- esteem decreases, so does achievement” (Reasoner, 1992, p. 8). Students felt more accepted by their classmates as some of their good qualities and individual strengths were openly revealed. “It is important for students not only to realize their own uniqueness but also feel accepted by their peers” (Reasoner, 1992, p. 46). So, implementing our vocabulary activities and teaching unknown words we should let them feel accepted and their individual strengths and individual qualities such as social self-esteem, the sense of belonging, purpose and competence.

It goes without saying that considering the students’ learning styles and their emotional intelligence and psychological and linguistic competences, sense of social self-esteem as a whole and building awareness and manifesting a more expansive, dynamic, authentic and purposeful self will make the language teachers more responsible, conscious and empowering their L2 pedagogical skills.

6.1. Research Implications

Our research has been done on 100 respondents which presents the limits of the study. It must also be noted that our study refers to this type of school, and to the possibilities of generalization must be distinguished among the role of several factors, and also for the possibility of generalization, it is necessary to do research on a larger sample as well as the necessity of examining the causal relationships. Limitation of our study represents the type of research and for the future research we need to emphasize long-term longitudinal studies.



As the implication for the future research we propose to increase the number of respondents as well as including more variables such as: openness for the experiences and other background variables. Also, as the implication of this research it is needed to question the use of other teaching methods on the concrete results and then compare them with these results. The aforementioned interventions and programs operate under the principles of the contact hypothesis, and work towards a better and faster adoption and achieving pedagogical purpose and some of the requirements of the contemporary education to its participants.

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