Annotated Bibliography

Sr.
# Author(s) title citation Purpose objectives Questions/hypothesis Materials and Analysis results significance participatio Notes
methods tools ns
1 Fan,M.Y Frequency of use, Fan, M. Y. vocabulary To find What strategies do those used for To apply Findings the most The This journal is useful the students to
perceived usefulness, and (2003). learning new ways learners use the most Discovery of different seem to significant participants finds new way to learn vocabulary in
actual usefulness of Frequency of use, strategies of learn and which do they new words and strategies of indicate finding may in the study different ways.
second perceived learners use vocabulary believe to be the most those that aid vocabulary that some be that the were 241
language usefulness, and and how for every useful? in attention only Japanese
actual usefulness helpful they type of 2: What strategies do consolidating or focus strategies to students
of second believe them student. learners use the least the meaning of on see a decrease ranging in
Language to be among and which do they those words. strategy were those age from 18
vocabulary three different believe to be the least Discovery training that learners to 77
strategies: A contexts in useful? strategies are may be use
study of Hong Japan 3: What, if any, those used to both the most and
Kong learners. discrepancies are there ascertain a Beneficial that the
The Modern between learner use of word’s and largest
Language strategies and their meaning and desirable increases
Journal, 87 (2), perceived are further were in those
222-241. Usefulness? divided into strategies
two categories: learners use
determination the least
and social
Sr.# Author(s) title citation Purpose objectives Questions/hypothesis Materials and Analysis results significance participatio Notes
methods tools ns
2 Yongqi Gu Vocabulary learning Gu, Y., & establish the Use 1: Personal Data Metacognitive 1:vocabulary A look at How Chinese All second- the beliefs and strategies of adult
strategies and language Johnson, R. K. vocabulary different 2:Beliefs About Regulation size the 3 learn the year non- Chinese
Robert Keith learning (1996). learning types of Vocabulary Learning and Cognitive 2 dependent types of vocabulary by English Learners for learning EFL
Johnson Outcomes. Language Vocabulary strategies used vocabulary 3:Vocabulary Learning Strategies variables beliefs EFL. majors at Vocabulary. Contrary to popular
Hong Kong learning, learning by Chinese For Strategies All 3: tells us Beijing beliefs
Institute strategies and university Chinese independent that, Normal about Asian learners, the participants
University of language learning learners of students variables. overall, University generally did not dwell on
Hong Kong Outcomes. English and 4: cluster these (BNU), an memorization, and reported using
of Education Language the analysis to learners intact grade more meaning-oriented strategies
learning, 46 (4), relationship identify the emphasize totaling 27 than rote strategies in learning
643-679 between their strategy d the classes of vocabulary
strategies and profiles of belief that university
outcomes in Different vocabular students,2
learning types of y participated
English learners. should be in this study
memorize
d
(MEMOR
IZ)
(M=3.04,
SD=.83)
less than
the
other 2
belief
categories
methods tools ns
3 Learning vocabulary in Nation, I.S.P. . Teachers Use of high . the test is design to be quick to take
another language (2001). Learning The purpose of need to frequency and easy to mark and easy to interrupt
I.S.P nation Vocabulary in helping a learn aims low It gives for partial knowledge of
Another teacher decide to differ frequency in words. There is no show any
Language. what kind of with low this article. significance and do not show any
Cambridge: vocabulary frequency metrial and method, and also
Cambridge learn need to vocabulary. objectives.they should to tell about
University Press. do. the partictipent and tell how the
vocabulary work among the stuedents
methods tools ns
4 REBECCA L. SECOND LANGUAGE Oxford, R. L., & The purpose of Vocabulary What are the strategies temporal cues: Analysis of A research on at the The participants in the study included
OXFORD* and VOCABULARY Scarcella, R. C. the vocabulary is also used most and least spatial cues needs, preliminar second students in 1,067 first-year degree students of
ROBIN C. LEARNING AMONG (1994). Second test was to taught frequently by the value cues: personalizatio y language the study various disciplines, 40% male and
SCARCELLAT ADULTS: STATE OF language determine the through learners in the study, descriptive n, learning examinati vocabulary used and 60% female
THE ART IN vocabulary vocabulary partially and what strategies do cues: strategies, and on of the instruction, considered
VOCABULARY learning among size of contextuali they perceive as most functional variety. data with a focus useful
INSTRUCTION adults: State of the students in zed and least useful? 2. Are cues: showed on what the strategies
the art in the study in activities. there any discrepancies causal cues: that the motivates for
vocabulary order to (3) between frequency of class average students reviewing
instruction. identify the Decontextu use and perceived membership mean for and
System, 22 (2), students who alized usefulness of cues: the 56 consolidatin
231-243 were proficient activities strategies? 3. Which meaning cues: strategies g
in English are used in strategies are used most in their
vocabulary very often by the students frequency knowledge
limited who are the most of use of known
situations. proficient in L2 ranged words, and
(4) vocabulary? 4. Which from 1.91 that they
Learners types of strategies are to 4.05 Had a
play an especially relevant to Whereas preference
active role learning high- and low- the for
in frequency words? average dictionary
increasing mean in strategies. It
their own perceived should also
vocabulary. usefulness be pointed
Instruction varied out that the
emphasizes from 1.36 strategies
helping to 4.16. considered
learners The very useful
build their overall outnumbered
vocabulary mean those
for the reported to
former be often
was 3.06 used
(3 =
sometimes
,4=
often)
and the
overall
mean for
the latter
was 3.40
(3 =
quite
useful, 4 =
very
useful
methods tools ns
5 J.J Hocks An introduction to Hox, J. J., & Structural SEM models Researcher will need to understand
T.M Becgher structural equation Bechger, T. M. equation Path model the model that they use. The growing
modeling (2007). An modeling or with latent Popularity has given to rise to several
introduction to SEM.SAM is a model factors introductory and more advanced
structural powerful Estimation handbook and readers. There is not
equation technique that and model fit showing the any significance and
modeling. can combine Goodness fit result just told about the models and
Retrived from complex path indices methods.not showing any objectives
http://joophox.net model with Extended and questions and hypothesis. Just
/publist/semfamre latent model model told about the method.
.pdf and complex
path model.
Sr.N Author(s) Title Citation Purposes Objectives Question/Hypothesis Materials and Analysis Tool Results Significance Notes
0 methods
6 Baddeley,A Working memory: Baddeley, A. Dedicated reviews of Neuroimaging and The phonological
Looking back and Working system this Article neuropsychology loop is associated
looking forward memory: looking maintain and have provided with the left
back and looking store evidence for temporoparietal
forward. Nat Rev information localization of the and visuospatial
Neurosci 4, 829– components of working memory
839 (2003) working memory. in right
doi:10.1038/nrn1 hemisphere
201
0 methods
7 Coady,J. Vocabulary acquisition; a Coady, J. (1997). Build a better How Qualitative Acquisition will not The teaching and
&Huckin.T synthesis of the research L2 vocabulary understanding vocabulary take place without learning of
In second language acquisition: A of the past & has been comprehension of vocabulary
vocabulary acquisition synthesis of the development in viewed,rese vocabulary
research. In lexical arched and
Second Language pedagogy in presented
Vocabulary the future
Acquisition (eds
J. Coady& T.
Huckin), pp. 273–
290. Cambridge
University
0 methods
8 Nation, I.S.P. Learning Vocabulary in Nation, I.S.P. developing "Vocabular (Reviewed Vocabulary Strategies are Nation This book is He explained all the
Another Language. (2001). Learning learning y learning learning used as a tool present vocabulary as structured into eleven chapters
Vocabulary in strategies that strategies strategies in a subject that can be eleven chapters separately so well that it
Another help learners and another systematically following a well can be easy for a learner
Language. increase their guessing language approached, analyzed established and teacher to get help
Cambridge: vocabulary size form and taught, pattern that from his book.
Cambridge context", which benefits from comprises all the he took vocabulary as a
University Press "Word almost every learning aspects of both separate subject
study style, and it is here learning and
strategies" where basic major teaching
and strength lies vocabulary in
"Chunking another language.
and
collocation
", those
means of
dealing
with low-
frequency
0 methods
4 Nagy,W.,&Tow Words as tools: Nagy, Defining Words are tools; better

A
9 nsend,D. Learning academic W., & importance of growing Academic academic words are understanding Author explained
vocabulary as Townsen academic awareness Language& tools for can result in part academic language
language acquisition d, D. language of the grammar communicating and from the proficiency in detail and
(2012). proficiency for importance metaphor thinking about research discussed how important
Words as accessing the of disciplinary content pathways. is academic vocabulary to
tools: content of academic get language proficiency
Learning academic texts vocabulary,
academic and academic and more
vocabular talk generally,
y as of
language academic
acquisitio language
n. proficiency
Reading , for
Research students’
Quarterly, success in
47 (1), school.
91-108.
0 methods
10 Tonio, J., Ella, J. Teachers ‘Attitudes Tonio, J., Ella, J. studies in The Tonio and Ella Mentoring is an
toward the Use of 2019. Pre-service academic research examined the impactful strategy
Mother Tongue as Teachers writing and also attitudes of pre- to develop
Medium of Instruction. ‘Attitudes toward reading, code- attempts to service teachers in students’ skills
the Use of switching, look at the use of mother and knowledge
Mother Tongue mother tongue- factors tongue as a
as Medium of based influencing medium of
Instruction. Asian education, these ESL instruction in the first
EFL Journal. academic teachers in three grades in the
21(2.3). English and putting primary school level.
teaching their beliefs It was further noted
strategies. into that
classroom the use of mother
practices. tongue in the
classroom enable
teachers to express
their thoughts clearly
and
would make lessons
more interesting to
students
Sr no Autho Title Citation Purpose Objective Question/hyp Material & Analysis tool results Significance notes
r othesis method
11 McDo Principles McDonald, Review the plausible compares Quantitative Statistical tool This review indicates
nald, and R. P., & Ho, structural alternatives and recent results .survey used some steps that can be
R. P., practice in M. H. R. equation an account of practice with has conducted taken to reduce the
& Ho, reporting (2002). modeling identifiability. the principles manifest dangers Its significance is that when this
M. H. structal Principles Nonnormality of reporting accompanying its use analysis of equation reviewed it
R equation and practice and missing data recommended give more helpful for us and help
analysis in reporting problems should here. us to more information about new
structural also be addressed research .
equation
analyses.
Psychologic
al Methods,
7 (1), 64.
r othesis method
12 Catala Sex Catalan, R. sex This article Do male and Quantitative questionnaire reveals differences, such Here we see that female and male
n, R. differences M. J. (2003). differences in reports the results female second approach as females’ greater use style of speaking and writing.
M. J. in L2 Sex the use of a of a descriptive language of formal rule strategies,
vocabulary differences second study on sex learners differ input elicitation
learning in L2 language differences in the in (1) the strategies, rehearsal
strategies vocabulary use of a second number and strategies and planning
learning language (2) the range strategies, and males’
strategies. of vocabulary greater use of image
International strategies they vocabulary learning
Journal of use strategies
Applied
Linguistics,
13 (1),
r othesis method
13 Chung Technical Chung,T.W. Purpose of the aim of the The quantitative Statistical The article ends with Significance of this research is
,T.W., vocabulary , & Nation, this research reliability check, observation is method used . tool used . suggestions for helping identify the technical words and
& in P. (2003). is that and how to that the learners notice and learn relationship between words
Nation specialised Technical identify the consider the language of technical vocabulary semantically .
,P texts. vocabulary technical semantic other fields is
in vocabulary in relationship in different from
specialised text and order to place the linguistics
texts. applied words in the four- field .
Reading in a linguistics point scale
Foreign text .
Language,
15 (2), 103–
116
r othesis method
14 Mohd Promoting MohdAsraf, an extensive aimed at GER program, open-ended, The results of this study English are particularly suggested that longitudinal studies
Asraf, English R. M., & reading motivating the data were in-depth suggest that students in highlighted, and implications be carried out to determine the
R. M., language Ahmad, I. S. program students to read gathered from interviews rural schools can and do drawn for the successful effect of extensive reading on
& developme (2003). conducted in extensively in several sources were carried benefit from extensive implementation of extensive students' language proficiency
Ahma nt and the Promoting three rural English and to allow for out to obtain readingThe results of reading programs in rural schools
d, I. S reading English secondary or helping them triangulation the views of the study also suggest
habit language middle overcome their the teachers that the success of a
among development schools in problems in and students reading program
students in and the Malaysia understanding with regard to depends on several
rural reading habit English texts as a the GER factors, among which
schools among means towards program are: How we are able to
through the students in increasing their motivate the students to
Guided rural schools proficiency in the read; how the program
Extensive through the language is organized and
Reading Guided implemented; and how
program. Extensive their reading is
Reading monitored. It also
program. depends on how
Reading in a teachers feel about
Foreign extensive reading.
Language,
15 (2), 83.
Retrieved
from
http://www.
nflrc.hawaii.
edu/rfl/Octo
ber2003/mo
hdasraf/moh
dasraf.html
r othesis method
15 Peters Learner Peterson, M. This What are the Twelve Quatitativean The analysis suggests d suggests that although the
on, M interaction (2012). exploratory significant illustrative alysis,questio that the game provided participants found the game play
in a Learner study features of episodes drawn nair tool used access to an challenging, as this research
massively interaction investigates EFL learner from the for this environment conducive progressed they became
multiplayer in a the linguistic linguistic and participants' research . to forms of increasingly comfortable as their
online role massively and social social text chat, collaborative target familiarity with the game
playing multiplayer interaction of interaction in collected in language use and social increased.
game online role four a MMORPG? four 70-minute interaction identified as
(MMORPG playing intermediate 2. What are sessions held beneficial in the
): A game EFL learners learner over a one- sociocultural account of
sociocultur (MMORPG) during game attitudes month period, language development
al discourse :A play in a toward are analyzed
analysis sociocultural massively participation from a
discourse multiplayer in sociocultural
analysis. online role MMORPG- perspective
ReCALL, 24 playinggame based gaming
(3), 361-380 (MMORPG

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4 Nagy,W.,&Tow Words as tools: Nagy, Defining Words are tools; better

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