SESSION 2:

CONTINUED STUDY
OF WORDS OVER
TIME & VOCABULARY
NOTEBOOK
Sarah B. Gonzales
MAEd Language Education (Candidate)
UP College of Education
Outcomes:
At the end of the session, the participants will:
1.Discuss the necessity of keeping a vocabulary
notebook to aid retention of new words
2.Articulate the relevance of applying
metacognitive strategies in learning vocabulary
3.Commit to study new words during and
beyond the training
 REFERENCES
Abbasian, R. (2010). Lexical Attrition of General and Special English Words after Years of Non-Exposure: The Case of
Iranian Teachers. English Language Teaching, 3(3), 47-53. Retrieved from http://files.eric.ed.gov/fulltext/EJ1081823.pdf
Gu, Y. (2010). Learning Strategies for Vocabulary Development. Reflections on English Language Teaching, 9 (2), 105-118.
Retrieved from http://nus.edu.sg/celc/research/books/relt/vol9/no2/105to118_gu.pdf
Kinsella, K., Stump, C.S., & Feldman, K. (n.d.) Strategies for Vocabulary Development. Retrieved from
http://www.phschool.com/eteach/language_arts/2002_03/essay.html
Lotfolahi, A. & Salehi, H. (2017). Spacing effects in vocabulary learning: Young EFL learners in focus. Cogent Education.
Retrieved from https://www.cogentoa.com/article/10.1080/2331186X.2017.1287391.pdf
Mahdavi, M. (2014). Metacognitive Strategy Training and Vocabulary Learning in an "Input-poor" Environment.
International Journal of Multidisciplinary and Current Research, 2, 389-398. Retrieved from http://ijmcr.com/wp-
content/uploads/2014/05/Paper36389-398.pdf
Oxford, R.L. (2003). Language Learning Styles and Strategies: An OVerview. GALA, 1-25. Retrieved from
http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Taveggia, D. (2013). Adapting a Vocabulary Notebook Strategy to the Needs of Community College English Language
Learners (Unpublished doctorall dissertation). University of Kansas, Lawrence, Kansas, United States. Retrieved from
https://kuscholarworks.ku.edu/bitstream/handle/1808/15096/Taveggia_ku_0099D_12690_DATA_1.pdf?sequence=1
Teacher Education through School-based Support in India. (n.d.) Strategies for teaching vocabulary. Retrieved from
http://www.open.edu/openlearncreate/pluginfile.php/134900/mod_resource/content/3/SE11_AIE_Final.pdf
Zhao, N. (2009). Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students. English
Language Teaching, 2(4). 123-129. Retrieved from http://files.eric.ed.gov/fulltext/EJ1083695.pdf
• A vocabulary notebook is a notebook with a specific purpose of
documenting new words and terms to be learned in our VBS
training.
• Using Vocab notebooks is one way to assist us, adult learners in
developing strategies that promote independent learning
(Taveggia, 2013)
• It is a flexible method for collecting information about words
that allows for the deep processing of those words (Stahl &
Fairbanks, 1986)
• It encourages noticing, retrieval, and generative use (Nation,
2001).
• It actively engages learners with words and word learning
(Blachowics, et.al., 2006)
• It forces learners to have multiple exposures to words which is
necessary for retention (Taveggia, 2013).
• Vocabulary notebooks are also called vocabulary
logs. You can write the new words that you
encounter even outside our training. You are free
to attach pictures, write sentences, draw so you’d
remember the words well.
learners consciously overview the learning process and
make decisions about planning, monitoring, and
evaluating the most ideal ways to study new words.
 • Research on Metacognitive Strategies
• In an experimental study by Zhao (2009), he found that
those who were taught metacognitive strategies
outperformed those who were only taught cognitive
strategies. Zhao is convinced that metacognitive training
could help improve vocabulary learning of students.
• Another metacognitive strategy training was conducted
with Iranian learners by Mahdavi in 2014. There was a big
difference between the experimental and control group in
terms of heightened metacognitive awareness as well as in
their performances in the vocabulary posttest. Mahdavi
(2014) concludes that the training conducted highly
influenced the increase in students' metacognitive
awareness of vocabulary as well as vocabulary
knowledge (p. 397).
 Continued study of words
• Our goal is to equip ourselves with strategies to
“make learning easier, faster, more enjoyable,
more self-directed, more effective and more
transferable to new situations” (Oxford, 1990).
• We want to be what Allwright (1990) and Little
(1991) describes as “more independent,
autonomous, lifelong learners” (in Oxford, 2003).
• A determined L2 learner is aware that vocabulary
building takes considerable dedication in terms of
effort and time. Vocabulary building is not a one-
time-big-time event but should span across
sessions and beyond the training.
 Continued study of words
• Non-exposure to English has a negative effect on
vocabulary (Abbasian, 2010). Abbasian suggests providing
English courses to teachers since we are in danger of losing
our lexical knowledge. Poor language proficiency affects
performance in the classroom and approaching teachers,
noted Gulf university medical students in a 2011 study.
• We have the tendency to stop exerting effort in using
strategies to improve our expressive vocabulary once we
reach a point where we perceive that we don’t need to
enrich our active vocabulary (Gu, 2010).
• Spaced word practice is essential because spreading
learning sessions over longer periods of time rather than
being massed in one single episode enhances memory.
This is called the “spacing effect” (Lotholahi & Salehi, 2016).
 STATEMENT
A metacognitive
strategy is at work when we
plan, monitor, and evaluate
our learning process.
 STATEMENT
The goal of this training
is for me to make use
of strategies until the
end of the training.
 STATEMENT
The goal of this training
is for me to make use
of strategies until the
end of the training.
 STATEMENT
It is important to
have a break in
between sessions to
better remember
words.
 STATEMENT
•Vocabulary
building is a one-
time-big-time
event.
 STATEMENT
•Lack of exposure to
English negatively
affects our
vocabulary.
 STATEMENT
Vocabulary notebooks
are also called
vocabulary logs.
 STATEMENT
Vocabulary notebooks
are only effective for
younger learners.
 STATEMENT
A Vocabulary
notebook does not
allow deep
processing of
words.
 STATEMENT
Using a
vocabulary
notebook is a
passive activity.
 STATEMENT
Using a vocabulary
notebook is an
example of a cognitive
strategy.