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https://ptsldigital.ukm.my/jspui/handle/123456789/497672Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Noorizah Mohamed, Dr. | - |
| dc.contributor.author | Asma'a Abdulrazaq Al-Mahbashi (P69595) | - |
| dc.date.accessioned | 2023-10-13T08:07:27Z | - |
| dc.date.available | 2023-10-13T08:07:27Z | - |
| dc.date.issued | 2018-10-04 | - |
| dc.identifier.other | ukmvital:112709 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497672 | - |
| dc.description | EFL Yemeni learners reading comprehension ability is challenged by their limited definitional and collocation vocabulary knowledge due to the teaching practices that emphasize grammar learning. A solution to develop these EFL learners' vocabulary knowledge is to provide them with an explicit vocabulary instruction through an integration of corpora in classroom, also known as data-driven learning (DDL). However, as individual learning differences have a potential effect on the efficiency of instruction; it cannot be assumed that the use of DDL would provide learners with equal learning opportunities. Therefore, the study aims to determine whether DDL instruction has a significant effect on developing definitional and collocation receptive vocabulary knowledge of Yemeni EFL learners; and to examine the predictive effect of EFL Yemeni learners multiple intelligences, specifically their predominant intelligences, on DDL learning outcomes. The study adopts a mixed-method design involving 60 Yemeni female English language second year students, equally divided into an experimental group (DDL) and a control group (dictionary). Quantitative data was gathered through McKenzie's multiple intelligences inventory and vocabulary pre-posttest, while qualitative data was collected using open-ended questions and teacher reflective journals. The DDL group was engaged in inductive discovery vocabulary activities. In contrast, the dictionary group had to consult their dictionaries. The results showed that DDL was significantly more effective than dictionary use. The findings also proved that the three identified predominant intelligences were not significant predictors of the DDL learning outcomes; however, they were one of the factors that enhanced the effect of DDL and the motivation of learners. The study provides insights for teachers with respect to the positive effect of DDL in the development of EFL Yemeni learners' vocabulary knowledge. It also highlights the importance of addressing students' different learning needs and strengths for creating diverse and motivating learning environment for vocabulary learning.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | English language | - |
| dc.subject | Vocabulary knowledge | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Effectiveness of data driven learning on EFL Yemeni learners receptive vocabulary knowledge | - |
| dc.type | Theses | - |
| dc.format.pages | 240 | - |
| dc.identifier.barcode | 004282(2019) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_112709+SOURCE1+SOURCE1.0.PDF Restricted Access | 4.75 MB | Adobe PDF |  View/Open |
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