EFL Students’ Preferences on Vocabulary Learning

Nurmala Hendrawaty; Yuliati Yuliati; Rahayu Puji Haryanti

doi:10.30998/scope.v8i2.21876

EFL Students’ Preferences on Vocabulary Learning

Nurmala Hendrawaty^(1*), Yuliati Yuliati⁽²⁾, Rahayu Puji Haryanti⁽³⁾

(1) Universitas Indraprasta PGRI Jakarta
(2) Universitas Negeri Semarang
(3) Universitas Negeri Semarang
(*) Corresponding Author

Abstract

Inadequate and monotonous vocabulary-teaching media fails to engage EFL students' interests and limits their vocabulary achievement. Thus, proper preparation before teaching will assist lecturers in identifying various teaching media that align with students' needs and interests, ensuring that the instructional activities are effective, enjoyable, and reach the learning objectives. The study aims to investigate preferences and explore preferred vocabulary learning media and mobile learning applications before teaching a vocabulary course. Guided by the explanatory sequential design of a mixed-method design, 41 respondents from a private university in Jakarta enrolled in a Vocabulary course in the third semester of the English Education Program. They completed the questionnaires and participated in an open-ended interview as part of a two-phase data collection. The study found that EFL students preferred vocabulary learning media such as English films with subtitles, songs, games, online/offline dictionaries, books, academic journals, technology-supported images, YouTube, and Quizziz. Furthermore, the reasons for using the preferred media for vocabulary learning include vocabulary acquisition, improving listening skills, pronunciation practice, word/lexical understanding (including slang words), language practice and cross-cultural exchange through online interactions, moral values, quick translation, vocabulary enhancement, academic purposes, and visual engagement. They favored YouTube and Quizziz as mobile learning applications because of their accessibility, simplicity, efficiency, and enjoyment. The study suggests that lecturers should switch from monotonous teaching approaches to multimodal ones while teaching vocabulary at the university level.

Keywords

EFL Students’ Preferences; Vocabulary; Multimodal Approach.

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References

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DOI: http://dx.doi.org/10.30998/scope.v8i2.21876

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