COMPARATIVE EFFECTIVENESS OF MIXED-LANGUAGE AND FULL ENGLISH CONVERSATION CLUBS ON VOCABULARY DEVELOPMENT AMONG INTERMEDIATE ENGLISH LEARNERS IN UZBEKISTAN
Abstract
This study explores the impact of Mixed-Language and Full English Conversation Clubs on vocabulary development among pre-IELTS learners in Uzbekistan. Using a mixed-methods design, the research involved 16 students, divided into two groups, who participated in four 90-minute sessions focused on IELTS-related vocabulary. The Mixed-Language Conversation Club, which initially allowed native language support before transitioning to English, showed significant and consistent improvements in vocabulary acquisition compared to the Full English Conversation Club, which used English exclusively from the start. Quantitative data from preand post-tests and Likert scale surveys supported by qualitative insights from interviews revealed higher engagement and efficiency for intermediate learners in the Mixed-Language approach. The findings suggest that integrating native language support in the early stages of language learning can enhance vocabulary development and overall language progress.
Full text article
References
Bohlmann, N. L., Maier, M., & Palacios, N. (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development, 86(4), 1094–1111. https://doi.org/10.1111/cdev.12375
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379. https://doi.org/10.2307/3588486
Dewaele, J. M., Saito, K., & Halimi, F. (2022). How teacher behavior shapes foreign language learners’ enjoyment, anxiety, and attitudes/motivation: A mixed modeling longitudinal investigation. Language Teaching Research. https://doi.org/10.1177/13621688221089601
Dong, Y. (2013). The role of first language in English as a second language (ESL) classrooms. English Teaching Forum, 51(3), 30–35. https://doi.org/10.1177/1362168815572747
Greenfader, C. M., & Brouillette, L. (2013). Boosting language skills of English learners through dramatization and movement. The Reading Teacher, 67, 171–180. https://doi.org/10.1002/TRTR.1192
Hlas, A. C. (2016). Reaching toward target language: Challenges and resources. Foreign Language Annals, 49(2), 203–216. https://doi.org/10.1111/flan.12188
Khodjaeva, S. (2020). Enhancing vocabulary through conversation clubs in Uzbekistan. Journal of Language and Education, 6(3), 12–22.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. https://doi.org/10.1037/0003-066X.59.6.300
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press. https://doi.org/10.1093/elt/ccu016
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.). Routledge. https://doi.org/10.4324/9781315750606
Micán, A., & Medina, L. C. (2017). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42, 398–414. https://doi.org/10.1080/02602938.2015.1118433
Mole, A. (2009). Use of code-switching in ESL classrooms. Language Teaching Research, 12(2), 259–271.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139514131
Nation, I. S. P. (2003). The role of vocabulary size in reading comprehension. Language Teaching Research, 7(1), 24–40. https://doi.org/10.1191/1362168803lr117oa
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge. https://doi.org/10.4324/9780203891704
Nation, P. (2003). The role of the first language in foreign language learning. Victoria University of Wellington. https://doi.org/10.26686/wgtn.12560333.v1
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. Benjamins Current Topics. https://doi.org/10.1075/ITL.00010.PET
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: Theories and practice. Annual Review of Applied Linguistics, 20, 189–206. https://doi.org/10.1177/136216880000400304
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Licensed under the Creative
Commons Attribution International License
(CC BY 4.0).
Copyright © by author(s).