EFL learners' weak performance in English vocabulary is a problem commonly found in a foreign language context. This research aims to suggest a fun and exciting way for helping students memorize a lot of new words quickly and better. The researcher presents the semantic feature technique to achieve this goal. In addition, this study generally attempts to investigate students' attitudes towards learning vocabulary via their semantic features in an EFL virtual setting. It also sheds light on the challenges they faced during their involvement with such a technique. Fifteen female intensive course students at Onaizah College for Sciences and Arts voluntarily participated in this research. The data were obtained by analyzing students' questionnaires and the observations in the virtual class during semantic feature activities. The questionnaire findings show students' positive attitudes towards semantic feature activities. On the other hand, results of the observation indicate four major fundamental problems students encounter while applying this technique, 1) the time gap between participant and researcher, 2) students' cheats, 3) weak level in English. 4) students' shyness to ask or participate. However, observation shows that they respond to this technique enthusiastically. Hence, semantic feature activities could be a practical technique if carefully planned to teach vocabulary.
| Published in | International Journal of Language and Linguistics (Volume 9, Issue 6) |
| DOI | 10.11648/j.ijll.20210906.15 |
| Page(s) | 304-319 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Attitudes, Vocabulary, Semantic Feature, Saudi EFL Students
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APA Style
Thana Adakhiel. (2021). Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges. International Journal of Language and Linguistics, 9(6), 304-319. https://doi.org/10.11648/j.ijll.20210906.15
ACS Style
Thana Adakhiel. Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges. Int. J. Lang. Linguist. 2021, 9(6), 304-319. doi: 10.11648/j.ijll.20210906.15
AMA Style
Thana Adakhiel. Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges. Int J Lang Linguist. 2021;9(6):304-319. doi: 10.11648/j.ijll.20210906.15
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Download@article{10.11648/j.ijll.20210906.15,
author = {Thana Adakhiel},
title = {Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges},
journal = {International Journal of Language and Linguistics},
volume = {9},
number = {6},
pages = {304-319},
doi = {10.11648/j.ijll.20210906.15},
url = {https://doi.org/10.11648/j.ijll.20210906.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20210906.15},
abstract = {EFL learners' weak performance in English vocabulary is a problem commonly found in a foreign language context. This research aims to suggest a fun and exciting way for helping students memorize a lot of new words quickly and better. The researcher presents the semantic feature technique to achieve this goal. In addition, this study generally attempts to investigate students' attitudes towards learning vocabulary via their semantic features in an EFL virtual setting. It also sheds light on the challenges they faced during their involvement with such a technique. Fifteen female intensive course students at Onaizah College for Sciences and Arts voluntarily participated in this research. The data were obtained by analyzing students' questionnaires and the observations in the virtual class during semantic feature activities. The questionnaire findings show students' positive attitudes towards semantic feature activities. On the other hand, results of the observation indicate four major fundamental problems students encounter while applying this technique, 1) the time gap between participant and researcher, 2) students' cheats, 3) weak level in English. 4) students' shyness to ask or participate. However, observation shows that they respond to this technique enthusiastically. Hence, semantic feature activities could be a practical technique if carefully planned to teach vocabulary.},
year = {2021}
}
TY - JOUR T1 - Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges AU - Thana Adakhiel Y1 - 2021/12/24 PY - 2021 N1 - https://doi.org/10.11648/j.ijll.20210906.15 DO - 10.11648/j.ijll.20210906.15 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 304 EP - 319 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20210906.15 AB - EFL learners' weak performance in English vocabulary is a problem commonly found in a foreign language context. This research aims to suggest a fun and exciting way for helping students memorize a lot of new words quickly and better. The researcher presents the semantic feature technique to achieve this goal. In addition, this study generally attempts to investigate students' attitudes towards learning vocabulary via their semantic features in an EFL virtual setting. It also sheds light on the challenges they faced during their involvement with such a technique. Fifteen female intensive course students at Onaizah College for Sciences and Arts voluntarily participated in this research. The data were obtained by analyzing students' questionnaires and the observations in the virtual class during semantic feature activities. The questionnaire findings show students' positive attitudes towards semantic feature activities. On the other hand, results of the observation indicate four major fundamental problems students encounter while applying this technique, 1) the time gap between participant and researcher, 2) students' cheats, 3) weak level in English. 4) students' shyness to ask or participate. However, observation shows that they respond to this technique enthusiastically. Hence, semantic feature activities could be a practical technique if carefully planned to teach vocabulary. VL - 9 IS - 6 ER -
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