Keywords
ESL learners
vocabulary learning
web-based learning
How to Cite
Abstract
Mastering academic vocabulary is crucial for post-secondary English as a Second Language (ESL) learners as academic language plays a key role in their academic success. However, many Malaysian ESL learners struggle to acquire and use academic vocabulary effectively, often due to the limitations of traditional instructional approaches. This study examines the effect of a web-based learning resource on the learning of academic vocabulary among 33 pre-university ESL learners from a Centre of Foundation Studies in Kuala Lumpur, Malaysia. A one-group pre-test post-test research design was employed over an eight-week intervention programme. Results, analysed using the Wilcoxon signed-rank test, revealed an improvement that was statistically significant in academic vocabulary scores (z = -4.25, p < 0.005) with a large effect size (r = 0.52). Key features of the web-based resource, which include sentence-writing activities, explicit instruction, and a flexible learning environment, have likely contributed to these outcomes. This study showcases the potential effectiveness of web-based learning tools in enhancing the learning of academic vocabulary among post-secondary ESL students by offering engaging and interactive learning opportunities.
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