The Development of Computer Assisted Vocabulary Learning (CAVL) to Improve English Lexical Retention of Nursing Students

Barlian Kristanto, Diannike Putri, Le Huang Dung, Michael John V. Flores, Thanee Glomjai, Roro Lintang Suryani

Abstract


Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education. 

Keywords


Computer assisted vocabulary learning; Lexical retention; English for Nursing

Full Text:

FULL PDF

References


Alqahtani, M., & Teng, F. (2020). Vocabulary learning strategies and language proficiency: A meta-analysis study. English Language Teaching, 13(8), 38-49. http://doi.org/10.5539/elt.v13n8p38

Angelina, P. (2019). Developing task-based learning model for language teaching media course in English language education study program. Language and Language Teaching Journal, 21(1), 46–57. Retrieved from https://ejournal.usd.ac.id/index.php/LLT/article/view/936

Beatty, K. (2010). Teaching and researching computer-assisted language learning, 2nd Ed. London: Pearson Education Limited.

Beglar, D. (2010). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27(1), 101–118.

Bluman, A. (2010). Elementary statistics: A brief version (Fifth ed.). St. Louis, MO: The McGraw-Hill Companies, Inc.

Bosher, S. (2013). English for nursing. In B. Paltridge, & S. Starfield, The handbook of English for specific purposes (1st ed., pp. 263-281). West Sussex: John Wiley and Sons, Inc

Chen, H., & Li, X. (2021). The impact of multimedia-assisted instruction on English vocabulary learning for non-English majors. Theory and Practice in Language Studies, 11(3), 322-329.

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. London: Sage Ltd.

De Gruyter, J. (2017). How do participants manage different semiotic resources during lexical explanation sequences? A study of pedagogical and multimodal communication strategies. Journal of Pragmatics, 71, 57-74.

Derrah, R & D.E. Rowe (2015). Validating the Japanese bilingual version of the vocabulary size test. International Journal of Languages, Literature and Linguistics, 1(2), 131–135.

Elgort, I. (2013). Effects of L1 definitions and cognate status of test items on the vocabulary size test. Language Testing, 30(2), 253–272.

Fadliah, U., & Sugirin. (2019). Developing English Speaking Materials for Nursing Students: Advances in Social Science, Education, and Humanities Research: Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press

Freihat, S. & Al-Makhzoomi, K. (2012). An English for specific purposes (ESP) course for nursing students in Jordan and the role a needs analysis played. International Journal Humanities & Science, 2(7), pp.129-145.

Gluchmanova, M. (2016). Using the Moodle platform in English teaching. TEM Journal, 5 (4), pp. 492-497, ISSN 2217-8309, http://doi.org/10.18421/TEM54-13

Herusatoto, H. (2012). Longer EFL vocabulary retention: Learning in context or in isolation? Lingua, 6(2), 181–183. http://doi.org/10.18860/LING.V6I2.1460

Kim, M. J. (2021). The effects of online English vocabulary learning on vocabulary knowledge and metacognitive strategy use. Journal of Educational Technology & Society, 24(1), 86-100.

Kim, S. Y., & Lee, S. W. (2018). The effect of computer-assisted vocabulary learning on reading comprehension and vocabulary retention. Journal of Educational Technology Development and Exchange, 11(2), 49-65.

Krasnova, T. (2015). A paradigm shift: Blended learning integration in Russian higher education. Procedia-Social and Behavioral Sciences, 166, pp. 399- 403. http://dx.doi.org/10.1111/0026-7902.00014

Lee, J. H., & Kim, Y. (2021). The effects of dictionary use on vocabulary learning: A systematic review and meta-analysis. Language Teaching Research, 25(1), 1-25.

Lee, K. H., & Lim, H. (2021). The effects of training in computer-assisted vocabulary learning on vocabulary acquisition and academic performance. Journal of Educational Technology Development and Exchange, 14(1), 67-83.

Li, L. (2021). Assessing the impact of an extensive reading program on EFL vocabulary learning: A mixed-methods study. Journal of Research in Reading, 44(1), 131-149.

Mihalcea, R., Pérez-Rosas, V., & Perea, A. G. (2020). Affective multimedia resources for second language vocabulary acquisition. Computer Assisted Language Learning, 33(7), 774-793.

Namaziandost, E., Alekasir, S., Dehkordi, E. S., & Tilwani, S. A. (2021). An account of EFL learners' vocabulary learning in a mobile-assisted language environment: the case of Rosetta stone application. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 80-110

Nash, S. S., & Moore, M. (2014). Moodle Course Design Best Practices. Birmingham: Packt Publishing.

Nguyen, L. T. C., & Nation, P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42 (1), 86–99.

Pournia, Y. (2019). A study on the most frequent academic words in high impact factor English nursing journals: A corpus-based study. Iranian journal of nursing and midwifery research, 24(1), 11-11. https://doi.org/10.4103/ijnmr.ijnmr_190_17

Rajasa, G. (2018). Indonesian EFL Nursing Students’ Learning Process: Obstacles & Expectations. IJELTAL, 2(2), pp. 133-149

Ramezanali, M. (2021). The effectiveness of multimodal glossing on second language vocabulary learning: A meta-analysis. Language Learning & Technology, 25(1), 5-26.

Ratz, S. (2016). Vocabulary Learning with the Moodle Glossary Tool: A Case Study. Journal of Perspectives in Applied Academic Practice, vol. 4 (1), pp. 44-51.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.

Restrepo Ramos, F. D. (2015). Incidental vocabulary learning in second language acquisition: A literature review. PROFILE Issues in Teachers' Professional Development, 17(1), 157-166. http://dx.doi.org/10.15446/profile.v17n1.43957.

Salkind, N. J. (2020). Statistics for people who (think they) hate statistics. London: Sage Ltd.

Sauro, S., & Smith, B. (2014). Learner uptake of lexical phrases in language textbooks: A focus on phrasal verbs. Language Teaching Research, 18(2), 209-229.

Schmitt, N. (2020). Vocabulary in language teaching. Cambridge University Press

Schmitt, N., Nation, P., & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching.wgtn.ac.nz

Shokrpour, N. et al. (2019). Learning vocabulary electronically: Does computer assisted language learning (CALL) instruction have any impacts on iranian efl learners?, Cogent Education, 6(1), 1702827. http://doi.org/10.1080/2331186X.2019.1702827

Sibiya, M. N. (2018). Effective Communication in Nursing. InTech. doi: 10.5772/intechopen.74995

Suliman, W. A., & Tadros, A. (2011). Nursing students coping with English as a foreign language medium of instruction. Nurse Education Today, 31(4), 402–407. https://doi.org/10.1016/j.nedt.2010.07.014

Suramto, S., Susmini, S., & Episiasi, E. (2021). Nursing students’ perception to the necessity of english for specific purposes (ESP) course. https://doi.org/10.31540/jpp.v15i1.1259

Wang, D., & Ge, J. (2020). Computerized adaptive testing of EFL vocabulary: An exploratory study. Language Testing in Asia, 10(1), 1-18.

Warth-Sondheimer, C. (2011). Using Moodle for Language Teaching. Retrieved from http://www.wideminds.eu/moodle/file.php/1/tutorials/Using_Moodle_for_Language_Teaching_v1.2.pdf

Woodrow, L. (2018). Introducing Course Design English for Specific Purposes. New York: Routledge

Yang, M. (2015). A nursing academic word list. English for specific purposes, 37, 27-38. https://doi.org/10.1016/j.esp.2014.05.003

Ying, N. (2020). Medical English Vocabulary Teaching Research Based on Mind Mapping. Journal of physics, 1533(2), 022078-022078. https://doi.org/10.1088/17426596/1533/2/022078

Zarei, M., & Khazaie, M. (2011). The acquisition of vocabulary using multimodality exposure in EFL lessons. International Journal of Language Education, 2(1), 1-14.

Zhang, W., & Yuan, R. (2020). Enhancing L2 vocabulary acquisition through web-based reading: An empirical study. System, 93, 102336.

Zhou, Y., & Wang, J. (2021). Exploring the effects of online reading plus vocabulary learning tasks on EFL learners' vocabulary knowledge and reading comprehension. International Journal of Emerging Technologies in Learning, 16(3), 107-122.




DOI: https://doi.org/10.33394/jollt.v12i2.9755

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Barlian Kristanto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.