The Effects of Vocabulary Notebook Keeping under Teacher Supervision on Vocabulary Acquisition among Low-Proficiency EFL Learners

초록

This study explores the effects of vocabulary notebook keeping under teacher supervision on low-proficiency Korean EFL learners. The participants were randomly divided into three groups: those who received teacher feedback and had their teacher monitor their notebook use; those who only had their teacher monitor their notebook use; and those who used their notebooks without any teacher intervention. Participants studied the target words for five weeks, and results showed that the group that received both teacher feedback and monitoring outperformed the other two groups in the posttest involving target vocabulary. This difference remained even after two weeks following the post-test. The superior group was also found to have a more positive attitude toward vocabulary notebook keeping and was more willing to continue keeping a notebook than the other two groups. These findings point to the important role teachers play in actualizing the full potential of vocabulary notebook keeping. © 2021, Asian Journal of Applied Linguistics. All Rights Reserved.

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