In this video I go over three vocabulary learning strategies that are backed by scientific research, with a breakdown for each method. Below are some of the sources I used in preparation for this video.
Al-salahat, O. F., Alhameed, D. A., & Khdair, R. M. (2020). The effect of a play-based program on improving word analysis skills in English language among UNRWA EFL Jordanian fifth basic grade students. IUG Journal of Educational & Psychological Studies, 28(4).
Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1523975.
Chen, L. (2022). Enhancing Chinese learners of English vocabulary growth through morphological instruction. The Educational Review, USA, 6(4), 124-132.
Cheng, Y. (2021, December). The role of morphological awareness in reading comprehension in Chinese EFL adult learners. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 996-1001). Atlantis Press.
Ganesan, P., Abdul Aziz, A. B., & Ismail, H. H. (2025). Comparing rote memorization and contextual learning in vocabulary acquisition among upper primary ESL students. International Journal of Academic Research in Progressive Education and Development, 14(2). https://doi.org/10.6007/IJARPED/v14-i2/25165
Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition. Language awareness, 29(1), 41-59.
Lin, C. Y., & Guo, Y. H. (2021). Enhancing EFL adolescent learners’ vocabulary acquisition via online single player role-play games. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 10-22.
Nation, P. (2021). Is it worth teaching vocabulary? TESOL journal, 12(4), e564.
Nuttall, C. (2005). Teaching reading skills in a foreign language. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912.
Qiao, S., Yeung, S. S. S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes. British Journal of Educational Technology, 53(4), 952-976.
Rankin, Y. A., Tibi, S., Kennington, C., & Han, N. E. (2021). In-game social interactions to Facilitate esl students' morphological awareness, language and literacy skills. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY), 1-25.
Yuan, X., & Tang, X. (2023). Effects of morphological intervention on multiple aspects of academic vocabulary knowledge. Acta Psychologica, 234, 103869.
Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41(4), 901-913.
Zhang, D., Koda, K., & Leong, C. (2016). Morphological awareness and bilingual word learning: A longitudinal structural equation modeling study. Reading & Writing, 29(3), 383–407. https://doi.org/10.1007/s11145-015-9603-y
Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher-order reading abilities among college-level second language learners. Sustainability, 12(4), 1.
Zhang, R., Zou, D., & Cheng, G. (2024). Self-regulated digital game-based
vocabulary learning: Motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay. Computer Assisted Language Learning, 1-43.
Zrig, A. (2020). Morphological awareness and vocabulary knowledge. International Journal of English Literature and Social Sciences, 5(5), 1689-1693.