Abstract:

Vocabulary gain in a foreign language must be perceived as a mainstay of communication and paramount to language learning. Nevertheless, language learners may encounter a barrier if they cannot retrieve enough lexical knowledge to employ an accurate word to convey a message. Despite the significant role vocabulary has in communication and language, it is not common for Foreign Language (FL) curricula to focus on vocabulary through a designated section and explicitly guide teachers toward vocabulary instruction. not every classroom aiming to learn a foreign language like English considers vocabulary a separate skill to be acquired despite the significance acknowledged in research.

Advances in technology have allowed teachers to implement innovative strategies regarding their teaching methodologies. Technology tools were used significantly to expose key vocabulary through explicit vocabulary instruction and to provide students with practice through web-based vocabulary activities (Gap-filling with a 'pool' of answers, and translation to and from native language).

The aim of this study has been to focus on implementing a strategy focused on form and meaning vocabulary in real classroom settings. This study reports positive results from a pretest-posttest research in vocabulary learning in which traditional classes had vocabulary exposure and identification practice in class and as homework. Students’ perceptions of vocabulary teaching and learning strategies were also analyzed, based on the outcome. In conclusion this research shares important considerations for vocabulary learning in English as a Foreign Language in Higher Education.

Keywords:

Vocabulary acquisition, web-based vocabulary activities, English as a foreign language, vocabulary assessment, higher education.