Evaluating the Use of Hot Potatoes in Learning Academic Word List

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    Technology has emerged as a powerful platform to assist learners in their learning. Moreover, a key aspect of learning using technology is its ability to reach audiences at anytime and anywhere. In the current study, Hot Potatoes is used to identify whether or not they are able to learn Academic Word List (AWL) in five (5) exercises namely JMix, JCloze, JCross, JMix and JMatch. Fifty-three words were selected for the purpose of testing their knowledge of the academic vocabulary. Online questionnaire was later administered to the students to examine the relationship between the effectiveness of using Hot Potatoes and its usefulness in learning 53 vocabulary in various forms of quizzes. Results from the study show that there are positive correlations between the two variables with high levels of effectiveness of using Hot Potatoes and its usefulness in learning vocabulary. In terms of effectiveness, the students who answer the survey believe that Hot Potatoes provides direct feedback by remarking students of their answers to be correct or wrong. Meanwhile, the platform is identified to be useful by its users due to its appropriate format of quizzes for cross-word puzzle, matching, fill-in the blanks, jumbled sentences, cloze text and multiple-choice questions. These format of exercises reinforce the learning of vocabulary. The contribution of this study, therefore, has been to confirm that developers who are teacher-researchers may not have to have programming knowledge in preparing online quizzes. Instead, with the use Hot Potatoes, interactive Web exercises can be developed by those who do not have such background.

     


  • Keywords


    Hot Potatoes; Academic Word List (AWL); vocabulary, teaching and learning, technology; quizzes

  • References


      [1] Khiyabani H GB, Ghabanchi Z. Using multimedia in teaching vocabulary in high school classes. Journal of Advances in English Language Teaching. 2014;18(2):1-11. Khiyabani H GB, Ghabanchi Z. Using multimedia in teaching vocabulary in high school classes. Journal of Advances in English Language Teaching. 2014;18(2):1-11.

      [2] Ciampa K. Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning. 2014;30(1):82-96.

      [3] Ali Z, GM, Ismail R, Muhammad NN, Abidin NA, Malek NA Digital Board Game: Is there a need for it in language learning among tertiary level students?. . In MATEC Web of Conferences EDP Sciences. 2018; 150( 05026 ):1-5.

      [4] Setiawan E. The Use of Hot Potatoes for Teaching Vocabulary at The Eleventh Grade of SMA Bodhisattva. International Conference on Education and Language (ICEL) 20-21 May; Indonesia: Universiti Indonesia; 2016. p. 232-41.

      [5] Zuraina Ali JM, Roselan Baki, Ahmad Fauzi Mohd Ayub. Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary. English Language Teaching 2012;5(4):24-36.

      [6] Caromawati C. Evaluating A Synchronous Online Teacher Development Program On Creating Call Teaching Materials. Indonesian EFL Journal,. 2017;3(2):159-70

      [7] Syamsudin S, & Kurniawati, L. . Using Hot Potatoes Program for Reading Test Instrument in English Teaching Learning Process. Indonesian Journal of English Teaching. 2016;5(2):242-54.

      [8] Khalil R, M. Rania, and Shadia S. Fahim. "Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education." (2017).

      [9] Rodríguez R, Blázquez, M., López, B., Castro, M., San Cristobal, E., & Martín, S. (2014, October). In , 2014 (pp. 1-8). IEEE. Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education. Frontiers in Education Conference (FIE); Spain: IEEE 2014. p. 1-8.

      [10] Sanchez-Elez M, Pardines, I., Garcia, P., Miñana, G., Roman, S., Sanchez, M., & Risco, J. L. . Enhancing students’ learning process through self-generated tests. Journal of Science Education and Technology. 2014;23(1):15-25.

      [11] Alimah PM. The Effectiveness of Using “Hot Potatoes” To Teach Students “Simple Present Tense” At SMPN 1 Ngunut Tulungagung 2015 [Available from: http://repo.iain-tulungagung.ac.id/1863/20/ARTICLE.pdf.

      [12] Hassan Taj I, Ali, F., Sipra, M. A., & Ahmad, W. . Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level. Arab World English 2017;8(1):108-29.

      [13] Bakti EP. Hot Potatoes in Language Learning 2014 [Available from: https://www.slideshare.net/rosejuhi9/hot-potatoes-in-language-learning-30407650.

      [14] Safer F, & Salam, U. . Developing Hot Potatoes-Based Materials for English Teaching and Learning at SMK. Jurnal Pendidikan dan Pembelajaran. 2015;4(1):1-14.

      [15] Dos B, 17(1), 121-128. Developing and evaluating a blended learning course. Anthropologist. 2014;17(1):121-8.

      [16] Sadeghi N, & Soleimani, H. (2015). 5(11), 2407. A description and evaluation of hot potatoes web-authoring software in educational settings. Theory and Practice in Language Studies,. 2015;5(11):2407-15.

      [17] Schmitt N, Cobb, T., Horst, M., & Schmitt, D. . How much vocabulary is needed to use English? . Language Teaching. 2017;50(2):212-26.

      [18] Hulstijn JH. Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity Cognition and Second Language Instruction. Cambridge Cambridge University Press; 2001. p. 258-86

      [19] Deng H, & Shao, Y. (2011, October). . In : mLearn 2011 Conference Proceedings, Beijing, China. mLearn (pp. 24-31). editor Self-directed English vocabulary learning with a mobile application in everyday context. 10th World Conference on Mobile and Contextual Learning; 2011 October Beijing

      [20] Nation PE, 31-45. Small Corpus Studies and ELT. In: Mohsen Ghadessy AH, Robert L. Roseberry, editor. Small corpus studies and ELT. Using small corpora to investigate learner needs: Two vocabulary research tool. Amsterdam: Library of Congress; 2001. p. 31-47.

      [21] Macaro E. Fourteen features of a language learner strategy 2005 [Available from: http://www.crie.org.nz/research_paper/1Ernesto_Macaro_WP4.pdf.

      [22] de Jong PF. Phonological awareness and the use of phonological similarity in letter–sound learning. Journal of Experimental Child Psychology. 2007;98(3):131-52.

      [23] Scott JA, & Nagy, W. E. . Developing word consciousness. In: Kame’enui JFBEJ, editor. Vocabulary instruction: Research to practice. New York: Guilford Press; 2004.

      [24] Carlisle JF. Morphological awareness and early reading achievement. In: B. FL, editor. Morphological aspects of language processing. New Jersey: Erlbaum; 1995.

      [25] Yang MN. A nursing academic word list. English for specific purposes. 2015;37(27-38).

      [26] Lei L, & Liu, D. . A new medical academic word list: A corpus-based study with enhanced methodology. . Journal of English for Academic Purposes,. 2016;22(42-53).

      [27] Vargas JPZ, s1. , (20), . Considering the Use of Hot Potatoes in Reading Comprehension. Revista de Lenguas Modernas. 2014(20):309-21.


 

View

Download

Article ID: 17557
 
DOI: 10.14419/ijet.v7i3.25.17557




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.