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AB - Abstract The present study exemplifies an action research-based approach to developing learner autonomy in learning productive vocabulary in an English as a foreign language (EFL) setting. We conducted two cycles of teaching actions as interventions to solve immediate learning problems. These actions involved Evernote-aided learning and activities of word guessing, gap noticing, and phonetic drilling. The results of vocabulary tests and interviews were analysed to measure and verify the outcomes of the interventions. Our results reveal that, by the end of the research, learners took initiative in learning productive vocabulary. They became more self-conscious of the knowledge involved in a productive word and more capable of managing vocabulary learning independently. Reflections upon the teachers’ role, their actions in the teaching practice, and the relationship between learner autonomy and vocabulary learning are discussed. 1 Introduction Productive vocabulary in literature has been widely referred to as words that can be retrieved and used in speaking and writing (Meara 1990; Nation 1990; Corson 1995; Laufer and Goldstein 2004). The knowledge and size of one’s productive vocabulary, therefore, are reported to have a great impact on the fluency and quality of language output. Within the context of English as a foreign language (EFL), such as for native Chinese speakers, it is commonly found that teachers effectively provide learners with the words they need to use in speaking and writing. However, when learning on their own, they usually feel at a loss. They have little experience in managing word knowledge and usually overemphasize orthography and meaning by rote learning. Despite taking the initiative, they generally fail to enhance their vocabulary, often complain of unnoticeable improvement, and gradually become passive and demotivated towards vocabulary learning. The situation described above, while not necessarily true for all contexts, is an apt description of the university where we teach. Most of the students are depressed by their poor vocabulary performance and show reluctance to further advance their language study. Several issues arise in the above situation: (1) students overlook the necessity of developing an overall vocabulary knowledge, and they become less proactive but more dependent on teachers to instil words into them; and (2) few students have a solid knowledge of the productive words learned in class, and it is often the case that students feel overwhelmed, unable to recall details of a word that has been taught once and again. Even though they do recognize the word occasionally, their knowledge of the word is largely constrained to its orthography and meaning. The above challenges encourage us to help students learn vocabulary autonomously by means of treatment cycles and give rise to the present research. ‘Autonomous learning’ in this work essentially refers to ‘the capacity to control one’s own learning’ (Benson 2011, p. 58), which is defined in terms of learning initiative and self-consciousness of what and how to learn productive words. Accordingly, two questions are addressed: What teaching actions can be taken to enhance students’ autonomous learning of productive vocabulary? How will these actions impact the students’ vocabulary knowledge and their management of vocabulary learning? 2 Literature Review Inquiries of the past three decades on the connection between vocabulary acquisition and learner’s autonomy led to research on productive vocabulary learning in two major dimensions: (1) what knowledge should be learned for a productive word, and (2) how vocabulary learning can be managed in an autonomous way. As Nation (1990) reports, to use a productive word means knowing the knowledge of its form, meaning, and use. The knowledge of form refers to know how the word is pronounced, written, and spelled, and what word parts are needed to express its meaning. The knowledge of meaning means knowing what word form can be used to express its meaning, what items its concept can refer to, and what other words can be alternatively used. The knowledge of use suggests in what pattern the word should be used; what words or types of words it can go with; and where, when, and how often it can be used. Nation’s paradigm has in some manner been seen as multidimensional, as many features are potentially contained within the knowledge of an individual word, and this multidimensional point of view gives rise to studies which have explored other aspects of vocabulary knowledge. Meara (1990), for example, points out that vocabulary knowledge is linked in an associational structure. All the words are connected to the network as a whole. Productive vocabulary within this framework is bidirectional, i.e. a productive word leads to other words and can in turn be accessed by other words in the vocabulary network. Moreover, Schmitt (1999) stresses the importance of syntagmatic relations and argues for the inclusion of collocation in learners’ knowledge of productive vocabulary. Schmitt’s viewpoint is shared by Webb (2007) who postulates that the knowledge of syntax together with that of orthography, association, grammatical functions, and meaning and form are evidence for knowing a productive word. With these major findings, a comprehensive picture of productive vocabulary knowledge can be captured, constructing frameworks for vocabulary testing (Laufer and Nation 1999; Meara and Fitzpatrick 2000; Meara and Bell 2001; Fitzpatrick and Clenton 2017). As for the second dimension, i.e. how autonomous vocabulary learning can be accomplished, we seek strategic behaviours that help to develop autonomous learners. Nation (2013) suggests that learner autonomy in vocabulary learning is composed of attitude, awareness, and capacity. Autonomous learners must take a proactive attitude towards vocabulary learning. They should also be aware of the approaches that are and will be taken with immediate reflections. Additionally, they need to arm themselves with the necessary skills and knowledge to be autonomous. In terms of capacity, Nation proposes eight principles of learning behaviours to foster learner autonomy. Knowing what to learn in a word, for example, is one of these principles, which guides learners to work on the word’s form, meaning, and use. While Nation’s research is basically theoretical, there are studies mapping research onto teaching practices. Fowle (2002), for example, finds that using vocabulary notebooks is an efficient approach to increasing lexical competence and developing autonomous modes of learning. Toyoda (2007) shows that an explicit instruction on intra-word clues is of great benefit to raise initiative in learning, making learners more independent of the teacher in deciding which words are appropriate to use. Another area which has seen considerable innovation in the past two decades is educational technology. Many studies have explored the contribution that Information and Communication Technology (ICT) can make to the processes of teaching and learning (Chen and Looi 1999; Lam 2000; Horst et al. 2005; Mooij 2007). As Harris (2002) reports in his case studies of schools in England, applying ICT in pedagogy is beneficial for students, since their motivation can be increased, and they ‘become accustomed to seeking information on the world-wide web, rather than asking their teacher or one of the classroom assistants’. (Harris 2002, p. 456) This value of ICT was examined by Wang et al. (2015). Their study compared ICT teaching (using an iPad APP) with traditional semantic-map teaching, finding that the iPad vocabulary teaching instruction outperforms the traditional teaching method, as the ICT approach has led to a noticeable progress in learners’ vocabulary size, making them more active, satisfied, and independent in learning vocabulary. Studies of word knowledge and of teaching approaches construct a general picture for research into autonomous learning of productive vocabulary. Some issues, however, remain unexplored. One of the issues is that the learning process is never static, and problems emerge when factors intervene. These factors are random, dynamic, and inseparable from the context been built. A single teaching method can hardly forecast all these factors and overcome all potential problems. Another issue that deserves in-depth exploration is teachers’ behaviours in the teaching practice. Previous research has paid much attention to what teaching approaches can be beneficial to learners, but seldom examined how these approaches are generated and refined. The present work tries to solve the aforementioned issues by adopting a dynamic point of view to conduct action research from the teachers’ perspective. We have based our research on an adapted framework of Nation’s paradigm of vocabulary knowledge, targeted at tracing and tackling real-time learning problems. In this adaptive paradigm, the knowledge of a productive word consists of pronunciation, spelling, meaning, and usage. Pronunciation and spelling are knowledge of a word’s form, and meaning is the concept to which the word refers or metaphorically implies, while usage means the word’s use in grammar and context. We believe this paradigm is more consistent with the teaching practice in China and can be easily replicated by teachers working in a similar context. 3 Collection and Organization of Data Action research focuses on identifying a problematic situation and intervening in the problematic situation to bring about changes and even better improvements in practice (Burns 2010). Given the procedures to conduct action research, i.e. teachers discover current challenges, plan dynamic approaches to intervene, and reflect on the efficacy of the undertaken approaches, it is necessary to highlight the participants, context, data, and instruments involved in the process. 3.1 Participants and research context Participating in the study were thirty-two non-English major graduate students, twenty-one males and eleven females, aged between twenty-one and twenty-three. All the students had received at least 10 years of formal education of English. Therefore, they were capable of applying some learning skills in the EFL context. However, most of the students were not fully engaged in English class. This may be due, in part, to the fact that their primary interest was their non-English major and/or due to long years of English learning without much noticeable progress. All the participants enrolled in the same English course, which was compulsory for all first-year students and lasted 16 weeks. The participants attended the class 2 h a day, once a week. According to the teaching objective, students were tasked with acquiring the productive words prescribed in the teaching syllabus by the end of the semester. The course followed a weekly theme in accordance with passages from the course book. Days before each class, students were expected to read three passages and look up the productive words. While in class, they needed to build word knowledge by engaging with their teachers, who commonly read to them the words, telling them the right pronunciation. Teachers working in this context also presented students with the words’ meanings and usages and occasionally left them vocabulary assignments which mainly focused on word usage. When the semester ended, students were assessed by a semi-structured interview on their knowledge covered in the semester, a vocabulary quiz, and a final test. 3.2 Data and instruments Two types of data were collected: the pre-action data and the in-action data. The pre-action data were collected from a questionnaire and a vocabulary test. We collected the data at the very beginning of the semester before any cycles of actions were taken. In this way, we evaluated the students’ current vocabulary learning and planned incoming interventions. The questionnaire covered the five-point Likert scale (Table AI). The goal of the questionnaire was to determine the problematic issues that were challenging the teaching practice. Six questions were on learning attitude, seven on learning behaviour, and three on learning needs. The data revealed severe conflicts between participants’ attitude and behaviour. Though most students acknowledged the necessity and importance of learning words on their own, they would like to be instilled by teachers. In addition, the data uncovered students’ confusions and needs as to learning. Few of the subjects were sure of what and how to learn. They also complained of poor memory, believing it was the major factor limiting their progress. Moreover, they suggested that both teachers and classmates should apply pressure on them to study the vocabulary. They assumed that they would be more motivated if teachers checked their learning progress regularly and classmates helped them in need. In addition to the questionnaire, there was Vocabulary Test 1 (Table AII), which consisted of items regarding words’ spelling, pronunciation, meaning, and usage. The collected test results represent the pretest data which would later be used to compare with the post-test data collected from the coming cycle of actions. In-action data were gathered to evaluate the interventions’ efficacy. The data consisted of two sources. The first source came from the vocabulary tests. Vocabulary Test 1 was conducted again at the end of the first cycle of actions to collect the post-test data. A comparison between the pre and post-test data helped us to determine whether the students’ vocabulary knowledge was affected by the interventions. The comparison also assisted us in recognizing unsolved issues and, therefore, prepared us for the second cycle of actions. Vocabulary Test 2 (Table AIII) was conducted at the end of the second cycle of actions. This test’s purpose was to measure the students’ further progress in word pronunciation. Another source of data was the two retrospective interviews. Interview 1 (Table AIV) was given to five students randomly selected after the first cycle of actions. The interview contained five questions, one of which was on the students’ reflections on the changes in their vocabulary knowledge, one on their comments on Evernote (described in Section 4.1 below), and three on pronunciation learning. The interview aimed to investigate students’ reactions to the impact of the current actions on their vocabulary learning and probe into the possible obstacles they had met so far. The results of the interviews helped us to plan the next cycle of actions. Interview 2 (Table AV) was given to five students randomly chosen at the end of the second cycle of actions. Of the four questions included in the interview, two were about the impact of the second cycle of actions on vocabulary learning and two about the learners’ comments on learning pronunciation knowledge. Interview 2 helped us to recognize new changes brought about by the teaching actions, particularly changes in students’ understanding of the vocabulary knowledge and their attitude towards productive vocabulary learning. 4 Action Research Conducted 4.1 Cycle 1 The first cycle of actions was taken in the first eight weeks of the semester as a countermeasure to issues found in the pre-action data. These actions included engaging students in using the application Evernote and involving them in a word-guessing activity. We chose Evernote, a digital tool, because of its multi-model attributes, including images, video, audio, and web links and also because of its high personalized operation in the management of knowledge. Evernote has been proven to enhance learner autonomy and motivation in vocabulary acquisition (Boyd 2011). We trained the students in the basic manipulation of this tool to record vocabulary knowledge. Based on the training, students learned to write notes accompanied by images, annotations, audio, and video. Fig. 1 shows a sample note. Fig. 1 View largeDownload slide A sample note in Evernote Fig. 1 View largeDownload slide A sample note in Evernote We ensured all students engaged with the tool by means of unscheduled supervision. At one time or another, we raised questions to students about knowledge of some words or asked them to work in groups to build vocabulary notes. In addition to Evernote, we involved students in a word-guessing activity. In this activity, we showed students images along with corresponding descriptions to illustrate productive words retrieved from the course book. Students’ tasks included: (1) recognizing the words, (2) collaborating with partners to explain their recognition, and (3) having an open discussion on their knowledge of the words. After the activity, we worked with students to go over these words’ spelling, pronunciation, meaning, and usage. Fig. 2 is an example image illustrating the productive word ‘attorney’. Fig. 2 View largeDownload slide An exemplary image in the word-guessing activity Description: The men standing in the picture advise people about laws or represent people in court. They are also called ‘lawyers’. Fig. 2 View largeDownload slide An exemplary image in the word-guessing activity Description: The men standing in the picture advise people about laws or represent people in court. They are also called ‘lawyers’. To measure how students’ knowledge of productive words were affected by these actions, we compared the pretest data with the post-test data from Vocabulary Test 1. Table 1 is a breakdown of the gain score. Table 1 A paired comparison of scores of Vocabulary Test 1 Vocabulary knowledge Pretest score Post-test score Sig. (P) Pronunciation 307 344 Spelling 14 65 ** Meaning 32 55 * Usage 35 78 ** Total 388 542 *** Vocabulary knowledge Pretest score Post-test score Sig. (P) Pronunciation 307 344 Spelling 14 65 ** Meaning 32 55 * Usage 35 78 ** Total 388 542 *** * P < 0.05, ** P < 0.01, *** P < 0.001. Table 1 A paired comparison of scores of Vocabulary Test 1 Vocabulary knowledge Pretest score Post-test score Sig. (P) Pronunciation 307 344 Spelling 14 65 ** Meaning 32 55 * Usage 35 78 ** Total 388 542 *** Vocabulary knowledge Pretest score Post-test score Sig. (P) Pronunciation 307 344 Spelling 14 65 ** Meaning 32 55 * Usage 35 78 ** Total 388 542 *** * P < 0.05, ** P < 0.01, *** P < 0.001. Generally, the first cycle of actions improved the students’ vocabulary knowledge; the scores increased from 388 in the pretest to 542 in the post-test with a P value of less than 0.001. However, where the four dimensions of knowledge are concerned, caution needs be applied to the interpretation of the progress. First, changes in the knowledge of spelling, meaning, and usage were more noticeable than that of pronunciation. In terms of spelling, students scored 65 in the post-test, 51 points higher than 14 in the pretest. As for meaning, the score increased by 23 from 32 to 55. The score in usage was also elevated, from 35 to 78. All these differences were significant, as the P values were less than 0.05. Nevertheless, students’ knowledge of pronunciation did not achieve remarkable progress; the score was slightly raised from 307 to 344 with a P value greater than 0.5. Based on the aforementioned data, we surmise that the first cycle of actions indeed helped students to form a meaningful view of the vocabulary knowledge; the students did not simply focus on words’ spelling and meaning as they did before but were sensitive to word usage. However, in the aspect of pronunciation, the students showed the least interest. We verified our conclusion through Interview 1. All the interviewees reported positive changes brought about by the teaching inventions. They expressed that their independent management of words by means of Evernote improved their understanding of vocabulary knowledge, because the activity helped them to be more interested in the dimensions of knowing a word. In the word-guessing activity, the students believed it to be an efficient way to enhance learning. On the one hand, it integrated image, illustration, and dictation into learning, making it an engaging way to motivate learning. On the other hand, it inspired them to manage words’ meaning by virtue of illustrative images in combination with textual descriptions. In spite of this progress, the interview data revealed that students were not fully engaged in learning words’ pronunciation. None of the students exploited the phonetic symbols to practice pronunciation, two learned it by guessing from words’ spelling and three by blind imitation. These learning strategies can lead to many problems. First, students can rarely differentiate minimal sound pairs without formal phonetic practice. Moreover, learners often err in spelling and pronunciation due to the unfamiliarity with the relation between the knowledge of sounds and the rules of spelling. These strategies may also account for the low performance in the pronunciation subtest of Vocabulary Test 1. Importantly, the interview data reveal noteworthy causes to these learning strategies. The first reason was that pronunciation was believed to be interior to meaning and usage. Students assumed that as long as a word was correctly used, inaccurate pronunciation would be of little consequence. Furthermore, they believed it was unnecessary to bear the burden of learning phonetic symbols. Pronunciation, in their view, could alternatively be learned in a much easier way by means of blind imitation. To summarize these findings, we conclude that the first cycle of actions brought about an increase in the students’ overall vocabulary knowledge, especially that of spelling, meaning, and usage. Nevertheless, the importance of words’ pronunciation was overlooked, and students became accustomed to neglecting the initiative in learning how to pronounce a word correctly. These issues hindered students from making further improvements in autonomous learning and prompted us to find a solution by implementing another cycle of actions. 4.2 Cycle 2 The second cycle of actions lasted 6 weeks from the 9th week until the end of the semester. It consisted of the actions described in the paragraphs below. One action was engaging students in a gap-noticing activity. Its purpose was to help students notice the gap between their knowledge of pronunciation and the role of pronunciation in practical use. In this activity, we prepared basic words with accompanying sentences to present their meanings and usages. The words were not in alphabetic form but represented by phonetic symbols, as shown in Table 2. A randomly selected student would apply his or her phonetic knowledge to recognize these words and then read them together with the sentences. On hearing the word and the sentence, the rest of the class wrote down both the word and its phonetic symbols. After that, a native-speaker recording of the same words and sentences was displayed to help students check through their work. The native-speaker recording was essential in this activity, since it enabled students to differentiate their pronunciation from the authentic one and helped them to realize that a poor command of pronunciation can fail to deliver the target information, causing communication failure. Finally, students had a group discussion led by the teacher on factors that caused inaccuracy and mistakes in their work. Table 2 A sample of the gap-noticing activity Word Exemplary sentence /pi:l/ The /pi:l/ has got vitamin C in it. /’sændiŋ/ I’m /’sændiŋ/ the table. /gΛl/ There’s a /gΛl/ on the beach. /beă/ Look at that yellow, lovely /beă/. /pæn/ He put some oil in that /pæn/ to fry eggs. Word Exemplary sentence /pi:l/ The /pi:l/ has got vitamin C in it. /’sændiŋ/ I’m /’sændiŋ/ the table. /gΛl/ There’s a /gΛl/ on the beach. /beă/ Look at that yellow, lovely /beă/. /pæn/ He put some oil in that /pæn/ to fry eggs. Table 2 A sample of the gap-noticing activity Word Exemplary sentence /pi:l/ The /pi:l/ has got vitamin C in it. /’sændiŋ/ I’m /’sændiŋ/ the table. /gΛl/ There’s a /gΛl/ on the beach. /beă/ Look at that yellow, lovely /beă/. /pæn/ He put some oil in that /pæn/ to fry eggs. Word Exemplary sentence /pi:l/ The /pi:l/ has got vitamin C in it. /’sændiŋ/ I’m /’sændiŋ/ the table. /gΛl/ There’s a /gΛl/ on the beach. /beă/ Look at that yellow, lovely /beă/. /pæn/ He put some oil in that /pæn/ to fry eggs. Conducting phonetic drilling was another action, which was realized by noticing, imitating, and repeating. Noticing helped students learn pronunciation knowledge in a more conscious way. This activity reminded them of the importance of different phonetic symbols in identifying a word. Imitating consisted of learning phonetics and imitating the sounds, with the aim to provide a good command of pronunciation. Repeating the pronunciation was performed in an attempt to move the pronunciation knowledge from the working memory into the long-term memory. We initiated the action by selecting words that framed minimal sound pairs from the gap-noticing activity and then displaying their pronunciation to students. The student tasks included: (1) recognizing the different phonological elements in the pairs; (2) learning the words’ articulation methods under teachers’ instructions; and (3) listening to materials that compare these phonetic symbols and imitating the recording. After the second cycle of actions, we conducted Vocabulary Test 2 to verify its efficacy. The test scores were compared with those of the pronunciation subtest of Vocabulary Test 1 to assess how students’ pronunciation knowledge had developed. The results are tabulated in Table 3. Table 3 A comparison of pronunciation scores between Vocabulary Test 1 and Vocabulary Test 2 Mean SD Standard Error Mean t df Sig. (P) Test 1–Test 2 −0.48 1.11 0.20 −2.40 30 0.02 Mean SD Standard Error Mean t df Sig. (P) Test 1–Test 2 −0.48 1.11 0.20 −2.40 30 0.02 Table 3 A comparison of pronunciation scores between Vocabulary Test 1 and Vocabulary Test 2 Mean SD Standard Error Mean t df Sig. (P) Test 1–Test 2 −0.48 1.11 0.20 −2.40 30 0.02 Mean SD Standard Error Mean t df Sig. (P) Test 1–Test 2 −0.48 1.11 0.20 −2.40 30 0.02 Table 3 shows that students’ average score in Test 2 is 0.48 points higher than that in Test 1, and this difference arrives at a significant level as the P value is lower than 0.05. Consequently, we speculate that the teaching inventions in Cycle 2 were effective in improving the students’ pronunciation knowledge. The five students that received the highest d-values (difference between the standard values of test 1 and test 2) were then interviewed to reflect on their pronunciation learning during the second cycle of actions. All of them acknowledged that the strategic teaching behaviours were beneficial. First, as they reported, the gap-noticing activity helped them to acknowledge the role pronunciation fulfils in a word, which they had largely neglected before. They found that a slight difference in phonological elements can lead to totally different words and cause communication failures. The students came to the conclusion that pronunciation knowledge was equally important to words’ spelling, meaning, and usage. They learned to integrate phonetic symbols into vocabulary learning instead of overlooking pronunciation by means of guess work or blind imitation. In addition, the phonetic drilling activity was portrayed as empowerment, building them pronunciation knowledge with self-consciousness. Three of these students mentioned that their consciousness of differentiating phonetic symbols had improved greatly. They reported that whenever learning a new word, they would spend more time than before on its phonetic symbols to consider the articulation methods and relevant minimal pairs. All of them agreed that they had a more solid knowledge of words’ pronunciation and a better command of vocabulary learning. 5 Discussion Our study maps teaching theories onto practice from a dynamic point of view. The research extends the field of action research in terms of research context and productive vocabulary learning. First, being set in China, this work is expected to enlighten teachers as to the role they traditionally take and the actions they are used to conducting in language teaching. Moreover, with noticeable progress observed in learner autonomy led by the action research approach, this work sets us to ponder over the essence of learner autonomy and its relationship with productive vocabulary learning. 5.1 Teachers’ role in teaching Most teachers in China have long behaved as unchallengeable authorities. They are accustomed to administering to students what they consider most worth learning. Students, however, in such a learning context often appeal for more attention from the teachers to their learning needs. They sometimes also complain of a lack of immediate assistance as their response in learning is often overlooked in teaching. This conflict between teaching and learning leads us to mull over the role of teachers. We assert that teachers and students are two sides sharing the common goal of effective learning. Given this common goal, the two sides need to regard each other as collaborative partners, working closely to improve efficiency. As for teachers, it is necessary for them to maintain authority, especially in screening knowledge, but it is also important for them to act as a co-operator, taking students’ needs and expectations into consideration, and being sensitive enough to potential obstacles in the way of successful learning. One possible approach to this cooperative end is to observe the dynamic changes in students’ learning processes, including the improvements made and the difficulties emerged, and negotiate with them in a timely manner, with respect to teaching schedules, curriculum design, and possible teaching obstacles, to work out a best solution to empower them. Students, on the other side, are expected to be proactive and initiative coordinators, assisting teachers with grounds fertile for teaching support. The students should be capable of exchanging ideas with their language teachers, providing them with immediate feedback regarding changes on aptitude, attitude, and motivation brought about by strategic behaviours. This role shift in teaching and learning, that of teachers in particular, is probably a key to developing autonomous learners who take initiative and are responsible for their own study. 5.2 Teachers’ actions in practice Another aspect relevant to the teachers’ role is the actions conducted in teaching practice. Teachers of unquestionable authority usually manage their teaching in a unidirectional way—their teaching actions stress upon all the knowledge that shall be passed onto students but overlook the students’ ability and initiative as to vocabulary learning. Students in such a context tend to be demotivated, as they complain that the learning load is far beyond their capability that they can hardly absorb all the stuff once for all. Some of them even become passive, assuming that all they need to do is listening to the teacher in class because the teacher has packed all the things for them. Learning vocabulary in such a context often results in poor performance and an increasing dependence on teachers. Teachers, on the other side, complain that little improvement has been observed in students’ learning despite much work they have undertaken and thus become discouraged by their under-achieving workload. As an alternative to these actions, we propose an approach that can involve an interaction between teaching and learning. Teachers’ actions conforming to this approach are responsive, reflective, and dynamic to both students’ psycho and physical reactions. For example, teachers need to monitor different stages of learning and apply a dynamic view to investigate changes in students’ learning needs and expectations. They may also integrate ICT use and curriculum activities into teaching in order to empower their pedagogy, reflect on students’ comments on their teaching approaches, and make necessary adjustments so as to fit into the dynamic changes along with students’ learning development. 5.3 Learner autonomy and vocabulary acquisition In this work, the teachers’ actions mainly aim to support the transition from dependence to autonomy by helping learners to develop initiative and self-consciousness, two fundamental cognition resources, in managing vocabulary learning. This approach to learner autonomy is in accord with Holec (1981), who reports that the use of cognitive resources by individuals is a key to shaping the language learning process and fostering autonomous learners. Since the cognitive resources are innate, as all human beings are endowed with cognition, they can be nurtured, as a result of experiential learning, or evoked by treatments received in educational settings (such as in a classroom). As to language teachers, their primary concern is what treatments can help to activate these cognitive resources and how these treatments do so. Benson (2003) proposed five broad guidelines for starting proper treatments: (1) be actively involved in students’ learning; (2) provide options and resources; (3) offer choices and decision-making opportunities; (4) support learners; and (5) encourage reflection. We implemented these five guidelines in the present work, as the action research itself involves proactive engagement in students’ learning, immediate reflection to dynamic learning problems, and timely support to the learning needs. The ICT and activities employed in our work are resources, offering alternatives to overcome learning obstacles. Working in concert, these activities bring students’ cognition in learning initiative and self-consciousness into effect, contributing to learners who are more able and willing to manage their own vocabulary learning. Although this work is based in China, a cognitional point of view of relating learner autonomy to vocabulary learning is somewhat universal and may thus be applied to foster teaching and learning in other geographical contexts. 6 Conclusion Sixteen weeks’ action research brought about salient changes in the way students approached productive vocabulary learning. These changes suggest that our final goal, to enhance learners’ autonomy in productive vocabulary learning, was successfully reached. On the one hand, students were more aware of the components involved in the knowledge of productive vocabulary. They did not just pay attention to words’ spelling and meaning as they did before but were attentive to their pronunciation and usage. The students no longer regarded pronunciation as dispensable but fundamental and equally important to other aspects of vocabulary knowledge. On the other hand, students became more self-conscious of initiating study. For example, they were more used to employing Evernote to motivate vocabulary input and output. They also learned to integrate their knowledge of phonetic symbols into pronunciation learning instead of overweighing guess work and blind imitation. As changes in learning were brought by teachers’ interventions, we were motivated to reflect upon the teachers’ role in pedagogy and re-examine the actions teachers traditionally take. Overall, teachers are expected to be collaborators of students. They need to know students well, provide them with both professional knowledge and supportive solutions, and work together with them to achieve the common goal of effective learning. The actions in teaching practice ought not to be unidirectional upon the students. Instead, the actions are bidirectional, that is, responsive, reflective, and dynamic to changes in students’ psycho and physical reactions in vocabulary learning. We further demonstrated that a possible approach to develop learner autonomy is to evoke learners’ cognitive resources, initiative and self-consciousness, in particular, by means of treatments. The present research was exploratory, shedding some light on the benefits of ICT use in EFL and a selection of activities that may empower teachers in developing learner autonomy. It must be noted that there are some factors left unexplored in our study. Individual differences, including the length of learning, study load, training received, attitude, and willpower inter alia, are potential variables that impact the data, adding complexity to the dynamic changing of learning status. Without rigorous control of these potential variables, the present research cannot arrive at a conclusion that our teaching actions are most effective and can be applied universally. We plan to investigate the relationships of these intervening variables to autonomous learning by means of treatment cycles. We expect that these future studies will get us closer to a complete approach of integrating research into vocabulary teaching and learning. Acknowledgements The authors wish to express their gratitude to the journal editors and the anonymous reviewers for their in-depth comments on earlier versions of this article. The authors are also grateful to Professor Wei Ren for his valuable insights. Funding This work was supported by the University of Chinese Academy of Sciences [grant number 2018D100], and the Fundamental Research Funds for the Central Universities in UIBE [grant number CXTD9-08]. References Benson P. ( 2003 ). Learner Autonomy in the Classroom . In D. 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The relationship between TOEFL vocabulary items and meaning, association, collocation and word-class knowledge . Language Testing , 16 ( 2 ): 189 – 216 . Google Scholar Crossref Search ADS Toyoda E. ( 2007 ). Enhancing autonomous L2 vocabulary learning focusing on the development of word-level processing skills . Reading Matrix: An International Online Journal , 7 ( 3 ): 13 – 33 . Wang B. T. , Teng C. W. , Chen H. T. ( 2015 ). Using iPad to facilitate English vocabulary learning . International Journal of Information and Education Technology , 5 ( 2 ): 100 – 4 . Google Scholar Crossref Search ADS Webb S. ( 2007 ). The effects of repetition on vocabulary knowledge . Applied Linguistics , 28 ( 1 ): 46 – 65 . Google Scholar Crossref Search ADS Appendix Table AI Five-point Likert scale questionnaire Direction. Please answer each question honestly. 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree I like to look up new words before class 1 2 3 4 5 I like to look up new words in class 1 2 3 4 5 I like to depend on teacher to explain new words 1 2 3 4 5 When I look up new words, I only care about their meanings 1 2 3 4 5 I find looking up new words is unnecessary because teacher will explain them during class 1 2 3 4 5 I find looking up new words is redundant because I can get help from friends and classmates 1 2 3 4 5 I find looking up new words is boring because of dull explanations of texts 1 2 3 4 5 I find looking up new words is meaningless because I could hardly remember them 1 2 3 4 5 I find looking up new words is time consuming because I am unfamiliar with too many words 1 2 3 4 5 I find looking up new words is important to follow the teacher during class 1 2 3 4 5 I spend much time on remembering words from the course book 1 2 3 4 5 I remember words' meanings 1 2 3 4 5 I remember words' pronunciation 1 2 3 4 5 I remember words' spellings 1 2 3 4 5 I remember words' usages (e.g. part of speech, collocation) 1 2 3 4 5 I review words from the course book 1 2 3 4 5 I can remember words from the course book clearly 1 2 3 4 5 I will be more motivated to learn words if teacher checks on my progress 1 2 3 4 5 I will be more motivated to learn words if other students help me 1 2 3 4 5 I will be more motivated to learn words if I can remember them clearly 1 2 3 4 5 Direction. Please answer each question honestly. 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree I like to look up new words before class 1 2 3 4 5 I like to look up new words in class 1 2 3 4 5 I like to depend on teacher to explain new words 1 2 3 4 5 When I look up new words, I only care about their meanings 1 2 3 4 5 I find looking up new words is unnecessary because teacher will explain them during class 1 2 3 4 5 I find looking up new words is redundant because I can get help from friends and classmates 1 2 3 4 5 I find looking up new words is boring because of dull explanations of texts 1 2 3 4 5 I find looking up new words is meaningless because I could hardly remember them 1 2 3 4 5 I find looking up new words is time consuming because I am unfamiliar with too many words 1 2 3 4 5 I find looking up new words is important to follow the teacher during class 1 2 3 4 5 I spend much time on remembering words from the course book 1 2 3 4 5 I remember words' meanings 1 2 3 4 5 I remember words' pronunciation 1 2 3 4 5 I remember words' spellings 1 2 3 4 5 I remember words' usages (e.g. part of speech, collocation) 1 2 3 4 5 I review words from the course book 1 2 3 4 5 I can remember words from the course book clearly 1 2 3 4 5 I will be more motivated to learn words if teacher checks on my progress 1 2 3 4 5 I will be more motivated to learn words if other students help me 1 2 3 4 5 I will be more motivated to learn words if I can remember them clearly 1 2 3 4 5 Table AI Five-point Likert scale questionnaire Direction. Please answer each question honestly. 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree I like to look up new words before class 1 2 3 4 5 I like to look up new words in class 1 2 3 4 5 I like to depend on teacher to explain new words 1 2 3 4 5 When I look up new words, I only care about their meanings 1 2 3 4 5 I find looking up new words is unnecessary because teacher will explain them during class 1 2 3 4 5 I find looking up new words is redundant because I can get help from friends and classmates 1 2 3 4 5 I find looking up new words is boring because of dull explanations of texts 1 2 3 4 5 I find looking up new words is meaningless because I could hardly remember them 1 2 3 4 5 I find looking up new words is time consuming because I am unfamiliar with too many words 1 2 3 4 5 I find looking up new words is important to follow the teacher during class 1 2 3 4 5 I spend much time on remembering words from the course book 1 2 3 4 5 I remember words' meanings 1 2 3 4 5 I remember words' pronunciation 1 2 3 4 5 I remember words' spellings 1 2 3 4 5 I remember words' usages (e.g. part of speech, collocation) 1 2 3 4 5 I review words from the course book 1 2 3 4 5 I can remember words from the course book clearly 1 2 3 4 5 I will be more motivated to learn words if teacher checks on my progress 1 2 3 4 5 I will be more motivated to learn words if other students help me 1 2 3 4 5 I will be more motivated to learn words if I can remember them clearly 1 2 3 4 5 Direction. Please answer each question honestly. 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree I like to look up new words before class 1 2 3 4 5 I like to look up new words in class 1 2 3 4 5 I like to depend on teacher to explain new words 1 2 3 4 5 When I look up new words, I only care about their meanings 1 2 3 4 5 I find looking up new words is unnecessary because teacher will explain them during class 1 2 3 4 5 I find looking up new words is redundant because I can get help from friends and classmates 1 2 3 4 5 I find looking up new words is boring because of dull explanations of texts 1 2 3 4 5 I find looking up new words is meaningless because I could hardly remember them 1 2 3 4 5 I find looking up new words is time consuming because I am unfamiliar with too many words 1 2 3 4 5 I find looking up new words is important to follow the teacher during class 1 2 3 4 5 I spend much time on remembering words from the course book 1 2 3 4 5 I remember words' meanings 1 2 3 4 5 I remember words' pronunciation 1 2 3 4 5 I remember words' spellings 1 2 3 4 5 I remember words' usages (e.g. part of speech, collocation) 1 2 3 4 5 I review words from the course book 1 2 3 4 5 I can remember words from the course book clearly 1 2 3 4 5 I will be more motivated to learn words if teacher checks on my progress 1 2 3 4 5 I will be more motivated to learn words if other students help me 1 2 3 4 5 I will be more motivated to learn words if I can remember them clearly 1 2 3 4 5 Table AII Vocabulary Test 1 Part 1. Choose the corresponding pronunciation of each word 1. slam: a. [slem] b. [slæm] c.[slăm] d.[slæm] 2. preliminary: a. [pre'lɪmɪn(ă)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 3. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 4. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 5. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 6. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 7. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 8. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 9. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 10. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 11. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 12. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 13. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 14. obsess: a. [ɔb'seis] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 15. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] Part 2. Some words in following sentences may be incorrect in spelling, meaning, or usage. Please put √ in the bracket if the sentence is right or underline the inaccuracy and correct it. Example: His progress this term has been satisfied. [satisfactory/satisfying] 1. A lot of young girls are obsessed for their weight. [ ] 2. They were defective by 3 goals to 2 in the match. [ ] 3. Some people appear to treat the job in a cavalier fashion. [ ] 4. A short is broadly excuted by Disney Studio. [ ] 5. The terms attoney and lawyer are often used interchangeably in the United States. [ ] 6. Scandals of some super stars have made their fame reputable. [ ] 7. It took perseverant to overcome his reading problems. [ ] 8. Climbing is a dangerous sport and the stake you have in it is high. [ ] 9. All 155 passengers died instantly when the plane slammed the mountain. [ ] 10. He has got a very serious hurt and the injuries were quite sever. [ ] 11. The meeting is open to everyone, whatever their political or religious orrientation. [ ] 12. Accident investigators will examine the reckage of the plane. [ ] 13. Her assistant was acussed of theft and fraud by the police. [ ] 14. Mensa members cling with the belief of dispatching the mentally retarded. [ ] 15. Children are most vulnerable to be abused within their own home. [ ] 16. Whenever he returns to home, he is happy and contended. [ ] 17. The feeling of failure is likely to hant him for the rest of his life. [ ] 18. This article catelogues the past and future glories of Coney Island. [ ] 19. This painting makes people positive, because its preliminary colour is green. [ ] 20. Gifts must be prepared before Christmas Day because shop will disclose then. [ ] 21. The doctor had encountered with several similar cases in the past. [ ] 22. It might be possible to approach to the problem in a different way. [ ] 23. He uses facts to support his arguments, making his speech forceful and deceptive. [ ] 24. Ted is thinking how to phrase the question raised by his professor. [ ] 25. He fulfils the bottle with water. [ ] 26. The award for the winner composites $5,000 and a laptop. [ ] 27. She has been designated the inheritor to take over the treasure. [ ] 28. The only flawness in his character seems to be a short temper. [ ] 29. Once they had acertained that he was not a spy, they agreed to release him. [ ] 30. The numerical value for the acceleration of velocity of a free-falling object is known as 9.8 m/s/s. [ ] Part 1. Choose the corresponding pronunciation of each word 1. slam: a. [slem] b. [slæm] c.[slăm] d.[slæm] 2. preliminary: a. [pre'lɪmɪn(ă)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 3. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 4. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 5. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 6. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 7. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 8. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 9. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 10. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 11. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 12. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 13. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 14. obsess: a. [ɔb'seis] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 15. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] Part 2. Some words in following sentences may be incorrect in spelling, meaning, or usage. Please put √ in the bracket if the sentence is right or underline the inaccuracy and correct it. Example: His progress this term has been satisfied. [satisfactory/satisfying] 1. A lot of young girls are obsessed for their weight. [ ] 2. They were defective by 3 goals to 2 in the match. [ ] 3. Some people appear to treat the job in a cavalier fashion. [ ] 4. A short is broadly excuted by Disney Studio. [ ] 5. The terms attoney and lawyer are often used interchangeably in the United States. [ ] 6. Scandals of some super stars have made their fame reputable. [ ] 7. It took perseverant to overcome his reading problems. [ ] 8. Climbing is a dangerous sport and the stake you have in it is high. [ ] 9. All 155 passengers died instantly when the plane slammed the mountain. [ ] 10. He has got a very serious hurt and the injuries were quite sever. [ ] 11. The meeting is open to everyone, whatever their political or religious orrientation. [ ] 12. Accident investigators will examine the reckage of the plane. [ ] 13. Her assistant was acussed of theft and fraud by the police. [ ] 14. Mensa members cling with the belief of dispatching the mentally retarded. [ ] 15. Children are most vulnerable to be abused within their own home. [ ] 16. Whenever he returns to home, he is happy and contended. [ ] 17. The feeling of failure is likely to hant him for the rest of his life. [ ] 18. This article catelogues the past and future glories of Coney Island. [ ] 19. This painting makes people positive, because its preliminary colour is green. [ ] 20. Gifts must be prepared before Christmas Day because shop will disclose then. [ ] 21. The doctor had encountered with several similar cases in the past. [ ] 22. It might be possible to approach to the problem in a different way. [ ] 23. He uses facts to support his arguments, making his speech forceful and deceptive. [ ] 24. Ted is thinking how to phrase the question raised by his professor. [ ] 25. He fulfils the bottle with water. [ ] 26. The award for the winner composites $5,000 and a laptop. [ ] 27. She has been designated the inheritor to take over the treasure. [ ] 28. The only flawness in his character seems to be a short temper. [ ] 29. Once they had acertained that he was not a spy, they agreed to release him. [ ] 30. The numerical value for the acceleration of velocity of a free-falling object is known as 9.8 m/s/s. [ ] Table AII Vocabulary Test 1 Part 1. Choose the corresponding pronunciation of each word 1. slam: a. [slem] b. [slæm] c.[slăm] d.[slæm] 2. preliminary: a. [pre'lɪmɪn(ă)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 3. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 4. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 5. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 6. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 7. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 8. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 9. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 10. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 11. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 12. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 13. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 14. obsess: a. [ɔb'seis] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 15. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] Part 2. Some words in following sentences may be incorrect in spelling, meaning, or usage. Please put √ in the bracket if the sentence is right or underline the inaccuracy and correct it. Example: His progress this term has been satisfied. [satisfactory/satisfying] 1. A lot of young girls are obsessed for their weight. [ ] 2. They were defective by 3 goals to 2 in the match. [ ] 3. Some people appear to treat the job in a cavalier fashion. [ ] 4. A short is broadly excuted by Disney Studio. [ ] 5. The terms attoney and lawyer are often used interchangeably in the United States. [ ] 6. Scandals of some super stars have made their fame reputable. [ ] 7. It took perseverant to overcome his reading problems. [ ] 8. Climbing is a dangerous sport and the stake you have in it is high. [ ] 9. All 155 passengers died instantly when the plane slammed the mountain. [ ] 10. He has got a very serious hurt and the injuries were quite sever. [ ] 11. The meeting is open to everyone, whatever their political or religious orrientation. [ ] 12. Accident investigators will examine the reckage of the plane. [ ] 13. Her assistant was acussed of theft and fraud by the police. [ ] 14. Mensa members cling with the belief of dispatching the mentally retarded. [ ] 15. Children are most vulnerable to be abused within their own home. [ ] 16. Whenever he returns to home, he is happy and contended. [ ] 17. The feeling of failure is likely to hant him for the rest of his life. [ ] 18. This article catelogues the past and future glories of Coney Island. [ ] 19. This painting makes people positive, because its preliminary colour is green. [ ] 20. Gifts must be prepared before Christmas Day because shop will disclose then. [ ] 21. The doctor had encountered with several similar cases in the past. [ ] 22. It might be possible to approach to the problem in a different way. [ ] 23. He uses facts to support his arguments, making his speech forceful and deceptive. [ ] 24. Ted is thinking how to phrase the question raised by his professor. [ ] 25. He fulfils the bottle with water. [ ] 26. The award for the winner composites $5,000 and a laptop. [ ] 27. She has been designated the inheritor to take over the treasure. [ ] 28. The only flawness in his character seems to be a short temper. [ ] 29. Once they had acertained that he was not a spy, they agreed to release him. [ ] 30. The numerical value for the acceleration of velocity of a free-falling object is known as 9.8 m/s/s. [ ] Part 1. Choose the corresponding pronunciation of each word 1. slam: a. [slem] b. [slæm] c.[slăm] d.[slæm] 2. preliminary: a. [pre'lɪmɪn(ă)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 3. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 4. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 5. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 6. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 7. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 8. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 9. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 10. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 11. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 12. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 13. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 14. obsess: a. [ɔb'seis] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 15. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] Part 2. Some words in following sentences may be incorrect in spelling, meaning, or usage. Please put √ in the bracket if the sentence is right or underline the inaccuracy and correct it. Example: His progress this term has been satisfied. [satisfactory/satisfying] 1. A lot of young girls are obsessed for their weight. [ ] 2. They were defective by 3 goals to 2 in the match. [ ] 3. Some people appear to treat the job in a cavalier fashion. [ ] 4. A short is broadly excuted by Disney Studio. [ ] 5. The terms attoney and lawyer are often used interchangeably in the United States. [ ] 6. Scandals of some super stars have made their fame reputable. [ ] 7. It took perseverant to overcome his reading problems. [ ] 8. Climbing is a dangerous sport and the stake you have in it is high. [ ] 9. All 155 passengers died instantly when the plane slammed the mountain. [ ] 10. He has got a very serious hurt and the injuries were quite sever. [ ] 11. The meeting is open to everyone, whatever their political or religious orrientation. [ ] 12. Accident investigators will examine the reckage of the plane. [ ] 13. Her assistant was acussed of theft and fraud by the police. [ ] 14. Mensa members cling with the belief of dispatching the mentally retarded. [ ] 15. Children are most vulnerable to be abused within their own home. [ ] 16. Whenever he returns to home, he is happy and contended. [ ] 17. The feeling of failure is likely to hant him for the rest of his life. [ ] 18. This article catelogues the past and future glories of Coney Island. [ ] 19. This painting makes people positive, because its preliminary colour is green. [ ] 20. Gifts must be prepared before Christmas Day because shop will disclose then. [ ] 21. The doctor had encountered with several similar cases in the past. [ ] 22. It might be possible to approach to the problem in a different way. [ ] 23. He uses facts to support his arguments, making his speech forceful and deceptive. [ ] 24. Ted is thinking how to phrase the question raised by his professor. [ ] 25. He fulfils the bottle with water. [ ] 26. The award for the winner composites $5,000 and a laptop. [ ] 27. She has been designated the inheritor to take over the treasure. [ ] 28. The only flawness in his character seems to be a short temper. [ ] 29. Once they had acertained that he was not a spy, they agreed to release him. [ ] 30. The numerical value for the acceleration of velocity of a free-falling object is known as 9.8 m/s/s. [ ] Table AIII Vocabulary Test 2 Direction. Choose the corresponding pronunciation of each word 1. preliminary: a. [pre'lɪmɪn(ə)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 2. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 3. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 4. slam: a. [slem] b. [slæm] c.[sləm] d.[slʌm] 5. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 6. disreputable: a. [dɪ:s'repjʊtib(ə)l] b. [dɪ:s'repjʊtəb(ə)l] c. [dɪs'repjʊtib(ə)l] d. [dɪs'repjʊtəb(ə)l] 7. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 8. wreckage: a. ['rekɪdʒ] b. ['rækɪdʒ] c. ['rəkɪdʒ] d. ['rʌkɪdʒ] 9. designate: a. ['dezɪgneɪt] b. ['dæzɪgneɪt] c. ['deizɪgneɪt] d. ['daizɪgneɪt] 10. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 11. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 12. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 13. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 14. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 15. execute: a. ['eksəkjuːt] b. ['eksɪkjuːt] c. ['eksi:kjuːt] d. ['ekskjuːt] 16. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] 17. obsess: a. [ɔb'ses] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 18. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 19. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 20. attorney: a. [ə'tɔːnɪ] b. [ə'tɔːneɪ] c. [ə'tȝœːnɪ] d. [ə'tȝœːneɪ] 21. disclose: a. [dɪs'kləz] b. [dɪs'klɔz] c. [dɪs'klɔ:z] d. [dɪs'kləʊz] 22. phrase: a. [fraɪz] b. [freɪz] c. [frez] d. [fræz] 23. dispute: a. [dɪ'spjt] b. [dɪ'spuːt] c. [də'spjuːt] d. [dɪ'spjuːt] 24. catalogue: a. ['ket(ə)lɔg] b. ['ket(ə)lʌg] c. ['kæt(ə)lɔg] d. ['kæt(ə)lʌg] 25. wither: a. ['weiðə] b. ['wiðə] c. ['weɪθə] d. ['wɪθə] 26. justify: a. ['dʒʌstɪfaɪ] b. ['dʒʌstəfaɪ] c. ['dʒəstɪfeɪ] d. ['dʒəstəfeɪ] 27. ascertain: a. [,æsə'teɪn] b. [,æsə'tæn] c. [,esə'teɪn] d. [,esə'tæn] 28. inferior: a. [ɪn'fɪəreə] b. [ɪn'feərɪə] c. [ɪn'fɪərɪə] d. [ɪn'feəreə] 29. inherite: a. [ɪn'hærɪt] b. [ɪn'herɪt] c. [en'hærɪt] d. [en'herɪt] 30. deceptive: a. [dɪ'sæptəv] b. [dɪ'seiptəv] c. [dɪ'septɪv] d. [dɪ'saiptɪv] Direction. Choose the corresponding pronunciation of each word 1. preliminary: a. [pre'lɪmɪn(ə)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 2. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 3. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 4. slam: a. [slem] b. [slæm] c.[sləm] d.[slʌm] 5. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 6. disreputable: a. [dɪ:s'repjʊtib(ə)l] b. [dɪ:s'repjʊtəb(ə)l] c. [dɪs'repjʊtib(ə)l] d. [dɪs'repjʊtəb(ə)l] 7. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 8. wreckage: a. ['rekɪdʒ] b. ['rækɪdʒ] c. ['rəkɪdʒ] d. ['rʌkɪdʒ] 9. designate: a. ['dezɪgneɪt] b. ['dæzɪgneɪt] c. ['deizɪgneɪt] d. ['daizɪgneɪt] 10. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 11. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 12. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 13. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 14. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 15. execute: a. ['eksəkjuːt] b. ['eksɪkjuːt] c. ['eksi:kjuːt] d. ['ekskjuːt] 16. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] 17. obsess: a. [ɔb'ses] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 18. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 19. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 20. attorney: a. [ə'tɔːnɪ] b. [ə'tɔːneɪ] c. [ə'tȝœːnɪ] d. [ə'tȝœːneɪ] 21. disclose: a. [dɪs'kləz] b. [dɪs'klɔz] c. [dɪs'klɔ:z] d. [dɪs'kləʊz] 22. phrase: a. [fraɪz] b. [freɪz] c. [frez] d. [fræz] 23. dispute: a. [dɪ'spjt] b. [dɪ'spuːt] c. [də'spjuːt] d. [dɪ'spjuːt] 24. catalogue: a. ['ket(ə)lɔg] b. ['ket(ə)lʌg] c. ['kæt(ə)lɔg] d. ['kæt(ə)lʌg] 25. wither: a. ['weiðə] b. ['wiðə] c. ['weɪθə] d. ['wɪθə] 26. justify: a. ['dʒʌstɪfaɪ] b. ['dʒʌstəfaɪ] c. ['dʒəstɪfeɪ] d. ['dʒəstəfeɪ] 27. ascertain: a. [,æsə'teɪn] b. [,æsə'tæn] c. [,esə'teɪn] d. [,esə'tæn] 28. inferior: a. [ɪn'fɪəreə] b. [ɪn'feərɪə] c. [ɪn'fɪərɪə] d. [ɪn'feəreə] 29. inherite: a. [ɪn'hærɪt] b. [ɪn'herɪt] c. [en'hærɪt] d. [en'herɪt] 30. deceptive: a. [dɪ'sæptəv] b. [dɪ'seiptəv] c. [dɪ'septɪv] d. [dɪ'saiptɪv] Table AIII Vocabulary Test 2 Direction. Choose the corresponding pronunciation of each word 1. preliminary: a. [pre'lɪmɪn(ə)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 2. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 3. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 4. slam: a. [slem] b. [slæm] c.[sləm] d.[slʌm] 5. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 6. disreputable: a. [dɪ:s'repjʊtib(ə)l] b. [dɪ:s'repjʊtəb(ə)l] c. [dɪs'repjʊtib(ə)l] d. [dɪs'repjʊtəb(ə)l] 7. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 8. wreckage: a. ['rekɪdʒ] b. ['rækɪdʒ] c. ['rəkɪdʒ] d. ['rʌkɪdʒ] 9. designate: a. ['dezɪgneɪt] b. ['dæzɪgneɪt] c. ['deizɪgneɪt] d. ['daizɪgneɪt] 10. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 11. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 12. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 13. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 14. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 15. execute: a. ['eksəkjuːt] b. ['eksɪkjuːt] c. ['eksi:kjuːt] d. ['ekskjuːt] 16. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] 17. obsess: a. [ɔb'ses] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 18. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 19. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 20. attorney: a. [ə'tɔːnɪ] b. [ə'tɔːneɪ] c. [ə'tȝœːnɪ] d. [ə'tȝœːneɪ] 21. disclose: a. [dɪs'kləz] b. [dɪs'klɔz] c. [dɪs'klɔ:z] d. [dɪs'kləʊz] 22. phrase: a. [fraɪz] b. [freɪz] c. [frez] d. [fræz] 23. dispute: a. [dɪ'spjt] b. [dɪ'spuːt] c. [də'spjuːt] d. [dɪ'spjuːt] 24. catalogue: a. ['ket(ə)lɔg] b. ['ket(ə)lʌg] c. ['kæt(ə)lɔg] d. ['kæt(ə)lʌg] 25. wither: a. ['weiðə] b. ['wiðə] c. ['weɪθə] d. ['wɪθə] 26. justify: a. ['dʒʌstɪfaɪ] b. ['dʒʌstəfaɪ] c. ['dʒəstɪfeɪ] d. ['dʒəstəfeɪ] 27. ascertain: a. [,æsə'teɪn] b. [,æsə'tæn] c. [,esə'teɪn] d. [,esə'tæn] 28. inferior: a. [ɪn'fɪəreə] b. [ɪn'feərɪə] c. [ɪn'fɪərɪə] d. [ɪn'feəreə] 29. inherite: a. [ɪn'hærɪt] b. [ɪn'herɪt] c. [en'hærɪt] d. [en'herɪt] 30. deceptive: a. [dɪ'sæptəv] b. [dɪ'seiptəv] c. [dɪ'septɪv] d. [dɪ'saiptɪv] Direction. Choose the corresponding pronunciation of each word 1. preliminary: a. [pre'lɪmɪn(ə)rɪ] b. [præ'lɪmɪn(ə)rɪ] c.[prə'lɪmɪn(ə)rɪ] d.[prɪ'lɪmɪn(ə)rɪ] 2. severe: a. [sɪ'vɪə] b. [sɪ'veə] c. [se'vɪə] d. [se'veə] 3. stake: a. [stek] b. [stæk] c. [steɪk] d. [staik] 4. slam: a. [slem] b. [slæm] c.[sləm] d.[slʌm] 5. correlate: a. ['kɔrəleɪt] b. ['kʌrəleɪt] c. ['kərəleɪt] d. ['kəurəleɪt] 6. disreputable: a. [dɪ:s'repjʊtib(ə)l] b. [dɪ:s'repjʊtəb(ə)l] c. [dɪs'repjʊtib(ə)l] d. [dɪs'repjʊtəb(ə)l] 7. encounter: a. [ɪn'kɔntə] b. [ɪn'kʌntə] c. [ɪn'kaʊntə] d. [ɪn'kɔːntə] 8. wreckage: a. ['rekɪdʒ] b. ['rækɪdʒ] c. ['rəkɪdʒ] d. ['rʌkɪdʒ] 9. designate: a. ['dezɪgneɪt] b. ['dæzɪgneɪt] c. ['deizɪgneɪt] d. ['daizɪgneɪt] 10. perishable: a. ['pærɪʃib(ə)l] b. ['perɪʃib(ə)l] c. ['perɪʃəb(ə)l] d. ['pairɪʃəb(ə)l] 11. vulnerable: a. ['vɔn(ə)rəb(ə)l] b. ['vɔn(ə)rib(ə)l] c. ['vʌln(ə)rəb(ə)l] d. ['vʌln(ə)rib(ə)l] 12. cling: a. [klɪŋ] b. [klɪn] c. [kleiŋ] d. [klein] 13. extermination: a. [ik,sətmi'neiʃən] b. [ik,sətə:mi'neiʃən] c. [ik,stmi'neiʃən] d. [ik,stə:mi'neiʃən] 14. defective: a. [dɪ'fektɪv] b. [dɪ'fæktɪv] c. [dɪ'fekətɪv] d. [dɪ'fækətɪv] 15. execute: a. ['eksəkjuːt] b. ['eksɪkjuːt] c. ['eksi:kjuːt] d. ['ekskjuːt] 16. perseverance: a. [pəːsɪ'veər(ə)ns] b. [pəːsɪ'vɪər(ə)ns] c. [pəːsə'vɪər(ə)ns] d. [pəːsə'veər(ə)ns] 17. obsess: a. [ɔb'ses] b. [əb'sæs] c. [ɔb'ses] d. [əb'ses] 18. haunt: a. [hʌnt] b. [hænt] c. [hɔːnt] d. [hɔnt] 19. cavalier: a. [,kevə'lɪə] b. [,kævə'lɪə] c. [,keivə'lɪə] d. [,kaivə'lɪə] 20. attorney: a. [ə'tɔːnɪ] b. [ə'tɔːneɪ] c. [ə'tȝœːnɪ] d. [ə'tȝœːneɪ] 21. disclose: a. [dɪs'kləz] b. [dɪs'klɔz] c. [dɪs'klɔ:z] d. [dɪs'kləʊz] 22. phrase: a. [fraɪz] b. [freɪz] c. [frez] d. [fræz] 23. dispute: a. [dɪ'spjt] b. [dɪ'spuːt] c. [də'spjuːt] d. [dɪ'spjuːt] 24. catalogue: a. ['ket(ə)lɔg] b. ['ket(ə)lʌg] c. ['kæt(ə)lɔg] d. ['kæt(ə)lʌg] 25. wither: a. ['weiðə] b. ['wiðə] c. ['weɪθə] d. ['wɪθə] 26. justify: a. ['dʒʌstɪfaɪ] b. ['dʒʌstəfaɪ] c. ['dʒəstɪfeɪ] d. ['dʒəstəfeɪ] 27. ascertain: a. [,æsə'teɪn] b. [,æsə'tæn] c. [,esə'teɪn] d. [,esə'tæn] 28. inferior: a. [ɪn'fɪəreə] b. [ɪn'feərɪə] c. [ɪn'fɪərɪə] d. [ɪn'feəreə] 29. inherite: a. [ɪn'hærɪt] b. [ɪn'herɪt] c. [en'hærɪt] d. [en'herɪt] 30. deceptive: a. [dɪ'sæptəv] b. [dɪ'seiptəv] c. [dɪ'septɪv] d. [dɪ'saiptɪv] Table AIV Questions in Interview 1 1. Are there any changes in your understanding of vocabulary knowledge? What are these changes and how do they happen? 2. Have you input your own pronunciation into Evernote? Do you think it is helpful for learning pronunciation? 3. Did you do well in the pronunciation section of Vocabulary Test 1? Can you tell us the reasons why you did/didn’t do it well? 4. How do you learn pronunciation of productive words? 5. Is the pronunciation of productive words equally important to their spelling, meaning and usage? Why do you think so? 1. Are there any changes in your understanding of vocabulary knowledge? What are these changes and how do they happen? 2. Have you input your own pronunciation into Evernote? Do you think it is helpful for learning pronunciation? 3. Did you do well in the pronunciation section of Vocabulary Test 1? Can you tell us the reasons why you did/didn’t do it well? 4. How do you learn pronunciation of productive words? 5. Is the pronunciation of productive words equally important to their spelling, meaning and usage? Why do you think so? Table AIV Questions in Interview 1 1. Are there any changes in your understanding of vocabulary knowledge? What are these changes and how do they happen? 2. Have you input your own pronunciation into Evernote? Do you think it is helpful for learning pronunciation? 3. Did you do well in the pronunciation section of Vocabulary Test 1? Can you tell us the reasons why you did/didn’t do it well? 4. How do you learn pronunciation of productive words? 5. Is the pronunciation of productive words equally important to their spelling, meaning and usage? Why do you think so? 1. Are there any changes in your understanding of vocabulary knowledge? What are these changes and how do they happen? 2. Have you input your own pronunciation into Evernote? Do you think it is helpful for learning pronunciation? 3. Did you do well in the pronunciation section of Vocabulary Test 1? Can you tell us the reasons why you did/didn’t do it well? 4. How do you learn pronunciation of productive words? 5. Is the pronunciation of productive words equally important to their spelling, meaning and usage? Why do you think so? Table AV Questions in Interview 2 1. From the 9th week till now, have you noticed any improvement in words’ pronunciation knowledge? How does that happen? 2. Compared to activities taken in the first 8 weeks, how do you think of the activities taken recently? Are they helpful to your vocabulary learning? How? 3. What is the status of pronunciation knowledge of productive words compared to their spelling, meaning and usage? 4. How would you learn productive words in future? 1. From the 9th week till now, have you noticed any improvement in words’ pronunciation knowledge? How does that happen? 2. Compared to activities taken in the first 8 weeks, how do you think of the activities taken recently? Are they helpful to your vocabulary learning? How? 3. What is the status of pronunciation knowledge of productive words compared to their spelling, meaning and usage? 4. How would you learn productive words in future? Table AV Questions in Interview 2 1. From the 9th week till now, have you noticed any improvement in words’ pronunciation knowledge? How does that happen? 2. Compared to activities taken in the first 8 weeks, how do you think of the activities taken recently? Are they helpful to your vocabulary learning? How? 3. What is the status of pronunciation knowledge of productive words compared to their spelling, meaning and usage? 4. How would you learn productive words in future? 1. From the 9th week till now, have you noticed any improvement in words’ pronunciation knowledge? How does that happen? 2. Compared to activities taken in the first 8 weeks, how do you think of the activities taken recently? Are they helpful to your vocabulary learning? How? 3. What is the status of pronunciation knowledge of productive words compared to their spelling, meaning and usage? 4. How would you learn productive words in future? © The Author(s) 2018. Published by Oxford University Press on behalf of EADH. All rights reserved. For permissions, please email: journals.permissions@oup.com This article is published and distributed under the terms of the Oxford University Press, Standard Journals Publication Model (https://academic.oup.com/journals/pages/open_access/funder_policies/chorus/standard_publication_model)
TI - Autonomous learning of productive vocabulary in the EFL context: An action research approach
JF - Digital Scholarship in the Humanities
DO - 10.1093/llc/fqy026
DA - 2019-04-01
UR - https://www.deepdyve.com/lp/oxford-university-press/autonomous-learning-of-productive-vocabulary-in-the-efl-context-an-Ti6O1IfDZJ
SP - 159
VL - 34
IS - 1
DP - DeepDyve
ER -