Abuzahra, N., Farrah, M.A. & Zalloum, S. (2016). Using cartoon in language classroom from a constructivist point of view. Arab World English Journal (AWEJ), 3, 229-245.
Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University Press.
Anıl, B. (2011). Teaching vocabulary through games- a sanguine step. i-manager's Journal on English Language Teaching, 1(4), 46-50.
Arıkan, A., & Taraf, H. U. (2010). Contextualizing young learners' English lessons with cartoons: focus on grammar and vocabulary. Procedia Social and Behavioral Sciences 2, 5212-5215.
Averianova, I. (2015). Vocabulary acquisition in L2: does CALL really help? EUROCALL Conference (pp. 30-35). Padova: Dublin: Research-publishing.net. doi:http://dx.doi.org/10.14705/rpnet.2015.000306
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120-128.
Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? EUROCALL, (pp. 67-72). doi:10.14705/rpnet.2017.eurocall2017.691
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London & New York: Routledge Falmer.
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32(2), 141-148. doi:10.1108/00907320410537658
Dobao, A. F. (2014). Vocabulary learning in collaborative tasks: a comparison of pair and small group work. Language Teaching Research, 18(4), 497-520. doi:10.1177/1362168813519730
Ebrahimzadeh, M. (2017). Readers, players, and watchers: EFL students' vocabulary acquisition through digital video games. English Language Teaching, 10(2), 1-18.
Flowerdew, L. (1998). A cultural perspective on group work. ELT Journal, 52(4), 323-329. doi:10.1093/elt/52.4.323
Güven, S., & Bekdaş, M. (2018). The effect of using caricatures on vocabulary retention in foreign language teaching. International Journal of Eurasia Social Sciences, 9(31), 622-647.
Johnson, A. P. (2015). Eylem araştırması el kitabı [Handbook of action research]. (Y. Uzuner & M. Ö. Anay, Trans.) Ankara: Anı.
Kalogirou, K., Beauchamp, G., & Whyte, S. (2019). Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting. The Language Learning Journal, 47(3), 332-343. doi:10.1080/09571736.2017.1283351
Karaaslan, H., Kılıç, N., Güven-Yalçın, G., & Güllü, A. (2018). Students' reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(3), 53-70.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. System, 65(C), 104-116. doi: 10.1016/j.system.2017.01.009
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.
Kırmızı, Ö., & Topçu, N. (2014). Vocabulary Learning Strategies of Turkish EFL Students at Karabük University. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Ataturk University Journal of Social Sciences Institute], 18(3), 217-232.
Lin, C.-C., Hsiao, H.-S., Tseng, S.-p., & Chan, H.-j. (2014). Learning English vocabulary collaboratively in a technology-supported classroom. The Turkish Online Journal of Educational Technology, 13(1), 162-173.
Mayo, M. D., & Zeitler, N. (2017). Lexical language-related episodes in pair and small group work. International Journal of English Studies, 17(1), 61-82. doi:10.6018/ijes/2017/1/255011
McBain, R. (2011, September). Teaching vocabulary to ESL students. Retrieved from ERIC: https://eric.ed.gov/?id=ED523679
Mozaffari, S. H. (2017). Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496-516.
Nasab, M. S. B. & Motlagh, S. F. P (2017). Vocabulary learning promotion through English subtitled cartoons. Communication and Linguistics Studies, 3(1-1), 1-7. Doi: 10.11648/j.cls.s.2017030101.11
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. H. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
Prosic-Santovac, D. (2017). Popular video cartoons and associated branded toys in teaching English to very young learners: a case study. Language Teaching Research, 21(5), 568-588.
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Sa'd, S. H., & Rajabi, F. (2018). Teaching and learning vocabulary: what English language learners perceive to be effective and ineffective strategies. C.E.P.S Journal, 8(1), 139-163. doi:10.26529/cepsj.492
Ubaque, D. F., & Pinilla, F. (2018). Exploring two EFL teachers' narrative events regarding vocabulary teaching and learning. How[online], 25(2), 129-147. doi:https://doi.org/10.19183/how.25.2.400
Wilkinson, D. (2017). EFL Vocabulary acquisition through word cards: student perceptions and strategies. The Electronic Journal for English as a Second Language, 21(3), 1-16.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249.
Zabidin, N. B. (2015). The use of humorous texts in improving ESL learners' vocabulary comprehension and retention. English Language Teaching, 8(9), 104-111.
Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching
Action research was carried out in the preparatory program of a foundation university to examine the effectiveness of cartoon discussions in vocabulary acquisition. Students were shown cartoon videos based on the theme of the textbook unit and were asked to answer the guiding questions including the target vocabulary implicitly or explicitly. Students were divided into randomly selected groups and were asked to complete a task using the vocabulary acquired through the learning management system. The students (n=19) were given a pre-and post-test with words that they were supposed to learn during the eight-week process. The tests were assessed by three different teachers (the W-coefficient was found as .944 for inter-rater reliability) using a pre-prepared rubric by the researchers. To evaluate students’ perceptions, at the end of the process, students were given a questionnaire. Findings revealed that the post-test results of the students, who acquired vocabulary through cartoon discussion and practiced collaboratively through the learning management system, were significantly higher compared to their pre-test results. Students expressed positive views concerning this method in the questionnaire applied. Acquisition of vocabulary through cartoon discussions was found effective and was well-received by students.
Abuzahra, N., Farrah, M.A. & Zalloum, S. (2016). Using cartoon in language classroom from a constructivist point of view. Arab World English Journal (AWEJ), 3, 229-245.
Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University Press.
Anıl, B. (2011). Teaching vocabulary through games- a sanguine step. i-manager's Journal on English Language Teaching, 1(4), 46-50.
Arıkan, A., & Taraf, H. U. (2010). Contextualizing young learners' English lessons with cartoons: focus on grammar and vocabulary. Procedia Social and Behavioral Sciences 2, 5212-5215.
Averianova, I. (2015). Vocabulary acquisition in L2: does CALL really help? EUROCALL Conference (pp. 30-35). Padova: Dublin: Research-publishing.net. doi:http://dx.doi.org/10.14705/rpnet.2015.000306
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120-128.
Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? EUROCALL, (pp. 67-72). doi:10.14705/rpnet.2017.eurocall2017.691
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London & New York: Routledge Falmer.
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32(2), 141-148. doi:10.1108/00907320410537658
Dobao, A. F. (2014). Vocabulary learning in collaborative tasks: a comparison of pair and small group work. Language Teaching Research, 18(4), 497-520. doi:10.1177/1362168813519730
Ebrahimzadeh, M. (2017). Readers, players, and watchers: EFL students' vocabulary acquisition through digital video games. English Language Teaching, 10(2), 1-18.
Flowerdew, L. (1998). A cultural perspective on group work. ELT Journal, 52(4), 323-329. doi:10.1093/elt/52.4.323
Güven, S., & Bekdaş, M. (2018). The effect of using caricatures on vocabulary retention in foreign language teaching. International Journal of Eurasia Social Sciences, 9(31), 622-647.
Johnson, A. P. (2015). Eylem araştırması el kitabı [Handbook of action research]. (Y. Uzuner & M. Ö. Anay, Trans.) Ankara: Anı.
Kalogirou, K., Beauchamp, G., & Whyte, S. (2019). Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting. The Language Learning Journal, 47(3), 332-343. doi:10.1080/09571736.2017.1283351
Karaaslan, H., Kılıç, N., Güven-Yalçın, G., & Güllü, A. (2018). Students' reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(3), 53-70.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. System, 65(C), 104-116. doi: 10.1016/j.system.2017.01.009
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.
Kırmızı, Ö., & Topçu, N. (2014). Vocabulary Learning Strategies of Turkish EFL Students at Karabük University. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Ataturk University Journal of Social Sciences Institute], 18(3), 217-232.
Lin, C.-C., Hsiao, H.-S., Tseng, S.-p., & Chan, H.-j. (2014). Learning English vocabulary collaboratively in a technology-supported classroom. The Turkish Online Journal of Educational Technology, 13(1), 162-173.
Mayo, M. D., & Zeitler, N. (2017). Lexical language-related episodes in pair and small group work. International Journal of English Studies, 17(1), 61-82. doi:10.6018/ijes/2017/1/255011
McBain, R. (2011, September). Teaching vocabulary to ESL students. Retrieved from ERIC: https://eric.ed.gov/?id=ED523679
Mozaffari, S. H. (2017). Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496-516.
Nasab, M. S. B. & Motlagh, S. F. P (2017). Vocabulary learning promotion through English subtitled cartoons. Communication and Linguistics Studies, 3(1-1), 1-7. Doi: 10.11648/j.cls.s.2017030101.11
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. H. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
Prosic-Santovac, D. (2017). Popular video cartoons and associated branded toys in teaching English to very young learners: a case study. Language Teaching Research, 21(5), 568-588.
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Sa'd, S. H., & Rajabi, F. (2018). Teaching and learning vocabulary: what English language learners perceive to be effective and ineffective strategies. C.E.P.S Journal, 8(1), 139-163. doi:10.26529/cepsj.492
Ubaque, D. F., & Pinilla, F. (2018). Exploring two EFL teachers' narrative events regarding vocabulary teaching and learning. How[online], 25(2), 129-147. doi:https://doi.org/10.19183/how.25.2.400
Wilkinson, D. (2017). EFL Vocabulary acquisition through word cards: student perceptions and strategies. The Electronic Journal for English as a Second Language, 21(3), 1-16.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249.
Zabidin, N. B. (2015). The use of humorous texts in improving ESL learners' vocabulary comprehension and retention. English Language Teaching, 8(9), 104-111.
Özkurkudis, M. J., & Bümen, N. (2021). Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching. Journal of Education and Future(19), 49-60. https://doi.org/10.30786/jef.656206
AMA
Özkurkudis MJ, Bümen N. Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching. JEF. Ocak 2021;(19):49-60. doi:10.30786/jef.656206
Chicago
Özkurkudis, Mary Jane, ve Nilay Bümen. “Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching”. Journal of Education and Future, sy. 19 (Ocak 2021): 49-60. https://doi.org/10.30786/jef.656206.
EndNote
Özkurkudis MJ, Bümen N (01 Ocak 2021) Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching. Journal of Education and Future 19 49–60.
IEEE
M. J. Özkurkudis ve N. Bümen, “Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching”, JEF, sy. 19, ss. 49–60, Ocak 2021, doi: 10.30786/jef.656206.
ISNAD
Özkurkudis, Mary Jane - Bümen, Nilay. “Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching”. Journal of Education and Future 19 (Ocak 2021), 49-60. https://doi.org/10.30786/jef.656206.
JAMA
Özkurkudis MJ, Bümen N. Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching. JEF. 2021;:49–60.
MLA
Özkurkudis, Mary Jane ve Nilay Bümen. “Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching”. Journal of Education and Future, sy. 19, 2021, ss. 49-60, doi:10.30786/jef.656206.
Vancouver
Özkurkudis MJ, Bümen N. Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching. JEF. 2021(19):49-60.