The Role of Reading and Listening Concentration Levels and Learning Style on Vocabulary Acquisition during Online Learning
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Jan 10, 2025
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Abstract
This study aims to determine the effect of reading and listening concentration level on students’ ability to recall vocabulary in EFL online classroom based on their learning styles. The research subjects were 142 junior high school students of grade 8 in Kediri Regency, East Java Province, Indonesia that consisted of 45 boys and 97 girls. The participants were asked to read the English vocabulary presented on the power point on the screen and listen to the teacher's explanation regarding the meaning of the words through Google Meet. The participants were divided based on the results of the learning styles survey into three groups, i.e. the visual, auditory, and kinesthetic group. The questionnaire regarding concentration was used to determine the level of concentration in reading and listening during online language learning. The results showed that there are significant differences in the ability to remember English vocabulary between the three groups of learning styles with different level of reading and listening concentration.
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Hadi Nugroho, I., & Bian Raharjo, I. (2025). The Role of Reading and Listening Concentration Levels and Learning Style on Vocabulary Acquisition during Online Learning. Journal on Education, 7(2), 10425-10437. https://doi.org/10.31004/joe.v7i2.8065
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References
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Gilakjani, A. P., & Branch, L. (2012). Visual , Auditory , Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113. https://doi.org/10.5296/jse.v2i1.1007
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Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning and Technology, 11(3), 64–82.
Ivone, F. M., Jacobs, G. M., & Renandya, W. A. (2020). Far apart, yet close together: Cooperative learning in online education. Studies in English Language and Education, 7(2), 271–289. https://doi.org/10.24815/siele.v7i2.17285
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Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning and Technology, 10(3), 102–120.
Leloup, J. W., & Ponterio, R. (2005). Vocabulary Support for Independent Online Reading. Language Learning & Technology, 9(2), 3–7.
Li, X., & Yang, X. (2016). Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning. Journal of Educational Computing Research, 54(7), 922–945. https://doi.org/10.1177/0735633116639953
Lu, T., & Yang, X. (2018). Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1719–1729. https://doi.org/10.29333/ejmste/85110
Moghaddam, A. N., & Araghi, S. M. (2013). Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning. English Language Teaching, 6(5), 55–61. https://doi.org/10.5539/elt.v6n5p55
Mohd Nor, N. F., Azman, H., & Hamat, A. (2013). Investigating students’ use of online annotation tool in an online reading environment. 3L: Language, Linguistics, Literature, 19(3), 87–101.
Mulyani, Fidyati, Suryani, Suri, M., & Halimatussakdiah. (2021). University students’ perceptions through e-learning implementation during covid-19 pandemic: Positive or negative features dominate? Studies in English Language and Education, 8(1), 197–211. https://doi.org/10.24815/siele.v8i1.17628
Nadri, M., Baghaei, P., & Zohoorian, Z. (2019). The contribution of cognitive abilities and general language proficiency to explaining listening comprehension in English as a foreign language. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1567010
Padidar, H. A., Tayebi, G., & Shakarami, A. (2015). The Relationship between Learning Styles and Vocabulary Learning and Retention. Spectrum: A Journal of Multidisciplinary Research, 4(1), 249–263.
Shanti Manipuspika, Y. (2020). Learning Styles of Indonesian EFL Students: Culture and Learning. Arab World English Journal, 11(1), 91–102. https://doi.org/10.24093/awej/vol11no1.8
Silviyanti, T. M. (2014). Looking i nto EFL Students ’ Per ceptions in Listening by Using English Movie Videos on YouTube. Studies in English Language and Education, 1(1), 42–58.
Susanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, & Tegor. (2020). English lecturers’ beliefs and practices in vocabulary learning. Studies in English Language and Education, 7(2), 486–503. https://doi.org/10.24815/siele.v7i2.16970
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50–73. Retrieved from http://llt.msu.edu/vol14num2/sydorenko.pdf
Taat, M. S., Abdulbaki, K., & Al-Saqqaf, A. (2020). The Impact of Lecture and Interactive Methods onStudent’s English Competency. International Journal of Emerging Technologies in Learning, 15(20), 255–266. https://doi.org/10.3991/ijet.v15i20.16683
Winke, P., Gass, S., & Sydorenko, T. (2010). The Effects of Captioning Videos Used for Foreign Language Listening Activities. Language Learning & Technology, 14(1), 65–86. Retrieved from http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf
Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration , Vocabulary and Self-concept in Listening and Reading Comprehension Examining the Role of Concentration , Vocabulary and Self-concept in Listening and Reading Comprehension. International Journal of Listening, 30(May), 24–46. https://doi.org/10.1080/10904018.2015.1065746
Zarei, N., & Hussin, S. (2014). Impact of learning management blog on students’ language learning and acquisition. GEMA Online Journal of Language Studies, 14(3), 51–63. https://doi.org/10.17576/GEMA-2014-1403-04
Zhang, J. (2019). Cognitive Functions of the Brain : Perception , Attention and Memory. Information Fusion and Mining Laboratory. Retrieved from http://www.ifmlab.org/files/tutorial/IFMLab_Tutorial_6.pdf
Alfian, A. (2021). The Favored Language Learning Strategies of Islamic University EFL Learners. Studies in English Language and Education, 8(1), 47–64. https://doi.org/10.24815/siele.v8i1.17844
Ananto, P., & Ningsih, S. K. (2020). Incorporation of Smartphones and Social Media to Promote Mobile Learning in an Indonesian Vocational Higher Education Setting. International Journal of Interactive Mobile Technologies, 14(19), 66–81. https://doi.org/10.3991/ijim.v14i19.13863
Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z., Alhapip, L., … Rivalina, R. (2020). Social media usage for enhancing english language skill. International Journal of Interactive Mobile Technologies, 14(7), 41–57. https://doi.org/10.3991/IJIM.V14I07.11552
Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning and Technology, 22(3), 124–142.
Bakar, N. A., Latif, H., & Ya’acob, A. (2017). Fusion of technology with language learning: Blog community. 3L: Language, Linguistics, Literature, 23(4), 200–211. https://doi.org/10.17576/3L-2017-2304-15
Bidabadi, F. S., & Yamat, H. (2012). The relationship between English listening proficiency levels and learning styles. GEMA Online Journal of Language Studies, 12(4), 1041–1055.
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232. https://doi.org/10.12973/iji.2018.11316a
Cohen, A., Oxford, R., & Chi, J. (2009). Learning style survey: Assessing your own learning styles. Maximizing Study Abroad: An Instructional Guide to Strategies for Language and Culture Learning and Use, 153–161. Retrieved from http://carla.umn.edu/maxsa/documents/LearningStyleSurvey_MAXSA_IG.pdf
DePorter, B., & Hernacki, M. (2007). Quantum Learning. (S. Meutia, Ed.). Bandung: Kaifa.
Drigas, A., & Karyotaki, M. (2019). Attention and its role: Theories and models. International Journal of Emerging Technologies in Learning, 14(12), 169–182. https://doi.org/10.3991/ijet.v14i12.10185
Dunn, R. (1993). Learning Styles of the Multiculturally Diverse. Emergency Librarian, 20(4), 24–32.
Gilakjani, A. P., & Branch, L. (2012). Visual , Auditory , Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113. https://doi.org/10.5296/jse.v2i1.1007
Hamat, A., & Hassan, H. A. (2019). Use of social media for informal language learning by Malaysian University Students. 3L: Language, Linguistics, Literature, 25(4), 68–83. https://doi.org/10.17576/3L-2019-2504-05
Han, M., & Niu, S. (2019). Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading. International Journal of Emerging Technologies in Learning, 14(13), 21–32. https://doi.org/https://doi.org/10.3991/ijet.v14i13.10705
Hendriwanto, H., & Kurniati, U. (2019). Building Reading Fluency with Mobile Assisted Extensive. International Journal of Interactive Mobile Technologies, 13(6), 84–92. https://doi.org/https://doi.org/10.3991/ijim.v13i06.9799
Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning and Technology, 11(3), 64–82.
Ivone, F. M., Jacobs, G. M., & Renandya, W. A. (2020). Far apart, yet close together: Cooperative learning in online education. Studies in English Language and Education, 7(2), 271–289. https://doi.org/10.24815/siele.v7i2.17285
Krish, P., Hussin, S., & Sivapuniam, N. (2011). Language Learning and Language Acquisition in Online Forums. 3L: The Southeast Asian Journal of English Language Studies, 17(2), 91–100.
Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning and Technology, 10(3), 102–120.
Leloup, J. W., & Ponterio, R. (2005). Vocabulary Support for Independent Online Reading. Language Learning & Technology, 9(2), 3–7.
Li, X., & Yang, X. (2016). Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning. Journal of Educational Computing Research, 54(7), 922–945. https://doi.org/10.1177/0735633116639953
Lu, T., & Yang, X. (2018). Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1719–1729. https://doi.org/10.29333/ejmste/85110
Moghaddam, A. N., & Araghi, S. M. (2013). Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning. English Language Teaching, 6(5), 55–61. https://doi.org/10.5539/elt.v6n5p55
Mohd Nor, N. F., Azman, H., & Hamat, A. (2013). Investigating students’ use of online annotation tool in an online reading environment. 3L: Language, Linguistics, Literature, 19(3), 87–101.
Mulyani, Fidyati, Suryani, Suri, M., & Halimatussakdiah. (2021). University students’ perceptions through e-learning implementation during covid-19 pandemic: Positive or negative features dominate? Studies in English Language and Education, 8(1), 197–211. https://doi.org/10.24815/siele.v8i1.17628
Nadri, M., Baghaei, P., & Zohoorian, Z. (2019). The contribution of cognitive abilities and general language proficiency to explaining listening comprehension in English as a foreign language. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1567010
Padidar, H. A., Tayebi, G., & Shakarami, A. (2015). The Relationship between Learning Styles and Vocabulary Learning and Retention. Spectrum: A Journal of Multidisciplinary Research, 4(1), 249–263.
Shanti Manipuspika, Y. (2020). Learning Styles of Indonesian EFL Students: Culture and Learning. Arab World English Journal, 11(1), 91–102. https://doi.org/10.24093/awej/vol11no1.8
Silviyanti, T. M. (2014). Looking i nto EFL Students ’ Per ceptions in Listening by Using English Movie Videos on YouTube. Studies in English Language and Education, 1(1), 42–58.
Susanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, & Tegor. (2020). English lecturers’ beliefs and practices in vocabulary learning. Studies in English Language and Education, 7(2), 486–503. https://doi.org/10.24815/siele.v7i2.16970
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50–73. Retrieved from http://llt.msu.edu/vol14num2/sydorenko.pdf
Taat, M. S., Abdulbaki, K., & Al-Saqqaf, A. (2020). The Impact of Lecture and Interactive Methods onStudent’s English Competency. International Journal of Emerging Technologies in Learning, 15(20), 255–266. https://doi.org/10.3991/ijet.v15i20.16683
Winke, P., Gass, S., & Sydorenko, T. (2010). The Effects of Captioning Videos Used for Foreign Language Listening Activities. Language Learning & Technology, 14(1), 65–86. Retrieved from http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf
Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration , Vocabulary and Self-concept in Listening and Reading Comprehension Examining the Role of Concentration , Vocabulary and Self-concept in Listening and Reading Comprehension. International Journal of Listening, 30(May), 24–46. https://doi.org/10.1080/10904018.2015.1065746
Zarei, N., & Hussin, S. (2014). Impact of learning management blog on students’ language learning and acquisition. GEMA Online Journal of Language Studies, 14(3), 51–63. https://doi.org/10.17576/GEMA-2014-1403-04
Zhang, J. (2019). Cognitive Functions of the Brain : Perception , Attention and Memory. Information Fusion and Mining Laboratory. Retrieved from http://www.ifmlab.org/files/tutorial/IFMLab_Tutorial_6.pdf