Second Language Vocabulary Learning Website and Motivation

1.choose 5 vocabulary learning website for same level second language learners
2. Describe the website and its features in each 200 words. (CALL can be mentioned a bit)
3.500-700 words Evaluate the websites regarding the learners’ motivation. IF is motivate or not, how it motivate, when it motivates , is there any limitation and comparing 5 websites’ similarity and differences.

The Internet TESL Journal. (2017). Activities for ESL Students. Retrieved 4 26, 2017, from The Internet TESL Journal: http://a4esl.org/

The site provides grammar and vocabulary practice for all levels of ESL speakers, including ESL teachers. The site also has bilingual quizzes, which makes learning vocabularies easy for beginners using the site. Other features include links for teachers where they can access useful material for advancing their knowledge and teaching. The links offer conversation questions, games, and other types of content that can be used in the classroom setting.  The site is operated by the Internet TESL Journal (iteslj.org). The website has enhanced speed and ease of use, allowing easy access for users, especially those with slow internet connection. Subsequently, users are guaranteed that the pages can work even for browsers that are not compliant with the latest web standards. The site offers an organized user interface. The layout is divided appropriately making it easy for users to navigate. The site does not have any advertisements as well as non-essential images that create interference for the users. One of the key features that makes the website appropriate is the availability of links to YouTube that allow users to listen as they read the text. Users are not required to subscribe, and all services offered by the website are free (The Internet TESL Journal, 2017).

Language Guide. (2017). Language Guide. Retrieved 4 26, 2017, from Language Guide.org: http://www.languageguide.org/english/vocabulary/

The website offers important tools for ESL learners, helping them understand basic English vocabularies. The site offers two options on the home page. One for vocabulary students and the other for grammar. The website can be described as an online picture dictionary. Suggestively, learners can learn vocabulary through visual and audio means.  It offers numerous objects ranging from the alphabet, body parts, animals, and others. The website provides an opportunity for learners to explore English through an integrated approach of sound and pictures. Clicking or placing the cursor on an object, word, or phrase in the site allows the user to listen to its pronunciation. The learners can also engage in completing a challenge that allows them to determine their competency in the language.  The visual nature of the website makes it appropriate for students from all parts of the world regardless of their language. In situations where the user is not sure of what the image refers to, clicking on it allows translation in the language used in the interface. The website is a product of Language Guide, a USA based non-profit organization. Like a4esl.org, users of languageguide.org/English do not have to subscribe or pay to use it. Additionally, it has an excellent interface that facilitates navigation and a smartphone application that offers similar services (Language Guide, 2017).

ABCYa. (2017). ABCYa! Retrieved 4 26, 2017, from ABCya.com, L.L.C: http://www.abcya.com/

The site is designed for children, but it is also appropriate for use by adults and children learning English as a second language. It offers different approaches through which they can learn vocabularies, including educational games that are organized by grade levels.  The homepage provides a categorization of the materials from the 1st to 5th grade. The site is appropriate for developing writing, spelling, and phonic skills. Additionally, it offers synonyms and antonyms of the particular vocabularies. The website is approved for use by children, limiting the supervision required among parents and teachers. Nevertheless, it holds advertisements which might be a bother when using the services. The services are offered at a fee, and this limits its audience. Notably, adults learning English might feel discouraged in paying for the site services, considering it was designed for children. Nevertheless, it offers tools that can be imperative in learning English vocabularies among ESL kids and innovative products that can be used by teachers in this class. These products include access to computer games and mobile applications for children. The efficiency of the website has made it one of the featured websites by other companies such as Apple, New York Times, USA today, Parent Magazine and others (ABCYa, 2017).

Oxford University Press. (2017). Learning Resources Bank. Retrieved 4 26, 2017, from Oxford University Press: https://elt.oup.com/learning_resources/?cc=global&selLanguage=en&mode=hub

The site is one of the trustworthy and most reliable English learning resources. It offers activities that facilitate learning and practicing spelling, grammar, pronunciation, and listening. Nevertheless, the site is difficult to navigate, and it is more suitable for advanced users and savvy internet users. The site includes drop down menus that might be difficult to navigate for some users. It offers an A to Z index of resources that can be used in learning English (Oxford University Press, 2017). The site is best suited for ESL teachers. Learners can access practice activities and interactive exercises through the site. Additionally, it offers insight on the language, including the selection of dictionaries for different students. In this light, the material is divided to prioritize and guide the users. The courses include young students, adolescent learners, and adult learners. The diversity of the products and credibility of the site makes it a more desirable destination for ESL students, who have the expertise in navigating internet sites. It lacks advertisement that can distract the user and offers a feedback platform where users can recommend improvements. The site is operated by Oxford University Press, which is a leader in the development of English learning materials such as English dictionaries and bilingual dictionaries.

Mango Languages. (2017). Mango Languages. Retrieved 4 26, 2017, from Mango Languages: http://mangolanguages.com/

Mango languages is a database available through online platforms that include website and mobile application to users, including registered users of different libraries such as the New York Public Library. New users are required to create an account for them to access the database. The features of Mango languages include ESL lessons for Arabic, Cantonese, Mandarin, French, German, Greek, Italian, Japanese, Korean, Brazilian, Portuguese, Polish, Russian, Spanish, Turkish, and Vietnamese speakers. The service was started in 2007 in Michigan, by Jason Teshuba, Mike Teshuba, Ryan Whalen and Mike Goulas. Mango Languages offers customizable language and culture training software that uses computer-assisted learning for employees and their families.  The tools provided by the organization facilitate cross-cultural interaction not only for the ESL clients, but also across other languages. The products provided by the site are good for learning English vocabularies depending on one’s capabilities. Nevertheless, the use of this service can be expensive for students, and they require access to partner libraries to access the database. The use of Mango languages is appropriate for corporate or institutional services that offer services to ESL learners (Mango Languages, 2017). In this light, the company can offer customized services that help ESL learners to develop their English vocabulary skills.

Summary

The intent of this paper is to provide a review of the salient features of resources that can be used by ESL learners on online platforms to develop their vocabulary. There is no doubt that online platforms offer an efficient way to engage and facilitate the participation of ESL students (Igoudin, 2008). The use of these services can be appropriate in the classroom setting, self-development, as well as corporate activities such as developing the workforce language skills to facilitate better communication. The use of online resources facilitates discussions that can enable the learners to understand and build their abilities. Notably, these discussions are sometimes not available in the classroom settings. Online learning allows students to concentrate more because they are not interrupted (Igoudin, 2008). Most of the websites offer audio features that allow the users to learn the spelling and also the pronunciation. Sites such as the Language Guide (2017) offer pictorial guides to the users, which are important in learning vocabulary. Facilitating these capabilities allows the ESL students to identify and associate the content learned with the things in their physical environment.

ESL learners are from different cultural backgrounds that limit some forms of engagement in the classroom such as challenging the instructors. Online platforms do not have these limitations. For instance, Mango Languages (2017) offers software and applications that are used in computer language learning (CLL) giving the learner autonomy in how they gain language competency. Additionally, there are no time constraints when learning online. These websites are available at any time of the day, and the users can access them at their own convenience. The design of websites such as The Internet TESL Journal (2017) makes them assessable to all parties, including those with limited internet connection. Such capabilities increase the reliability of the platform and make users confident in sustainable learning programs. Nevertheless, other websites such as the learning resources provided by Oxford University Press (2017) and Mango Languages (2017) present some complexities in use that can limit engagement from inexperienced users. Suggestively, the use of these online resources requires guidance from experienced users. However, the diversity provided by the websites makes them appropriate for use across a range of ESL students, including those in the corporate environment. Additionally, some of the websites have a support system that takes feedback and offers guidance to the users. The sites are also customizable to allow navigation using the user’s language. Subsequently, the users find it easy to learn vocabulary with direction from their native languages.

The use of online sources comes with some limitations because some sites require subscriptions for users to pay a fee for engaging in the service. Additionally, despite some sites being useful in developing vocabulary, some sites such ABCYa (2017) design might demotivate use by adults. Despite this, the site provides an effective interface for use among young  ESL learners. The sites also provide links to other materials that can be beneficial for learning vocabularies. The key feature, in this case, is the link to YouTube channels that allow the website users to learn how to spell and pronounce words through watching videos. Such features might come as  a disadvantage to users who lack appropriate knowledge of using these links. Additionally, the many links including the advertisements found in some websites can compromise the concentration of the user and limit their engagement in the learning program. In this light, Language Guide (2017) and The Internet TESL Journal  (2017) provide the best features for ESL learners to learn vocabularies due to their basic design. Other sites such Mango Languages (2017) and Oxford University Press (2017) are useful, but they are suitable for experienced and savvy internet users. The five online sources can be instrumental in developing vocabulary among ESL users. They are from credible education providers, who have accumulated experience in providing these services.

References

ABCYa. (2017). ABCYa! Retrieved 4 26, 2017, from ABCya.com, L.L.C: http://www.abcya.com/

Igoudin, A. L. (2008). Adult ESL Student Motivation for Participation in Advanced Language

Learning. The CATESOL Journal, 20(1), 27–48.

Language Guide. (2017). Language Guide. Retrieved 4 26, 2017, from Language Guide.org: http://www.languageguide.org/english/vocabulary/

Mango Languages. (2017). Mango Languages. Retrieved 4 26, 2017, from Mango Languages: http://mangolanguages.com/

Oxford University Press. (2017). Learning Resources Bank. Retrieved 4 26, 2017, from Oxford University Press: https://elt.oup.com/learning_resources/?cc=global&selLanguage=en&mode=hub

The Internet TESL Journal. (2017). Activities for ESL Students. Retrieved 4 26, 2017, from The Internet TESL Journal : http://a4esl.org/

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