Reading time: 6.5 minutes
Vaughan Jones has more than 30 years of experience as an EFL Teacher, Trainer and Author. He’s lived and worked in France, Japan and Spain, and has worked to produce a number of coursebooks, including Focus, an English language learning series for upper-secondary students.
In this post he explores some tips and techniques for language teachers to help students improve their ability to remember vocabulary.Ìý
Play
All learning is remembering, said Plato… or was it Socrates? Anyway, I'm sure all of us agree that memory plays a central role in learning a foreign language and in particular, learning new words. The first two thousand are easy. As research tells us, approximately 80% of almost any text in English is made up of the 2,000 most frequent words.
Students meet these words repeatedly whatever they read or listen to, and whether they like it or not. And presumably they like it. Why? Because we know that repeated exposure is vital for long-term memorization, it effectively means that the first 2,000 words come 'for free'.
But what about the next thousand and the thousand after that? Researchers suggest that a student probably needs to know about 5,000 English words to pass the Cambridge First Certificate Exam and maybe upwards of 10,000 to be considered genuinely C2 level on the CEFR scale. For reference, an educated speaker of English as a first language will probably have a passive vocabulary of around 20,000 words.
What can we do to help our language students learn the thousands of less frequent words in the English language? It's not easy, that's for sure. There is no magic bullet. But here are some thoughts based on my own experience of many years in the classroom.
Sounds obvious, doesn't it? But time is always limited, so make sure that the words you are asking your learners to learn are the most useful, which probably means the most frequent for their particular stage in the learning process.
Usually your coursebook will do this for you. Vocabulary selection in the different levels of Focus is informed by the frequency criteria of the Global Scale of English. So in level 1 you might teach 'silly' (A1) but you wouldn't teach 'preposterous' (C1).Ìý
You never get a second chance to make a first impression. This is as true for words as it is for people. Encountering words for the first time in richly evocative, personalized, meaningful or unexpected contexts can help the memorization process. The more neurological stimulation, the better.
This should be an ongoing 'learner training' aspect of your language teaching. Firstly, encourage students to expose themselves to as much English as possible outside the classroom: music lyrics, tweets, blog posts, vlogs, video clips, extensive reading and listening (including podcasts and spoken word), and watching films and TV series with English subtitles. These are just a few obvious sources.
Secondly, train language students on how to discover meanings and recognize correct usage: guessing from context, using dictionaries effectively or learning basic meanings of high-frequency affixes.
Finally, teach your students different ways of recording vocabulary. Encourage them to create paper or digital flashcards, introduce them to mnemonic systems such as the keyword method or simply explore more creative ways of noting words down.
As you can't guarantee that words outside the top 2,000 will automatically reoccur at conveniently spaced intervals, it's your job to engineer systematic re-encounters with the new words you teach. A coursebook like Focus incorporates frequent recycling of target vocabulary, but it's never enough.
Also, what about all that vocabulary you taught when, for whatever reason, the lesson took a different direction and you went 'off-script' and started scribbling words on the board that weren't even in the coursebook?
My own very low-tech solution to capturing all those words is to institute a class scribe. Students take turns being the class scribe. They are given a blank sheet of paper at the beginning of the lesson and their role is simply to record any new language. This 'data', along with the target vocabulary in my coursebook, becomes my learning corpus. Having a class scribe:
So now I know which words I've taught, I can make sure that I recycle them at regular intervals. How do I do that? By equipping myself with a repertoire of tried-and-trusted 5 to 10-minute activities that can be used as lead-ins, warmers or fillers. Activities that require very little or no preparation and can be adapted to cover a wide variety of different lexical areas. Here are my favorite five.Ìý
Write down 12 to 15 words you want to revise on the board. Ask the students to choose five of the words and write them down. When they've done that, tell the students that you're going to read out dictionary definitions of the words in random order and that they should cross out their words if they think they hear the definition. When they've crossed out all five words, they shout Bingo.ÌýMake sure you keep a record of the word definitions you call out so that you can check the students' answers.
An old favorite. Think of the English vocabulary, pronunciation or grammar point you want to revise. Write five words on the board and ask students which one is the odd one out. The students then explain why. This usually relates to the meaning of the word, so in the following example, the odd one out is dog.Ìý
pinkÌý/ÌýÌýredÌýÌý/ÌýÌýdogÌýÌý/ÌýÌýblueÌýÌý/ÌýÌýyellow
However, you could have any criteria you like, say, the number of syllables. In that case, the odd one out would be yellow. In fact, the more unexpected the criteria, the better. The important thing is that they're looking at and thinking about the words you want them to revise.
Choose the language you want to review and devise a way of categorizing it into preferably two categories. Write the category headings on the board and ask the students to copy them. Then dictate the words (10-12 maximum) slowly and clearly, and ask the students to write them down in the correct category. For example, say you want to revise jobs, your categories might be jobs you do inside and jobs you do outside.
Then, dictate the words, eg a farmer, an archaeologist, a surgeon, an au pair, a vet, etc. The students write down the words in the correct category. When you've dictated the words, ask students to compare their lists.
Choose a lexical set you want to revise. Students work in pairs. They'll need a piece of paper, preferably graph paper with squares on.
Choose a topic, for exampleÌýschool subjects. Student A writes 'Across' words and Student D writes 'Down' words. It's a good idea to provide the first word across and make sure that it's a long one.
Student D then adds another school subject down the paper from top to bottom. This word must intersect with the school subject written across the page.
Student A then writes another school subject that intersects with the school subject Student D has written down. Students continue taking turns to write in their own words.
Students build up words like on a Scrabble board until they can't think of any more school subjects. (You could make it into a game by saying that the last person to write a school subject is a winner.) Note that students must leave one square between each word – this is why it's better and clearer to use squared paper.
This activity is good for revising any type of vocabulary. Ask the students to call out any seven letters from the alphabet. Write the letters scattered on the board. Then ask the students in pairs to think of a word beginning with each letter on the board. The most obvious criteria is to revise words from a specific lexical set that you have taught recently, egÌýjobs, clothes, food, animals, etc.
Alternatively, you could simply ask them for words they've noted down in lessons over the past two weeks. Another possibility would be to find the most interesting words they can from the Student Book unit that you've just finished. If the lexical set you want them to revise is particularly rich, you could ask the students to think of as many words for each letter as they can in, say, three minutes: make it into a contest to find the most words.
It's always worth spending time thinking about how you can help your students to learn words more efficiently and more effectively. Way back in the 1970s, the linguist David Wilkins summed up the importance of vocabulary learning thus: 'Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.'Ìý
Food is not just a means of nutrition; it can be a vibrant part of a culture's identity. English cuisine, influenced by its history, boasts a range of interesting and sometimes puzzling food names (some even puzzling fluent English speakers).ÌýLet's explore the stories behind some of the most well-known English food names.
Ìý
Studying at a UK university can be an amazing experience, but it comes with financial obligations. If you're thinking about studying abroad, it's essential to thoroughly research the cost of living in the UK and create a budget that works for you.
We’ve created a simple guide to help you get an idea what to think about when it comes to researching the living expenses in the UK for international students. To make sure you're prepared before you head off to the UK.
As you prepare for your trip abroad, there are various expenses you'll have to pay for before leaving your country. These one-time expenses include fees for a UK student visa, university fees for international students, and course materials.
Although these costs can be significant, it's important to include them in your budgeting.
After moving to the UK, you will have regular expenses to take care of such as rent, transportation, household and phone bills. These expenses remain consistent throughout the year and can be easily planned for.
As an international student in the UK, you may face various living expenses that can vary based on your individual circumstances.
For example, If you often travel on weekends or spend a lot of time going out with your friends, it's best to overestimate those expenses.
It's important to consider your expenses for socializing, shopping for clothes, and pursuing hobbies. If you have a limited budget, it's crucial to monitor these expenses closely.
If you're planning to study in the UK, keep in mind that the cost of living will depend on your location. Living in a big city versus a small town can result in significantly different accommodation costs.
For instance, the average one-bedroom rental can range from £1100 in a smaller city like Oxford to £1,695 in metropolitan London.
If walking isn't an option for you, then you should consider budgeting for transportation. In Glasgow, a monthly pass for public transportation costs £63, while in Manchester, it will cost you £74.
If you're someone who likes to stay active and exercise, you may also need to account for workout costs. Even with student discounts, joining the university gym in Cambridge will cost students about £35 per month, compared to £22 at the on-campus facilities in Leeds.
Before deciding where to study, it's important to research the cost of living in different cities and regions to ensure it fits within your budget due to the variation in costs.
Do you know any international students who have studied at the university you plan to attend? Or is there a student organization you can contact for information?
Reaching out to current students can provide insight into their daily expenses and they might even offer great tips on where to find good deals or places to avoid.
The cost of student housing varies based on the type of accommodation you prefer. Are you interested in living on campus, renting your own place, or sharing with fellow students off campus? Most schools provide comprehensive details about housing options, including contact information for potential roommates, landlords, or homestay families.
To help with budgeting as a student in the UK, you can use a like the one provided by the Universities and Colleges Admission Service (UCAS).
The calculator also offers the convenience of selecting your school from a list for accurate local costs.
With all these expenses, a bit of extra income would be helpful for any student. One possible way to supplement your finances during your studies is through tutoring. You can consider tutoring children or your fellow students at the university. It's important to note that international students are allowed to work up to 20 hours per week during the school year while on a student visa.
Your university's career center can assist you in finding part-time work opportunities, especially if you are looking to gain experience in your field of study. Maybe you're looking to work in a pub or restaurant to improve your English skills and experience the local culture.
Scholarships are available for both undergraduate and postgraduate studies, either directly from universities or through government initiatives. Non-EU nationals seeking postgraduate studies can apply for .
Although it may seem overwhelming, estimating your cost of living only requires a few calculations. Simply add up your fixed and variable expenses, as you would if you were living in your home country.
As a helpful reference, we have provided an example of a monthly budget for a student living in Nottingham. The budget is calculated using average spending data obtained from a UK student budget calculator.
Item |
Cost |
Rental apartment |
£385 |
Transportation (monthly pass with student discount) |
£49 |
Utility bills (electricity, gas, water, etc) |
£46 |
Gym membership (university gym) |
£23 |
Phone and internet |
£27 |
Grocery shopping |
£73 |
Bank fees |
£30 |
Clothes and personal items |
£50 |
Takeaway and eating out |
£70 |
Total |
£753 |
It's common to come across discounts for students, like deals on food at campus eateries, special phone plans, or lower prices at certain shops and restaurants.
Don't miss out on these opportunities and make sure to ask about them. Keep in mind that this budget doesn't cover expenses for shopping or hobbies, so take those into account based on your individual situation.
If you're able to work while studying abroad, it can help ease some of the financial strain. UK residents who require additional support may be eligible for .
There are lots of regarding financing and budgeting whilst abroad, so make sure to do your research and check them out.
Digital assessment is becoming more and more widespread in recent years. But what’s the role of digital assessment in teaching today? We’d like to give you some insight into digital assessment and automated scoring.
Just a few years ago, there may have been doubts about the role of AI in English assessment and the ability of a computer to score language tests accurately. But today, thousands of teachers worldwide use automated language tests to assess their students’ language proficiency.
For example, ÃÛÌÒapp’s suite of Versant tests have been delivering automated language assessments for nearly 25 years. And since its launch in 1996, over 350 million tests have been scored. The same technology is used in ÃÛÌÒapp’s Benchmark and Level tests.
Huge data sets of exam answers and results are used to train artificial intelligence machine learning technology to score English tests the same way that human markers do. This way, we’re not replacing human judgment; we’re just teaching computers to replicate it.
Of course, computers are much more efficient than humans. They don’t mind monotonous work and don’t make mistakes (the standard marking error of an AI-scored test is lower than that of a human-scored test). So we can get unbiased, accurate, and consistent scores.
The top benefits of automated scoring are speed, reliability, flexibility, and free from bias.
The main advantage computers have over humans is that they can quickly process complex information. Digital assessments can often provide an instant score turnaround. We can get accurate, reliable results within minutes. And that’s not just for multiple-choice answers but complex responses, too.
The benefit for teachers and institutions is that they can have hundreds, thousands, or tens of thousands of learners taking a test simultaneously and instantly receive a score.
The sooner you have scores, the sooner you can make decisions about placement and students’ language level or benchmark a learner’s strengths and weaknesses and make adjustments to learning that drive improvement and progress.
The next biggest benefit of digital assessment is flexible delivery models. This has become increasingly more important since online learning has become more prominent.
Accessibility became key: how can your institution provide access to assessment for your learners, if you can’t deliver tests on school premises?
The answer is digital assessment.
For example, Versant, our web-based test can be delivered online or offline, on-site or off-site. All test-takers need is a computer and a headset with a microphone. They can take the test anywhere, any time of day, any day of the week, making it very flexible to fit into someone's schedule or situation.Ìý
Impartiality is another important benefit of AI-based scoring. The AI engine used to score digital proficiency tests is completely free from bias. It doesn’t get tired, and it doesn’t have good and bad days like human markers do. And it doesn’t have a personality.
While some human markers are more generous and others are more strict, AI is always equally fair. Thanks to this, automated scoring provides consistent, standardized scores, no matter who’s taking the test.
If you’re testing students from around the world, with different backgrounds, they will be scored solely on their level of English, in a perfectly objective way.
Additional benefits of automated scoring are security and cost.
Digital assessments are more difficult to monitor than in-person tests, so security is a valid concern. One way to deal with this is remote monitoring.
Remote proctoring adds an extra layer of security, so test administrators can be confident that learners taking the test from home don’t cheat.
For example, our software captures a video of test takers, and the AI detection system automatically flags suspicious test-taker behavior. Test administrators can access the video anytime for audits and reviews, and easily find suspicious segments highlighted by our AI.
Here are a few examples of suspicious behavior that our system might flag:
Image monitoring:
Browser monitoring:
Video monitoring:
Last but not least, the cost of automated English certifications are a benefit. Indeed, automated scoring can be a more cost-effective way of monitoring tests, primarily because it saves time and resources.
ÃÛÌÒapp English proficiency assessments are highly scalable and don’t require extra time from human scorers, no matter how many test-takers you have.
Plus, there’s no need to spend time and money on training markers or purchasing equipment.
AI is helping to lead the way with efficient, accessible, fair and cost-effective English test marking/management. Given time it should develop even further, becoming even more advanced and being of even more help within the world of English language learning and assessments.Ìý
