Identify the keywords of your research project. You may extract them from your hypothesis, research question, and objectives.
Based on these key terms, select a minimum of four research articles relevant to your topic. Ensure that they are credible and pertinent sources, and identify their main ideas. You may use analysis tools such as https://notebooklm.google.com/?authuser=1
Create a visual presentation that includes:
Title of the presentation, your name, and the date. A list of the selected articles, including: author(s), year of publication, article title, journal name, volume, issue, and page range. A justification for selecting these articles, explaining why they are relevant to your research and what they contribute to the topic. Definitions of the key terms that will be used in your research and that are essential for understanding the topic. Properly formatted in-text citations and references in accordance with APA 7th edition guidelines, including examples of how citations would appear both in-text and in the reference list.
Title of the presentation, your name, and the date.
A list of the selected articles, including: author(s), year of publication, article title, journal name, volume, issue, and page range.
A justification for selecting these articles, explaining why they are relevant to your research and what they contribute to the topic.
Definitions of the key terms that will be used in your research and that are essential for understanding the topic.
Properly formatted in-text citations and references in accordance with APA 7th edition guidelines, including examples of how citations would appear both in-text and in the reference list.3.5 REFERENCES AND KEY TERMS – DIGITAL PRESENTATION CONTENT Title Slide
Conceptual Framework: Vocabulary Retention in ESL Learners 3.5 Activity – References and Key Terms Student: Ernesto Bruno Jr. Date: _____________________ Course: Educational Research
SLIDE 1 — Selected Research Articles (APA 7th Reference List) Article 1
Webb, S., & Nation, P. (2022). How vocabulary is learned: Reexamining input, repetition, and retention. Language Teaching Research, 26(2), 147–165.
Article 2
Hulstijn, J. H., & Laufer, B. (2020). Cognitive involvement in vocabulary learning: Levels of processing revisited. Studies in Second Language Acquisition, 42(3), 599–621.
Article 3
Alharbi, M. A. (2021). The role of vocabulary learning strategies in enhancing EFL learners’ vocabulary retention. Journal of Language Teaching and Research, 12(3), 450–459.
Article 4
Soyoof, A., Reynolds, B. L., & Roshan, S. (2023). Game-based language learning and vocabulary retention: A systematic review. Computer Assisted Language Learning, 36(4), 902–925.
SLIDE 2 — Justification for Article Selection Why These Articles?
Offers a theoretical foundation on vocabulary input, repetition, and memory mechanisms.
Essential for explaining why some instructional methods lead to low retention.
Provides a cognitive framework (Involvement Load Hypothesis) explaining deeper learning processes.
Supports your hypothesis that cognitively engaging tasks improve retention.
Explores the effectiveness of strategy-based instruction on long-term vocabulary learning.
Highly relevant to your experimental group.
Shows how motivational, interactive, and game-based strategies increase retention.
Supports integration of meaningful engagement and strategy use.
These articles collectively create a strong conceptual foundation to justify your methodological decisions and your expected results.
SLIDE 3 — Key Terms for the Conceptual Framework Vocabulary Retention
The ability of learners to store newly acquired words in long-term memory and retrieve them accurately over time.
Cognitive Engagement / Involvement Load
The depth of mental processing required during learning tasks; high involvement results in stronger vocabulary retention. (Hulstijn & Laufer, 2020)
Strategy-Based Instruction
Teaching methods that explicitly train learners to use memory, metacognitive, and contextual strategies when encountering vocabulary. (Alharbi, 2021)
Deep Processing
Using elaboration, inference, and contextualization to strengthen memory traces of new vocabulary.
Input Frequency
The number of meaningful exposures learners receive to a vocabulary item; greater exposure predicts better retention. (Webb & Nation, 2022)
Game-Based Learning
The use of competitive, interactive, or gamified tasks to increase motivation and reinforce vocabulary acquisition. (Soyoof et al., 2023)
SLIDE 4 — Definitions of Key Conceptual Framework Components 1. Instructional Approaches
Traditional Instruction: Teacher-centered, focusing on memorization or isolated practice.
Cognitively Engaging Instruction: Centers on tasks that require deeper processing, personalization, and active participation.
Short-Term: Immediate recall after instruction.
Long-Term: Ability to remember and use vocabulary weeks later (critical for your delayed posttest).
Embedding vocabulary in authentic sentences, stories, or communicative tasks that promote understanding.
SLIDE 5 — In-Text Citation Examples (APA 7th) Parenthetical Citations
Vocabulary retention improves with deeper cognitive engagement (Hulstijn & Laufer, 2020).
Repeated exposure significantly increases learning (Webb & Nation, 2022).
Narrative Citations
Alharbi (2021) explains that strategy-based instruction fosters long-term retention.
According to Soyoof et al. (2023), game-based learning increases motivation and vocabulary outcomes.
SLIDE 6 — Full Reference List (APA 7th)
Webb, S., & Nation, P. (2022). How vocabulary is learned: Reexamining input, repetition, and retention. Language Teaching Research, 26(2), 147–165.
Hulstijn, J. H., & Laufer, B. (2020). Cognitive involvement in vocabulary learning: Levels of processing revisited. Studies in Second Language Acquisition, 42(3), 599–621.
Alharbi, M. A. (2021). The role of vocabulary learning strategies in enhancing EFL learners’ vocabulary retention. Journal of Language Teaching and Research, 12(3), 450–459.
Soyoof, A., Reynolds, B. L., & Roshan, S. (2023). Game-based language learning and vocabulary retention: A systematic review. Computer Assisted Language Learning, 36(4), 902–925.
SLIDE 7 — Contribution to the Conceptual Framework These articles collectively support your framework by:
Defining how vocabulary is learned (input, repetition, memory).
Explaining why learners forget words (low involvement, limited strategies).
Demonstrating what improves retention (strategy use, cognitive involvement, gamified engagement).
Connecting theoretical constructs to your research variables (instruction type → retention outcomes).
Your conceptual framework therefore stands on three pillars:
Cognitive Processing Theory (Hulstijn & Laufer)
Input and Repetition Theory (Webb & Nation)
Strategy and Motivation Theories (Alharbi; Soyoof et al.)
SLIDE 8 — Closing and Acknowledgments
This conceptual framework guides the interpretation of results, informs methodological choices, and defines key constructs in the study of vocabulary retention among ESL learners.