Biomechanics intervention promotes college students’ English vocabulary acquisition and mental health
Abstract
The ability to access and use vocabulary effectively is critical to academic performance. Strong English vocabulary is important for college students because they will not only understand course material but also engage in discussion and writing activities, and interact with colleagues and teachers. However, the word order learning can be difficult, often leading to dissatisfaction and decreased desire students. The effectiveness of biomechanical intervention college students improves their mental health and develop vocabulary in English. A total of 145 college students participated in this study. Participants were randomly assigned to group A, which received a biomechanics-based exercise program, and group B, which received a traditional physical activity (PA) program. Participants completed validated questionnaires to measure mental health indicators, including anxiety, stress, and overall well-being. The questionnaires used included the Perceived Stress Scale (PSS), a well-established tool in psychological research. This research conducted tests that assessed various aspects of vocabulary knowledge, including word recognition, meaning, and usage in context. The data was analyzed using statistical methods, including descriptive statistics, t-tests, and regression analysis. ANOVA was to analyze connections between two groups. The data was analyzed using SPSS version 29 software. The results showed that it significantly improved English vocabulary acquisition and cognition health in Group A. These students also reported well, if low, mental health levels of stress and anxiety increased well-being in general. This study emphasizes biomechanics, which can be incorporated into language learning, showing increased PA. Vocabulary acquisition and positively influence mental health. The results showed that significantly improved English vocabulary acquisition and cognition health in Group A. These students also reported good, if low, mental health levels of stress and anxiety and increased well-being in general.
References
1. Kurniati; R.; Hafidah; A.S. and Apriyanti; C.; 2024; August. The Development of “The Nera English” as an English Vocabulary Learning Media for Young Learners. In Proceeding International Conference on Learning and Education (Vol. 3; pp. 273-284).
2. Wood; C.I.; Yu; Z.; Sealy; D.A.; Moss; I.; Zigbuo-Wenzler; E.; McFadden; C.; Landi; D. and Brace; A.M.; 2024. Mental health impacts of the COVID-19 pandemic on college students. Journal of American college health; 72(2); pp.463-468.
3. Yu; F.; 2024. Research and Application of Key Vocabulary Extraction Algorithm in English Vocabulary Learning. Journal of Electrical Systems; 20(6s); pp.177-187.
4. Kayra; Z.; 2024. Enhancing English Vocabulary Learning through Mobile Apps: A New Paradigm in Educational Technology. Research Studies in English Language Teaching and Learning; 2(2); pp.87-95.
5. Chou; M.H.; 2024. Validating the vocabulary learning strategies used by English as a Foreign Language university students in Taiwan. RELC Journal; 55(1); pp.128-143.
6. Sénécal; A.M.; Cardoso; W. and Mezzaluna; V.; 2024. Make Words click! Learning English vocabulary with clickers: Users’ perceptions. Computer Assisted Language Learning; 37(4); pp.766-788.
7. Wang; X. and Reynolds; B.L.; 2024. Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning. Education Sciences; 14(5); p.496.
8. Shi; Y.S. and Tsai; C.Y.; 2024. Fostering vocabulary learning: mind mapping app enhances performances of EFL learners. Computer Assisted Language Learning; 37(4); pp.634-686.
9. Yang; Y.F.; Goh; A.P.; Hu; C.C.; Chen; N.S. and Lai; S.C.; 2024. Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students. Computer Assisted Language Learning; pp.1-28.
10. Xi; W.; 2024. Research on E-learning interactive English vocabulary recommendation education system based on naive Bayes algorithm. Entertainment Computing; p.100732.
11. Ngan; N.T.T.; 2024. An investigation of vocabulary learning strategies used by non-English majors at Hong Duc university. Tạpchí Khoa học Trường Đạihọc Hồng Đức; (E7).
12. Ghalebi; R.; Sadighi; F. and Bagheri; M.S.; 2020. Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology; 7(1); p.1824306.
13. Ajisoko; P.; 2020. The use of Duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning (iJET); 15(7); pp.149-155.
14. Klimova; B. and Polakova; P.; 2020. Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences; 10(2); p.37.
15. Tai; T.Y.; Chen; H.H.J. and Todd; G.; 2022. The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning; 35(4); pp.892-917.
16. Anggarista; S. and Wahyudin; A.Y.; 2022. A correlational study of language learning strategies and English proficiency of university students at EFL context. Journal of Arts and Education; 1(2).
17. Yang; Q.F.; Chang; S.C.; Hwang; G.J. and Zou; D.; 2020. Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance; anxiety and behaviors. Computers & Education; 148; p.103808.
18. Zou; D.; Huang; Y. and Xie; H.; 2021. Digital game-based vocabulary learning: where are we and where are we going?. Computer Assisted Language Learning; 34(5-6); pp.751-777.
19. Chen; C.H.; Hung; H.T. and Yeh; H.C.; 2021. Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance; vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning; 37(3); pp.851-860.
20. Zhang; D. and Perez-Paredes; P.; 2021. Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning; 34(8); pp.1128-1153.
21. Teng; F.; 2022. Vocabulary learning through videos: captions; advance-organizer strategy; and their combination. Computer Assisted Language Learning; 35(3); pp.518-550.
Copyright (c) 2024 Qi Wang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright on all articles published in this journal is retained by the author(s), while the author(s) grant the publisher as the original publisher to publish the article.
Articles published in this journal are licensed under a Creative Commons Attribution 4.0 International, which means they can be shared, adapted and distributed provided that the original published version is cited.
Submit a Paper
