Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners
Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the...
| Autori principali: | , , , , |
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| Natura: | Articolo |
| Lingua: | English |
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Universitas Syiah Kuala
2021-09-01
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| Serie: | Studies in English Language and Education |
| Soggetti: | |
| Accesso online: | https://jurnal.usk.ac.id/SiELE/article/view/19539 |
| _version_ | 1828039477611724800 |
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| author | Mohd Haniff Mohd Tahir Dianna Suzieanna Mohamad Shah Mohamad Syafiq Ya Shak Intan Safinas Mohd Ariff Albakri Airil Haimi Mohd Adnan |
| author_facet | Mohd Haniff Mohd Tahir Dianna Suzieanna Mohamad Shah Mohamad Syafiq Ya Shak Intan Safinas Mohd Ariff Albakri Airil Haimi Mohd Adnan |
| author_sort | Mohd Haniff Mohd Tahir |
| collection | DOAJ |
| description | Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. |
| first_indexed | 2024-04-10T16:42:43Z |
| format | Article |
| id | doaj.art-ed48ba64cf044b0cb15b1af10f150de0 |
| institution | Directory Open Access Journal |
| issn | 2355-2794 2461-0275 |
| language | English |
| last_indexed | 2024-04-10T16:42:43Z |
| publishDate | 2021-09-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj.art-ed48ba64cf044b0cb15b1af10f150de02023-02-08T06:42:00ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752021-09-01831227124710.24815/siele.v8i3.1953913182Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learnersMohd Haniff Mohd Tahir0Dianna Suzieanna Mohamad Shah1Mohamad Syafiq Ya Shak2Intan Safinas Mohd Ariff Albakri3Airil Haimi Mohd Adnan4Universiti Pendidikan Sultan IdrisUniversiti Teknologi MARA Cawangan PerakUniversiti Teknologi MARA Cawangan PerakUniversiti Pendidikan Sultan IdrisUniversiti Teknologi MARA Shah AlamPer its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.https://jurnal.usk.ac.id/SiELE/article/view/19539esl learnersexplicit instructionsvocabularyvocabulary learning |
| spellingShingle | Mohd Haniff Mohd Tahir Dianna Suzieanna Mohamad Shah Mohamad Syafiq Ya Shak Intan Safinas Mohd Ariff Albakri Airil Haimi Mohd Adnan Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners Studies in English Language and Education esl learners explicit instructions vocabulary vocabulary learning |
| title | Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners |
| title_full | Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners |
| title_fullStr | Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners |
| title_full_unstemmed | Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners |
| title_short | Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners |
| title_sort | explicit vocabulary instruction effects of vocabulary learning on form two esl learners |
| topic | esl learners explicit instructions vocabulary vocabulary learning |
| url | https://jurnal.usk.ac.id/SiELE/article/view/19539 |
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