Explicit Teaching of Vocabulary through Word-knowledge Strategies: An Experimental Study

Abstract

Vocabulary knowledge is crucial for language acquisition, as unfamiliar words encountered during reading can impede comprehension. Many learners, particularly those who live in settings where their only opportunity to use the language is in the classroom struggle with this area of language learning. Teaching effective word-knowledge strategies, such as using context and analysing word parts, can empower students to learn new vocabulary autonomously and efficiently.

This study investigates the impact of explicit vocabulary instruction on 44 elementary-level Omani learners of English at the University of Technology and Applied Sciences-Ibra. The participants, aged 18 to 21, were divided into two groups of 22 students each, selected randomly from eight groups in the foundation programme.

A quasi-experimental design was employed, with an independent variable focusing on intentional vocabulary teaching and a dependent variable measuring vocabulary knowledge. Both groups underwent a pre-test to ensure equivalence, followed by two months of instruction. The experimental group received explicit vocabulary instruction, while the control group did not receive specific vocabulary learning guidance. At the end of the treatment period, both groups took a post-test to evaluate vocabulary knowledge improvement.

The analysis of pre-test and post-test scores revealed significant differences between the control and experimental groups, favouring the latter and the correlational analysis reveals the need for teaching vocabulary in contexts. The study concluded that explicit vocabulary instruction positively impacts students' vocabulary size and overall knowledge, highlighting the effectiveness of intentional teaching strategies in enhancing vocabulary acquisition.