the impact of vls instruction with pedagogically authentic materials onvocabulary learning and vls use

The purpose of this study was to investigate the impact of vocabulary learning strategies (vls) instruction with pedagogically authentic instructional materials on efl learners’ vocabulary learning and vls use. forty grade 9 students participated in this study and were assigned into control (n=20) and experimental (n=20) groups. to assess the participants’ vls use prior to and after the study, the vls questionnaire was used. both groups participated in a vocabulary diagnostic test before the study to assess their knowledge of the new words of the coming course; and a vocabulary achievement test at the end of the experiment to assess their vocabulary learning. the experimental group received implicit vls instruction based on a five-stage procedure (preparation, presentation, practice, evaluation, and expansion) using pedagogically authentic materials such as movie clips, cartoons, songs, documentaries, tv commercials, and storybooks. the control group received vls instruction using non-authentic instructional materials such as graded storybooks, simplified songs, and instructional movie series or cartoons. the data were analyzed by independent samples t-tests. the results revealed a significant difference between the two groups’ vls use at the end of the experiment in favor of the experimental group [t(38)=-2.717; p=.010<.05). in addition, it was found that the intervention improved vocabulary learning of the experimental group in comparison to the control group [t(38)=- 2.491; p=017<.05). the results emphasized the value of authentic instructional materials and the way they should be soundly integrated into instruction as combining implicit vls instruction with authentic instructional materials guaranteed more vls use and better vocabulary learning among language learners. the findings have practical implications for language teachers, educators, and materials developers and draw their attention to the key role vls instruction plays in promoting students’ autonomous and self-directed vocabulary learning when motivating instructional materials are provided.

The Impact of VLS Instruction with Pedagogically Authentic Materials onVocabulary Learning and VLS Use

The purpose of this study was to investigate the impact of vocabulary learning strategies (VLS) instruction with pedagogically authentic instructional materials on EFL learners’ vocabulary learning and VLS use. Forty grade 9 students participated in this study and were assigned into control (n=20) and experimental (n=20) groups. To assess the participants’ VLS use prior to and after the study, the VLS Questionnaire was used. Both groups participated in a vocabulary diagnostic test before the study to assess their knowledge of the new words of the coming course; and a vocabulary achievement test at the end of the experiment to assess their vocabulary learning. The experimental group received implicit VLS instruction based on a five-stage procedure (preparation, presentation, practice, evaluation, and expansion) using pedagogically authentic materials such as movie clips, cartoons, songs, documentaries, TV commercials, and storybooks. The control group received VLS instruction using non-authentic instructional materials such as graded storybooks, simplified songs, and instructional movie series or cartoons. The data were analyzed by independent samples t-tests. The results revealed a significant difference between the two groups’ VLS use at the end of the experiment in favor of the experimental group [t(38)=-2.717; p=.010<.05). In addition, it was found that the intervention improved vocabulary learning of the experimental group in comparison to the control group [t(38)=- 2.491; p=017<.05). The results emphasized the value of authentic instructional materials and the way they should be soundly integrated into instruction as combining implicit VLS instruction with authentic instructional materials guaranteed more VLS use and better vocabulary learning among language learners. The findings have practical implications for language teachers, educators, and materials developers and draw their attention to the key role VLS instruction plays in promoting students’ autonomous and self-directed vocabulary learning when motivating instructional materials are provided.