Impacts Of Vocabulary Acquisition Techniques Instruction On Students Learning

Abstract

The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises regarding an analysis of word structures and context clues, a vocabulary proficiency test, as well as a questionnaire surveying the students’ attitudes toward the instruction. The pretest and post-test scores were calculated for descriptive statistics and compared using a t-test dependent measure. The study revealed that the students’ post-test score was higher than their pretest score at the .001 level of significance. The results of the questionnaire also illustrated their very favorable attitude toward the instruction of vocabulary acquisition techniques as a whole.