The Effect of Contextual Vocabulary Teaching on EFL Students’ Productive Skills
DOI:
https://doi.org/10.30762/ireell.v4i2.8506Keywords:
contextual vocabulary teaching, EFL, productive skills, quasi-experimental design, speaking, writingAbstract
This study investigated the effect of contextualized vocabulary instruction on EFL students’ speaking and writing performance using mixed-method design. Quantitative data were collected through a vocabulary pre-test and post-test containing receptive and productive tasks, a speaking rubric. While qualitative data were collected through classroom observations, interviews, and a focus group discussion. The results revealed the quantitative data through quasi-experimental pre-test–post-test design with two intact classes (N = 60; 30 students per group) was implemented in one Ethiopian secondary school. Over six weeks, the experimental group learned 20 target words through meaningful texts, dialogues, and role-plays, whereas the control group learned the same words as isolated items without context. The two groups did not differ at pre-test (p = .773). At post-test, the experimental group (M = 76.83, SD = 5.47) outperformed the control group (M = 61.27, SD = 8.96), with a large effect size. Qualitative evidence indicated that students and teachers perceived contextual vocabulary teaching as more engaging and as supporting the recall and use of new words, while also requiring additional teacher preparation. To have better performances of students’ productive skills, contextual vocabulary teaching should be alternatively taught in EFL classrooms.
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