Helping Struggling EFL Learners in High School to Learn Basic English Vocabulary: An Action Research Approach

• Main Authors: CHAO, LI-HSIEN, 趙立賢
• Other Authors: 沈添鉦
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/j6n4rt

碩士 === 南臺科技大學 === 應用英語系 === 107 === Abstract The purpose of this action research was to use Painting Style Vocabulary LearningMethod and cooperative learning to facilitate the English learning motivation and vocabulary competency among tenth grade students in a high school. The Ministry of Education committed much educational resources on improving the English learning achievements of Taiwan students. Nonetheless, it seems that English teaching in Taiwan has long emphasized English linguistic knowledge and influenced by national and school examinations, and the general English proficiency of students has been far from being satisfactory. The reseracher of this study applied Painting Style Vocabulary Learning Method, delivered phonics lessons, and cooperative learning strategies, which have been observed to be effective in enhancing English learning and motivation, to improve the English ability of tenth-grade EFL students. The subjects were 10 low achieving tenth-grade EFL students. The program consisted of 32 classes of vacabulary instruction. Qualitative and quantitative data were collected to understand how the vocabulary instruction program affected the EFL learners’ vocabulary competence and English learning motivation. Data collection instruments included standardized vocabulary tests, questionnaire, observations and field notes, video recording, and the researcher’s reflective journals. Preliminary data analysis has shown positive results. First, the students reported that the intervention had positive influences on their vocabulary learning. Second, qualitative and statistical data showed that their vocabulary proficiency clearly improved after the 16-week program. Last, the teacher-researcher also reported enhanced satisfacation and enthusiasm after seeing the progress of the underachievers. Recommendations for EFL instructors seeking to empower their underachieving students are provided in the final part of the paper. Theoretically, the seven functions provide teachers, editors, as well as course designers with an insight into future English textbook compiling. Word frequency is by no means the only indicator for a good EFL textbook. Empirically, our study reveals that seven functions serve for teachers a good guide to make a selection.Pedagogically, English teaching is focused on pragmatic functions instead of linguistic structure. Keywords : English underachievers, Painting Style Vocabulary Learning Method, Action research, Phonics instruction