The Impact of Teaching Vocabulary Explicitly on EFL Students’ Achievement

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The British University in Dubai (BUiD)
The aim of this study is to investigate the impact of teaching vocabulary explicitly on EFL students’ achievement. Teaching vocabulary to EFL students has been a major issue for teachers of English as a foreign language that reflects different views and trends in the educational field. Some teachers would like to introduce new words implicitly, while others prefer to explicitly target those words. For this reason, the researcher has chosen to test both approaches aiming to find out how far each approach would reflect on students’ achievement. The participants of the study sit a pretest before being taught each unit and a posttest following it focusing on two domains: Reading Comprehension and Discrete Vocabulary. Vocabulary is introduced to students implicitly throughout the first unit teaching periods, and explicitly throughout the second unit. Students’ results undergo item-analyses showing marks and targeted sub-skills. The given data is quantitatively and qualitatively analysed to explore findings related to mark and subskill variables. Based on the findings of this study that show its positive influence on students’ achievement, the researcher recommends explicit teaching of vocabulary for EFL students.
explicit vocabulary teaching, implicit vocabulary teaching, student’s achievement, teaching strategies