Firsthand Vocabulary Learning: Developing English-as-a-Foreign-Language Learning Strategies Through Group Action Research

• In Event: Teachers and Teacher Educators Using Action Research to Inform Practice

Abstract

In learning a foreign language, the size of one’s vocabulary in the foreign language is always critical to becoming an effective speaker. Because learning and teaching English has become an important part of academe in Taiwan, pre-service English as Foreign Language (EFL) student teachers have diligently explored various ways to help learners increase their vocabulary knowledge. This poster presentation outlines the findings of two group action research studies conducted over an academic year by six senior EFL pre-service student teachers (PTs) who focused on vocabulary learning. One study was conducted during the fall semester. It was designed to determine the effectiveness of reading English newspapers on vocabulary learning. Twelve newspaper articles were read. After each reading, PTs discussed and compared among themselves the new vocabulary words they learned. To evaluate student learning, a vocabulary test was given after every 4 newspaper articles read. Comments and suggestions reflecting changes in the newspaper reading procedures were also collected. The second study was conducted during the spring semester. It was designed to determine the effectiveness of watching English TV programs on vocabulary learning. PTs watched 12 episodes of the TV program Modern Family. After each episode, PTs discussed and compared among themselves the new vocabularies learned. To evaluate their improvements, PTs are tasked to recall the story and write a simple summary. After every 4 episodes, comments and suggestions that reflected changes in the TV program watching were also collected. Implications from both studies were then analyzed and generalized. Besides the English language competency gains, results show that PTs not only improved their English language vocabulary levels, they also developed a healthy rapport among the group members. Ultimately, PTs mentioned that action research played an important role in developing good study habits that persist.

Author

• Gregory Siy Ching, Fu Jen Catholic University