Abstract
Statement of Problem: The problem with traditional vocabulary learning is that many teachers rely too heavily on direct instruction, and they use dull, uninteresting, or unengaging activities that do not promote active student engagement (Beck et al., 2013). Traditional approach to teaching vocabulary is for teachers to select what words students will learn. Thus, many of vocabulary-related tasks do not prepare students to independently learn vocabulary on their own (Nelson & Watkins, 2019). Because the ability to independently learn new words plays an important role in the act of reading, teachers need to use a variety of teaching techniques to allow repeated exposure to new words (National Institute for Literacy, 2007). This study investigates to what extent students who get to self-select vocabulary words from the texts read in an English class, versus students who are given vocabulary words from the readings by the teacher, differ in their ability to remember and use them.
Sources of Data: In order to answer the research question, two high school English classrooms were selected to participate in the study. One class period learned under traditional vocabulary instruction, while the other learned vocabulary through self-selection strategies. Multiple measures were used to assess vocabulary learning: word inventory lists, self-selection vocabulary logs, vocabulary quizzes, and final written reflections.
Conclusions Reached: Findings reveal benefits for students whose teachers use techniques that help them with direct wording and allow them to independently learn new words. Recommendations for vocabulary acquisition include word play, word study, word consciousness. When students are allowed to explore texts for words, it encourages intellectual curiosity.