Infanta-Impact of Using Worldlists in the Language Classroom on Students’ Vocabulary Acquisition

Coşgun, G. (2016). The impact of using worldlists in the language classroom on students’ vocabulary acquisition. International Journal of English Language Teaching, 4(3), 49-66. Retrieved from

This research deals with vocabulary learning whose pedagogical implications will contribute to the field of second language learning. This research paper aims at proposing a framework for vocabulary teaching strategy in English as a foreign language context. The researcher in the introduction to his paper clearly establishes a strong correlation between vocabulary and academic achievement by quoting Abrudan, words “represent the building block upon which knowledge of the second language can be built” and without them people cannot convey the intended meaning. The researcher realized that the students experienced a great difficulty in learning and using target vocabulary. He states that the “underlying reasons is that students and dents are exposed to a myriad number of words every day and do not know which words provide them with a working vocabulary.”

The researcher explores the effectiveness of making use of a word list in classroom and students’ view on the process. The significance of the research is that, the findings might attract the interest of both foreign language teachers and students, and encourage them in the way of adopting the mentioned strategy in their studies.

The aim of the research is to explore whether the use of wordlists on a word wall helps students improve students’ vocabulary acquisition. To be able to find an answer to this question, the questions focused on throughout the research are:

  1. Does the use of word lists on a word wall in the language classroom improve students’ vocabulary acquisition?
  2. What are students’ views on using word lists on a word wall in the language classroom?

The researcher very clearly structures the research paper. In the methodology section of the paper, the research is situated in a particular context. The paper is narrowed down from the wider context by explaining the ways in which vocabulary is being taught in the institution which is studied in the research. The researcher gives the number of the participants in his research and a few required details such as their age and their prior knowledge in the English language.

The researcher employs a traditional approach and blends with many other research methods. “The research was classroom research which was conducted by the teacher “for the purpose of gaining a better understanding of her educational environment and improving the effectiveness of her teaching” (Dörnyei). Furthermore, mixed methods research was adopted in the research process. As a method, mixed methods research “focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study or series of studies and its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems than either approach alone” (Creswell, & Plano).”

The researcher explains the procedure of data collection and lists down the methods and activities conducted for teaching the vocabulary in the context of the research. The Vocabprofile was used as a source for the words that were to be taught. A receptive test modeled on Nation’s (1990) Vocabulary Levels Test and a controlled productive test modeled on Laufer and Nation’s(1999 ) Productive Vocabulary Levels Test were the pre- test and post- test. Apart from this, the researcher also conducts interviews and maintains Field notes/ Reflective Writing. The data derived from all these methods are analyzed. The quality of the research is ensured by employing triangulation method, which is defined as “the mixing of data or methods so that diverse viewpoints or standpoints cast light upon atopic” was adopted (Olsen).

“The test was spot-checked before it was used by two experienced colleagues and level specialists since “the quality of questions asked will directly affect the type and the quality of responses” (Campbell, McNamara & Gilyn). In addition, to maximize objectivity and validity and to avoid “inaccuracy or incompleteness of the data” I supported all my conclusions by evidence, recorded and transcribed the interviews (Maxwell).”

The researcher then tables the data of the tests and gives samples of both the interviews and research findings. The interview was conducted to study the attitude of the students towards the research.

The research confirms that using a wordlist on a word wall can be regarded as a working factor in fostering leaners’ vocabulary acquisition.

The limitations of this research are that the conclusions cannot be generalized because the research was conducted only with two classes and that it was conducted in a limited time. The study of the long term effects of the newly acquired knowledge of target vocabulary can be studied in further researches.


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