The Impact of Explicit Instruction on Teaching Vocabulary to Fourth-Grade Students
Keywords:
explicit instruction, vocabulary learning, vocabulary knowledge, vocabulary difficulties, reading comprehension
Abstract
This research aimed to discover the impact of explicit instruction on teaching vocabulary to students with vocabulary difficulties. This explicit instruction involves directly teaching vocabulary words, providing detailed definitions, and practicing using these words in the context of sentences. The participants were 95 fourth-grade students. Participants who scored under 40 on the vocabulary test were randomly assigned to the experimental or control classes. The experimental group receives explicit instruction, while the control group receives conventional teaching from a teacher in a whole group setting. The experiment was conducted twice a week during 20 learning sessions. A teacher taught The reference group the same vocabulary as the whole group. Based on the data analysis using a mixed-model (multi-level) Time Condition analysis, the results remarked the moderate effect of the intervention on students' vocabulary knowledge and reading comprehension. Besides, the experiment group could write better sentences using the vocabulary taught than the control group. Research implication was also discussed
References
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Cuticelli, M., Coyne, M. D., Ware, S. M., Oldham, A., & Loftus Rattan, S. (2015). Improving Vocabulary Skills of Kindergarten Students Through a Multi-Tier Instructional Approach. Intervention in School and Clinic, 50(3), 150–156. https://doi.org/10.1177/1053451214542041
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Dunn, L. M., & M, D. D. (2007). PPVT-4 Manual. 0(0). https://doi.org/10.1080/09588221.2018.1542407
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis. Journal of Research on Educational Effectiveness, 2(1), 1–44. https://doi.org/10.1080/19345740802539200
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Gallagher, M. A., & Anderson, B. E. (2016). Get All “Jazzed Up” for Vocabulary Instruction: Strategies That Engage. The Reading Teacher, 70(3), 273–282. https://doi.org/10.1002/trtr.1498
Goldstein, M. H., Schwade, J., Briesch, J., & Syal, S. (2010). Learning While Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn. Infancy, 15(4), 362–391. https://doi.org/10.1111/j.1532-7078.2009.00020.x
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge. Reading Research Quarterly, 54(1), 41–61. https://doi.org/10.1002/rrq.225
Hanson, S., & Padua, J. F. M. (2011). Effective Instructional Strategies Series Pacific Resources for Education and Learning Teaching Vocabulary Explicitly.
Hart, B. B., & Risley, T. R. (2003). The early catastrophe: The 130 million word gap by age 3. American. Educator, Spring.
Hassinger-Das, B., Ridge, K., Parker, A., Golinkoff, R. M., Hirsh-Pasek, K., & Dickinson, D. K. (2016). Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay. Mind, Brain, and Education, 10(2), 71–80. https://doi.org/10.1111/mbe.12103
Heijltjes, A., van Gog, T., & Paas, F. (2014). Improving Students’ Critical Thinking: Empirical Support for Explicit Instructions Combined with Practice. Applied Cognitive Psychology, 28(4), 518–530. https://doi.org/10.1002/acp.3025
Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary Knowledge and Vocabulary Use in Second Language Writing. TESOL Journal, 7(3), 700–715. https://doi.org/10.1002/tesj.238
Kim, M., Crossley, S. A., & Kim, B. K. (2020). Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1838434
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Little, A., & Kobayashi, K. (2015). Vocabulary Learning Strategies of Japanese Life Science Students. TESOL Journal, 6(1), 81–111. https://doi.org/10.1002/tesj.141
Luppescu, S., & Day, R. R. (1993). Reading, Dictionaries, and Vocabulary Learning. Language Learning, 43(2), 263–279. https://doi.org/10.1111/j.1467-1770.1992.tb00717.x
Marulis, Loren M., & Neuman, S. B. (2010). The Effects of Vocabulary Intervention on Young Children’s Word Learning. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087
Marulis, Loren Marie, & Neuman, S. B. (2013). How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review. In Journal of Research on Educational Effectiveness (Vol. 6, Issue 3, pp. 223–262). Taylor & Francis Group. https://doi.org/10.1080/19345747.2012.755591
Mckeown, M. G., Beck, I. L., Omanson, R. C., & Charles, A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3–18. https://doi.org/10.1080/10862968309547474
Mcmanus, K., & Marsden, E. (2019). Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French. Modern Language Journal, 103(2), 459–480. https://doi.org/10.1111/modl.12567
Mirzaii, M. (2018). Teaching Vocabulary for PET. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0763
Mori, Y., & Calder, T. M. (2013). Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo. Foreign Language Annals, 46(2), 290–310. https://doi.org/10.1111/flan.12027
Murray, D. M., & Sherri, P. (2004). Design and Analysis of Group-Randomized Trials : A Review of Recent Methodological Developments. 94(3), 423–432.
Nagy, W. E., Anderson, R. C., & Anderson, R. C. (2014). How many words are there in printed school English ? 19(3), 304–330.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge, England: Cambridge University Press.
Parsons, A. W., & Bryant, C. L. (2016). Deepening kindergarteners’ science vocabulary: A design study. Journal of Educational Research, 109(4), 375–390. https://doi.org/10.1080/00220671.2014.968913
Peters, E., Noreillie, A., Heylen, K., Bulté, B., & Desmet, P. (2019). The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages. Language Learning, 69(3), 747–782. https://doi.org/10.1111/lang.12351
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193
Roberts, C., & Roberts, S. A. (2005). Design and analysis of clinical trials with clustering effects due to treatment.
Serrano, R., & Huang, H.-Y. (2018). Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text? TESOL Quarterly, 52(4), 971–994. https://doi.org/10.1002/tesq.445
Shen, H.-J. (2003). The Role of Explicit Instruction in ESL/EFL Reading. Foreign Language Annals, 36(3), 424–433. https://doi.org/10.1111/j.1944-9720.2003.tb02124.x
Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in the EFL Context (pp. 227–239). Springer, Cham. https://doi.org/10.1007/978-3-319-38834-2_16
Sylvester, R., Kragler, S., & Liontas, J. (2014). Vocabulary Instruction for Young, Diverse Learners. Childhood Education, 90(6), 434–445. https://doi.org/10.1080/00094056.2014.982977
Taboada, A., & Rutherford, V. (2011). Developing reading comprehension and academic vocabulary for English language learners through science content: A formative experiment. Reading Psychology, 32(2), 113–157. https://doi.org/10.1080/02702711003604468
Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading and Writing Quarterly, 25(2–3), 205–220. https://doi.org/10.1080/10573560802683663
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Pepper, D., & Travers, M.-C. (2019). Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425–444. https://doi.org/10.1080/02671522.2018.1452962
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Published
2023-12-22
How to Cite
Masrul, M., & Wicaksono, B. (2023). The Impact of Explicit Instruction on Teaching Vocabulary to Fourth-Grade Students. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 6(2), 98-114. https://doi.org/10.46918/seltics.v6i2.2048
