The Effects of Aligning Vocabulary Teaching Practices with Learners’ Learning Strategy Preferences on Vocabulary Achievement: Grade 11 Students in Focus
DOI:
https://doi.org/10.20372/star.v11i1.01Keywords:
Conventional method, Independent sample t-test, Intervention, Vocabulary achievementAbstract
This study aimed to investigate the impact of teaching vocabulary strategies on vocabulary accomplishment when they align with learners' preferred learning methods. Data was collected from 75 randomly selected students and eight top 10 students through interviews. A quasi-experimental point scale and a single sample t-test were used to analyze the observed mean, considering identified learning techniques. The results showed that all eighteen distinct language learning strategies had mean scores higher than the predicted mean, indicating that most students liked the methods used to understand the research design. The experimental group received an intervention, while the control group received standard instruction. Vocabulary accomplishment tests were used to compare the groups' vocabulary achievement before and after the intervention. The results showed no significant difference in mean scores before the intervention. However, at the end of the intervention, the experimental group's average mean score was higher than the control group's, indicating that teaching vocabulary in a way that complements students' preferred learning strategies significantly impacts vocabulary achievement.
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