The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning | ||
| Journal of Research in Curriculum Instruction and Educational Technology | ||
| Article 1, Volume 4, Issue 4, October 2019, Pages 11-36 PDF (990.78 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/jrciet.2019.31954 | ||
| Authors | ||
| Sara Albadawy Abdel-Naby Alashry1; Aly Abdel-Samea Qoura2; Rehab Hamadtoh Abu-Alghait Gohar3 | ||
| 1A teacher of English | ||
| 2Professor of Curriculum &Instruction: TEFL | ||
| 3Lecturer of Curriculum& Instruction: TEFL | ||
| Abstract | ||
| Abstract T he current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. | ||
| Keywords | ||
| frayer model; contextual redefinition strategy; Vocabulary learning | ||
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