The incidence of vocabulary at the level of students has been one of the components of the English language with more research, however, it was considered the need to perform a context assessment to analyze the effect of the implementation of image description on vocabulary acquisition in a specific population. The participants were ten students from an English academy (n=10). For the analysis of the data obtained, a sample survey of "mixed" type was considered through quantitative and qualitative instruments applying a survey with statements on a Likert scale, diagnostic tests and subsequent tests on vocabulary knowledge and its use in context allowing to analyze the comparison of the means in a p < .005 whose interpretation of data is statistically significant. The results of the instruments (vocabulary knowledge test and vocabulary test in context) show that the use of image description has a positive impact on vocabulary acquisition. Participants learned more words and after the intervention with a Cohen's magnitude d = 0.45 reaffirming that the confidence of "n" was better regarding the use of "known" and "new" vocabulary. The participants' perspective was positive towards vocabulary acquisition through image description. The results also represent a significant value for teachers in the area, since it recommends activities that include the description of images to contribute to a learning of vocabulary appropriate for their development and interaction.
English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules.
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