Effects of PWIM in the ESL Classroom: Vocabulary Knowledge Development Among Primary Malaysian Learners

Abstract

The present quasi-experimental study examined the impact of pictures, via a modified version of Emily Calhoun's (1999) Picture Word Inductive Model (PWIM), on the English vocabulary acquisition of Malaysian Year 1 pupils in a rural national primary school. Meara and Buxton's (1987) Yes-No Recognition Test (YNRT) was adapted and further tested for reliability to measure the recall and retention of subjects' vocabulary size. A total of 60 subjects participated in the research, comprising two intact classes; one class formed the Experimental group and the other formed the Control group. The former underwent the intervention while the latter received typical classroom instruction. Results gleaned from independent samples t-tests revealed superior vocabulary scores at the posttest and delayed posttest levels by the Experimental group, denoting greater vocabulary knowledge recall and retention that reflects the effectiveness of the intervention in enhancing vocabulary acquisition among young Malaysian learners. This study and its findings are of significance to English language teachers, curriculum designers, policy makers, and scholars engaged in ESL/EFL research. It is also noteworthy that there exists a paucity with regards to in-depth research on the use of images for language learning among young learners, particularly within the Malaysian context.

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

“…In accordance with literature review (Calhoun, 1999;Gu & Lornklang, 2021;Jiang, 2018;Lee et al, 2019;Srithamma & Songserm, 2020;Triwahyuni et al, 2020), PWIM directs student reading events, as follows:…”

“…The PWIM instructional method utilizes images as a trigger for language experience tasks (Joyce & Weil, 2004). PWIM has been utilized successfully in both L1 (Triwahyuni et al, 2020) and L2 (Gu & Lornklang, 2021;Jiang, 2018;Lee et al, 2019) instruction, particularly with lower age groups (Calhoun, 1999). In AR-reading platforms (Wahyuni et al, 2020), the PWIM teaching approach is preferred for vocabulary instruction.…”

Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

“…Asyiah (2017) and Wangdi (2020) stated that word knowledge is one of the prerequisite language skills that is closely associated with the success of language acquisition. Supporting this, decades of studies have strongly acknowledged the need for adequate words for the betterment of one's language abilities and to meet comprehensible and standard communication skills (Lee et al, 2019;Matthews & Cheng, 2015;Peters & Webb, 2018). In light of this, this study investigated the EFL university students' attitudes towards Coxhead's AWL, after they had self-learned it, in enhancing their academic receptive and productive skills.…”

Examining the Evidence that Testing Benefits Subsequent Information Retrieval

“…Vocabulary knowledge was mostly measured because it is believed to be one of the most essential components of language, particularly in second language acquisition (Lee et al, 2019;Choo et al, 2017). Indeed, it is commonly stated as the heart of language acquisition (Coady and Huckin, 1997) as it defines the learners' mastery in the target language.…”

“…Indeed, it is commonly stated as the heart of language acquisition (Coady and Huckin, 1997) as it defines the learners' mastery in the target language. Good lexical knowledge of any language enables learners to master the target language and help improve their communicative skills ( Lee et al, 2019). Alqahtani (2015) reported that learners can acquire the target language only through acquiring their corresponding vocabulary, and the researcher also suggested that both teachers and learners must know the essence of vocabulary for the successful acquisition of the target language.…”