Volume 16, No. 1 Spring 2021

Effects of a Vocabulary Scenario Technique on Ninth Grade English Learners’ Vocabulary Acquisition

AUTHOR(S):

  • Kimmerly Harrell, Department of Otolaryngology Head/Neck Surgery and Communicative Disorders, University of Louisville, Louisville, KY, USA
  • Karen Davis, Department of Health and Human Performance, Middle Tennessee State University, Murfreesboro, TN, USA
  • Shalander “Shelly” Samuels, English Language Arts, Orange County Public Schools, Orlando, FL, USA
  • Hannah E. Acquaye, Department of Counselling Psychology, University of Education, Winneba, Ghana
  • Enrique Puig, Morgridge International Reading Center, University of Central Florida, Orlando, FL, USA

ABSTRACT

The purpose of this study was to examine the effects of a peer led intervention aimed at improving vocabulary acquisition through explicit vocabulary instruction. The Vocabulary Scenario Technique English Learner Peer (VST-ELP) protocol was administered to the experimental group. The VST-ELP protocol used was an adapted version of the original Vocabulary Scenario Technique. The control group received typical vocabulary instruction from their classroom teacher. The experimental group participants made gains in mean scores from pre- to post-test measures. The results suggest that the Vocabulary Scenario Technique English Learner Peer Protocol was effective in proving the vocabulary acquisition of ninth grade English Learners (ELs). Practical implications are discussed, and recommendations provided.

DOI:

DOWNLOAD FULL ARTICLE