Text-Based Framework for Teaching Vocabulary at the Senior Stage of Secondary

School

Abstract
This study investigates the effectiveness of a text-based framework for teaching
vocabulary at the senior stage of secondary school. A survey was conducted with
20 participants from a university to assess their perceptions of this framework in
enhancing vocabulary acquisition. The results indicate that the majority of
respondents find the text-based approach effective in improving students'
understanding and retention of new words. Additionally, the study explores the
integration of vocabulary instruction with other language skills and the feedback
received from students regarding their experiences. The findings suggest that while
the text-based framework is generally well-received, there are areas for
improvement that could enhance its effectiveness.

Keywords: Vocabulary instruction, text-based framework, secondary education,

Introduction
Vocabulary acquisition is a fundamental aspect of language learning, particularly
in secondary education, where students are expected to develop a robust
vocabulary for academic success and effective communication. The hypothesis of
this study posits that a text-based framework for teaching vocabulary significantly
enhances students' understanding and retention of new words compared to
traditional methods. This framework emphasizes the integration of vocabulary
instruction with reading comprehension, writing, and speaking skills, thereby
fostering a more holistic approach to language learning.
Research has shown that effective vocabulary instruction can lead to improved
academic performance and better communication skills. For instance, (Marulis &
Neuman, 2010) found that targeted vocabulary interventions significantly enhance
word learning in young learners (Marulis & Neuman, 2010). Similarly, Kennedy et
al. (2013) highlighted the positive effects of multimedia vocabulary instruction on
students with learning disabilities, suggesting that varied instructional methods can
cater to diverse learning needs (Kennedy et al., 2013). Furthermore, Egan & Gilic
(2021) emphasized the importance of integrating technology into vocabulary
instruction to support secondary students with learning disabilities (Egan & Gilic,
2021). The findings of these studies underscore the necessity of innovative
teaching methods that engage students and promote vocabulary acquisition.
In light of these insights, this study aims to evaluate the effectiveness of a text-
based framework for teaching vocabulary at the senior stage of secondary school.
The research will address the following questions:
1. How effective do students find the text-based framework for teaching
vocabulary in improving their understanding and retention of new words?
2. How often do students engage with texts as part of the vocabulary instruction
process?
3. How well does the text-based framework integrate vocabulary instruction with
other language skills?
4. What feedback do students provide regarding their experiences with the text-
based vocabulary instruction?
5. What improvements can be suggested for the text-based framework for teaching
vocabulary?

Methods
Participants and Materials
The study involved 20 participants, all of whom were senior students from a
university. The participants were selected through convenience sampling, ensuring
a diverse representation of students from various academic backgrounds. The
materials used in this study included a structured survey designed to assess
participants' perceptions of the text-based framework for teaching vocabulary.
Procedure
The survey was administered via Google Forms, consisting of five questions aimed
at evaluating the effectiveness of the text-based framework. The questions included
both multiple-choice and open-ended formats to gather quantitative and qualitative
data. The survey was distributed to participants through email, and responses were
collected over a two-week period.
Data Analysis
The collected data were analyzed using descriptive statistics to summarize the
responses to the multiple-choice questions. Qualitative responses from the open-
ended question were categorized into themes to identify common feedback and
suggestions for improvement.
Results
Survey Questions and Analysis
1. How effective do you find the text-based framework for teaching vocabulary in
improving students' understanding and retention of new words?
- Results: 5% of respondents indicated "Not effective," 30% said "Effective," and
65% reported "Very effective."
- Analysis: The majority of participants (65%) found the text-based framework to
be very effective in enhancing their understanding and retention of new
vocabulary, suggesting strong support for the framework's efficacy.
2. How often do you observe students engaging with texts (e.g., reading,
discussing, analyzing) as part of the vocabulary instruction process?
- Results: 15% responded "Always," 50% said "Often," 25% indicated
"Sometimes," 10% chose "Rarely," and none selected "Never."
- Analysis: A significant portion of respondents (65%) observed frequent
engagement with texts, indicating that the text-based framework encourages active
participation in vocabulary instruction.
3. How well do you think the text-based framework integrates vocabulary
instruction with other language skills (e.g., reading comprehension, writing,
speaking)?
- Results: 40% rated it as "Very well," 45% said "Well," 10% were "Neutral," and
5% rated it as "Poorly."
- Analysis: The integration of vocabulary instruction with other language skills
was positively viewed by 85% of participants, highlighting the framework's
comprehensive approach to language learning.
4. What feedback have you received from students regarding their experience with
the text-based vocabulary instruction?
- Results: 60% reported that students find it engaging and enjoyable, 25%
indicated it helps them learn new words effectively, and 15% stated that students
find it challenging to keep up with the vocabulary.
- Analysis: The feedback suggests that the text-based framework is generally well-
received, with a majority of students enjoying the learning process and finding it
beneficial for vocabulary acquisition.
5. What improvements would you suggest for the text-based framework for
teaching vocabulary?
- Results: Common suggestions included incorporating more multimedia
resources, providing additional practice opportunities, and offering personalized
feedback.
- Analysis: The open-ended responses indicate a desire for enhancements that
could further engage students and support their vocabulary learning.

Discussion
The findings of this study support the hypothesis that a text-based framework for
teaching vocabulary significantly enhances students' understanding and retention
of new words. The majority of participants reported positive experiences with the
framework, indicating its effectiveness in promoting vocabulary acquisition. The
high levels of engagement observed among students suggest that the framework
successfully integrates vocabulary instruction with active reading and discussion
practices.
Furthermore, the positive feedback regarding the integration of vocabulary
instruction with other language skills highlights the framework's potential to foster
a more holistic approach to language learning. The suggestions for improvement,
particularly the incorporation of multimedia resources and personalized feedback,
align with current research advocating for diverse instructional strategies to cater to
varying student needs (Marulis & Neuman, 2010; Kennedy et al., 2013; Egan &
Gilic, 2021).
In conclusion, the text-based framework for teaching vocabulary at the senior stage
of secondary school demonstrates significant promise in enhancing vocabulary
acquisition. Future research could explore the long-term effects of this framework
on students' vocabulary retention and its applicability across different educational
contexts.
This article serves as a comprehensive exploration of the text-based framework for
teaching vocabulary, providing insights into its effectiveness and areas for
enhancement based on empirical data collected from university students.

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