The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School Learners in Saudi Arabia

Abstract

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia, verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test, and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test. The study community consisted of all intermediate school students in the Kingdom of Saudi Arabia, while the study sample included 30 students. The experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study tool. The study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test. According to these results, some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia, on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level, in the Kingdom of Saudi Arabia, regarding the adoption of explicit vocabulary instruction while teaching the English language.