Integrating the 5E Instructional Model with Vygotsky’s Sociocultural Theory: Vocabulary Learning through Story-Based Instruction to EFL Libyan Year One Students
DOI:
https://doi.org/10.58916/jhas.v10i3.857الكلمات المفتاحية:
5E teaching model، sociocultural theory، story-based instruction، vocabulary learning، young language learnersالملخص
v
This study aims at investigating whether an intervention based on reading the story The Rainbow Fish aloud to students and formulating intervention lessons based on a combination of the 5E teaching model and the principles of Vygotsky’s sociocultural theory would enhance the vocabulary knowledge of one class of Year One students studying English at an Montessori House International School in Benghazi. The instrument of data collection was a test used as both a pre-test and post-test to measure the students’ vocabulary knowledge before the intervention and after. The quantitative results of this study revealed increased mean scores; moreover, paired sample t-test analysis further indicated that the effects of the intervention were statistically significant. Also, the correlation between the scores of both tests indicated that all students improved regardless of their vocabulary knowledge before the lessons. The results attained from this study highlight the effectiveness of using the 5E teaching model and sociocultural principles in teaching English to younger learners. This study concludes that using story-based teaching, social interaction among learners and active learning leads to vocabulary recall in younger language learners.
التنزيلات
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