Integrating the 5E Instructional Model with Vygotsky’s Sociocultural Theory: Vocabulary Learning through Story-Based Instruction to EFL Libyan Year One Students

  • Reem Imsallim English Department, Faculty of Education, University of Benghazi, Benghazi, Libya
  • Noura Abouhajar English Department, Faculty of Education, University of Benghazi, Benghazi, Libya
  • Wraida Imsallim English Department, Faculty of Languages, University of Benghazi, Benghazi, Libya
DOI https://doi.org/10.58916/jhas.v10i3.857
منشور: 2025-07-12
تحميل pdf (الإنجليزية)
3
2

الملخص

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.

الكلمات المفتاحية: 5E teaching model sociocultural theory story-based instruction vocabulary learning young language learners

كيفية الاقتباس

Reem Imsallim, Noura Abouhajar, & Wraida Imsallim. (2025). Integrating the 5E Instructional Model with Vygotsky’s Sociocultural Theory: Vocabulary Learning through Story-Based Instruction to EFL Libyan Year One Students. Bani Waleed University Journal of Humanities and Applied Sciences, 10(3), 272-283. https://doi.org/10.58916/jhas.v10i3.857
Crossref
Scopus
Google Scholar
Europe PMC

الرخصة

Creative Commons License

هذا العمل مرخص بموجب Creative Commons Attribution 4.0 International License.

السيرة الشخصية للمؤلف

  • Reem Imsallim، English Department, Faculty of Education, University of Benghazi, Benghazi, Libya

    REEM MARAI IMSALLIM

     

    CONTACT INFORMATION

    e-mail address: reemimsallim@gmail.com

    Phone: 0925806349

    Address: AlQawarishah, Benghazi, Libya

     

    EDUCATIONAL ATTAINMENT

    1. Studying for a Ph.D. degree in Applied Linguistics, Benghazi University 2021-present
    2. A. degree in Applied Linguistics, Benghazi University 2014
    3. Diploma in language and linguistics, Benghazi University 2009
    4. Bachelor of Arts degree in language and linguistics 2007

     

    PUBLISHED RESEARCH

    1. Libyan Parents’ Attitudes Towards Bilingualism, Journal of the Faculty of Education, Volume 15, May, 2024
    2. The Usability of BenKids Mobile Learning App in Vocabulary Teaching for Preschool, International Journal: Interactive Mobile Technologies, Volume 15, Issue 24, 2001
    3. Mobile Learning Application Development for Learning English to Preschool Students, International Journal of Science and Research, Volume 8, Issue 12, December, 2019
    4. Immortality through love in Shakespearian Sonnets, Benghazi University Press, December, 2017

     

    ELIGIBILITY

    1. International English Language Testing System (IELTS)

         Achieved an overall score of 8.0, British Council Libya, 28.7.2012

    WORK EXPERIENCE AT THE FACULTY OF EDUCATION

    1. Lecturer, Faculty of Education, University of Benghazi: 2014 – Present
    • Teaches English to teacher trainee students
    • Prepares, administers, facilitates, lectures lessons and examinations
    • Supervises graduating students’ research papers
    • Supervises teaching practice for graduating students

     

    1. Assistant Lecturer, Faculty of Education, University of Benghazi: 2014 – Present
    • Teaches English to teacher trainee students
    • Prepares, administers, facilitates, lectures lessons and examinations
    • Supervises graduating students’ research papers
    • Supervises teaching practice for graduating students

     

    1. Quality Assurance Coordinator, Faculty of Education, University of Benghazi: 2016 – 2017
    • Prepares required documents
    • Collects data as required

     

    1. Teaching Assistant, Faculty of Education, University of Benghazi: 2009 – 2014
    • Taught General English to teacher trainee students of other departments
    • Prepares, administers, facilitates, lectures lessons and examinations

     

    WORK EXPERIENCE AT OTHER INSTITUTIONS

    1. English Teacher, Montessori House, 2024 – present.
    2. English teacher, Modern Benghazi University, 2022 - 2023
    3. English Language Training Coach, Dar Alalam School, 2021 - 2022
    4. English Language Training Coach and English Teacher, Harvest International School, 2018 - 2020
    5. English Teacher Giving TOEFL Preparation Courses, MK Center 2018
    6. English Teacher, Award Brand Institute, 2012
    7. English Teacher, Higher Center for Training & Development, 2010–2011
    8. English Teacher, Academy of Graduate Studies, Benghazi, 2010 - 2011
    9. English Teacher, Benghazi University Language Center, 2008 – 2009
    10. English Teacher, CV Center 2007 - 2017
    11. English Teacher, Tawasol Institute, 2005 - 2008

    TRAINING AND WORKSHOPS CONDUCTED

    1. Teaching Young Learners to Read, Montessori House, 8th September, 2024
    2. Preparing a Teaching Portfolio, Faculty of Education, Benghazi, 2016
    3. Teaching Language Skills, Dar Alalam, 20th September, 2022
    4. Techniques in Teaching Grammar, Dar Alalam, 21th September, 2022

     

    SEMINARS, TRAINING AND WORKSHOPS ATTENDED

    1. The First Scientific Conference for Graduate Students, Faculty of Languages, University of Benghazi, 20th – 22nd May, 2025
    2. Statistical Analysis with SPSS, Research Consultation Center, University of Benghazi, 8th – 18th January, 2024
    3. Workshop on Building Capacity for Teacher and Student Success, January 30 – April 7, 2022, Regional English Language Officials & The American Embassy in Libya, by Darcey J. Gray.
    4. Seminar on Syllabus Design: Using Learning Outcomes in Teaching, Learning, and Assessment, Faculty of Education, Benghazi, by Dr. Annabelle C. Belting, 30th January, 2018
    5. Seminar on Quality Assurance: Setting Standards and Guidelines, Faculty of Education, Benghazi, by Dr. Annabelle C. Belting, 16th May, 2018
    6. Completed a Cambridge Teaching Knowledge Test (TKT) preparation programme, Durham University English Language Centre, 14th February – 14th March, 2017
    7. Took an ILETS preparation course, The Skills Center, 2012
    8. Took a TOEFL preparation course, Award Brand Institute, 2010
    9. English Language Teaching Workshop, Benghazi University by Dorothy Zemach and David Bohlke, 11th – 15th October, 2009
    10. English Language Teaching Workshop, Benghazi University by Donna Brighton and David Bohlke, 4th – 7th February, 2008

     

المراجع

1.
Abasi, M., & Soori, A. (2014). Is storytelling effective in improving the English vocabulary
2.
learning among Iranian children in kindergartens? International Journal of Education and
3.
Literacy Studies, 2(3), 7–13 https://doi.org/10.7575/aiac.ijels.v.2n.3p.7
4.
Abdulbaqi, D. (2024). The effect of 5Es model in developing fifth graders’ English vocabulary
5.
learning and their motivation. Alustath Journal for Human and Social Sciences, 63(4), 77-
6.
https://doi.org/10.36473/9pdbze23
7.
Abdussalam, T. (2016). Analysis of variance in vocabulary learning strategies theory and practice:
8.
A case study in Libya. Advances in Language and Literacy Studies, 7(3), 45-54.
9.
Akar, S. S. (2020). Teaching vocabulary using short stories: Traditional versus digital mediums of
10.
learning [Unpublished master’s thesis] Istanbul Sabahattin Zaim University.
11.
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann.
12.
Bybee, R. W., & Landes, N. M. (1990). The 5E instructional model: A learning cycle approach for
13.
inquiry-based science teaching. BSCS Journal, 2(4), 33–39.
14.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes,
15.
N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.
16.
Dujardin, E., Ecalle, J., Auphan, P., Bailloud, N., & Magnan, A. (2023). Vocabulary and reading
17.
comprehension: what are the links in 7- to 10 year-old children?. Scandinavian journal of
18.
psychology, 64(5), 582–594. https://doi.org/10.1111/sjop.12912
19.
Ellis, G., & Brewster, J. (2014). Tell it again! The storytelling handbook for primary English
20.
language teachers (2nd ed.). British Council.
21.
Farizawati (2016). Using storytelling for teaching vocabulary. English Education Journal, 7(2),
22.
-259.
23.
Hartati, S., & Ardila, M. (2020). Teaching English vocabulary by using fables storytelling to the
24.
eighth-grade students of SMP Muhammadiyah 1 Palembang. English Community Journal,
25.
(2), 133–143.
26.
Klaewham, K., Yimwilai, S., & Chaya, W. (2017, April). Enhancing vocabulary learning by using
27.
the story-based instruction [Paper presented]. The Asian Conference on Arts & Humanities
28.
, Japan.
29.
Laufer, B., & Nation, P. (1999). Vocabulary size and use: Lexical richness in L2 written
30.
production. Applied Linguistics, 20(1), 1-21.
31.
Lee, J. (2011). Size Matters: Early Vocabulary as a Predictor of Language and Literacy
32.
Competence. Applied Psycholinguistics, 32(1), 69-92.
33.
https://doi.org/10.1017/S0142716410000299
34.
Lessard-Clouston, M. (1994). Challenging student approaches to ESL vocabulary development.
35.
TESL Canada Journal, 12(1), 69-80.
36.
Aljadi, A. M. (2025). The Impact of Educational Materials on Student Motivation in Reading
37.
Lessons: A Case Study in Libyan Schools. Bani Waleed University Journal of Humanities
38.
and Applied Sciences, 10(1), 526-537
39.
Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., Roberts, M.,
40.
Anthony, K. S., & Busick, M. D. (2012). Translating the statistical representation of the
41.
effects of education interventions into more readily interpretable forms (NCSER 2013-
42.
. National Center for Special Education Research.
43.
Louka, E. B. (2020). Investigation of the current strategies of teaching vocabulary to young
44.
learners. [Unpublished master’s thesis]. University of Zawia.
45.
Melgarejo, T. F. V., Atanacio, L. M. M., Leandro, A. I. C., Faustino, L. K. B., Rivarola, M. M. C.,
46.
López, J. R. A., & Chavez, J. T. G. (2024). The 5E instructional model in the meaningful
47.
learning of science and technology. Frontiers in Education, 9, Article 1435530.
48.
https://doi.org/10.3389/feduc.2024.1435530
49.
Mohamed, G. M. (2017). Investigating some techniques used by Libyan EFL teachers to teach
50.
vocabulary to Libyan primary school students in Sabha city. [Unpublished undergraduate
51.
thesis] University of Sebha.
52.
Pfister, M. (1999). The Rainbow Fish (J. A. James, Trans.). NorthSouth Books. (Original work
53.
published 1992)
54.
Rivers, W. M., & Nunan, D. (1991). The language teaching matrix. Cambridge University Press.
55.
Saville-Troike, M. (2012). Introducing Second Language Acquisition (2nd ed.). Cambridge
56.
University Press.
57.
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. University of
58.
Nottingham.
59.
Alfaqi, I. M. A., & Alkorbow, A. H. S. (2025). The Role of Cultural Awareness in Successful
60.
EFL Communication. Bani Waleed University Journal of Humanities and Applied
61.
Sciences, 10(1), 394-411.‏
62.
Septiana, N. I. (2024). The influence of using 5E learning cycle model towards students’ reading
63.
comprehension of the eighth grade at SMPN 5 Bandar Lampung in the academic year 2023.
64.
[Unpublished undergraduate thesis]. State Islamic University Raden Intan Lampung.
65.
Soleimani, H., & Akbari, M. (2013). The effect of storytelling on children's learning English
66.
Vocabulary: A case in Iran. International Research Journal of Applied and Basic Sciences,
67.
(11), 4005–4014. Retrieved from http://www.irjabs.com
68.
Spencer, T. D., Kirby, M. S., & Petersen, D. B. (2024). Vocabulary instruction embedded in
69.
narrative intervention: A repeated acquisition design study with first graders at risk of
70.
language-based reading difficulty. American Journal of Speech-Language Pathology,
71.
(1), 135-152. https://doi.org/10.1044/2023_AJSLP-23-00004

الأعمال الأكثر قراءة لنفس المؤلف/المؤلفين

<< < 55 56 57 58 59 60 61 > >> 

المؤلفات المشابهة

1-10 من 96

يمكنك أيضاً إبدأ بحثاً متقدماً عن المشابهات لهذا المؤلَّف.