Vocabulary acquisition : connecting learning to real life situations

Abstract EN

This study is divided into two parts: quantitative and qualitative.

The quantitative part aimed at investigating the effect of vocabulary experiential learning on the English language proficiency of the Saudi university students.

The qualitative part attempted to explore the factors that affected the efficiency of vocabulary experiential learning.

The sample of the study consisted of two level-1 sections in the English Language Institute at King Abdul-Aziz University.

The experimental group was taught selective vocabulary using an experiential learning program.

The control group was taught the same vocabulary using the traditional way.

Data for this study were obtained from two sources: pretest-posttest and interviews.

To answer the first question of the study, the pretest-posttest data were analyzed using a series of t-tests.

To answer the second question, a semi-structured interview was developed to try to understand how students in the experimental group feel and think about vocabulary experiential learning.

The mean scores of the experimental group showed a significant difference on students’ general English proficiency, whereas the control group’s mean scores showed no significant difference.

The interviews revealed four factors that explained and interpreted why students in the experimental group liked experiential learning and as a result why they achieved better results in their general English proficiency.

These four interrelated factors were: interests and needs, motivation, memorization and selfconfidence and autonomy.

In conclusion, these factors leaded to improvement and enhancement of students’ ability to absorb the new vocabulary, and as a result, to positively affected the students’ general English proficiency, the dependent variable of the present study