Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

I-Chia Chou


Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.   


active learning, vocabulary instruction, English-medium instruction, EFL, undergraduate students

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DOI: https://doi.org/10.7575/aiac.ijels.v.6n.1p.17


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