Using worksheets to teach vocabulary
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Authors
Lizárraga, Ilse León
Issue Date
2021
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: The study took place in a poorly resourced primary school in Hermosillo, Sonora, Mexico, where an English teacher explored the use of worksheets to teach vocabulary to a mixed-age class of 18 first graders. Many students faced interruptions in education due to personal challenges, and the class met three times a week. Despite limited literacy and English skills, students were eager to learn.
Aims: The research sought to investigate the effectiveness of worksheets in supporting vocabulary learning. Four guiding questions explored the teacher's objectives in using worksheets, students' perceptions of them, the activities included, and the effectiveness of the worksheets in complementing the textbook.
Methods: The teacher used lesson plan analysis, a reflective journal, and informal student interviews. Lesson plans were reviewed with colour-coded annotations, journaling was used to capture immediate post-lesson reflections, and 12 students were individually interviewed in Spanish to ensure honest feedback.
Findings: The teacher discovered that worksheets primarily served to teach vocabulary rather than the anticipated focus on writing or speaking. Students enjoyed the worksheets but had varying understandings of their purpose, with some associating them with colouring and drawing. Common activities included cutting, gluing, colouring, and tracing. Adjustments to worksheets, such as adding images and simplifying formats, helped students learn between three and five new words per lesson. Students favoured hands-on activities like cutting and gluing, although some struggled with matching tasks due to literacy challenges.
Implications: This study highlights the value of reflective teaching and incorporating student feedback. Other educators might consider focusing on the alignment between worksheet activities and learning objectives, simplifying tasks to support varying literacy levels, and using consistent formats to save time. Encouraging student input can also guide refinements in teaching materials.
Aims: The research sought to investigate the effectiveness of worksheets in supporting vocabulary learning. Four guiding questions explored the teacher's objectives in using worksheets, students' perceptions of them, the activities included, and the effectiveness of the worksheets in complementing the textbook.
Methods: The teacher used lesson plan analysis, a reflective journal, and informal student interviews. Lesson plans were reviewed with colour-coded annotations, journaling was used to capture immediate post-lesson reflections, and 12 students were individually interviewed in Spanish to ensure honest feedback.
Findings: The teacher discovered that worksheets primarily served to teach vocabulary rather than the anticipated focus on writing or speaking. Students enjoyed the worksheets but had varying understandings of their purpose, with some associating them with colouring and drawing. Common activities included cutting, gluing, colouring, and tracing. Adjustments to worksheets, such as adding images and simplifying formats, helped students learn between three and five new words per lesson. Students favoured hands-on activities like cutting and gluing, although some struggled with matching tasks due to literacy challenges.
Implications: This study highlights the value of reflective teaching and incorporating student feedback. Other educators might consider focusing on the alignment between worksheet activities and learning objectives, simplifying tasks to support varying literacy levels, and using consistent formats to save time. Encouraging student input can also guide refinements in teaching materials.
Description
Keywords (free text)
english as a foreign language , vocabulary learning , worksheets , primary education , reflective practice , teaching materials adaptation , exploratory action research