Developing reading comprehension skills through reading strategies
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Authors
Khurtsilava, Lika
Issue Date
2024
Educational Level
ISCED 1: Primary Education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The research was conducted in a primary school located in a small village in a mountainous region of East Georgia, where the teacher observed challenges among third and fourth-grade students in learning vocabulary. These challenges were recognised as critical, considering the role of vocabulary in language acquisition and overall student motivation.
Aims: The primary aim of the research was to explore the vocabulary learning difficulties faced by primary learners and to examine the effectiveness of the teaching strategies employed. Specific research questions were formulated to investigate the amount of time learners dedicated to vocabulary study, the methods used for teaching vocabulary, the difficulties students encountered, and the mechanisms in place to ensure vocabulary retention.
Methods: A mixed-methods approach was utilised for data collection, comprising questionnaires administered to students, lesson observations conducted by a colleague, and a reflective journal maintained by the teacher. The questionnaire sought to capture students' perceptions and experiences regarding vocabulary learning, while observations focused on identifying challenges and teaching techniques. The reflective journal documented classroom events and strategies.
Findings: The findings indicated that students spent limited time on vocabulary outside of class, with half of them studying new words rarely. The lessons allocated 30 minutes for vocabulary teaching, primarily using strategies such as flashcards, audio recordings, and visual aids. Common difficulties included pronunciation, spelling, and memory retention, with many learners needing explanations in their native language. The strategies that students found most helpful involved visual aids and direct explanations from the teacher.
Implications: The study highlights valuable insights into effective vocabulary teaching strategies that resonate with young learners, particularly the importance of visual aids like flashcards. It also underscores the necessity for teachers to adapt their methods to address persistent challenges, including the integration of vocabulary recycling and revisiting previously learned words. Engaging in reflective practice and research may also enhance teachers' understanding of classroom dynamics and student needs, fostering professional development.
Aims: The primary aim of the research was to explore the vocabulary learning difficulties faced by primary learners and to examine the effectiveness of the teaching strategies employed. Specific research questions were formulated to investigate the amount of time learners dedicated to vocabulary study, the methods used for teaching vocabulary, the difficulties students encountered, and the mechanisms in place to ensure vocabulary retention.
Methods: A mixed-methods approach was utilised for data collection, comprising questionnaires administered to students, lesson observations conducted by a colleague, and a reflective journal maintained by the teacher. The questionnaire sought to capture students' perceptions and experiences regarding vocabulary learning, while observations focused on identifying challenges and teaching techniques. The reflective journal documented classroom events and strategies.
Findings: The findings indicated that students spent limited time on vocabulary outside of class, with half of them studying new words rarely. The lessons allocated 30 minutes for vocabulary teaching, primarily using strategies such as flashcards, audio recordings, and visual aids. Common difficulties included pronunciation, spelling, and memory retention, with many learners needing explanations in their native language. The strategies that students found most helpful involved visual aids and direct explanations from the teacher.
Implications: The study highlights valuable insights into effective vocabulary teaching strategies that resonate with young learners, particularly the importance of visual aids like flashcards. It also underscores the necessity for teachers to adapt their methods to address persistent challenges, including the integration of vocabulary recycling and revisiting previously learned words. Engaging in reflective practice and research may also enhance teachers' understanding of classroom dynamics and student needs, fostering professional development.
Description
Keywords (free text)
English language learning, vocabulary learning, primary education, teaching methods, student challenges, exploratory action research