The Effect of Teachers’ Instructional Strategies on the Teaching of Vocabulary Learning in English as a Second Language

Abstract

The aim of the study was to explore the effect of teachers’ instructional strategies on the teaching of vocabulary learning in English as a second language. Data was collected through interview schedule, field notes and the open-ended questionnaire. Criterion purposeful sampling technique was used to select ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings established effect of teachers’ instructional strategies on the teaching of vocabulary learning, prevailing instructional strategies used and the association between instructional strategies and existing vocabulary learning at schools. Teachers need to study and learn application of instructional strategies, apply strategies to optimise their success and enhance teaching and learning which result on positive students academic outcomes. Teachers’ instructional strategies have an effect on teaching of vocabulary learning that affects schools, teachers’ performance which results in positive and/or negative student academic performance.

Keywords: Vocabulary learning difficulties, Vocabulary learning strategies, Teaching vocabulary learning

DOI: 10.7176/EJBM/17-1-05

Publication date: January 30th 2025