Does Project-Based Learning Enhance Iranian EFL Learners' Vocabulary Recall and Retention?

Autor/inn/en	Shafaei, Azadeh; Rahim, Hajar Abdul
Titel	Does Project-Based Learning Enhance Iranian EFL Learners' Vocabulary Recall and Retention?
Quelle	In: Iranian Journal of Language Teaching Research, 3 (2015) 2, S.83-99 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Teaching Methods; Vocabulary Development; Student Projects; Control Groups; Experimental Groups; Comparative Analysis; Recall (Psychology); Instructional Effectiveness; Pretests Posttests; Adolescents; Cooperative Learning; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Schulprojekt; Abberufung; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kooperatives Lernen
Abstract	Vocabulary knowledge is an integral part of second/foreign language learning. Thus, using teaching methods that can help learners retain and expand their vocabulary knowledge is necessary to facilitate the language learning process. The current research investigated the effectiveness of an interactive classroom method, known as Project-Based Learning (PBL), in helping Iranian EFL learners not just learn but retain new vocabulary knowledge. To this end, an experimental approach using two groups of participants (i.e. experimental and control) was employed. The experimental group was taught using the PBL method while the control group was taught using the conventional method. The findings of the study indicated that learners who were taught using the PBL approach (i.e. the experimental group) had a significant improvement in their vocabulary recall and retention rate. Besides, they even showed better retention of new vocabulary with higher level of difficulty. This supports previous findings on the effectiveness of PBL as a vocabulary teaching method in the EFL context which could contribute to the betterment of the existing teaching methods. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01