primary-esl
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- PaperERIC — Assessment & second language1 Jan 2025
An Instructional Exploration of Integrating Analogical Reasoning and the Feynman Technique in English as Second Language (ESL) at the Primary Level
Aihua Cheng, Nirat Jantharajit, Supawadee Kanjanakate
This study proposes integrating analogical reasoning and the Feynman Technique for primary-level ESL instruction using a five-level approach (warm-up, input, processing, reflection, transfer). The combination is found to enhance young learners' understanding, accuracy, and critical thinking. The research offers a cognitively grounded framework with implications for future longitudinal studies.
Original abstract
The proposed research will examine the integration strategy between analogical reasoning and the Feynman Technique in primary school English as Second Language learning. The proposed research will be developed according to a qualitative approach, as the classroom implementation will be targeted. Analogical reasoning will allow young learners to create a conceptual link between old and new information, while the Feynman Technique will enable better comprehension and recall information by explaining things in a simple manner. An approach involving five levels: warm-up, input, processing, reflection, and transfer, including activities like analogy creation, peer explanation, and retelling, etc. It was identified that by blending the two approaches, better understanding, accuracy, and critical thinking are developed among young learners. The proposed research will present a cognitively grounded approach to teaching primary school students English as a Second Language, as well as offer implications for future longitudinal quantitative studies around the world.
- PaperDOAJ — ELT & TESOL1 Nov 2021
Using Word Recognition Instruction and Visual Aids to Enhance Malaysian Primary ESL Learners’ Vocabulary Achievement
Zachary Farouk Chai, Norhidayu Binti Rosman, Mohd Fazri Bin Basri
A study with 50 Malaysian primary ESL learners found that using word recognition instruction and visual aids significantly improved vocabulary achievement for action verbs compared to traditional memorization. The experimental group outperformed the control group on a post-test. The findings recommend these strategies for teaching vocabulary to young learners.
Original abstract
Vocabulary is considered as an essential component of language teaching and learning, and its mastery is significant for all language learners. The process of learning vocabulary is sometimes referred to as vocabulary acquisition. In light of this, teachers need to conduct appropriate and enjoyable activities when teaching vocabulary. Effective techniques and interesting vocabulary materials are imperative especially for primary school ESL learners. This study aimed to determine the efficacy of employing word recognition instruction and visual aids in teaching action verbs to primary school learners in one of the primary schools in Semporna, Sabah, Malaysia. The overall number of participants in the research was 50, and they represented a mixed abilities group of learners. They were randomly assigned into experimental and control groups of 25. The experimental group used word recognition instruction and visual aids to learn new vocabulary (action verbs), while the control group used traditional memorisation instruction to learn the same vocabulary. Following these instructions, the two groups were evaluated (Post-test). The study's findings indicated that the experimental group outperformed the control group. Additionally, it recommends that English language teachers consider word recognition instruction and visual aids as successful vocabulary teaching strategies.