Strategies for enhancing vocabulary acquisition in the language of instruction

Abstract

Situated in the Al Dhafra Region in Abu Dhabi in the United Arab Emirates, this qualitative research study explores the strategies that were used by teachers to enhance learners' vocabulary acquisition in the language of instruction. Success rates in English are very low, and learners are unable to read on grade level, due to a lack of depth and breadth in vocabulary. The aims of the study were (i) to determine what vocabulary components should be addressed in the English Second Language classes; (ii) to determine what strategies regarding vocabulary learning should be followed in the English Second Language classes; (iii) to explore what strategies are used to enhance the vocabulary development of the learners in the language of learning and teaching; (iv) to determine how effective the strategies are that are used to enhance vocabulary learning; and (v) to explore what strategies can be used to improve vocabulary learning. A qualitative research design within the interpretive paradigm was selected, and a descriptive case study approach was employed in order to address the aims of the study. Non-probability purposive sampling (Ritchie, Lewis & Elam, 2003; Palys, 2017) was used to select the teachers for participation in the research study. Approval for the study was obtained from the Ethics Committee of the NWU Faculty of Education Sciences (Potchefstroom Campus), as well as written consent from the school principal and participating teachers. Participating teachers were protected from harm and exposure at all times. Photographs used to provide evidence regarding strategies observed were taken with the permission of the teachers, while lessons were observed. These photographs were also taken in such a way as to protect the learners' identities. Data were collected using two tools, lesson observations, and semi-structured interviews. Data saturation was achieved after the tenth semi-structured interview and lesson observation. The data was analysed through Thematic Analysis (Clarke & Braun, 2013). Semi-structured interviews and lesson observations were transcribed and then coded using tables on Microsoft Word. Codes were sorted and changed to phrases from which various themes were derived. Nine themes arose from the data collected: Theme 1: Challenges arising due to lack of vocabulary knowledge. Theme 2: Teacher's views on the value of vocabulary. Theme 3: Strategies to enhance vocabulary acquisition in the language of teaching. Theme 4: Vocabulary components that need enhancement. Theme 5: Computer programs as an aid to vocabulary enhancement. Theme 6: Awareness, beliefs, and practices of teachers regarding vocabulary acquisition in ESL. Theme 7: Teachers' perspectives on vocabulary. Theme 8: Factors influencing vocabulary acquisition with ESL learners. Theme 9: Professional development on vocabulary development for teachers of ESL learners. In the final chapter of the study, the researcher provides a framework for integrating $21^{\mathrm{st}}$ Century Skills with strategies to enhance vocabulary acquisition, within a framework comprising elements of Vygotsky's Social Cultural Theory (1978b) and the Working Memory Model of Baddeley and Hitch (1974). The limitations of the study are discussed, and recommendations made for the implementation of the $21^{\mathrm{st}}$ Century Framework, with strategies to enhance vocabulary acquisition. Suggestions for further research are also made.