Abstract

This study aims to investigate the role of using the Frayer Model Strategy in promoting EFL learners ‟Vocabulary retention. The researcher hypothesized that if EFL teachers use the Frayer Model to teach vocabulary, EFL learners will be able to successfully acquire it.To test this hypothesis, the study was conducted through an exploratory descriptive research, utilizing a mixed method to collect both quantitative and qualitative data, by adapting triangulation approach. Firstly, Teachers ‟interview which was administrated to five EFL teachers. Secondly, a questionnaire was designed and distributed to the targeted sample of first-year EFL learners at Ibn Khaldoun Middle School in Souk-Ahras, which was comprised of 11 questions was administered to n72 learners who were divided into three classes, from a total N100 First-year learners. Finally, a non-participant classroom observation was conducted during the second and the third terms (2023), with three classes over six sessions during their vocabulary lessons. The hypothesis was supported by the findings, which demonstrated that the Frayer Model Strategy was effective in promoting vocabulary retention among EFL learners, and that teachers played an important role in implementing this strategy.

Information

Item Type:	Master
Divisions:
ePrint ID:	4591
Date Deposited:	2023-11-21
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/4591

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