Baseline Assessment of Vocabulary Proficiency Among Teacher Trainees: Implications for Digital Storytelling Intervention

Abstract

The present study seeks to understand the existing levels of vocabulary proficiency amongst teacher trainees, which will serve as a basis for future digital storytelling intervention. Vocabulary proficiency forms an important part of second language proficiency and is critical in ensuring pedagogic communication. The present research adopts a quantitative research design to study the various aspects of vocabulary knowledge, namely vocabulary size, polysemy, word associations, collocations, grammar behavior, and pragmatics. The sample consisted of 60 teacher trainees studying in integrated B.A. B.Ed. and B.Sc. B.Ed. programs offered in a university in Tamil Nadu, India. Data was collected from participants by means of a vocabulary test and analyzed using descriptive statistics. Results show that participants had moderate levels of vocabulary proficiency; however, they scored relatively high in vocabulary size but low in pragmatics. These findings suggest that the vocabulary proficiency of participants is multifaceted in nature, and specific weaknesses exist in terms of vocabulary use. Therefore, evidence-based digital storytelling interventions can be designed for improving vocabulary proficiency. The present study also contributes to Sustainable Development Goal 4 by ensuring quality and equitable teacher training.