Aug 2026· International Journal of Research Publications· Vol 203, pp. 412-421· 0 citations
Abstract
Vocabulary development in primary education requires more than increasing the number of words students recognize; learners also need to clarify word meanings, establish lexical relationships, and use vocabulary productively. This study identifies classroom needs in theme-based vocabulary instruction for Grade 3 students and develops a pedagogical framework grounded in lexical-semantic theory, curriculum requirements, textbook tasks, and empirical needs analysis. The study draws on data from 218 Grade 3 students and 15 teachers at three primary schools in Thai Nguyen Province, Vietnam. Student performance was uneven, with 47.7% scoring below 7 on a 10-point vocabulary-expansion assessment. Teacher responses also indicated limited use of instructional supports specifically targeting lexical recognition, guided retrieval, and productive activation. In response, a four-component framework is proposed: lexical recognition, semantic clarification, lexical systematization, and lexical activation. Corresponding measures include guided reading and observation, semantic-feature comparison, associative and syntagmatic organization, and experience-based vocabulary use. Classroom illustrations show how these measures can be integrated into Grade 3 Vietnamese textbook tasks without altering curricular content. The framework offers a structured approach for moving vocabulary instruction from word accumulation toward meaningful lexical organization and communicative use.
Vocabulary is one of the fundamental components of language learning and teaching. According to the English Curriculum Standards for Senior High School (2017 edition, revised in 2025), vocabulary is part of language knowledge. Vocabulary learning is a comprehensive language practice activity carried out within specific themes and contexts, in which students perceive, apply, and transfer vocabulary. After elaborating on the thematic context, this paper analyzes English vocabulary teaching guided by this concept. Using the FLTRP textbooks, one vocabulary lesson is presented in the following steps. First, analyze discourses and clarify thematic context. Second, conduct learner analysis. Third, design learning objectives. Fourth, design procedures guided by thematic context. Lastly, the author conducted teaching practice and subsequently summarizes the reflection.
Siyao Qian· Education and Social Work· 0 citations
This study aims to investigate secondary school students’ vocabulary learning needs in web-based English as a Foreign Language (EFL) contexts by examining their learning goals, perceived vocabulary proficiency, learning preferences, learning challenges, and the use of web-based learning platforms. This study employed a descriptive needs analysis involving 63 Grade X students at a public senior high school in Indonesia. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to support and enrich the quantitative findings. The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features. Students also reported, difficulties related to limited vocabulary mastery, low vocabulary retention, and insufficient exposure to English outside the classroom. Furthermore, although students viewed web-based learning platform as beneficial for enhancing engagement, they emphasized the need for clear instructional guidance to maximize their learning effectiveness. Unlike previous studies that separately examined vocabulary learning or web-based technology, this study integrates students’ vocabulary needs, perceived proficiency, learning preference, learning challenges, and web-based learning expectations into a single comprehensive needs analysis. This integrated profile provides an empirical basis for designing learner-centered web-based vocabulary materials specifically for Indonesian secondary school EFL learners.
Nurismi Nurismi, A. Aini, Nur Hidayanto Pancoro Setyo Putro et al.· IJORER : International Journ...· 0 citations
Against the background of core-competency-oriented curriculum reform and the English Curriculum Standards for Compulsory Education (2022 Edition), junior high school English reading instruction is expected to support the development of reading comprehension, purposeful language use, thinking and learner autonomy. Task-based language teaching (TBLT) organizes learning around authentic, meaning-focused tasks and encourages students to learn through purposeful language use. This paper reviews the theoretical foundations of TBLT, discusses its pedagogical advantages and practical challenges in junior high school reading, and proposes improvement strategies in task design, teacher development, differentiated group participation, and assessment. It then presents an illustrative teaching design for Unit 4 Section B, “Improve Your Eating Habits,” in the 2024 People’s Education Press Grade 7, Volume 2 textbook. The design follows a pre-task, task-cycle, and post-task sequence in which students identify the three poor eating habits described in the text and the related advice, survey group members’ eating habits, develop personal improvement plans, and report group findings in English. The paper argues that purposeful task design, appropriate teacher scaffolding, inclusive group organization, and process-oriented assessment are important conditions for using TBLT to support reading instruction and relevant dimensions of students’ core competencies. The design is a pedagogical illustration rather than an empirical intervention.
Zhihan Yang· International Journal of Edu...· 0 citations
Vocabulary constitutes the foundation of the senior high school English language system and a prerequisite for developing learners' language competence, thinking quality and cross-cultural awareness. Conventional vocabulary pedagogy, however, remains rigid and is plagued by a persistent gap between knowledge acquisition and application, inefficient memorization, low classroom engagement, and weak productive competence—shortcomings that ill fit the educational goals set out in the revised national curriculum standards. Drawing on unit-level teaching cases from senior high school English textbooks, this paper examines the strengths of situational language teaching in vocabulary classrooms and objectively analyzes the practical obstacles that impede its implementation. Building on classroom realities, it proposes targeted optimisation strategies to yield a feasible, actionable pathway for vocabulary instruction. The approach seeks to foster learners' autonomous learning capacity and strategic language use, advance their English core competencies, and support reform efforts toward more efficient vocabulary classrooms.
Yuan-Yuan Xie· International Journal of Edu...· 0 citations
Corpus-based tools and techniques not only facilitate the description of learners' language but can also be used in educational settings to design targeted classroom activities. This approach is known as data-driven learning (DDL). Access to corpus data enables learners to observe and analyze patterns in real language use, addressing their specific needs and fostering learning autonomy. While several studies have examined the effectiveness of DDL in teaching various language skills, few have investigated its impact highlighting the implications for specific cultural groups. Adopting a cumulative knowledge building perspective, this study systematically synthesizes and builds upon previous empirical research to advance our understanding of the effectiveness of DDL for South Korean learners of English. The purpose is paper to (1) survey different DDL activities piloted in vocabulary instruction across various English language teaching contexts in Korea; (2) determine the effectiveness of DDL for vocabulary instruction for this demographic; and (3) explore Korean learners' attitudes towards DDL. To do so, empirical studies were systematically identified using the Korea Citation Index with the keywords “data-driven learning,” “corpus-based,” “vocabulary,” “lexis,” “Korea,” and “Korean.” The results indicate that DDL is generally welcomed by and effective for students in this demographic. By building on cumulative findings, this study provides empirical foundation for curriculum development, classroom practices, and teacher training. Tailoring DDL activities to the Korean context can maximize their effectiveness addressing learners' unique linguistic challenges.
W. Acorinti· The ESPecialist: Research in...· 0 citations
The growing demand for advanced literacy skills requires reading instruction at the junior high school level to move beyond surface comprehension toward integrative, analytical, and reflective reading practices. However, Indonesian language instruction remains largely dependent on conventional teaching materials that do not systematically integrate extensive and intensive reading strategies. This study aimed to develop Indonesian language teaching materials based on the Integrative Extensive–Intensive Reading (MIME) model to enhance students’ reading comprehension and text analysis skills. This research employed a R&D approach. Data were collected through classroom observations, interviews, document analysis, expert validation sheets, student response questionnaires, and reading comprehension tests. The study involved Indonesian language teachers and students at Malang, East Java, with 30 students participating in the limited field trial. The developed materials were evaluated by subject matter experts, instructional design experts, and graphic design experts before being implemented in an experimental class and compared with a control class to examine their effectiveness. The validation results indicated that the developed teaching materials achieved a very high level of validity. Effectiveness testing revealed a statistically significant difference between the experimental and control groups (p = 0.003 < 0.05). These findings demonstrate that the MIME-based teaching materials are valid, practical, and effective in improving students’ reading comprehension, text analysis skills, and learning engagement. Practically, the developed teaching materials can serve as an alternative instructional resource for Indonesian language teachers to implement integrative reading instruction and strengthen students’ higher-order literacy skills at the junior high school level.
H. Wardoyo, Suryantoto Suryantoto, Riswanda Himawan et al.· Journal of Languages and Lan...· 0 citations