Investigating teachers' attitudes towards the use of post-reading word-focused activities to develope students' vocabulary retention
No Thumbnail Available
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oum El Bouaghi
Abstract
Vocabulary is a basic component of language acquisition. Without having adequate vocabulary knowledge, learners find difficulties to communicate effectively in a second language (Bouchâala & Ghaouar, 2022). This study aims to investigate attitudes of EFL secondary school teachers in Ain El Beida towards the role of post-reading word-focused activities in enhancing student’s vocabulary retention. This study also seeks to identify common difficulties that teachers encounter in teaching vocabulary. In order to collect data a questionnaire was administered to 16 English teachers in different secondary schools in Ain El Beida. The findings of this study revealed that teachers face difficulties in the process of teaching vocabulary, among which lack of English word knowledge is the main challenge that affects learner’s proficiency in the four language skills. Results also revealed that secondary school teachers have a positive attitude towards the use of post-reading word-focused activities. Considering the findings, this study suggests that post-reading word-focused activities can be a solution to student’s vocabulary shortage. In addition to that, research recommends that these activities should be given more attention in EFL classrooms.