Aberkane, OumaymaMaameri, AyoubAdjadj, Djalila2024-05-152024-05-152023http://dspace.univ-oeb.dz:4000/handle/123456789/19290A major challenge in vocabulary teaching is that learners struggle to understand vocabulary concepts.In1956,Bruneretal.introducedtheideaofconceptattainment whichwasdeveloped into a model of teaching by Joyce and Weil (1980). Thus, this study seeks to investigate the effectiveness of the Concept Attainment Model (CAM) onenriching vocabulary among EFL Learners.Tofulfil thispurpose,aquasi-experimental designwasadopted.Theexperiment was carriedoutatMesriAlSebtimiddleschool,AinFakroun.Third-yearlearnershavebeenchosen as the target population ofthe study. Two pre-existing groups consisting of 40 participants were assigned as control and experimental groups. Both groups received a pretest to evaluate the participants' vocabulary knowledge. Then, theexperimental groupwent throughseven-week periodofinstructionusingtheCAMwhile thecontrolfollowedtheregularmethodofteaching. Afterward,apost-testwasadministratedtobothgroupstoexamineanyvocabulary enrichment. Statisticalanalysis ofthegathereddatafromthet-testrevealedasignificant difference between the two groups, where the experimental group exceeded the control group. Hence, the hypothesis, which statesthatthe vocabulary oflearners who are taught throughthe CAM will beimproved,hasbeenconfirmed.Onthebasisofthesefindings,somepedagogicalimplications have been highlighted to improve vocabulary learning for middle schoollearners.enVocabulary enrichment; Concept attainment; EFLOther