The impact of using explicit/implicit vocabulary teaching strategies on improving students' vocabulary and reading comprehension

Abstract

This study aims at investigating the impact of a combination of both the explicit and implicit vocabulary teaching strategies on developing EFL learners' vocabulary size and improving their reading comprehension skills. The sample of the study consisted of 55 second-year students studying in the College of Economy at Al-Imam University. The two sections were randomly selected out of 10 sections studying English as a basic requirement in this college during the first semester of the academic year 2013/2014. The two sections were assigned to both experimental and control groups. A vocabulary and reading comprehension pre-test was given to both groups at the beginning of the study to get sure that were equivalent and homogenous. The experimental group was taught vocabulary and reading texts explicitly and implicitly, while the control group was taught in the traditional vocabulary teaching method. Two English instructors with similar qualifications and experiences taught the two groups for one complete semester. The same vocabulary and reading comprehension pre-test was given as a post-test at the end of the treatment. The gathered data out of the Pre-post Test were statistically analyzed, and the findings were obtained. The findings revealed significant differences between the control and experimental groups in favor of the experimental one. The combination of explicit and implicit vocabulary strategies has proved to be effective in increasing students' vocabulary size, and as a result, in improving their reading comprehension skills. The researcher reached some conclusions, implications and recommendations. © 2014 ACADEMY PUBLISHER Manufactured in Finland.