Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills Malaysian schools. ESL learners then may overlook variety meanings that a word spelling can offer. This research aims to describe effects explicit approach on 30 Form Two (eighth grade) students from suburban school Ipoh, Perak, Malaysia. A descriptive style was adopted, specific lessons were used help learn target words. Using statistics, pre- post-test scores analysed compared determine impact this approach. The frequency counts, percentages, mean scores, standard deviation students’ evaluation form responses analysed. Content analysis transcribe, classify, categorise qualitative data interview session. According data, increased dramatically post-test, with gap 21.9. also enthusiastic about teacher’s instructions (M=4.48, SD=0.64) (M=4.34, SD=0.59). It suggested instruction, which engages exciting learning techniques as employed by study could enhance their knowledge.