The Effectiveness of Teaching Vocabulary through Synonym-Based Instruction in A Quasi-Experimental Study at The Secondary Level

Abstract

The current quasi-experimental research tested the effectiveness of synonym-based instruction in stimulating the ESL vocabulary acquisition among the students of secondary level. A total of 60 Grade 9 students were split into an experimental group of students using synonym-centred vocabulary tasks and enhanced using digital tools and a control group of students receiving traditional methods of vocabulary memorization. Paired and independent sample t-tests were used to analyze pretest- posttest vocabulary score, and post-intervention survey was conducted to obtain the perception of students toward the instructional approach. Results showed a statistically significant difference between the performance of the experimental group at the end of the experiment and the control group because of the fact that the instruction based on synonyms allowed achieving a higher level of lexical comprehension, word-wise memory, and contextual application of words. The results of the surveys also indicated a high degree of engagement, motivation, and confidence in students who had been subjected to the strategy, especially in the essay usage of the new vocabulary and in the classroom. In general, the research proves the overall positive cognitive and affective benefits of synonym-based instruction in comparison to traditional vocabulary instruction and has a high potential of supplementing ESL instruction at the high school level.