Secondary ESL Teachers’ Beliefs, Strategies, and Experiences in Teaching Vocabulary

Abstract

The importance of vocabulary in language learning cannot be ignored, due to the significance that it brings into the core foundation of second or foreign language learning. Due to the declining and poor performance of learners in language subjects in recent international and national standardized examinations, this study explored the beliefs, strategies, and experiences of secondary ESL teachers in the Philippines in teaching vocabulary. This descriptive single case study included 17 secondary ESL teachers as participants and were asked to answer an open-ended online questionnaire seeking to describe their beliefs, strategies, and experiences in teaching vocabulary. For the purposes of confirmation and verification of participants’ responses, semi-structured interviews through online conferencing platforms were also conducted. Anchored on the framework of Borg (2003), the participants’ beliefs mirror the strategies and experiences they were accustomed to in teaching and learning vocabulary while incorporating 21st century approaches such as collaboration and autonomy-supportive language learning strategies.



Author Information
Ryan Dave Delos Reyes, Stella Maris College, Philippines

Paper Information
Conference: ACE2021
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the ACE2021 Conference Proceedings (View)
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To cite this article:
Reyes R. (2022) Secondary ESL Teachers’ Beliefs, Strategies, and Experiences in Teaching Vocabulary ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2022.6
To link to this article: https://doi.org/10.22492/issn.2186-5892.2022.6


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