Peripheral Learning and Vocabulary

Abstract

The primary aim of this research was to assess the efficacy of peripheral learning techniques in enhancing vocabulary acquisition among students. The study adopted a preexperimental design with a quantitative approach, as the data collected were capable of being quantified. The research focused on a sample of 28 eighth-grade students attending "Unidad Educativa Camilo Gallegos Domínguez" in Shell, Ecuador. The sample consisted of 17 male and 11 female students, aged between 12 and 13 years. To evaluate the outcomes, the researchers utilized the Key English Test (KET), specifically targeting the reading and writing sections (parts 2, 6, and 7). These sections were deliberately selected due to their explicit emphasis on vocabulary subskills, comprising a total of 20 questions. The classroom environment was suitably modified to incorporate various teaching aids, including interactive anchor charts, vocabulary anchor charts, and strategy charts. These aids were implemented to facilitate the teaching of new vocabulary. The initial and final interventions involved administering a pretest and posttest, respectively. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS), with hypothesis testing conducted using the Wilcoxon test. The findings of this study demonstrated the significant impact of peripheral learning techniques on improving vocabulary mastery in various topics, such as people at school, greetings and introductions, marital status and professions, countries and nationalities, introductions, greetings and farewells, and family tree. Throughout the interventions, students displayed a remarkable increase in their enthusiasm and interest in language acquisition.