Task Based Vocabulary Teaching: An Experimental Study in Selected Secondary Schools in Mombasa County, Kenya
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Date
2021-12
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Ruwaza Afrika
Abstract
Vocabulary teaching has generally been neglected in the English language teaching learning process in Kenya. The syllabus and material design process is predicated on the notion that vocabulary can be learnt with explicit methods and approaches that address it the present study employed the Solomon Four Group experimental design to investigate the effect of task abased teaching on students’ score on a Vocabulary Acquisition Test (VAT) in selected form two secondary schools in Mombasa County, Kenya. The researcher conducted three experimental classroom teaching sessions in the experimental group using task based methodology while the control groups were taught by the regular teachers using the regular prescribed methods of teaching vocabulary. The data was collected using the VAT and analyzed using a paired t test and the Maximum Likelihood Regression model and it revealed that the experimental group out
performed their peers in the control groups and the tasks selected were good predicators of the outcome of the students score on the VAT. The conclusion based on the results is that task based teaching be adopted in the teaching of English language vocabulary in Kenyan schools.
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Keywords
Task based, vocabulary teaching, experimental treatment, control group treatment, VAT score