Enhancing EFL young learners’ vocabulary through online Extensive Reading (ER) and visual strategies: An action research study
Resumen
A vast body of literature highlights the benefits of Extensive Reading (ER) in second language acquisition (SLA). ER is a pedagogical strategy that involves reading a large number of level-appropriated and engaging texts. Its benefits have been widely documented for its effectiveness in fostering language development, principally vocabulary acquisition. This study aimed to investigate the impact of ER facilitated through a virtual library, created on Edmodo, and supplemented with visual strategies on young English as a Foreign Language (EFL) learners’ vocabulary growth. The research was conducted with 21 seventh-graders from a public primary school. A mixed-method research design was followed to systematically measure the effects of ER on young students’ vocabulary acquisition. Data collection involved administering a pretest to set a baseline of participants' vocabulary previous knowledge. At the end of the experimental phase, a posttest to assess learners’ vocabulary growth was administered. Findings revealed a considerable positive impact, with a Cohen’s d effect size of 3.35, indicating a significant improvement in participants’ vocabulary development. Results highlight the efficacy of ER as a strategy for enhancing young learners’ lexicon. Combining ER methodology with digital libraries and incorporating visual aids can address diverse learning styles and maximize language engagement. These findings contribute to the growing body of evidence that supports the integration of ER, technology, and visual aids into EFL teaching practices, particularly in contexts where access to physical texts might be limited. In conclusion, ER appears to be a highly effective strategy for promoting vocabulary acquisition among young EFL learners.
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Derechos de autor 2025 Lisseth Priscila Cabanilla García, Lester Fennell Pereddo Hidalgo, Tatiana Gabriela Pineda Guzmán
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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