The Implementation of Specific Word Instruction in a Primary ESL Classroom:

A Study on Students’ Perspective

Abstract

While most studies on ESL vocabulary instruction have focused on effective teaching and learning strategies, there is a lack of research that binds the gap between research and practice especially in the use of specific word instruction and vocabulary knowledge. In fact, there is a lack of implementation of the Specific Word Instruction (SWI) in ESL classrooms in Malaysia. This study seeks to investigate the perspectives of ESL students on the implementation of SWI in their classroom with the goal of informing more effective and tailored vocabulary teaching strategies. SWI was implemented during English lessons where 37 Year 4 primary school students in a primary public school in Petaling Jaya were exposed to new vocabulary. Upon completion of experiencing English lessons using SWI, students were required to complete a survey to gauge their perceptions of using SWI as an approach in learning vocabulary. The findings discovered a positive outcome on the implementation of SWI in an ESL classroom where participants of the study felt more motivated and positive in acquiring new vocabulary when SWI approach is implemented in the classroom. It is recommended that language instructors implement SWI into their vocabulary lessons to encourage and enhance students’ vocabulary learning experience.