The Effect of 5ES Model in Developing Fifth Graders' English Vocabulary Learning and Their ` Motivation
DOI:
https://doi.org/10.36473/9pdbze23Keywords:
5Es model, fifth graders, English vocabulary learning, and motivation.Abstract
Students in Iraq, who study using traditional methods, face difficulties in understanding the language. Textbooks and teachers are considered secondary resources in constructivist and collaborative learning, where the focus is on student interaction and building connections between what they already know and what they are learning.This research examines how the 5Es educational framework affects the motivation of fifth-grade students and their ability to acquire new English vocabulary. It may contribute to research on the 5Es model and its impact on the motivation and success of students learning English as a foreign language. A total of 100 fifth-grade students studying English as a foreign language participated in the study. They spend six hours weekly learning English, focusing on reading, writing, listening, and speaking. There were 65 students in the control group and 35 in the experimental group. The experimental group participated in a 10-week program consisting of 20 sessions developed by the researcher using the 5Es instructional model. Learners can use the 5Es framework to build a deep understanding of an unfamiliar topic from start to finish. In comparison, the control group was taught by the researcher using the traditional method. The results showed that the experimental group achieved significantly greater progress than the control group. The experimental group also demonstrated statistically significant improvements in both their motivation and their learning of English vocabulary between the pre- and post-tests.
Downloads
References
References
• Al Samadani, H. & Ibnian, S. (2015). The Relationship between Saudi EFL Students’ Attitudes towards Learning English and their Academic Achievement. International Journal of Education and Social Science, 2 (1), 92-102.
• Alothman, F., & Shuqair, K. (2013). The impact of motivation on English language learning in the Gulf States. International Journal of Higher Education. doi:10.5430/ijhe.v2n4p123.
• Barry, K., & King, L. (1993). Beginning teaching. Sydney: Social Science Press.
• Boddy, N., Watson, K. & Aubusson, P. (2003). A trial of the five Es: A referent model for constructivism teaching and learning. Research in Science Education, 33, 27-42. doi.org/10.1023/A:1023606425452.
• Bybee, R. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, UK: Heinemann.
• Bybee, R. (2009). The BSCS Instructional Model and 21st Century Skills. National Academies Board on Science Education, Washington, DC. In Raw research notes and article annotations. Retrieved from http://cresenciafong.com/wiki/doku.php?id=ref:bybee2009bscsa&rev=1416343285.
• Carr, J., Sexton, U., & Lagunoff, R. (2006). Making Science Accessible to English Language Learners. San Francisco, CA: West Ed.
• Cook, V. (2000). Linguistics and second language acquisition. Beijing: Foreign Language Teaching and Research Press and Macmillan Publishers Ltd.
• Deci, E: L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
• Dornyei, Z. (2001). Teaching and Researching Motivation. England: Pearson Education Limited.
• Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
• Gardner, R. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
• Gardner, R. & Lambert, W. (1972). Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (eds.) Attitudes and motivation in second language learning. (pp. 119-216). Rowley, MA: Newbury House
• Galloway, D., Rogers, C., Armstrong, D., & Leo, E. (1998). Motivating the difficulty to teach. London: Longman.
• Iscan, C. (2014). Usage of the 5E learning cycle model in the social studies course. Journal of Education and Future, (5), 1-11.
• Iscan, C. (2014). Usage of the 5E learning cycle model in the social studies course. Journal of Education and Future, (5), 1-11.
• Karlsson, M. (1996). Motivating at-risk students. Westminster, CA: Teacher Created Materials.
• Keser, Ö. (2003). Designing and Implementing a Constructivist Learning Environment for Physics Education. Doctoral Dissertation. Department of Secondary Science and Mathematics Education, Institute of Natural Sciences, Karadeniz Technical University, Trabzon., Turkish Republic.
• Kim, Hye‐Shin. "Consumer profiles of apparel product involvement and values." Journal of Fashion Marketing and Management: An International Journal 9.2 (2005): 207-220.
• Latifah, A., Mansor, F., Ramli, B., Wardah, M., & Ng Man, S. (2011). The Role of Motivation, Attitude, Anxiety, and Instrumental Orientation in Influencing Learners’ Performance in English as Second Language in OUM. Retrieved from http://eprints.oum.edu.my/565/1/role_motivation.pdf.
• Laufer, B. (1988). The concept of "synforms" (similar lexical forms) in vocabulary acquisition. Language and Education, 2, 113-132.
• Lightbrown, P. & Spada N. (2001). Factors affecting second language learning. In: Candlin, C.N. & Mercer, N. (Eds.), English language teaching in its social context. London: Routledge.
• McCarthy, M. J. (1990). Vocabulary. Oxford: Oxford University Press .
• Moseley, C. & Reinke, K. (2002). Cartoons and Bumper Stickers: Message in the Media. Science Scope, 26 (6): 32-36.
• Newby, D. (2004). Using Inquiry to Connect Young Learners to Science. National Charter Schools Institute. Retrieved from http://www.nationalcharterschools.org.
• Ögeyik, M. C. (2009). Using the 5E Model in History Education: A Sample Study for English Language Teaching Classes. The 3rd International Conference on Advanced and Systematic Research ECNSI- Zadar, Croatia
• Swanage, M., & Lane, N. (1999). Primary investigations. Retrieved from www.science.org.au/pi/intro.htm
• Vansteenkiste, M., Lens, W., & Deci, E. (2006). Intrinsic versus extrinsic goal contents in self- determination theory: Another look at the quality of academic motivation. Educational psychologist, 41(1), 19-31. doi: 10.1207/s15326985ep4101_4
• Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences, 16(1), 1-12. doi: 10.1016/j.lindif.2005.06.004
• Wilkins, D.A.(1972). Linguistics in Language Teaching. London:Arnold. 1972: 9-10.
• Yang, X. (2012). Attitude and Motivation in L2 Learning among UM Master Students. International Journal of Management and Sustainability, 1(1), 13-22. Retrieved from: http://www.pakinsight.com/pdffiles/ijms%20pp.13-22.pdf.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 DALAL ABDULBAQI
This work is licensed under a Creative Commons Attribution 4.0 International License.
