Jenna Steiner

Abstract

The purpose of the present study was to investigate the effects of using concordance data in the classroom on vocabulary acquisition in the English Language Institute (ELI) at the American University in Cairo (AUC). Specifically, the effects on overall lexical knowledge and ability to distinguish between synonyms were explored in addition to students' attitudes towards the use of concordance data. This study employed an exploratory and quantitative approach and used a convenience sample of six intact Egyptian EFL university classes. Three classes with a total of 26 participants were randomly assigned to the experimental group and the remaining three classes with a total of 24 participants were assigned to the control group. The researcher administered a pretest, a vocabulary lesson, and a posttest to each group. The experimental group also completed a questionnaire on their feelings towards the use of concordance lines. The results of the quantitative data indicated that both the experimental and the control group made statistically significant gains from pretest to posttest. However, neither group made higher gains than the other, thus suggesting that there was no difference between the two groups in overall lexical knowledge or ability to distinguish between synonyms. Meanwhile, the qualitative data revealed a positive attitude of behalf of the participants towards the use of concordance lines in their classrooms.

Degree Name

MA in Teaching English to Speakers of Other Languages

Graduation Date

6-1-2011

Submission Date

May 2011

First Advisor

Agameya, Amira

Extent

NA

Document Type

Master's Thesis

Library of Congress Subject Heading 1

Vocabulary.

Library of Congress Subject Heading 2

English language -- Study and teaching -- Arabic speakers.

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Institutional Review Board (IRB) Approval

Not necessary for this item

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