STRUCTURED VOCABULARY INSTRUCTION FOR ACADEMIC SUCCESS: A STUDY ON TRADITIONAL METHODS
DOI:
https://doi.org/10.5281/zenodo.14015886Keywords:
academic vocabulary, vocabulary acquisition, traditional methods, structured learning, teacher-centered approach, peer instruction, UzbekistanAbstract
This study examines the impact of traditional vocabulary instruction methods on academic vocabulary acquisition among master’s-level English teachers in Uzbekistan. Conducted over an eight-week period with 20 participants, the research utilized the Academic Word List (AWL) and traditional methods, including peer instruction, flashcards, and structured practice, to introduce 25 words per session. Assessments, including pre-tests, weekly evaluations, and post-tests, revealed notable improvements in vocabulary retention and usage. Participant feedback highlighted the predictability and clarity of structured learning, with an emphasis on vocabulary relevant to their professional and academic development. Findings suggest that traditional methods remain effective in non-digital, teacher-centered environments but could benefit from occasional integration of interactive activities. This study underscores the importance of structured vocabulary instruction in academic settings and offers insights into enhancing learner engagement and retention.
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