The effect of using form- focused instructions on efl students’ new vocabulary achievements from reading texts, third year mizan-tepi university students’ in focus

Abstract

Foreign language teachers have always tried to find the best and most effective ways to teach new vocabulary to learners of foreign languages. This study focused on using form focused instructions (FFI) to do that - it deals with learning vocabulary from reading texts by completing tasks on them. The experiment was conducted at Mizan-Tepi University. The reading texts the researcher used were accompanied by Focus on Form or integrated approach which illustrated both Focus on Meaning and Focus on Forms task to draw the students’ attention to vocabulary items. The aim of the research was to find out whether different FonF tasks are equally effective in teaching vocabulary. The practical part of this thesis consists of conducting an experiment with students. In order to meet the aim of the research, a reading text was prepared and presented to the students, which accompanied by two exercises to check how well the students comprehend the text in general and after checking the answers to both of the exercises, an immediate post-test was conducted to find out their achievements shortly after learning the new words and the reliability of the test was checked by using cronbach’s alpha. Lastly questionnaire was prepared after the analysis that aimed at gathering information regarding students’ perception on new vocabulary achievements from reading texts. The results revealed that the two groups were homogenous at the beginning of the experiment regarding new vocabulary achievements from reading texts. This means that FFI does not have a significant effect on EFL learners’ new vocabulary achievements from reading texts before intervention. The independent sample t-test conducted after the intervention or experiment revealed that the new vocabulary achievement test was administered and the result of t-test confirmed hypothesis two as FFI have statistically significant differences between the experimental and control group on students’ new vocabulary achievements reading after intervention and the experimental group took the perceptionstypequestionnaire