Abstract
Language learners’ cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners’ cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was administered to 64 Iranian EFL learners studying at a language institute in Tehran. By considering 1 standard deviation above and below the mean score, two cohorts of participants were selected for this study, i.e., the experimental group (n=24) and the control group (n=23). Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problem-based vocabulary learning tasks were implemented in experimental group classes. The results of data analysis revealed that the experimental group participants outperformed the control group learners in both tests of vocabulary recall and vocabulary retention (administered after a two-week interval). Pedagogical Implications are discussed.
Highlights
Vocabulary is in no certain terms one of the most significant components of communication in both first language (L1) and second language (L2)
Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problembased vocabulary learning tasks were implemented in experimental group classes
The difficulties associated with learning English as a foreign language (EFL) and learning English as the Second Language (ESL) with regard to vocabulary learning has resulted in a series of studies which aimed at making this process less troublesome
Summary
Vocabulary is in no certain terms one of the most significant components of communication in both first language (L1) and second language (L2) As a result, it has been subject of intense study in the field of applied linguistics. PBL tasks aim at mimicking real-life problems in learning (Savery, 2006); believing that what language learners learn should have similarities with their real-life problems In such a way, the problems designed for language learners are authentic. The possible effect of PBL on EFL learners’ vocabulary learning motivated the researcher to conduct a study and investigate the impact of authentic problem-based tasks on vocabulary learning of Iranian EFL learners. PBL claims to make use of language learners’ higher order thinking skills which target both effective learning and long term retention of content. The effect can pave the way for this approach to be implemented in language classes, this study can contribute to the field in terms of vocabulary learning
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