Abstract
This quasi-experimental study investigated the effectiveness of using the Think-Pair-Share (TPS) strategy on EFL Omani learners’ vocabulary achievement. It also documented learners’ perceptions regarding the importance of their practicing the TPS strategy in general. The study sample included two groups, one control and one experimental, in the 2023–2024 academic year. Two research instruments were used to collect data: a vocabulary test and a student perceptions questionnaire. Both groups were pretested to assess their vocabulary achievement and to ensure equivalence between them. Students in the experimental group received a four-week TPS intervention whereas their counterparts were taught using a conventional method. The questionnaire explored students’ perceptions of the effectiveness of TPS. The results showed significant differences between the control and experimental groups in vocabulary achievement in favor of the experimental group. Additionally, the results revealed that students held positive views regarding TPS implementation. Implications were made to introduce TPS for Omani learners.
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