The Effectiveness of Using“Collecting and Processing Words” Strategy in Teaching EFL Vocabulary to Intermediate School Students

Abstract

This study aims to investigate The Effectiveness of Using“Collecting and Processing Words” (CPW for short) Strategy in Teaching EFL Vocabulary to Intermediate School Students, as follows: 1- specify in detail the CPW strategy for teaching English vocabulary to EFL students .2- assess the average level of students’ achievement in the area of English vocabulary .3- find out whether there is any significant difference between the achievement of the experimental group and that of control group in the achievement posttest 4- find out whether there is any significant difference between the achievement of students at the recognition level and that at the production level, of the posttest . These aims have been achieved through verifying the following hypotheses :1. The average of EFL intermediate school students’ performance is within the theoretical mean scores of performance in the area of vocabulary .There is no significant difference between the mean scores of the experimental group’s achievement and that of the control group, in the posttest. 3. There is no significant between the mean scores of the experimental group’s achievement at the recognition level and that at the production level, of the posttest.
 The sampling method is used to select randomly two sections of the second intermediate class at Koonuz Al-Mareefaa Private School for Boys in the city of Tikrit . One of the sections is the experimental group, and the other is the control one. Each group includes twenty-five students , who have been equalized in their age , parents’ academic attainment , and previous year performance in English . An achievement test of seven questions has been constructed, validated, its reliability is obtained, and its items are analyzed and then applied to the two groups of study. The collected data has been statistically analyzed and the obtained results are as follows:1. There is a significant difference between the mean scores of students’ general performance and the theoretical mean scores of performance , in the area of English vocabulary .2. There are no significant difference between the mean scores of the experimental group’s achievement and that of the control group, in the posttest .3. There is no significant between the mean scores of the experimental group’s achievement at the recognition level and that at the production level , of the posttest .
 Finally, in the light of the obtained results, several conclusions, recommendations, and suggestions have been put forward.