Effects of Retrieval Vocabulary Instruction on Academic Reading Comprehension

Year 2017, , 253 - 270, 25.09.2017

Kubra Saygili

https://doi.org/10.32601/ejal.461011

Abstract

This study aimed to explore the effects of retrieval vocabulary instruction on academic reading
comprehension of 40 participants at the School of Foreign Languages at Istanbul Şehir University.
According to Barcroft (2015) retrieval vocabulary is defined as the learners‟ ability to recall the words
when they need to produce or use them accordingly. The independent variable is retrieval vocabulary
instruction and the dependent variable is academic reading comprehension. A pre-test was administered
in the first week of module in order to see the academic reading comprehension level of the participants.
A treatment of retrieval vocabulary instruction was given for seven weeks. Later a post-test was
administered in week eight so as to observe whether retrieval vocabulary instruction has any positive
effect on academic reading comprehension or not. SPSS was used in order to analyze the data, and
graphically detailed analysis of the reading comprehension tests are shown at the end. A Pair Sample
statistics was used. The findings of the current study indicated that according to significance levels and
the means of the both of the groups, it can be said that there is a significant change between two test
scores taken at different times from the same groups of participants. Thus, it can be concluded that the
treatment of the retrieval vocabulary instruction was beneficial for the participants since it increased
their reading comprehension scores. 

Keywords

Retrieval Vocabulary Instruction, Academic Reading Comprehension, Vocabulary Teaching, Vocabulary Instruction, Reading Comprehension

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