Publicação
The Effectiveness of Picturebooks to Teach Vocabulary in Preschool EFL Classes
| Resumo: | This study aimed to answer the research question: How effective is the use of picturebooks in teaching vocabulary to three-year-old children in preschool EFL classes? The research was conducted with a group of ten children who were beginning their English language studies in preschool, during the first term of the academic year. To address this question, two picturebooks were carefully selected, and activities were designed around them, integrating the content with the coursebook adopted by the institution. A comprehensive programme was developed, consisting of twelve lessons planned according to expert recommendations on using picturebooks in foreign language teaching. The central aim was to assess the impact of picturebooks on vocabulary acquisition, focusing on both receptive and productive language skills. To evaluate this, specific assessment methods were developed, designed to measure the children's progress in acquiring new vocabulary. Additionally, assessment methods were created to assess not only vocabulary acquisition but also the overall teaching and learning process. It is my belief that for children to learn effectively, the teaching process, the activities carried out, and the materials used must be engaging and well-received by the students. The study utilised a combination of direct and indirect observation, using video recordings, assessments of vocabulary knowledge, and informal feedback to determine the effectiveness of the approach. The research considered various factors, such as the children's interest and engagement with the picturebooks, the interactive activities surrounding the books, and the connection between the materials used and the children's language development. The evaluation of both receptive and productive vocabulary acquisition was carried out through simple tests, such as identifying pictures corresponding to flashcards and retelling the stories by the students using the picturebooks. The findings of this study suggest that picturebooks can be a highly effective tool for teaching vocabulary to young children in a preschool EFL setting. They provide an engaging and interactive means of learning, promoting vocabulary acquisition through context, repetition, and visual support. Furthermore, the study indicates that when teaching methods, materials, and activities align with the interests and needs of young learners, the process of learning becomes more effective and enjoyable. It also suggests that children learn vocabulary more effectively when it is meaningful to them and when it is learned in a fun, engaging way, using gestures, voices, and objects such as masks, for example. The study demonstrated that while the frequency with which children hear words may be important, what appears to be more crucial is the meaning each word holds for the children and how they relate the word to their own experiences and life events. |
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| Autores principais: | Oliveira, Diana Marlene Silva |
| Assunto: | Picturebooks Livros Ilustrados Vocabulary Vocabulário Preschool Pré-escola EFL Inglês Língua Estrangeira Very Young Learners Aprendizes Muito Jovens |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso embargado |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This study aimed to answer the research question: How effective is the use of picturebooks in teaching vocabulary to three-year-old children in preschool EFL classes? The research was conducted with a group of ten children who were beginning their English language studies in preschool, during the first term of the academic year. To address this question, two picturebooks were carefully selected, and activities were designed around them, integrating the content with the coursebook adopted by the institution. A comprehensive programme was developed, consisting of twelve lessons planned according to expert recommendations on using picturebooks in foreign language teaching. The central aim was to assess the impact of picturebooks on vocabulary acquisition, focusing on both receptive and productive language skills. To evaluate this, specific assessment methods were developed, designed to measure the children's progress in acquiring new vocabulary. Additionally, assessment methods were created to assess not only vocabulary acquisition but also the overall teaching and learning process. It is my belief that for children to learn effectively, the teaching process, the activities carried out, and the materials used must be engaging and well-received by the students. The study utilised a combination of direct and indirect observation, using video recordings, assessments of vocabulary knowledge, and informal feedback to determine the effectiveness of the approach. The research considered various factors, such as the children's interest and engagement with the picturebooks, the interactive activities surrounding the books, and the connection between the materials used and the children's language development. The evaluation of both receptive and productive vocabulary acquisition was carried out through simple tests, such as identifying pictures corresponding to flashcards and retelling the stories by the students using the picturebooks. The findings of this study suggest that picturebooks can be a highly effective tool for teaching vocabulary to young children in a preschool EFL setting. They provide an engaging and interactive means of learning, promoting vocabulary acquisition through context, repetition, and visual support. Furthermore, the study indicates that when teaching methods, materials, and activities align with the interests and needs of young learners, the process of learning becomes more effective and enjoyable. It also suggests that children learn vocabulary more effectively when it is meaningful to them and when it is learned in a fun, engaging way, using gestures, voices, and objects such as masks, for example. The study demonstrated that while the frequency with which children hear words may be important, what appears to be more crucial is the meaning each word holds for the children and how they relate the word to their own experiences and life events. |
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