Teacher Beliefs and Approaches to Vocabulary Teaching in Malaysian ESL Primary Classrooms
DOI:
https://doi.org/10.15282/Keywords:
Explicit vocabulary instruction , Incidental learning , Malaysian ESL classroom, Teacher beliefs, Vocabulary teachingAbstract
Vocabulary plays a key role in second language development, yet limited research has explored how Malaysian ESL primary teachers approach its instruction. This qualitative study investigates teachers’ beliefs about vocabulary teaching, the strategies they use, and the challenges they encounter. Semi-structured interviews were conducted with four ESL primary school teachers, and the data were analysed thematically. Findings reveal that teachers hold differing beliefs on explicit versus incidental instructions and using the mother tongue in vocabulary teaching. A range of strategies was identified, including direct teaching, peer learning, and encouraging independent vocabulary acquisition. However, challenges such as time constraints, low student motivation, and insufficient curricular emphasis on vocabulary were commonly reported. The study highlights the influence of teacher beliefs on instructional choices and the need for professional development to support effective vocabulary teaching. Future research using a mixed-methods approach is recommended to provide broader insights into vocabulary instruction practices in Malaysian primary ESL classrooms.
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