Enhancing Vocabulary Retention through Routine-Based  Activities in Young EFL Learners

Gisselle Karina Molina Cabrera; Hazel Acosta Cadungog

doi:10.29166/kronos.v6i2.8909

Authors

Gisselle Karina Molina Cabrera Universidad Nacional de Educación (UNAE)
Hazel Acosta Cadungog UNAE

DOI:

https://doi.org/10.29166/kronos.v6i2.8909

Keywords:

Routines, repetition, vocabulary retention, Young EFL learners, exploratory action research

Abstract

The primary objective of this study was to investigate the influence of implementing routine-based activities on vocabulary retention among 13 young learners aged 4 to 5 years attending a private school in Cuenca, Ecuador. To carry out this study, an Exploratory Action Research design was used to analyze students' initial context and the results obtained after the intervention. To collect data, pre-tests and post-tests, observation protocols, weekly assessments, and final interviews were used. To assess students' prior knowledge of the target vocabulary, a pre-test was administered in the first phase, followed by the second phase, during which subsequent sessions taught the target vocabulary through the intervention. Each week included five sessions, in which, from session one to four, four words were learned and reinforced cumulatively, while session five was used to evaluate students' vocabulary retention learned during the week. Observation protocols were used to monitor students' performance through routine-based assessments. In the last session, a post-test was implemented to measure students' vocabulary retention, and a final interview was conducted to determine students' perceptions about the use of this teaching strategy. The findings indicated improvements in vocabulary retention, pronun ciation, confidence, and engagement.

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