Abstract

Vocabulary acquisition is a cornerstone of foreign language development, yet traditional instructional methods often fail to engage young learners or support long-term retention. This study investigates the effectiveness of using songs as a pedagogical tool for teaching English vocabulary to young English as a Foreign Language (EFL) learners. Employing a quasi-experimental quantitative design, the research compares the vocabulary acquisition of a group of primary school students (aged 6–10) instructed through songs with a control group receiving conventional instruction. Data were collected through pre- and post-tests, classroom observations and teacher feedback. The findings reveal that the experimental group demonstrated significantly greater improvement in vocabulary retention and recall compared to the control group. Furthermore, students in the song-based group exhibited higher levels of motivation, engagement and improved pronunciation. The study concludes that integrating songs into EFL instruction creates an interactive, stimulating and low-anxiety learning environment, making it a highly effective strategy for enhancing vocabulary acquisition among young learners.

Keywords: vocabulary acquisition, songs, young EFL learners, music-based instruction, vocabulary retention

Abstract

Developing reading proficiency is essential for mastering English as a Foreign Language (EFL), yet many learners encounter difficulties due to restricted vocabulary and a lack of contextual understanding. To mitigate these issues, educators often suggest using picture books, which integrate visual imagery with text to help students decode meaning through multiple channels.

This study examines the influence of illustrated books on EFL reading comprehension using a quasi-experimental framework. The research involved 30 primary school pupils, divided into an experimental group using picture books and a control group receiving standard instruction. Results from pre- and post-test evaluations showed that students in the experimental group made significantly more progress than those in the control group.

These outcomes suggest that picture books are a powerful resource for enhancing comprehension and learner interest. Based on these findings, this study recommends EFL teachers incorporate  illustrated materials into their lessons  to enhance students’ understanding and engagement.

Keywords: picture books, reading comprehension, EFL learners, visual learning, young learners, language teaching.

Abstract

One of the most challenging  skills for English as a Foreign Language (EFL) learners is often the ability to speak, especially in environments where opportunities for authentic English exposure are scarce. This study focuses on prevalent linguistic errors found in the spoken English of third semester EFL students at the Faculty of Arts, Gharian University. . The three primary types of errors that are examined are phonological, grammatical, and lexical. The study also explores  the possible reasons behind these errors, such as first-language (L1) interference, limited English exposure, inadequate speaking practice in the classroom, fossilization, and emotional factors. Students often face difficulties with English phonemes that do not exist in Arabic, as well as with the correct grammatical forms, and suitable vocabulary choices, according to the results. The study emphasizes how important it is to implement focused interventions to improve students' spoken accuracy and fluency. It suggests pedagogical recommendations to enhance the accuracy and fluency of students’ spoken English, including increasing the number of opportunities for communicative practice, targeted pronunciation training, and the incorporation of authentic listening resources.

Keywords, English as a Foreign Language, linguistic errors, speaking skill