The influence of peripheral learning for teaching vocabulary to EFL sixth-grade students in a public school in Cuenca, Ecuador

Abstract

The following research is an action research study aimed at addressing a recurring problem observed by the researchers during the internship program at a school in Cuenca, Ecuador. The recurring problem was the lack of effectiveness of the professional tutor methodology in teaching vocabulary, which consists of repetition, the use of flashcards, the use of the first language, games such as hangman, and book activities to practice vocabulary words. Despite the use of multiple intentional learning strategies or techniques, students were not acquiring vocabulary words. Therefore, this problem was proposed to be solved by applying the technique of peripheral learning, a type of unconscious learning that occurs through constant exposure to visual material. The researchers used posters to expose 22 sixth-grade students to vocabulary words related to means of transportation. Therefore, the participants were exposed to the vocabulary on a daily basis for a month. To observe the effect of this technique, the researchers used two instruments. The instruments used during this study were a diagnostic and final evaluation, and three focus groups. After analyzing the data obtained, the researchers concluded that the use of peripheral learning is an effective technique for vocabulary acquisition. This conclusion was drawn from the increase in participants' scores in the final evaluation and the positive opinions shared during the focus group discussions.