INVESTIGATING VOCABULARY ACQUISITION THROUGH EXTENSIVE READING TECHNIQUE: A STUDY OF PAKISTANI EFL LEARNERS

Abstract

Extensive reading (ER) has gained recognition as an effective instructional method in foreign language learning. Previous studies have explored its impact on vocabulary acquisition among foreign language learners. This research investigates how extensive reading techniques influence the development of vocabulary skills among intermediate-level learners in a part-time English language academy. Using a quantitative approach, the study employed a quasi-experimental nonrandomized control groups’ pretest-posttest design. The study involved participants who were enrolled in an English language program, with eighty students selected through non-random convenience sampling and divided equally into control and experimental groups. The control group participated in traditional vocabulary instruction, while the experimental group engaged in extensive reading sessions over twelve weeks. Data was collected using pre-tests and post-tests administered to both groups. The data from the pre-test and post-test were analyzed using an independent sample t-test to assess the development of students' vocabulary acquisition. The results indicated significantly improved vocabulary skills among learners with extensive reading techniques. Additionally, extensive reading enhanced key aspects of vocabulary acquisition, including identification of word class and type, suffix recognition, contextual usage, and position in a sentence, focusing specifically on closed class words: nouns, verbs, adjectives, and adverbs within the scope of this study. Overall, the findings revealed that learners who engaged in extensive reading produced better vocabulary skills than those who followed conventional learning methods, demonstrating improvements in comprehension, usage, and lexical diversity.

Keywords: extensive reading, vocabulary acquisition, foreign language learning, closed-class words