DATA-DRIVEN VOCABULARY SELECTION AND MASTERY: INSTRUCTIONAL PRINCIPLES AND LEARNER AUTONOMY IN THE MOROCCAN EFL CONTEXT

Redouan Baghit

Abstract


This study examined vocabulary instruction and learning in Moroccan secondary schools. The study highlighted the challenges students face and explored strategies for addressing them. It primarily identified and analyzed barriers to effective vocabulary acquisition. The research examined both instructional practices and learner behaviors. Surveys and interviews with teachers and students in Casablanca and Rabat revealed the main obstacles: lack of motivation, time constraints, first-language interference and difficulty applying new words in context. The study also evaluated and recommended proven instructional strategies. These included direct and indirect teaching methods, as well as promoting learner autonomy through group work, vocabulary notebooks, and digital tools. By systematically investigating these objectives, the study offered guidance to EFL teachers, textbook developers, and educational leaders on improving vocabulary teaching and learning in Moroccan secondary schools.

Keywords


learner autonomy, Moroccan secondary schools, teaching strategies, pedagogical technique, vocabulary acquisition

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References


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DOI: http://dx.doi.org/10.46827/ejals.v9i1.702

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