الفهرس | Only 14 pages are availabe for public view |
Abstract The present study examines the efficacy of the word study approach on improving the spelling skills of Egyptian EFL young learners in spelling tests. Word study suggests a solution to poor spelling as it depends on active learning where the teachers’ role is to facilitate discoveries about the orthographic patterns of spelling; its core is differentiated hands-on activities that are based on learners’ developmental stages rather than having a mainstream for all students’ abilities. The present study also aims at investigating whether the spelling improvement is salient through examining learners’ spelling in open-ended writing activities that require using the studied words in sentences and through a delayed spelling posttest as well. The present study applied a quasi-experimental pretest posttest control group design as well as a qualitative component to stand upon teachers’ attitudes towards word study through a focus group interview and a questionnaire. The participants of the study were divided into one experimental group and one control group of 80 young learners in year two in addition to four novice teachers. The findings, which were obtained through using a t-test, ANOVA test and content analysis, were in favor of word study as means of improving the spelling skills of the participant EFL young learners and the teachers also recommended it. These findings have implications in instructed SLA settings as they provide solution to the complex problem of poor spelling. |