Marzano’s six-step vocabulary instructional process as a strategy to support vocabulary Learning and knowledge

Abstract

Vocabulary is a determining competence to be developed in English learners because it facilitates a better performance on the four language skills. However, little attention has been paid to the use of Marzano’s six-step vocabulary instructional process vocabulary to promote and support both vocabulary learning and knowledge. The main purpose of this research study was to determine the usefulness of Marzano’s six-step instructional process as a vocabulary learning strategy to improve students’ vocabulary learning and knowledge. This research followed an action research approach and it was carried out at a public school with 34 eighth graders. According to the data collected in the needs analysis stage, students revealed difficulties with learning, practicing, and using vocabulary in the different activities in English class. Therefore, it was hypothesized that Marzano’s six-step process could bridge such gap. The instruments for data collection will be a questionnaire, pre and post vocabulary tests, students’ artifacts and a teacher’s journal. It is expected that Marzano’s strategies help build students own path to understand listening and reading activities, write their own writings, speak fluency and overcome the lack of vocabulary.