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Using a quasi-experimental pretest-posttest control group design, the study involved 520 ESL learners from five government secondary schools in Khurdha district, Odisha, India. The experimental group received corpus-based high-frequency vocabulary instruction (including New General Service List), while the control group used traditional methods. Two-way ANOVA and descriptive statistics showed significantly greater gains for the experimental group in both speaking skills and high-frequency vocabulary, informing educators and policymakers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-electronic-journal-for-english-as-a-second-language-the-impact-of-high-frequency-vocabulary-activation-strategies-in-improving-speaking-skills-and-vocabulary-knowledge-of-rural-esl-learners-volume-29-number-2/427216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-electronic-journal-for-english-as-a-second-language-the-impact-of-high-frequency-vocabulary-activation-strategies-in-improving-speaking-skills-and-vocabulary-knowledge-of-rural-esl-learners-volume-29-number-2/427216.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding rural ESL learners?","Question",{"text":112,"@type":113},"The study focuses on whether high-frequency vocabulary activation strategies improve rural ESL learners’ speaking proficiency and vocabulary knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A quasi-experimental pretest-posttest control group design was used with 520 learners from five government secondary schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the results of the vocabulary activation strategies?",{"text":121,"@type":113},"The experimental group showed significantly greater improvements in high-frequency vocabulary and speaking skills than the control group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},427216,1790672107,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Electronic Journal for English as a Second Language  \nThe Impact of High-Frequency Vocabulary Activation Strategies in Improving Speaking Skills and Vocabulary Knowledge of Rural ESL Learners  \nAugust 2025 – Volume 29, Number 2  \n[https://doi.org/10.55593/ej.29114a2](https://doi.org/10.55593/ej.29114a2)  \nRaju Dhuli  \nIndian Institute of Technology. Bhubaneswar, India \u003C[a21hs09003@iitbbs.ac.in](a21hs09003@iitbbs.ac.in)>  \nRajakumar Guduru  \nIndian Institute of Technology. Bhubaneswar, India \u003C[rajakumarguduru@iitbbs.ac.in](rajakumarguduru@iitbbs.ac.in)>  \nAbstract  \nThis paper examines the effectiveness of vocabulary activation strategies in enhancing the speaking proficiency of English as Second Language (ESL) learners in rural areas. Recognizing the unique challenges faced by ESL learners in these regions, the study investigates how targeted vocabulary knowledge strategies can improve oral communication. A quasi-experimental pretest-posttest control group design was employed, involving 520 ESL learners from five government secondary schools in Khurdha district, Odisha, India. The participants were divided into experimental (n =290) and control (n =230) groups. The experimental group received instruction using high-frequency vocabulary strategies derived from a corpus-based word list, including the New General Service List (new-GSL), to boost speaking skills, while the control group followed traditional methods. Pre- and post-tests measured participants’ vocabulary knowledge and speaking proficiency. Two-way ANOVA with one repeated measure and descriptive statistics were run to analyze the data. Statistical analysis of the data revealed that the experimental group showed significantly greater improvement in both high-frequency vocabulary and speaking skills compared to the control group. The study’s findings offer valuable insights for educators and policymakers aiming to enhance ESL instruction in rural contexts, demonstrating the positive impact of high-frequency vocabulary activation strategies on speaking proficiency and vocabulary knowledge.  \nKeywords: High-frequency vocabulary, speaking skills, ESL students, and activation strategies  \nVocabulary plays a pivotal role in language acquisition, serving as the foundation for all linguistic skills—reading, writing, listening, and speaking. Proficiency in these skills hingeson one's ability to use vocabulary effectively, and thus, vocabulary knowledge becomes a key determinant of overall language proficiency. As Wilkins (1972) aptly says,“Without grammar, something can be conveyed, but without vocabulary, nothing can be conveyed (p.111) .” This  \nstatement underscores the essential function of vocabulary in facilitating communication. Vocabulary not only aids in comprehension but also enhances one’s ability to express oneself clearly and accurately. As such, vocabulary knowledge is a critical benchmark for assessing alearner's linguistic competence (Schmitt & Elaphan, 2001) . The importance of vocabulary extends to cognitive development and communication, as noted by Conderman et al. (2013) . They emphasize that vocabulary influences how one thinks and learns, and there is a strong correlation between vocabulary size and mastery of the four essential language skills: listening, speaking, reading, and writing. Students with an extensive vocabulary are better equipped to understand and articulate new concepts using abstract language, while those with limited vocabulary face challenges in communication.  \nSpeaking, in particular, is regarded as one of the most important language skills. El-Sakka (2016) emphasizes its importance, describing it as a crucial means through which individuals express their personality, self-image, and understanding of the world around them (Luoma, 2004) . Nevertheless, attaining spoken proficiency demands significant effort and time, particularly for learners who lack consistent exposure to English-speaking environments. Gohand Burns (2012) assert","cbCaimh0GsTh6xke","https://ap.wps.com/l/cbCaimh0GsTh6xke","pdf",516967,21,"English","# Abstract\n## Introduction and background\n## Speaking skill and vocabulary relationship\n## Research design and findings","[{\"question\":\"What does the study focus on regarding rural ESL learners?\",\"answer\":\"The study focuses on whether high-frequency vocabulary activation strategies improve rural ESL learners’ speaking proficiency and vocabulary knowledge.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A quasi-experimental pretest-posttest control group design was used with 520 learners from five government secondary schools.\"},{\"question\":\"What were the results of the vocabulary activation strategies?\",\"answer\":\"The experimental group showed significantly greater improvements in high-frequency vocabulary and speaking skills than the control group.\"}]","The Electronic Journal for English as a Second Language - The Impact of High-Frequency Vocabulary Activation Strategies in Improving Speaking Skills and Vocabulary Knowledge of Rural ESL Learners - Volume 29, Number 2 | PDF",1790643232,53]