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Participants were 34 fifth-grade students who received instructional treatments based on PWIM and Readers’Theater using Chinese Cheng-yu, followed by vocabulary tests before and after the intervention. 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is the main purpose of the study?","Question",{"text":62,"@type":63},"To examine whether the Picture-word Inductive Model (PWIM) and Readers’Theater can improve Chinese primary EFL learners’ vocabulary learning achievement.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the vocabulary learning intervention implemented?",{"text":67,"@type":63},"Students received lesson plans constructed around PWIM and Readers’Theater using Chinese Cheng-yu, and an English vocabulary achievement test was administered before and after the treatment.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the study’s key findings?",{"text":71,"@type":63},"The posttest mean scores were significantly higher than pre-test scores, and the questionnaire indicated participants were highly satisfied with learning English through PWIM and 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of Picture-word Inductive Model and Readers’Theater to Improve Chinese EFL Learners’Vocabulary Learning Achievement\u003Cbr>Cui Gu1*, Thanachart Lornklang2\u003Cbr>1Nakhon Ratchasima Rajabhat University, 340 Suranarai Rd. Muang, Nakhon Ratchasima, Thailand\u003Cbr>2Faculty of Humanities and Social Sciences, Nakhon Ratchasima Rajabhat University, 340 Suranarai Rd. Muang, Nakhon Ratchasima, Thailand\u003Cbr>Corresponding Author: Cui Gu, E-mail: [gucuitina@gmail.com](gucuitina@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: March 08, 2021\u003Cbr>Accepted: May 09, 2021\u003Cbr>Published: June 30, 2021\u003Cbr>Volume: 12 Issue: 3\u003Cbr>Advance access: June 2021 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>The study is inanced by the graduate school of Nakhon Ratchasima Rajabhat University in the academic year 2019.\u003Cbr>Key words:\u003Cbr>Picture-word Inductive Model (PWIM), Readers’Theater,\u003Cbr>Chinese Cheng-yu,\u003Cbr>Chinese Learners of English as a Foreign Language (EFL), Vocabulary Learning Achievement, Language Learning | ABSTRACT\u003Cbr>Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL) . This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers’ theater on Chinese primary EFL learners’ vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers’ theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students’mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers’theater. The results indicated that learning English via picture-word inductive model and readers’ theater is an effective way for improving learners’ English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition. |\n\nINTRODUCTION  \nBackground of the Study  \nWith the proceeding of globalization, international communications among all countries are becoming increasingly frequent and closer. In the meantime, English is functioning asa bridge connecting people speaking different languages. Asa basic element of any languages, vocabulary is one of the most crucial aspects of language learning (Chen & Chung, 2008) . Laufer and Hulstijn (1998) claimed that vocabulary knowledge is the prerequisite for learning a foreign language, and vocabulary learning should be a lifetime task for language learners. Hence, improving learners’ vocabulary learning ability is the essential task for language teachers.  \nPicture-word inductive model is originally developed by Calhoun (1999) to help young learners improve their English literacy with the aids of pictures. It is an inductive teaching method that develops not only learners’ vocabulary learning ability but also the overall aspects of English literacy. Readers’ theater, in education settings, “is an activity that requires students to perform a text (Young & Nageldinger, 2017, p. 50) .” It is a teaching technique that appears in language classrooms frequently in recent years. Different from traditional theaters, readers’ theater requires no props, no memorization, no memorized lines, and even no costumes, which encourages the students to read scripts loudly with appropriate expressions (Martinez et al., 1998; Young & Nageldinger, 2017) .  \nPublished by Australian International Academic Centre ","cbCaiat6Exlpn9jS","https://ap.wps.com/l/cbCaiat6Exlpn9jS","pdf",164984,"English","# Article history\n## Received, accepted, published\n\n# Abstract\n## Vocabulary learning focus\n## Study design and outcomes\n\n# Introduction\n## Background of the study\n## Statement of the problem","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine whether the Picture-word Inductive Model (PWIM) and Readers’Theater can improve Chinese primary EFL learners’ vocabulary learning achievement.\"},{\"question\":\"How was the vocabulary learning intervention implemented?\",\"answer\":\"Students received lesson plans constructed around PWIM and Readers’Theater using Chinese Cheng-yu, and an English vocabulary achievement test was administered before and after the treatment.\"},{\"question\":\"What were the study’s key findings?\",\"answer\":\"The posttest mean scores were significantly higher than pre-test scores, and the questionnaire indicated participants were highly satisfied with learning English through PWIM and Readers’Theater.\"}]","The Use of Picture-word Inductive Model and Readers’Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement | PDF",1792068715,18]