| Summary: | In recent years, the role of vocabulary plays in contributing to one’s language
competency and literacy development has been progressively eminent in language
acquisition studies, especially within the domain of second language acquisition. In
malaysia, learners generally flounder in their academics, predominantly due to their
rudimentary esl vocabulary repository. This present research was conducted to study
on how the use of images in a malaysian national primary school’s esl classrooms
affects the esl receptive vocabulary knowledge development via the adapted
picture word inductive model (pwim) intervention. The recall (short term) and
retention (long term) of the esl receptive vocabulary knowledge of the two intact
groups were also juxtaposed. The two intact groups consisted of standard four pupils.
The whole intervention programme of the study lasted approximately 26 weeks, with
each of the 140 participants subjected to a pre-test, post-test, and delayed post-test using
the esl receptive vocabulary knowledge test. Concurrently, they were required to
answer the questionnaires once they had completed their delayed post-tests. Two semistructured
interview sessions were conducted with the two esl teachers who partook
in the study; the first session was prior to the intervention, while the second session was
after the intervention to garner their thoughts and recommendations on the study
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