Beyond the Basics: A Mixed-Methods Analysis of Vocabulary Use and Development in Qatari EFL Writing
Abstract
This mixed-methods study investigated vocabulary use and development among Arab learners of English (n=60) at the intermediate level in Qatar. A combination of quantitative analysis of writing samples and qualitative analysis of semi-structured interviews (n=15) was employed. The quantitative analysis revealed an average vocabulary size of 1,187 words and a Type-Token Ratio (TTR) of 0.68, suggesting a relatively broad vocabulary base with good diversity. The Lexical Sophistication Score (average: 42) indicated some use of advanced vocabulary. The qualitative analysis identified key themes related to student experiences: challenges with expressing complex ideas due to perceived vocabulary limitations, frustration with rote memorization methods, and the importance of encountering vocabulary in engaging contexts. Students also described active learning strategies they employed and the role of motivation and self-efficacy in vocabulary acquisition. Integrating the quantitative and qualitative data provided a more comprehensive understanding. While students possessed a decent vocabulary size, rote memorization practices might limit their ability to use it effectively. Thematic analysis suggested that incorporating engaging and context-based activities alongside strategies that encourage active learning and self-efficacy could be beneficial for EFL vocabulary instruction in Qatar. This study contributes to the understanding of vocabulary acquisition among Arab EFL learners by highlighting the importance of context, active learning, and motivation. The limitations of the study and future research directions are also discussed.
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