The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition.
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| Title: | The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition. |
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| Authors: | Hulderman, Krista1 khulderman@west-fargo.k12.nd.us, Wageman, Justin J.2 justin.wageman@ndsu.edu, Duffield, Stacy2 stacy.duffield@ndsu.edu, Nyachwaya, James2 james.nyachwaya@ndsu.edu |
| Source: | TESL-EJ. May2025, Vol. 29 Issue 1, p1-21. 21p. |
| Subject Terms: | *Vocabulary education, *English as a foreign language |
| Abstract: | English language students often struggle to acquire and retain academic vocabulary due to limited exposure and insufficient opportunities for meaningful engagement with new words. Explicit, structured vocabulary instruction is essential to acquire word ownership, defined as understanding a word's meaning and using it in various contexts. This study investigated the implementation of the Frayer Model, a graphic organizer for explicit vocabulary instruction, at the secondary level in a specialized English language arts classroom. ELLs (n = 5) participated in the study, and the measures included multiple-choice tests and a writing assessment. Analysis of pre- and post-test scores showed that all students had improved their word ownership after the six-week study, with average test scores increasing by 57%. On the writing assessment, the average score was 69%, demonstrating a moderate understanding of the targeted vocabulary. The results revealed that the Frayer Model is an effective tool for developing word ownership among secondary English learners. Several implications for teachers are discussed, including how to use the Frayer Model as a scaffolded, interactive vocabulary teaching strategy to enhance student comprehension and long-term retention. Future research is needed to examine the effectiveness of the graphic organizer in different grade levels and content areas. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185922989 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hulderman%2C+Krista%22">Hulderman, Krista</searchLink><relatesTo>1</relatesTo><i> khulderman@west-fargo.k12.nd.us</i><br /><searchLink fieldCode="AR" term="%22Wageman%2C+Justin+J%2E%22">Wageman, Justin J.</searchLink><relatesTo>2</relatesTo><i> justin.wageman@ndsu.edu</i><br /><searchLink fieldCode="AR" term="%22Duffield%2C+Stacy%22">Duffield, Stacy</searchLink><relatesTo>2</relatesTo><i> stacy.duffield@ndsu.edu</i><br /><searchLink fieldCode="AR" term="%22Nyachwaya%2C+James%22">Nyachwaya, James</searchLink><relatesTo>2</relatesTo><i> james.nyachwaya@ndsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2025, Vol. 29 Issue 1, p1-21. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Vocabulary+education%22">Vocabulary education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: English language students often struggle to acquire and retain academic vocabulary due to limited exposure and insufficient opportunities for meaningful engagement with new words. Explicit, structured vocabulary instruction is essential to acquire word ownership, defined as understanding a word's meaning and using it in various contexts. This study investigated the implementation of the Frayer Model, a graphic organizer for explicit vocabulary instruction, at the secondary level in a specialized English language arts classroom. ELLs (n = 5) participated in the study, and the measures included multiple-choice tests and a writing assessment. Analysis of pre- and post-test scores showed that all students had improved their word ownership after the six-week study, with average test scores increasing by 57%. On the writing assessment, the average score was 69%, demonstrating a moderate understanding of the targeted vocabulary. The results revealed that the Frayer Model is an effective tool for developing word ownership among secondary English learners. Several implications for teachers are discussed, including how to use the Frayer Model as a scaffolded, interactive vocabulary teaching strategy to enhance student comprehension and long-term retention. Future research is needed to examine the effectiveness of the graphic organizer in different grade levels and content areas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.29113a5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Subjects: – SubjectFull: Vocabulary education Type: general – SubjectFull: English as a foreign language Type: general Titles: – TitleFull: The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hulderman, Krista – PersonEntity: Name: NameFull: Wageman, Justin J. – PersonEntity: Name: NameFull: Duffield, Stacy – PersonEntity: Name: NameFull: Nyachwaya, James IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: TESL-EJ Type: main |
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