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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
Language: English
Authors: Krista Hulderman (ORCID 0009-0005-7834-1483), Justin J. Wageman (ORCID 0009-0004-4045-5584), Stacy Duffield (ORCID 0000-0002-8547-8630), James Nyachwaya (ORCID 0000-0003-3355-6497)
Source: TESL-EJ. 2025 29(1).
Availability: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Teachers, Vocabulary Development, English (Second Language), Second Language Instruction, Writing Assignments, Multiple Choice Tests, Instructional Materials, English, Language Arts, Scores, Language Tests, Teaching Methods, Secondary School Students, English Learners, Instructional Effectiveness, Retention (Psychology)
ISSN: 1072-4303
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477809
Database: ERIC
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  Data: The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition
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  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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: English
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      – SubjectFull: Language Arts
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      – SubjectFull: Scores
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      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
    Titles:
      – TitleFull: The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition
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