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Needs analysis for developing a flipbook-based explicit vocabulary module in CEFR-aligned primary ESL

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  • Siti Nur Hanis Mohd Zainol

  • Aizan Yaacob

  • Sarimah Shaik Abdullah

Abstract

According to the English curriculum, vocabulary instruction in Malaysian primary schools is only indirectly integrated into the teaching of reading, writing, listening, and speaking skills. This study aimed to identify the need for developing a Flipbook-based Explicit Vocabulary Instructional Module (Flipbook-EVI Module) to support vocabulary teaching within the context of the Common European Framework of Reference for Languages (CEFR). Employing a design and development research (DDR) approach, a needs analysis was conducted through semi-structured interviews with two English education experts and three primary school English teachers, selected via purposive sampling. Thematic analysis revealed two major themes: the expectations for vocabulary teaching and learning as perceived by experts and teachers, and the discrepancies in vocabulary teaching reported by teachers. Findings highlighted the urgent need for more targeted vocabulary teaching resources, improved pedagogical content knowledge, and enhanced teacher professional development. This study concludes that the Flipbook-EVI Module has the potential to equip primary ESL teachers with effective, engaging, and structured vocabulary instruction strategies, thereby strengthening vocabulary acquisition and retention in CEFR-aligned classrooms and improving overall language learning outcomes.

Suggested Citation

  • Siti Nur Hanis Mohd Zainol & Aizan Yaacob & Sarimah Shaik Abdullah, 2025. "Needs analysis for developing a flipbook-based explicit vocabulary module in CEFR-aligned primary ESL," International Journal of Innovative Research and Scientific Studies, Innovative Research Publishing, vol. 8(6), pages 2702-2715.
    • Handle: RePEc:aac:ijirss:v:8:y:2025:i:6:p:2702-2715:id:10196
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