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Context Clues as a Vocabulary Enhancement Strategy in TEFL: An Experimental Study

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  • Mohammed Bouknify

    (Faculty of Letters, Languages and Arts, Kenitra – Ibn Tofail University, Morocco)

  • Mrani Meryem

    (Moulay Smail University, Faculty of Arts & Humanities)

Abstract

The objective of this study was to examine whether there was a significant difference in the vocabulary achievement of second-year baccalaureate students at Badr High School between those who were taught using the context clues strategy and those who were not. The research employed a nonequivalent control group design. To assess the difference in vocabulary achievement between the experimental and control groups, an independent samples t-test was conducted. The results indicated that the obtained t-value (6.55) exceeded the critical t-value (3.32) at the 0.007 significance level, with a two-tailed test and df = 42. This statistically significant difference suggests that the students who were taught using the context clues strategy demonstrated better vocabulary achievement compared to those who were not taught using this method.

Suggested Citation

  • Mohammed Bouknify & Mrani Meryem, 2025. "Context Clues as a Vocabulary Enhancement Strategy in TEFL: An Experimental Study," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 4956-4968, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:4956-4968
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