Vocabulary Acquisition through Kolb's Experiential Learning Cycle: A Classroom-Based Study
DOI:
https://doi.org/10.66121/fnr4bg33Keywords:
Experiential Learning, Lexical Approach, vocabulary acquisition, Film-Based Learning, Rubric AssessmentAbstract
The study explores the integration of the 2019 Netflix film The King as a classroom-based intervention among the 70 undergraduate engineering students from SRM Institute of Science and Technology during the Communicative English class to enhance their English vocabulary acquisition framed by the Lexical Approach and Experiential Learning Theory (David Kolb, 1984). During the intervention, the students were asked to watch the film The King and were asked to write down the unpopular words, find out their meaning, and construct an original sentence using their knowledge. The study was analyzed through a qualitative descriptive observation using the rubric score sheet as data. Findings revealed that the study results in boosting the classroom activity, resulting in increased student engagement in the classroom and the formation of new lexical items. The findings indicate that the movie-based intervention in the EFL classroom can enhance learners' vocabulary skills.
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