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Abstract

Students in Iraq, who study using traditional methods, face difficulties in understanding the language. Textbooks and teachers are considered secondary resources in constructivist and collaborative learning, where the focus is on student interaction and building connections between what they already know and what they are learning.This research examines how the 5Es educational framework affects the motivation of fifth-grade students and their ability to acquire new English vocabulary. It may contribute to research on the 5Es model and its impact on the motivation and success of students learning English as a foreign language. A total of 100 fifth-grade students studying English as a foreign language participated in the study. They spend six hours weekly learning English, focusing on reading, writing, listening, and speaking. There were 65 students in the control group and 35 in the experimental group. The experimental group participated in a 10-week program consisting of 20 sessions developed by the researcher using the 5Es instructional model. Learners can use the 5Es framework to build a deep understanding of an unfamiliar topic from start to finish. In comparison, the control group was taught by the researcher using the traditional method. The results showed that the experimental group achieved significantly greater progress than the control group. The experimental group also demonstrated statistically significant improvements in both their motivation and their learning of English vocabulary between the pre- and post-tests.

Article Type

Article

First Page

77

Last Page

92

Publication Date

9-15-2024

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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