Investigating the Use of Word Choice and Students' Achievement in English Language Learning

Abstract

This study investigates the correlation between teachers' word choices and student learning outcomes in an English as a Foreign Language (EFL) classroom. This study highlights the importance of teacher word choice in language acquisition, noting the gap between theoretical understanding and practical application. The study employs qualitative research methods, including classroom observations, interviews with teachers and students, and data analysis techniques, to explore the impact of teacher word choice on student comprehension. The findings revealed that teachers' word choices can significantly affect classroom interaction and student understanding. Inappropriate word choices, such as the use of overly complex vocabulary or unclear explanations, can lead to misunderstandings and hinder student learning. Conversely, the use of simple, clear, and contextually relevant languages can facilitate students’ comprehension and improve learning outcomes. The study concludes by emphasizing the importance of teacher training in effective language use and selection of appropriate vocabulary to enhance student learning in EFL classrooms. These findings underscore the critical role of teachers’ language awareness in creating an effective learning environment. Teachers should be encouraged to reflect on their word choices and adapt their language to match their proficiency levels and learning needs. Incorporating explicit vocabulary instruction and providing opportunities for students to engage with new words in meaningful contexts can enhance their overall language acquisition and academic performance.