Learning Together: Buddy Reading as a Tool for Vocabulary Building

Background/purpose. This investigation centres on the effectiveness of the Buddy Reading approach in promoting vocabulary progression among fifth-grade EFL students in Jordan. Recognizing vocabulary as fundamental to linguistic aptitude, the research addresses the ongoing challenge instructors face in selecting fruitful instructional tactics. Guided by Vygotsky’s Social Constructivism theory, the examination explores how collaborative, peer-encouraged discovering environments backtrack vocabulary procurement.

Materials/methods. A quasi-trial design was utilized, involving 40 male pupils split into an experimental group (Buddy Reading) and a management group (standard teaching). Pre- and post-tests grounded on Nation’s Vocabulary Information Framework were directed to assess four vocabulary measurements: No Recognition, Basic Awareness, Conceptual Understanding, and Progressive Implementation.

Results. The outcomes uncovered statistically significant improvements in the experimental group across all vocabulary measurements, with the most noteworthy advancements in Conceptual Understanding and Progressive Implementation.

Conclusion. Students in the experimental group indicated that working with peers to examine and talk about word implications expanded their vocabulary retention and utilization over the long run.

Keywords: Buddy Reading, Vocabulary development, EFL students, Tutors, Jordan

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