Journal of Education & Social Policy

Engaging Vocabulary Learners with Technology & Non-Technology Strategies
Calyssa A. Rose, Hannah H. Chai

Abstract
Vocabulary instruction is critical. As such, it is important that content area instruction provide rich and engaging vocabulary activities that support content learning. This teacher-research study examined the effectiveness of three technology-based activities (TBAs) and three nontechnology-based activities (NTBAs) in supporting science vocabulary learning. The study found that enjoyment of TBAs led to stronger motivation and engagement leading to stronger vocabulary knowledge, and that purposeful and explicit vocabulary instruction is needed in supporting student’s content learning.

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