Using Etymological Awareness to Improve Vocabulary Retention in Libyan EFL Classrooms: A Comparative Study

Abstract

Background: Although vocabulary retention is an important aspect in EFL learning, there is still lack of long-term retention of vocabulary in Libyan classrooms due to the traditional rote memorization methods. Aim & Approach: In this study, the aim was to investigate the effects of etymology-based vocabulary teaching on vocabulary retention in Libyan EFL students and a mixed-methods approach was used in which both quantitative and qualitative data analysis was performed. Data & Method: The data were collected on 50 first year EFL students at Bani Waleed University, using pre-tests, post-tests, interviews and classroom observations to analyze the effectiveness of teaching etymology. They were accompanied by the statistical analysis of the data, paired t-tests, and independent t-tests. Key Findings: The experimental group that received etymology-based teaching achieved significantly higher vocabulary retention and increased engagement than did the control group. The experimental group students said that they felt more confident and understood vocabulary better, with an etymological analysis. Conclusion/Implication: The study finds that etymology-based instruction is effective in the context of EFL instruction in Libyan classrooms, which is why such methods might be optimally applied to the process of teaching in Libyan EFL classrooms.