2025/12/09 by Solomon N. Ben, Matthias O. Nder, N. Ben, Solomon +5
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Language Acquisition and Education #Second Language Acquisition and Learning #context clue instruction #context clues #interest #vocabulary
paper · doi:10.60787/nijolee.vol2no5.119
openalex publication_date 2025/12/09 · openalex created_date 2025/12/23 · openalex updated_date 2026/07/01
The study investigated effect of context clue instruction on interest in vocabulary of Senior School One (SS1) students in Kwande Local Government Area of Benue State. The study used quasi experimental research design. Three research questions were answered and three hypotheses were tested at 0.05 level of significance. The study was anchored on Ludwig Wittgenstein use theory of meaning. The population of the study comprised all the SS 1 students in the 2022/2023 academic session. A sample size of 182 students from four schools was selected from a population of 5000 students for the study through non-equivalent samples. Four intact classes were used. The data collected were analysed using mean and standard deviation and the null hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Exposure to context clue instruction significantly increased students’ interest in vocabulary lessons and enhanced students’ vocabulary acquisition. Students in the experimental group had higher interest ratings than students in the control group. Male students had more interest in context clue instruction than female students. Students in public school do not have interest in vocabulary lessons as compared to students in private school. Findings from the hypotheses revealed that hypotheses 1 and 2 were significant and thus rejected; there was statistical significant difference in the interest of students taught English language vocabulary using context clue instruction and those taught using the dictionary. Hypothesis 3 was not significant and thus not rejected; there was statistically significant difference in the mean interest ratings of public and private school students taught English language vocabulary using context clue instruction and those taught using the dictionary. It was recommended that English language teachers should strictly acknowledge students’ interest when teaching English language.