Implementing E-pals to Increase Vocabulary Knowledge in EFL Students

Abstract

In Ecuador there is a growing concern about the students’ English level, which leads researchers to explore new alternatives in order to improve proficiency. The present action research aimed to evidence how implementing an e-pal strategy helped students to acquire vocabulary. The study included quantitative and qualitative instruments: a Likert-type survey and a pre and post-test. The latter measured the amount of vocabulary use, vocabulary use in context, and spelling. The students that participated in the study were forty university students of an English language class from Milagro’s state university. The respective results were analyzed with calculators, online resources and SPSS software. The findings pointed to an increment in students’ knowledge of the three elements of vocabulary knowledge: they increased the amount of target words and reduced both use-in-context and spelling errors. This led to an improvement in writing skills. The researcher concluded that the study benefits all parties in the educational sector: authorities, teachers, parents, and students, specifically in the area of English learning, vocabulary acquisition, and technology use in education.