The Effects Of L2 Reading Practice Of Storybooks On Enhancing Young Learners’ Vocabulary Knowledge

Abstract

This case study intends to investigate young learners’ L2 vocabulary learning through reading storybooks, particularly focusing on their target word recognition. It also aims to find out the possible gains and effects of using interactive digital materials in an online reading program. The research was conducted with a class composed of thirteen 5th-grade students at a private school in Kayseri. They were involved in an online extensive reading program where they were instructed to complete reading and activities individually, then study with their teacher and friends on a platform where they could view interactive activities. A pre-test was implemented to identify unknown words and create a list of target words. After ten reading sessions, students were required to take a post-test. Moreover, the research journals were regularly logged into and focus group interviews along with an interview with the practitioner teacher were implemented. While the numerical data obtained represents that students’ vocabulary recognition levels were quite high, qualitative data materials have brought many other details to light, and the findings were evaluated by using content analysis. The findings indicated that the process had contributed mainly on supporting L2 learning which helped to discover positive effects on learners’ willingness, motivation and curiosity, variety in resources, opportunities for vocabulary retention, and increase in reading pace. On the other hand, the findings also demonstrated contributions on supporting learner autonomy which were explored as independent learning, a habit of reading in L2, effective note taking and having a sense of responsibility in learning.