Online Vocabulary Learning for Bilingual Secondary School Pupils; An Intervention Study with First-Year Learners at the Hermann Wesselink College

Abstract

This research focuses on vocabulary learning in relation to reported reading difficulties among first-year bilingual high school learners at Hermann Wesselink College. Based on an exploratory questionnaire and a review of relevant literature, an intervention activity was designed. Two parallel classes, an intervention group and a control group, were observed over the course of two weeks. The intervention group used an online study tool called Quizlet to learn relevant new vocabulary before coming to their history lessons. The intervention group spent less of their class time on vocabulary and general language questions, compared to the control group. Pupils participated relatively well, and generally rated the online study tool as useful. Conclusions about the reliability of the research are drawn, and practical suggestions for the school and further research are made.