Research in English Language Education Journal (formerly JELT) | EISSN: 3115-7599
Abstract
The present quasi-experimental study aims to investigate whether Ausubel's model of teaching is effective in improving students' English learning (Vocabulary) and in boosting students' academic self-efficacy in their English course. The sample of this study consisted of 52 EFL students of a language institute in Kerman who were selected based on convenience sampling method. The instruments included a pretest and posttest with unequal control and experimental groups, and a self-efficacy questionnaire. Results of Analysis of Covariance (ANCOVA) indicated that Ausubel's teaching method is effective in improving EFL students' English learning. The results of the study also revealed a significant difference between the posttests of both groups which means that the intervention (Ausubel's model) had a positive effect on students' learning process and their academic self –efficacy in English course. Findings can be very effective and efficient for teacher trainers, English language learners and teachers in using Ausubel's teaching method in EFL context.
Main Subjects
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