An Evaluation of the Intensive Vocabulary Immersion Technique for Critical Course Vocabulary Instruction

Research-based evidence has indicated that an increase in vocabulary knowledge and retention improves college student test scores. Outside of using traditional book or computer program-centered processes, no identifiable new vocabulary teaching strategy has enabled instructors to introduce and effectively teach critical course vocabulary (CCV) during class work and lectures. This study evaluated whether community college students registered higher CCV and Nelson-Denny Vocabulary (NDV) test scores when taught with the Intensive Vocabulary Immersion Technique (IVIT) compared to those who were not. The theoretical foundations of this study were based, in part, on Piaget's constructivism, Pearson and Anderson's schema theory, and Vygotsky's proximal development and scaffolding concepts. The research question examined the differences in CCV and NDV change scores between the treatment and control groups. Research included a quantitative evaluation with between-group comparisons. T tests determined that the IVIT group had significantly greater change scores on both the CCV and the NDV. Key findings from data indicated the IVIT is an effective vocabulary teaching strategy in a specific course. Recommendations include (a) initiating further and more broadly based studies of the critical vocabulary required by diverse courses, (b) improving teacher/student learning collaboration, and (c) reinvigorating an understanding of the pedagogical value of teaching vocabulary. This study supports teacher excellence by offering an effective strategy that enhances the teaching of CCV and increases vocabulary knowledge and comprehension. This may have a beneficial effect toward social change by producing better-educated and well-prepared students.