The Effect of Using VARK-Based Instructional Strategies to Enhance Lexical Competence among EFL Secondary School Students

Abstract

Multiple learning styles have been associated with individuals in recent comprehensive studies. An individual's learning style is indicative of how well they take in and retain new knowledge. When it comes to sensory attribute classification, VARK's framework is the most well-known among the several learning model methods. The aims of this study are (1) to find out the effect of instructional strategies informed by the VARK model (visual, aural, read/write, kinesthetic) in enhancing EFL learners' lexical competence and (2) to identify which VARK learning modalities (visual, aural, read/write, kinesthetic) are most effective in enhancing lexical competence. It’s hypothesized that (1) there is no statistically significant difference in the lexical competence of EFL learners taught using VARK-based instructional strategies compared to those taught using traditional methods. (2) There is no statistically significant difference between the four types of modalities (visual, aural, read/write, kinesthetic) at the significance level (0.05). To achieve these aims, 50 sixth-year school students have been taken from Al-Muhsin Secondary School in Diyala province and participated in this study and have been randomly assigned to the experimental and control groups. The experimental group has received VARK-based instructional strategies. In this study a validated test and various statistical tools have been used to analyze the collected data. According to the findings, several conclusions and recommendations are put forward