Experiential Learning Strategy and Preschoolers' Performance in English Language

Abstract

This experimental study was conducted to examine the effect of experiential learning strategy on vocabulary development of preschool children in English language. The study used a pretest-post quasi experimental design.  Two intact groups of preschool children were selected from an English medium school. Each group consisted of 30 children. Instrument was English language test consisting of vocabulary development, spelling test, sentence writing and creative writing. Pre-test was given to both the groups and the results were recorded. The control group was taught using conventional method of teaching; while the experimental group was taught using experiential learning strategy. After intervention of experiential learning strategy, a post test was conducted. Findings of the study showed that the children instructed using experiential learning technique achieved significantly higher scores on English subject test as compared to the students who were taught with conventional teaching method. It was suggested that experiential learning strategy may be used to improve performance in vocabulary development, spelling test and creative writing at preschool stage.

Keywords: Experiential learning, Teaching strategy, Vocabulary development, English language learning