The research was conducted to explore the effect of vocabulary learning principles and tasks (VLPT) on developing higher secondary level students’ vocabulary knowledge. Looking into the use of vocabulary learning principles and tasks contributing to vocabulary development, the study examined the key aspects that might develop the students’ EFL vocabulary. A Mixed-method approach was employed for data collection and data analysis. To elicit the relevant data, the study used: questionnaires from 100 students, in-depth interview with 10 teachers The findings of the study showed that VLPT had a positive and strong connection with vocabulary learning achievement and it was found helpful for developing students’ vocabulary knowledge. It was also found that EFL students studying at HSC level were not sufficiently aware of the significance and effectiveness of VLPT in classes. The findings of the study have some pedagogical implications for both the teachers and students. The teachers may systematically introduce and reinforce VLPT that can help students as active vocabulary learners. The investigation will also provide information to the teachers on how effectively VLPT may impact on developing students’ vocabulary achievement. The study has pedagogical implications for raising awareness about VLPT among EFL learners.
Keywords: Achievement, EFL, higher secondary level, vocabulary learning principles and tasks
