Current pretest-posttest Classroom Action Research (CAR) attempted to examine the effect of in-class activities based on VLSs on vocabulary achievement and their perspectives on using them. The research sample consisted of 43 female Saudi EFL students in Community College at Taibah University. Participants were assigned to an experimental group (N=23) and a control group (N=20). Data were collected via five research instruments: a vocabulary achievement test, three vocabulary subskills quizzes, a final course exam, a questionnaire, and reflection cards. Results showed that the EFL students in the experimental group enhanced vocabulary learning in VAT, the final course exam, and the scores of the vocabulary sub-skills quizzes. Results also revealed positive perspectives toward implementing vocabulary activities. These results suggested that using the in-class activities based on the different VLSs significantly affected Saudi EFL female students’ vocabulary achievement.
Keywords: Perspectives, Reflection, in-class activities, vocabulary achievement, vocabulary learning, vocabulary learning strategies (VLSS)
