Schmitt's strategy in English vocabulary learning for high school students
DOI:
https://doi.org/10.51252/rceyt.v5i1.1485Keywords:
quasi-experiment, public education, metacognitive strategies, lexical retention, TarapotoAbstract
Low lexical proficiency in English among secondary school students motivated the evaluation of a pedagogical intervention aimed at strengthening word comprehension, contextual use, and retention in school settings. The objective of this study was to determine the effect of the Schmitt Strategy on English vocabulary learning in first-grade secondary students from School N.° 0004 Túpac Amaru (Tarapoto, San Martín) in 2025. An applied study with a quasi-experimental pretest–posttest design was conducted using two non-equivalent groups: experimental (n = 31) and control (n = 31), with a total sample of 62 students. The experimental group attended eight sessions based on cognitive, metacognitive, and social strategies, and both groups completed an objective multiple-choice test assessing word-meaning knowledge, contextual vocabulary use, and vocabulary retention. Data were organized in Excel and analyzed in SPSS using Student’s t-test. No significant differences were found at pretest (p > 0.05); at posttest, statistically significant differences favored the experimental group in the overall score and in all three dimensions (p < 0.001). It was concluded that the intervention significantly improved lexical learning in secondary education.
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Copyright (c) 2026 Axl Enrique Navarro-García, Diana Carolina Rivero-Tapullima, María García-Paredes, Fernanda Gómez-Alegría
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