Using Nursery Rhymes to Improve English Vocabulary in Algerian Primary Schools: The Case of 4th Year Pupils of Frachiche Ahmed Bounechada Primary School in Bordj Bou Arreridj

Abstract

Abstract This study investigates the impact of nursery rhymes on English vocabulary acquisition for Algerian fourth-year primary school pupils learning English as a foreign language. In addition to examining the effects of nursery rhymes, the study aims to explore the extent to which they can influence pupils’ engagement and motivation to learn English vocabulary, compared to other traditional methods. A mixed-methods approach was employed to comprehensively explore this topic. Two groups of pupils were selected; an experimental group (n = 12) received vocabulary instruction through nursery rhymes, while a control group (n = 12) was taught usinga traditional teacher centred method. The researchers used a post-test only control group design to compare the performances of the two groups. Additionally, classroom observations were conducted to assess student’s engagement, participation, and the practical application of nursery rhymes in the classroom. After a post-treatment vocabulary test, inferential statistics were conducted to compare the performances of the two groups; a Mann Whitney U Test was conducted to compare the mean ranks of their post-test scores. The results indicated that the experimental group outperformed the control group in the post-test; the mean score obtained by the experimental group was statistically significantly higher than that of the control group, which suggests that the lessons the group received had an impact on their vocabulary learning compared to the control group. In addition, the classroom observations revealed that the pupils taught with nursery rhymes exhibited greater enthusiasm, engagement, and active participation in learning English compared to those taught with conventional method. The findings suggest that incorporating nursery rhymes into English language instruction can foster greater pupil involvement, motivation, enthusiasm and vocabulary development in Algerian primary schools.

Key-words: Active Participation - Classroom Observation - Engagement - Nursery Rhymes - Primary School Pupils - Vocabulary Acquisition