Research design

Before I began collecting data based on my direct vocabulary instruction using native language, I conducted a baseline assessment of each learner. This assessment consisted of providing cards with an image and three corresponding English words. We spoke solely in English with the goal of gaining an understanding of these learners' current abilities in vocabulary-building in English. For each word, the learner would read and attempt to pronounce the word. I would time how long this took as well as indicating any prompting from myself. I also kept track of miscues and attempts to sound the word out. Once the learner either pronounced the word or timed out (after 30 seconds of silence/trying), I would repeat the word out loud prompting their repeated response of the word again. I then asked the learner to try to identify the word in the corresponding image. We would repeat this process with the three words on the card. Then, we would move on to creating a sentence with these words. I would ask if the learner would like to try (an indication of their confidence) or I would provide a sentence if their response was not utilizing the standard conventions of English grammar. I would take note of whether or not the learner used that word in the correct part of speech in their trial sentence as well as if they attempted to translate it to their L1. Remember, on this baseline I only used English. In addition to these factors, I also took note of time-off-task as well as general noticings/ wonderings as we continued with our work.