Spelling bee as a teaching strategy to develop vocabulary and spelling skills in english

Abstract

This qualitative phenomenological research project explores Spelling Bee as a Teaching Strategy to Develop Vocabulary and Spelling Skills in English as a Foreign Language (EFL) students. The study focuses on investigating the perceptions and experiences of teachers regarding the feasibility of implementing these activities in the classroom. Data collection was conducted through one-toone interviews with a sample of five experienced English teachers. The findings reveal a solid consensus among educators, who perceive that the Spelling Bee increases student motivation and supports vocabulary acquisition alongside speaking skills. According to their narratives, employing techniques such as flashcards, dictations, and the chunking method helps students master spelling and phonics. However, teachers also face significant challenges, such as managing diverse English proficiency levels within the same classroom and preventing mechanical memorization. In conclusion, the research determines that to maximize its impact, the Spelling Bee must be systematically integrated as a daily classroom practice rather than being treated as a sporadic event.