Look, say cover write and check LSCWC to develop vocabulary in young learners

Abstract

Teaching English vocabulary to young learners is an essential aspect of improving their communication skills. Nevertheless, the use of active techniques to increase the range and retention of new words still requires considerable attention in the educational setting, since traditional methods that rely on memorization are still used in many classrooms. Given this situation, the present study aimed to investigate teachers’ perceptions of the contribution of Look, Say, Cover, Write, Check (LSCWC) technique to the development of vocabulary in young learners of English as a foreign language. The study employs a qualitative approach, with data collected through a questionnaire containing open-ended questions administered to five English teachers. The result of this study will contribute to the field of education regarding techniques for teaching English as a foreign language and will provide useful information for teachers and researchers interested in applying techniques that are innovate and, at the same time, enhance vocabulary acquisition.