Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness

This study aimed to determine the effect of vocabulary instruction integrated with writing exercises on learning, retention, and awareness. The research was designed according sequential explanatory mixed-method design, in which quantitative qualitative methods were used together. A quasi-experimental model a pretest-posttest control group phase. stage consisted 76 seventh-grade students two experimental one group. target words taught exercise A, enriched B, traditional In phase, participants interviewed what extent they had learned terms meaning use. For this, three from each selected these about specific during intervention. addition, at end intervention, opinions their teacher elicited. Quantitative findings revealed that contributed students’ better learning words, permanence development word