The Influence of Peer-Assisted Vocabulary Introduction on Its Retention

Abstract

This paper reports on results of a study on the effects peer learning can have on the short- and long-term retention of newly introduced vocabulary in an EFL context, starting from the premise that learners should be placed at the center of the learning and teaching process and that there is a need for developing and testing different ways which would help them improve their communicative competence. The study was conducted at the English Language School at the International University of Sarajevo with two groups of pre-intermediate students over the period of four weeks. The data was collected quantitatively on five occasions and then statistically analyzed. The results, which correspond to the hypothesis, state that there is no statistically significant difference in the results obtained in both the experimental and control group in terms of both short- and long-term vocabulary retention.