VOCABULARY CHALLENGES IN DEVELOPING SPEAKING SKILLS AT A2 LEVEL

Abstract

Vocabulary limitations are a major challenge in developing speaking skills among young A2-level English learners. Children often struggle to recall and use newly learned words during speaking activities, even when they understand their meanings. This study investigates vocabulary-related speaking challenges among 9–10-year-old learners and compares traditional repetition-based vocabulary instruction with the Delayed Lexical Release Method. A quasi-experimental design was implemented involving a control group and an experimental group. The control group learned vocabulary through translation and repetition, while the experimental group was taught through action-based explanation and delayed lexical input combined with speaking games. Data collected from speaking tasks and classroom observations indicate that the experimental group showed greater improvement in vocabulary retention, fluency, and speaking confidence. The findings suggest that delayed lexical explanation supported by physical demonstration and interactive speaking activities is effective for young A2-level learners.