The ECRIF Framework for enhancing vocabulary learning among Elementary EFL learners in Ecuador.

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Bibliographic Details
Title:	The ECRIF Framework for enhancing vocabulary learning among Elementary EFL learners in Ecuador.
Authors:	Tamayo, Mónica R.¹ mrtamayo@espe.edu.ec, Cajas, Diego² diego.cajas@unaeedu.onmicrosoft.com
Source:	International Electronic Journal of Elementary Education. Mar2026, Vol. 18 Issue 3, p377-390. 14p.
Subject Terms:	English as a foreign language, Limited English-proficient students, Second language acquisition, Mixed methods research, *Academic motivation, Ecuadorians
Geographic Terms:	Ecuador
Abstract:	Vocabulary plays a fundamental part in learning English as a Foreign Language (EFL). A solid vocabulary base allows learners to understand others and, concurrently, communicate adequately. The effectiveness of the ECRIF (Encounter, Clarify, Remember, Internalize and Fluently Use) framework in triggering vocabulary learning among sixth-grade EFL students in a public school in Ecuador was explored using the mixed-methods design. Quantitative and qualitative approaches were combined to assess how students’ vocabulary improved and understand the perceptions of the teacher on using the framework. Fiftysix students were assigned to experimental and control groups. The experimental group used the ECRIF framework for sixteen weeks, whereas the control group did according to the conventional method of memorization. Data were obtained through pre and post-tests and a semi-structured interview with the teacher of the experimental group. The results showed that the experimental group enhanced their vocabulary significantly in comparison to the control group. The qualitative results indicated that ECRIF helps learners to become more involved, autonomous and motivated through its interactive and student-oriented instruction. Overall, the study concludes that the application of ECRIF can increase students’ vocabulary development, retention and independent learning, particularly in cases where there is a common use of traditional methods for teaching English. It is thus advised that EFL teachers adopt the ECRIF framework for strengthening students’ vocabulary and presenting them with more stimulating learning experiences. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Vocabulary plays a fundamental part in learning English as a Foreign Language (EFL). A solid vocabulary base allows learners to understand others and, concurrently, communicate adequately. The effectiveness of the ECRIF (Encounter, Clarify, Remember, Internalize and Fluently Use) framework in triggering vocabulary learning among sixth-grade EFL students in a public school in Ecuador was explored using the mixed-methods design. Quantitative and qualitative approaches were combined to assess how students’ vocabulary improved and understand the perceptions of the teacher on using the framework. Fiftysix students were assigned to experimental and control groups. The experimental group used the ECRIF framework for sixteen weeks, whereas the control group did according to the conventional method of memorization. Data were obtained through pre and post-tests and a semi-structured interview with the teacher of the experimental group. The results showed that the experimental group enhanced their vocabulary significantly in comparison to the control group. The qualitative results indicated that ECRIF helps learners to become more involved, autonomous and motivated through its interactive and student-oriented instruction. Overall, the study concludes that the application of ECRIF can increase students’ vocabulary development, retention and independent learning, particularly in cases where there is a common use of traditional methods for teaching English. It is thus advised that EFL teachers adopt the ECRIF framework for strengthening students’ vocabulary and presenting them with more stimulating learning experiences. [ABSTRACT FROM AUTHOR]
ISSN:	13079298