The ECRIF Framework for enhancing vocabulary learning among Elementary EFL learners in Ecuador.
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| 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] |
| Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193328607 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The ECRIF Framework for enhancing vocabulary learning among Elementary EFL learners in Ecuador. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tamayo%2C+Mónica+R%2E%22">Tamayo, Mónica R.</searchLink><relatesTo>1</relatesTo><i> mrtamayo@espe.edu.ec</i><br /><searchLink fieldCode="AR" term="%22Cajas%2C+Diego%22">Cajas, Diego</searchLink><relatesTo>2</relatesTo><i> diego.cajas@unaeedu.onmicrosoft.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Electronic+Journal+of+Elementary+Education%22">International Electronic Journal of Elementary Education</searchLink>. Mar2026, Vol. 18 Issue 3, p377-390. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Ecuadorians%22">Ecuadorians</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 377 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Ecuadorians Type: general – SubjectFull: Ecuador Type: general Titles: – TitleFull: The ECRIF Framework for enhancing vocabulary learning among Elementary EFL learners in Ecuador. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tamayo, Mónica R. – PersonEntity: Name: NameFull: Cajas, Diego IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13079298 Numbering: – Type: volume Value: 18 – Type: issue Value: 3 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
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