VOCABULARY ENHANCEMENT THROUGH POETRY WRITING IN ESL CLASSROOM

Abstract

Literature is deemed as a contrivance for promoting language acquisition. It can be used to motivate learners to achieve the desired language that may improve their academic performance. Poetry, being contemplated as a component of literature, has proven to place a significant impact on the development of students' literacy competence. Hence, the goal of this study is to investigate the efficacy of adopting poetry in teaching vocabulary in the ESL classroom. It seeks to answer two research questions, (1) what is the level of student vocabulary according to the British National Corpus (BNC)? And (2) what is the frequency of partof-speech (POS) in the poetry written by the student? This paper also discusses some of the advantages and pedagogical approaches of using poetry in the ESL classroom. The findings suggested that the highest frequency of POS is nouns and the pronouns You and I dominate the list. Based on these findings, the present research demonstrates that it is possible to employ poetry-based vocabulary teaching activities to improve teacher's instructional practices and enhance students' language learning outcomes. By incorporating poetry into their lesson plans, teachers can create a more engaging and meaningful learning experience for their students.