AN INVESTIGATION INTO THE EFFECT OF APPLYING THE EYE ACCESSING CUES MODEL IN VOCABULARY LEARNING BY EFL PRE-SERVICE TEACHERS AT UD-UFLS.

Abstract

This thesis aims to examine the effectiveness of applying the Eye Accessing Cues (EACs) model in learning vocabulary amongst pre-service English teachers at UDUFLS. It seeks to figure out how the EACs model can help the pre-service English teachers at UD-UFLS learn vocabulary and what practices of the EACs that EFL preservice teachers have experienced at UD-UFLS. The study also looks at how the participants perceive the EACs as a technique in acquiring new lexical resources. With more insights into the determinants influencing the implementation of the EACs in English vocabulary learning as well as difficulties facing the EFL pre-service teachers, the study expects to propose the application of the EACs to stimulate more effective language teaching and learning for language teachers in general and for the EFL pre-service teachers in particular.