| المستخلص: |
The purpose of the current research was to determine the best practice to employ e- learning in teaching EFL vocabulary in the elementary school. Based on learners' characteristics, available resources and technology, the learning content and the cultural ingredient through which English is a foreign language, both Puel and Biel were considered effective strategies for the purpose of this research and were therefore empirically investigated. Within this research, sixty elementary school pupils participated in a quasi-experimental field study. The participants were organized in three groups to learn EFL vocabulary of a particular unit: Puel group, Biel group, and TI group. The Puel group used only offline e-learning technology, the Biel group used e-learning technology to supplement classroom instruction, whereas the TI group used a traditional classroom instruction strategy (without e-learning). Relevant literature was employed to outline the instructional design of each strategy. An achievement test was developed and employed to measure the pupils' achievement of EFL vocabulary knowledge. A one - way between groups analysis of covariance ANCOVA was conducted to compare the effectiveness of the three interventions (Biel, Puel, &TI) in respect to the pupils' learning of EFL vocabulary. The Biel was found more effective than both Puel and TI in respect to the pupils' learning of EFL vocabulary. A one-way repeated measure ANOVA was also conducted to investigate the differences in the improvement of primary school pupils' learning of English vocabulary among Biel, Puel, and TI groups. The results revealed that the Biel strategy led to a significant improvement in pupils’ achievement of five (out of six) dimensions of vocabulary knowledge; denotative meaning of words, semantic analysis, spelling, syntactic analysis and word analysis. Conversely, the TI group outperformed the Biel group in regards to the dimension of contextual analysis. Also, the performance of the Puel group was significantly higher than that of the TI group in respect to the dimension of semantic analysis but slightly higher in respect to the dimensions of both spelling and syntactic analysis. Consequently, the strategy of Biel could be considered as a suitable strategy to improve primary school pupils' EFL vocabulary learning. However, the individual learners could use the Puel to improve their learning of semantic analysis, spelling and/or syntactic analysis. Although these results have been justified, their generalizability is restricted by the circumstances of the current research and therefore further studies were suggested.
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