Effectiveness of List-Group-Label (LGL) Strategy on MDCAT Students’ Vocabulary Development

Abstract

This study aimed to assess the impact of the List-Group-Label (LGL) method on students' vocabulary achievement. Using a qualitative approach, semi-structured interviews were conducted with teachers employing the LGL strategy for vocabulary instruction. Data were gathered via purposive sampling and analysed thematically. Findings indicated a significant improvement in students’ vocabulary skills after adopting the LGL approach. Teachers reported that activities such as group work, vocabulary organization, brainstorming, digital tools, flashcards, and writing new words on the board were key in enhancing vocabulary. These strategies not only support vocabulary acquisition but also prepare students for general and international exams. The study’s results offer valuable insights for educators, ELT practitioners, curriculum designers, and MDCAT teachers, suggesting that the LGL strategy is beneficial for developing all four language skills reading, writing, speaking, and listening and can be applied beyond MDCAT students to support broader language learning goals.