EFFECT OF TEACHING STYLE ON STUDENT’S SATISFACTION AND VOCABULARY IMPROVEMENT

Abstract

The teacher must recognize the needs of the students and modify the instructions to best suit them. Students are motivated to use different styles of vocabulary teaching because they have different learning styles. Six different strategies from a qualitative study conducted in Libyan context were used to conduct a survey among 364 Libyan students to determine how frequently teachers used them to teach vocabulary and how effective students thought it was. The most effective way to learn vocabulary was through media, followed by word association, context learning, games, teachers' creative methods, and virtualizing. Students who took part in this study believed that all six strategies were more effective than those used by teachers. The current study, which aims to evaluate teachers' styles of teaching vocabulary as a dominant aspect of English oral skills, is expected to be applicable in Libya's higher education market and educational system.