Research has shown that context cue instruction can improve EFL learners’ ability to infer word meanings from context, improve their comprehension and enable them to read independently (Nash & Snowling, 2006; Yuen, 2009; Çetinavci, 2013; Dwaik et al., 2013;...
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Research has shown that context cue instruction can improve EFL learners’ ability to infer word meanings from context, improve their comprehension and enable them to read independently (Nash & Snowling, 2006; Yuen, 2009; Çetinavci, 2013; Dwaik et al., 2013; and Samiyan et al., 2014). However, this strategy has not been explicitly taught in the context of secondary schools in Vietnam, and language learners are assumed to learn the strategy on their own. Therefore, this study was conducted to find out the extent to which context cue instruction enhances learners’ ability to infer word meanings from context and to investigate learners’ perceptions towards this strategy. In this study, 26 English major eleventh graders in an upper-secondary school in Can Tho City, Vietnam, were instructed to guess meanings of unfamiliar words using the contextual guessing strategy in three three-hour sessions. Achievement tests and learners’ reflection done in class were employed as sources of quantitative
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