Abstract:
The aim of this study was to identify the scientific procedures for teaching vocabulary used by primary grade teachers of reading (first, second, and third) in Riyadh city in Saudi Arabia. It investigated also the nature and strength of the relationship between teachers’ application of vocabulary teaching procedures and their sense of efficacy. In this study, two survey tools were used: vocabulary teaching procedures survey, and Teachers’ Sense of Efficacy Scale. The findings of the study showed that primary grade teachers of reading use only some of those procedures in a non-frequent manner. Further, it showed that the procedures they used less were those that required student engagement in the learning process. In terms of teachers’ sense of efficacy, the findings showed that the teachers’ sense of efficacy was moderate. Furthermore, in terms of the relationship between teachers application of the vocabulary teaching procedures and their sense of efficacy, the results revealed a significant positive correlation between the two variables; that is the greater the teachers efficacy was the greater they were inclined to use more procedures in teaching vocabulary.
