Effects of Multi-Faceted Lexical Instruction on the TOEIC Listening Performance of Taiwanese EFL College Students

Abstract

The current study conducted an investigation into the effects of multi-faceted lexical instruction on the TOEIC aural performance of Taiwanese EFL students at tertiary institutes of technology. A total of 47 Taiwanese first-year technological college students participated in this study. Throughout the course of a three-week preparatory English class, the students were provided with lexical instruction in which vocabulary was instructed in a multi-faceted way. Not only did students receive exposure to both single lexical items and multiword units, but they also engaged in a variety of oral activities. The findings of this research clearly indicate that the TOEIC aural performance of Taiwanese technological college students generally improved as a result of such instruction. This study also discussed unexplored issues to offer suggestions for future researchers.