The application of Universal Design for Learning (UDL) as an approach to increase second-grade baccalaureate students’ vocabulary in English.

Abstract

Vocabulary development in a second language is critical to learners' academic and personal success. Nonetheless, when it is lacking, learners need help producing the language, as vocabulary is vital to expressing ideas or feelings. This study aims to determine the effect of applying the Universal Design for Learning (UDL) approach on increasing the vocabulary of second-grade baccalaureate students in an English as a Foreign Language (EFL) class. The study followed a quantitative approach, collecting numerical data from pre-tests and post-tests for statistical analysis. A pre-experimental design was used, involving 17 second-BGU students from a public high school in Azogues with a B1.1 level of English. The findings showed a significant increase in participants' vocabulary after the treatment, which was evident from comparing pre-test and post-test results. Therefore, we conclude that the UDL approach improves vocabulary acquisition in English learning. This research is crucial for implementing diverse activities that cater to all students learning styles, offering innovative methodologies for enhancing vocabulary acquisition in EFL contexts.