EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF LEARNING ACADEMIC WORD LIST (AWL) THROUGH CONTENT-BASED INSTRUCTION: A QUALITATIVE ANALYSIS

Abstract

This study investigates students’ perceptions and experiences of learning the Academic Word List (AWL) through Content-Based Instruction (CBI) within an English for Academic Purposes (EAP) course at Universitas Katolik Indonesia Santu Paulus Ruteng, Flores. Employing a qualitative approach, the study aims to explore the perceived benefits, challenges, application beyond the classroom, and suggestions for improving AWL instruction. Twenty undergraduate students were purposively selected based on their vocabulary proficiency and enrollment in the Academic Vocabulary course. Data were collected through semi-structured interviews, classroom observations, and student reflection journals, and were analyzed thematically using Braun and Clarke’s (2019) framework. The findings reveal that students perceive learning AWL through CBI as beneficial, as it enables contextualized vocabulary acquisition, supports academic writing and reading, and increases motivation. However, challenges include difficulty in memorizing vocabulary, understanding academic texts, and balancing language and content focus. Outside the classroom, students apply AWL through reading academic texts, writing assignments, participating in discussions, and using digital resources like podcasts and social media. Suggestions for improving AWL instruction emphasize prioritizing high-frequency AWL words, integrating interactive learning activities, promoting consistent usage in writing, and utilizing digital tools to support vocabulary development. The study concludes that CBI enhances vocabulary learning by making it more meaningful and applicable to academic contexts, yet requires pedagogical adjustments to address learner challenges. These findings have implications for instructional design in academic English courses, highlighting the importance of contextual, learner-centered, and multimodal vocabulary instruction.