A Tailored Approach: Contributions of a Teacher-Made EFL Book to Second Graders’ Vocabulary Acquisition in a Primary School

This action research study explores the contributions of a teacher-made EFL book on fostering vocabulary acquisition among second graders at Institución Educativa Jorge Eliécer Gaitán, a state-funded primary school in Florencia, Caquetá, Colombia. The research focused on a group of 32 students aged 5 to 7 with limited English proficiency. Using a qualitative approach, data were collected through surveys, interviews, and students’ artifacts to assess the book’s effectiveness. Findings revealed that effective activity design and engaging text details significantly enhanced vocabulary learning. Additionally, the book boosted students’ motivation and engagement in reading, fostering intrinsic interest and sustained participation. These outcomes emerged as complementary findings that supported the vocabulary learning process. Overall, the results highlight the importance of tailoring educational materials to meet learners’ needs, emphasizing their role in improving vocabulary acquisition and motivation in EFL contexts. The study underscores the potential of teacher-developed resources to address specific challenges in language learning.