THE IMPACT OF EXPERIENTIAL LEARNING ON EFL UNIVERSITY STUDENTS' DERIVATIONAL KNOWLEDGE: A QUASI-EXPERIMENTAL STUDY

Abstract

This study investigates the effect of experiential learning (EL) on the derivational knowledge development of English as a Foreign Language (EFL) university students within reading comprehension classes. Drawing on Kolb’s experiential cycle, this study examines whether experiential learning activities, characterized by hands-on engagement and real-world application, lead to greater gains in receptive and productive derivational knowledge compared to conventional explicit instruction. To conduct this study, a quasi-experimental design was employed involving 80 first-year Moroccan university students from L'École Supérieure de l'Éducation et de la Formation (L’ESEF), Ibn Tofail University. The participants were evenly divided into experimental and control groups. Both groups received eight weeks of instruction focusing on common English derivational morphemes. Data collection included a proficiency placement test, pre-test, post-test, and delayed post-test. Quantitative analysis revealed statistically significant gains in both receptive and productive vocabulary knowledge among the experimental group, with improvements maintained over time. For instance, scores in receptive derivational knowledge increased from a pre-test mean of 5.17 to 13.32 in the delayed post-test (p < .001). Conversely, the control group showed no significant improvement.