English is one of the most widely used languages in the world and it is the official language of many countries where it is not the native language. In Jordan, English is taught as a foreign language, and is given a lot of importance as it plays a significant role in various aspects of the overall development of the country. However, many EFL teachers are not well-qualified or trained to teach English using proper strategies and they do not understand the learning styles of the students which causes some difficult for the students to learn English. In reading comprehension, vocabulary knowledge aids in making a mental representation of the text apart from understanding the meaning of the text for these learners to be able to recognize words efficiently. The objective of the study investigates the effectiveness of vocabulary learning strategies based on Frayer’s model to help students develop their vocabulary knowledge necessary for effective reading comprehension. It also investigates students’ perceptions using Frayer’s model to enhance their vocabulary knowledge. The researcher adopted a mixed-method design, blending quantitative and qualitative approaches, for data collection and analysis. The data for this research was gathered by conducting pre-test and post-test and a series of semi-structured interviews in order to identify the vocabulary uptake of the participants. Findings from the the statistical analysis using the T-test show that there is a significance difference in students’ academic achievements during the post-test. This indicates that there is an improvement in the vocabulary learnt after the use of the intervention. According to the qualitative findings, the students seem to have positively benefitted from the use of the Frayer’s model. The findings from the study are used to develop a teaching framework for effective vocabulary learning.
