FOOD-BASED ACRONYM STRATEGY FOR TEACHING ADJECTIVES IN ELEMENTARY EFL

Abstract

This study aimed to explore the use of a food-based acronym strategy in teaching English adjectives to fourth-grade elementary school students. The research was conducted using a descriptive qualitative method with a case study approach involving ten students. The instructional focus was on adjectives related to human personality and feelings, which were taught through mnemonic strategies using familiar food names. Data were collected through classroom observations, students’ written responses, and reflective arguments before and after the implementation of the strategy. The data were analyzed using comparative qualitative analysis to identify changes in students’ understanding and learning behavior. The results showed that students were able to recognize and recall adjectives more effectively after learning through the food-based acronym strategy. The findings also indicated increased student engagement, enthusiasm, and confidence during the learning process. The strategy helped students organize adjective vocabulary in a more meaningful and memorable way. In conclusion, the food-based acronym strategy was found to have pedagogical value as a simple and practical approach for supporting English vocabulary learning among elementary school students.