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  The purpose of this experimental study is to investigate the effects of vocabulary instruction with a focus on a meaningful chunk to elementary school students. A new teaching model was developed to implement vocabulary-focused English instruction. Thirty eight students of Grade 6 participated in the experiment lessons for thirty two hours. Data were collected to examine how much learners are motivated with English learning when they are provided with a meaningful chunk instead of discrete words. This study also tries to explore how much the instruction of meaningful chunks is helpful for learners to improve their oral productive ability. A qualitative as well as a quantitative analysis were conducted with the data extracted from questionnaires, students" self-evaluation, and pre- and post-test assessing students" speaking ability. This study concluded that the approach of meaningful chunk instruction improved learners" interest, participation, and confidence in English lesson. The approach was also proved to be helpful to develop learners" productive ability in English.

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