On the Effect of Negotiated Lesson Plan on Iranian Intermediate EFL Learners’ Vocabulary Knowledge

Lesson planning and preparation to improve teaching competencies have long been recognized by educational institutions as an integral part of teacher preparation worldwide. The purpose of this study is to investigate the effects of traditional lesson planning determined by teachers and the negotiated lesson plan (NLP) on the vocabulary knowledge of intermediate EFL learners. In order to achieve this, a copy of the Solution Placement Test was given to 47 students. Of these, 36 students who scored at the intermediate level were randomly chosen, split into two groups of 18, and the remaining 13 students served as the control group. After that, a vocabulary pretest was administered to evaluate the groups' initial homogeneity and assess their vocabulary knowledge. In small groups, those in the experimental group discussed their ideas, played a significant part, and enjoyed making decisions together about what they would do during the course's upcoming sessions. The course materials were not decided upon by those in the control group. The findings demonstrated that the experimental group's participants improved their vocabulary learning abilities in comparison to the pre-planned lesson group, which exhibited no discernible improvement from the pretest to the posttest. To ensure that the issue of learner involvement in instructional materials is taken into consideration, teachers and material makers must take the negotiated lesson preparation into account.