The TLCIC Framework: Innovating Grammar and Vocabulary Instruction in EFL Classrooms

Ayad Chraa, JAbdessamad Ouali, Kamal El Abidi, Samira El Morabit and Souad Nidbrka
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Ayad Chraa: Centre Régional des Métiers de l’Education et de la Formation- Souss Massa, Agadir, Morocco
JAbdessamad Ouali: FLSH- Ibn Zohr University, Agadir, Morocco
Kamal El Abidi: FLSH- Ibn Zohr University, Agadir, Morocco
Samira El Morabit: FLSH- Ibn Zohr University, Agadir, Morocco
Souad Nidbrka: FLSH- Ibn Zohr University, Agadir, Morocco

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3179-3190

Abstract: In the field of English Language Teaching (ELT), instructional models play a critical role in enhancing pedagogical effectiveness and learner engagement. This article introduces the TLCIC framework—Try, Learn, Correct, Incorporate, Create—as a novel, learner-centered model designed to improve the teaching of grammar and vocabulary in English as a Foreign Language (EFL) contexts. Grounded in second language acquisition theory and supported by principles of constructivist pedagogy, the TLCIC framework offers a structured yet flexible approach that prioritizes autonomy, discovery learning, and communicative application. The study first presents a critical review of established frameworks such as PPP, TTT, POHE, and ECRIF, highlighting their strengths and limitations. It then articulates the theoretical foundation and practical stages of the TLCIC model, illustrating its application through a detailed grammar lesson plan on the Present Perfect Simple tense. By integrating behavioral, cognitive, and sociocultural learning theories, the TLCIC framework fosters deeper processing, learner agency, and real-world language use. The article concludes that TLCIC is a forward-thinking, adaptable pedagogical model that aligns with the demands of 21st-century ELT practices.

Date: 2025
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