INTRODUCTION
Rationale of the study
Harmon and Wood (2008) highlight that vocabulary knowledge is a key indicator of success in learning a foreign language Recognizing the vital importance of mastering vocabulary for language acquisition, educators prioritize exploring effective strategies to improve students' vocabulary acquisition and retention in language teaching.
Vocabulary learning through drama-based instruction offers a memorable and effective way to acquire new vocabulary knowledge This approach connects learners' past experiences with current and new vocabulary, enhancing their understanding By engaging in carefully designed drama activities, students are exposed to new words in real contexts, facilitating meaningful discussions and practical usage of the vocabulary being studied.
Research has explored the use of drama activities in language learning, with studies by Janudom and Wasanasomsithi (2009), Demircioğlu (2010), and Early and Young (2009) primarily highlighting their impact on enhancing learners' speaking skills While some investigations have examined the effectiveness of drama in vocabulary instruction, these studies have largely been limited to tertiary institutions or primary English classes.
Limited research has explored the impact of role play and simulation on vocabulary retention among high school students, with most studies relying on experimental or case study methodologies Notably, action research offers a structured approach for teachers to reflect on challenging aspects of their teaching and develop effective strategies for improvement (Wallace, 1998) Therefore, the researcher chose to employ action research for this study, aiming to enhance her teaching practices and contribute positively to her institution.
Aims and objectives of the study
The study aims at investigating the effectiveness of the researcher‟s deployment of drama-based techniques on the students‟ vocabulary retention
According to the aim, the researcher points out some main objectives of the study as follows:
- explore the extent the tenth graders in a high school in Vinh Phuc province enhance their vocabulary retention through the researcher‟s deployment of drama-based techniques
- figure out their opinions on and attitudes towards the use of these techniques
- investigate difficulties the students encountered during the process of the teacher‟s applicationto teach vocabulary
Research questions
The following three research questions are formulated to achieve the aim and objectives mentioned above:
(1) To what extent does the teacher’s deployment of drama-based techniques enhance vocabulary retention among the students?
(2) What are the students’ opinions and attitudes towards their vocabulary learning experiences through drama-based techniques?
(3) What are the difficulties the students encountered during the vocabulary learning process through the teacher’s deployment of drama-based techniques?
Significance of the study
This study is valuable for language learners aiming to enhance their vocabulary retention through drama-based techniques It demonstrates the effectiveness of these methods in teaching vocabulary and provides a comprehensive overview of their application Additionally, the researcher hopes this study will serve as a reliable and current resource for fellow researchers interested in the connection between drama-based techniques and vocabulary retention.
Scope of the study
This study investigates the use of drama-based techniques, such as simulation and role play, to enhance vocabulary teaching among tenth-graders in Vinh Phuc province during the second term of the 2020-2021 school year Conducted as an action research project, it aims to improve students' vocabulary retention and gather insights into their opinions, attitudes, and challenges faced during the learning process.
Research methods
This action research project focused on a two-stage cycle involving the implementation of simulation and role play as home assignments within an existing syllabus Utilizing both qualitative and quantitative methods, data were gathered from vocabulary tests, questionnaires, student self-evaluation checklists, and reflections A paired sample T-test was conducted to compare vocabulary test results and reflections, assessing the impact of drama-based activities on vocabulary retention Additionally, the questionnaires and self-evaluation checklists provided insights into participants' attitudes towards drama techniques for vocabulary improvement and highlighted challenges faced during the learning process.
Structure of the thesis
The thesis comprises five main chapters: (1) Introduction, (2) Literature review,
(3) Methodology, (4) Findings and discussions (5) Conclusion, followed by the List of References and Appendices
This chapter provides a comprehensive overview of the study, detailing its rationale, aims, objectives, significance, research questions, scope, and methodology Overall, the Introduction serves as a foundational summary of the research.
This chapter explores essential concepts including vocabulary, vocabulary retention, drama, drama-based techniques, simulation, and role play, while also providing critical reviews of related studies.
This chapter outlines the study's methodology, detailing each stage of the research procedure It justifies the chosen research methods, design, and settings, as well as the selection of participants Additionally, it discusses the data collection instruments and the techniques used for data analysis.
This chapter presents the findings from the data collection process, thoroughly analyzing the results to address the research questions It includes a detailed discussion of the study, highlighting the outcomes of the data analysis procedure.
This concluding chapter synthesizes the findings from previous analyses and offers recommendations for future research It acknowledges potential limitations related to the study's outcomes and presents pedagogical suggestions based on the research findings.
LITERATURE REVIEW
Vocabulary retention
From different perspectives, it is much more complicated to define vocabulary, so agreement on the notion of vocabulary seems to be difficult to reach
Vocabulary encompasses the essential words needed for effective communication, which can be categorized into expressive vocabulary (used in speaking) and receptive vocabulary (used in listening) (Neuman & Dwyer, 2009) Ur (1996) expands this definition to include not only single words but also phrases or items that convey a single idea, such as "father-in-law" and "post office." Additionally, Barcroft, Sunderman, and Schmitt (2011) emphasize that vocabulary comprises lexical chunks—phrases of two or more words, like "Good morning" and "Nice to meet you," which are learned as cohesive units.
Vocabulary encompasses the total number of words in a language, including single words, phrases, and multi-word chunks, which collectively serve as essential tools for communicating ideas and conveying specific meanings (Hornby, 1995) Researchers may define vocabulary in various ways, but the core understanding remains consistent across studies.
2.1.2 The importance of vocabulary and vocabulary learning
Among various aspects of language system such as pronunciation, syntax, discourse, vocabulary is of the most importance (Folse, 2004) According to Wilkins
According to research, vocabulary is essential for effective communication; as noted by Wallace (1982), it serves as the foundation for language acquisition Candlin emphasizes that without grammar, minimal information can be conveyed, but without vocabulary, communication becomes impossible This highlights the critical role of vocabulary in language learning and usage.
The study of vocabulary is fundamental to language teaching, influencing the organization of syllabuses, the assessment of learner performance, and the development of learning resources (1988, p vii).
Vocabulary learning is crucial for language acquisition, significantly impacting students' success in foreign language studies As highlighted by Wallace (1982), a learner's vocabulary size is indicative of their reading abilities, access to new information, and overall cognitive engagement with the world in that language.
Various views have been presented by scholars in the domain of vocabulary knowledge dimensions
Vocabulary can be categorized into two main dimensions: breadth, which refers to the number of words one knows, and depth, which indicates how well one understands those words (Nation, 1990; Richards, 1976) To truly know a word, learners must establish connections between the target words and their existing vocabulary, being aware of the semantic network and the morphological, syntactic, and collocational aspects of those words (Henriksen, 1999) According to Schneider, Healy, and Bourne (2002), vocabulary encompasses four key components: the ability to pronounce or spell words, differentiate between them, connect second language (L2) words with first language (L1), and recognize their equivalence Thus, vocabulary knowledge includes various dimensions such as pronunciation, spelling, word formation, lexical fields, word families, synonyms, antonyms, word combinations, homonymy, hyponymy, denotation, and connotation.
The author of the study advocates that understanding a word encompasses the ability to recognize its spoken form, as well as to pronounce, spell, and write it correctly Furthermore, it involves using the word appropriately in various contexts.
It is helpful to keep in mind several vocabulary learning strategies that help the researcher determine which strategy is effective for her students
According to Oxford (1990), vocabulary learning strategies can be categorized into direct and indirect strategies, with direct strategies encompassing cognition, memory, and compensation techniques, while indirect strategies support the learning process through planning, evaluation, and emotional management Schmitt (1997) highlights that common strategies include using dictionaries, repetition, contextual guessing, and peer discussions Gu (2003) expands on this by listing various task-dependent strategies such as context learning, dictionary use, note-taking, and semantic networks Additionally, O'Malley and Chamot (1990) classify language learning strategies into four main types: metacognitive strategies for planning and reflection, cognitive strategies for manipulating learning techniques, social strategies for interaction, and affective strategies addressing emotional aspects of learning.
The researcher supports Oxford's (1996) concepts of direct and indirect vocabulary learning strategies, highlighting that learners can acquire vocabulary either incidentally through contextual experiences or intentionally through effective instruction Vocabulary acquisition is an incremental process, as learners gradually build their word knowledge through exposure Implementing drama-based techniques in vocabulary instruction can enhance learning indirectly by increasing students' exposure to target words.
Different vocabulary teaching strategies which help learners increase and retain words more effectively have been proposed by various studies on vocabulary acquisitions
Effective vocabulary teaching strategies often involve having students create lists of words along with their meanings, as noted by Folse (2004) This approach is commonly supplemented with various textbook exercises Researchers Laufer, Meara, and Nation (2005) emphasize the significance of repetition and consistent practice in vocabulary acquisition, aligning with Bourke's (2011) findings on learner engagement Krashen (1989) highlights that extensive reading allows students to deduce unfamiliar words in context, enhancing their understanding and retention Additionally, Nation (2001) asserts that vocabulary is best learned through a combination of implicit reading and explicit instruction.
In conclusion, various vocabulary teaching strategies exist, each with its own advantages and disadvantages This study aims to implement a drama-based project designed to enhance student engagement with vocabulary, ultimately leading to improved learning and retention of words.
There are many studies conducted on the issue of memory and vocabulary retention and their relation
Vocabulary retention, as defined by Yali (2010), refers to the ability to recall and appropriately use new words after a certain period Yali emphasizes that improved retention and a deeper understanding of vocabulary can be achieved through a blend of incidental learning, such as reading, and intentional vocabulary instruction via targeted exercises.
Memory plays a crucial role in vocabulary acquisition and overall learning success (Amiryousefi & Ketabi, 2011) According to Zhang (2004), memory is categorized into three types: sensory memory, short-term memory, and long-term memory, with the latter being capable of lasting from an hour to a lifetime The transition of information from sensory and short-term memory to long-term memory is facilitated by adequate time, focused attention, and regular rehearsal (Mayer, 2014) Furthermore, the integration of new information into long-term memory is enhanced when it is linked to existing knowledge.
Vocabulary retention, as defined by Richards and Schmidt (2002), is the ability to recall or remember words and their meanings after a certain period This skill involves actively engaging with new vocabulary rather than simply memorizing it To effectively transfer vocabulary from short-term to long-term memory, learners must interact with words in meaningful ways (Schmitt, 2000).
Drama-based techniques
In terms of language teaching, drama is a term that attracts various attentions of researchers
Drama, as defined by Via (1987), is a form of communication that conveys meaning through interactions among individuals In drama practice, students engage in transforming written texts into actions, dialogues, or visual representations This concept of drama also involves a pretence context, where learners imaginatively immerse themselves in different situations, both within and outside the classroom (Holden, 1981) Maley and Duff (1984) emphasize that dramatic activities in language education focus not on performing plays for an audience, but on fostering language competence and creativity.
Drama is defined as a creative and imaginative oral performance activity that enhances language knowledge in students, as noted by Hubbard et al (1986) This communicative practice encourages students to either represent themselves or embody others in fictional scenarios, fostering language skills and engagement in the classroom (Holden, 1982).
2.2.2 The benefits of using drama-based techniques in vocabulary lessons
For decades, drama has been recognized as an effective and valuable method for language learning (Dougill, 1987) Numerous authors have highlighted the various advantages of incorporating drama techniques into vocabulary lessons.
Drama-based techniques create memorable events and meaningful contexts that enhance vocabulary retention through repeated exposure (Martin, 1993; Laufer, Meara, & Nation, 2005) According to Owens and Barber (1998), drama captivates students' attention by allowing them to engage actively in real-life situations Additionally, teaching English through drama supports the development of language skills (Clipson-Boyles, 1998) By performing drama, students communicate meaning through speaking and listening in the target language, which also fosters writing and reading processes.
In her 2012 study, Rosalind identified ten significant advantages of incorporating drama into English as a foreign language classrooms, emphasizing that it creates a memorable context that significantly boosts vocabulary learning and retention.
Boudreault (2010) highlights nine key benefits of using a drama approach in language teaching, which include fostering smooth interaction in the target language, enhancing understanding of pronunciation and prosody in context, and facilitating the acquisition of new vocabulary and structures This method also boosts students' confidence in learning the target language, nurtures their imagination, and encourages independent and critical thinking skills Additionally, it promotes cooperative skills and social understanding while alleviating tension in the language learning environment.
Research by Sam (1990) highlights that drama activities, such as role-play and communication games, significantly enhance vocabulary retention and sentence structure learning These activities engage individuals both physically and emotionally, leading to a memorable educational experience Additionally, Rew and Moon (2013) explored scripted play in language classes and identified four key benefits: it effectively teaches specific English expressions, offers similar emotional engagement for both male and female students, proves beneficial for learners of varying English proficiency levels, and enhances the ability to apply learned expressions in diverse contexts.
Research by Martin (1993), Demircioglu (2010), Janudon (2009), and Laufer, Meara, and Nation (2005) suggests that drama activities are effective teaching techniques for enhancing long-term vocabulary retention These activities create memorable experiences, provide meaningful contexts, and offer repeated exposure to words, all of which are essential for effective vocabulary retention.
Recent empirical studies highlight the advantages of incorporating drama into vocabulary lessons Utilizing drama activities in the classroom allows students to engage in active learning through acting and performing, rather than just passive listening and writing (Dougill, 1987) This approach enables students to practice target vocabulary in a natural context during performances and discussions The findings align with John, D (1987), who noted that drama activities offer visual, intellectual, emotional, and physical reinforcement, enhancing participation and aiding long-term retention of vocabulary Additionally, drama fosters the use of spoken and written language alongside objects, gestures, sounds, and images to convey meaning This teaching technique can also boost motivation and confidence by providing enjoyment and a specific context for learning (Taylor, 2000).
2.2.3 Disadvantages of using drama-based techniques in vocabulary lessons
Besides the strong points of using drama in language teaching, several studies pointed out some disadvantages of applying drama techniques in vocabulary lessons
Kholmakova (2017) highlights several drawbacks of using drama activities in vocabulary classes While some students find drama engaging, others experience psychological pressure, leading to frustration Students who struggle with drama may feel inferior to their more skilled peers, and shy individuals often hesitate to participate due to fear and anxiety Additionally, implementing drama in the classroom is time-consuming, requiring significant preparation from teachers Without prior knowledge or familiarity with vocabulary, students may struggle to grasp context, necessitating extra effort from educators Furthermore, the challenges of providing immediate corrections and feedback during drama activities can hinder the learning process.
According to Kholmakova (2017), teachers often struggle to maintain control in the classroom due to noise and disorder This chaos can arise when students express their excitement through screaming, laughing, or shouting, leading to a disruptive learning environment.
The researcher identified several challenges in implementing drama activities within vocabulary classes, including students' psychological readiness, the clarity of teacher instructions, time limitations, varying student proficiency levels, the relevance of topics, and overall class organization.
2.2.4 Classification of drama-based techniques
In the realm of language teaching, drama activities can be classified in various ways, as noted by Farmer (2011) Key techniques include improvisation, closet drama, role plays, mime, poetry performance, storytelling, simulation, and process drama, all of which enhance vocabulary learning This study specifically focuses on the techniques of simulation and role play to explore their effectiveness in language acquisition.
According to Jones (1980), the technique of "simulation" involves learners actively participating in an event, allowing them to influence its content In this structured environment, each learner assumes specific roles, duties, and responsibilities, mirroring real-life interactions Participants engage as their true selves within an imagined scenario, where they are presented with details of the simulation This setup encourages them to make decisions, reach agreements, and tackle challenges, enhancing their problem-solving skills and overall learning experience.
Role play is an engaging activity where participants adopt real or imaginary roles (Livingstone, 1983) Herrell and Jordan (2002) define vocabulary role play as a strategy that helps learners connect their past experiences with current content and new vocabulary There are three main types of role play: fully scripted, semi-scripted, and non-scripted.
Overview of related studies
Numerous studies have explored effective teaching techniques for improving vocabulary and enhancing retention Notably, research has shown that drama-based methods significantly boost vocabulary retention among learners, both globally and nationally This discussion will briefly report on studies that examined the application and effectiveness of drama in English as a Foreign Language (EFL) classrooms for vocabulary retention.
In 2009, Janudom and Wasanasomsithi conducted an experimental study involving 36 non-English major undergraduate students to assess the impact of drama activities on vocabulary retention and student attitudes towards learning Utilizing various tools such as lesson plans, vocabulary pre- and post-tests, self-evaluation checklists, and student logs, the researchers implemented the study over nine weeks The findings indicated that drama-oriented activities significantly enhance vocabulary learning and retention, demonstrating that incorporating drama in English language classrooms can greatly support language development.
Demircioğlu (2010) conducted experimental research aligning with Janudom (2009), demonstrating that drama-based techniques significantly enhance long-term vocabulary retention The study involved fifty third-grade participants aged 9-10, divided into two classes of twenty-five students each After instructing the participants on 32 new vocabulary items across three lessons, data were analyzed using Independent Samples T-test and mean scores The findings revealed a significant difference in post-test scores between the control and experimental groups, indicating that drama facilitated a contextualized learning experience that improved both intellectual and emotional engagement, leading to better vocabulary retention.
Research by El-Nady (2000) and Demircioğlu (2010) indicates that drama activities significantly enhance vocabulary retention compared to traditional course book instruction Similarly, studies by Sukkrong (2010) and Chaeye, Jantharangkul, and Aunmuang (2012) confirm that games, a form of drama activity, effectively improve vocabulary and retention among students The consensus among these studies is that learners engaged in drama-oriented activities demonstrate superior vocabulary improvement and retention This is attributed to drama-based techniques promoting conscious vocabulary learning and capturing students' attention in the vocabulary development process.
Do Thi Bich Thuy, a Vietnamese researcher, explored the effectiveness of using drama in vocabulary teaching for young learners Her study, grounded in previous research, supports the idea that drama enhances vocabulary retention and practice Thuy concluded that drama fosters creativity in language use during performances, allowing learners to engage more deeply Additionally, it sparks interest in learning by providing opportunities for direct interaction through natural role play.
Research has shown that drama-oriented activities significantly enhance vocabulary retention by actively engaging learners in dynamic communication and interaction These studies highlight the effectiveness of such activities in developing vocabulary skills; however, it is essential to consider factors related to participants, context, and methodology when interpreting the results.
Most studies on this topic have focused on primary school or college students as participants However, this research is unique as it involves high school students, with the researcher being an English teacher at the high school level.
Most studies on vocabulary retention in high school contexts have primarily focused on experimental research and case studies, emphasizing dramatic games, mime, and storytelling, while role play and simulation techniques have received less attention This gap highlights the need for research on the effectiveness of role play and simulation in enhancing vocabulary retention The current study aims to explore these drama-based techniques by employing a combination of vocabulary tests, questionnaires, and student reflections for data collection Each method has its strengths and weaknesses; for instance, interviews can be subjective and biased, and vocabulary tests alone may not capture the psychological and social factors influencing student performance Therefore, a diverse set of instruments will be used to ensure a comprehensive understanding of vocabulary retention.
Recent studies indicate a growing interest among researchers worldwide in using drama-based techniques for vocabulary instruction While the participants, settings, and methodologies vary across these studies, there is a notable lack of research focused specifically on role play and simulation to improve vocabulary retention This study aims to contribute valuable insights to both theoretical and empirical knowledge regarding effective vocabulary teaching strategies.
Summary
This chapter provides a comprehensive review of literature on vocabulary acquisition, learning, and retention, particularly in the context of drama-based techniques It highlights the positive impact of drama activities on students' vocabulary retention and considers various previous studies that have explored this approach These insights lay a strong foundation for the subsequent chapters, with the next chapter focusing on the research methodology.
METHODOLOGY
Restatement of the research questions
This study investigates the effectiveness of drama-based techniques employed by teachers on students' vocabulary retention The researcher aims to gain deeper insights into students' vocabulary learning, enhance their retention, and refine her teaching practices To achieve this, it is essential to understand students' opinions and the challenges they face during the intervention.
The research questions were developed according to the Ice Cream Cone Model credited by Brownhill (2017) as follows
Figure 1 The Ice Cream Cone Model (devised by Brown hill, 2017)
The Cone model identifies five essential elements that assist teacher-researchers in formulating effective research questions The semi-circle at the top serves as a starting point for identifying major areas of interest Once the primary research focus is established, researchers are encouraged to critically evaluate the purpose and impact of their action research, considering the research context, participants, and question stems This sequential approach enables researchers to develop relevant questions aligned with their research objectives Cochran-Smith et al (2009) recommend using question stems such as "What ? Why ? How ?" to facilitate this process.
“usually broader and get at explanations, relationships, and reasons” Therefore, the study was guided by three research questions below:
(1) To what extent does the teacher’s deployment of drama-based techniques enhance vocabulary retention among the students?
(2) What are the students’ opinions and attitudes towards their vocabulary learning experiences through drama-based techniques?
(3) What are the difficulties the students encountered during the vocabulary learning process through the teacher’s deployment of drama-based techniques?
Reasons of choosing action research
Classroom action research was deemed suitable for this study to effectively meet its aims and objectives This approach offers specific advantages that align with the research goals.
The researcher aims to enhance vocabulary teaching practices to achieve positive learning outcomes for students According to Bassey (1998), action research is an inquiry designed to understand, evaluate, and improve educational practices It is contextual and suitable for small-scale studies (Wallace, 1998) Winter and Munn-Gidding (2001) emphasize that action research is conducted by educators to refine their teaching methods and deepen their understanding of educational philosophy.
Action research is characterized by its cyclical nature, allowing researchers to revisit and repeat steps to gather additional evidence, identify issues with interventions, and explore new solutions (Mertler & Charles, 2011) This approach fosters continuous improvement through a spiral process of ongoing reflection and action.
The researcher chose to implement action research to effectively tackle challenges in vocabulary instruction, enhance student word retention, and improve her professional skills Aligning with Wallace (1998), she believes that action research serves as an ideal framework for investigating language teaching practices.
The setting of the research
A study conducted at a high school in Vinh Phuc province explored the application of drama-based techniques for vocabulary learning, a method previously unused at the institution After negotiating with the principal and two vice principals, the researcher received permission to implement these techniques in class 10A The teacher-researcher was granted the autonomy to adapt her teaching practices, with the primary goal of enhancing language learning through innovative interventions.
The textbook used in the study is titled “Tiếng Anh 10, Volume 2” It consists of
The curriculum consists of five units, each divided into five sections, but lacks a dedicated lesson for vocabulary instruction To enhance vocabulary exposure, the teacher aims to increase the time students engage with new words, as vocabulary is not explicitly taught in every lesson.
The participants
The action research involved 35 tenth graders from class 10A at a high school in Vinh Phuc province, all of whom are native Vietnamese speakers learning English as a foreign language With four years of English learning experience, the students were organized into eleven groups—nine groups of three and two groups of four—initially by the teacher and later by the students themselves.
The participants were selected intentionally due to their limited focus on English studies, as they prioritized natural science subjects like Math, Physics, and Chemistry This emphasis led to poor performance in English assessments, particularly in vocabulary tests, making it challenging for students to remember and retain English words, which adversely affected their communicative competence Furthermore, the researcher was responsible for teaching English to these students during the 2020-2021 school year.
The study involved the researcher, who is also the English teacher for class 10A, among four English teachers at the selected school With direct experience teaching tenth-grade students, she possesses a clear understanding of their English proficiency and attitudes towards learning vocabulary.
Two experienced English teachers in their forties, each with over fifteen years of teaching experience, collaborated with the researcher to design vocabulary tests They are knowledgeable, enthusiastic, and responsible professionals who have participated in various training courses on test design and assessment offered by the Vinh Phuc Department of Education and Training.
Research method
This action research project aimed to assess the effectiveness of drama-based techniques in enhancing students' vocabulary retention The researcher developed and executed a drama-based vocabulary teaching project, collecting and analyzing data to evaluate its success Based on the findings, revisions and improvements were made to optimize the project for future use.
The researcher recognized potential challenges in conducting action research, as highlighted by Hofstee (2006), who noted issues such as high subjectivity and limited generalizability To mitigate these concerns, the researcher enlisted two colleagues to design the tests, providing them with the necessary content, format, and objectives, thereby reducing bias in the findings Furthermore, to enhance generalization, the researcher planned to share the intervention process and results with colleagues and administrators.
Action research has been analyzed through various frameworks, with Lewin (1946) and Kemmis and McTaggart (1981) outlining a four-stage process: planning, acting, observing, and reflecting Altrichter and Gstettner (1993) propose a four-step model that includes finding a starting point, clarifying the situation, developing and implementing action strategies, and making teachers' knowledge public Additionally, McNiff (2002) introduces an eight-step model, while Kincheloe (2003) presents a seven-step process for conducting action research.
In this study, the teacher-researcher utilized the two-stage cycle action research model by Kemmis, McTaggart, and Nixon (2014) to effectively address vocabulary retention issues This model aids in identifying problems and crafting viable solutions to enhance the teaching and learning environment, ultimately leading to significant improvements in students' vocabulary retention Each stage of the model consists of four key steps: planning for change, acting and observing the implementation process, and reflecting on the outcomes.
Figure 2 Cycles of Classroom Action Research adapted from Kemmis,
The researcher employed two stages to build discernment of data analysis and findings and helped the researcher adjust the intervention; allow the changes if necessary in stage 2
The study employed a mixed-methods approach, utilizing both quantitative and qualitative instruments such as vocabulary tests, questionnaires, self-evaluation checklists, and student reflections to address three key research questions Over an 11-week period, simulation and role play were seamlessly integrated into the 10th grade English curriculum for class 10A, ensuring that all activities were incorporated into regular lessons without any alterations or disruptions to the existing curriculum.
In the initial stage, teachers assign students to collaborate in groups of three or four to perform scripted plays In the subsequent stage, students select their own partners to create and enact original plays Throughout the implementation of drama-based techniques, participants engage in group reflections and complete self-evaluation checklists after each lesson Questionnaires are collected post-intervention, while checklists are gathered immediately after each lesson, and reflections are compiled after both stages.
Research procedure
This action research was conducted over eleven weeks during the 2020-2021 academic year, starting in the second week of January 2021 The researcher implemented two stages of classroom action research, each comprising four distinct steps.
In the first term of the 2020-2021 academic year, the researcher observed that 10A students struggled significantly with vocabulary retention, largely due to the absence of dedicated vocabulary lessons As a result, their performance on end-of-term English tests was poor, with few students providing correct answers to vocabulary-related questions.
The researcher aimed to improve students' vocabulary retention by exploring educational pedagogy and identifying effective strategies A practical solution identified was the integration of drama activities into vocabulary teaching After obtaining permission from school administrators, the researcher decided to implement drama-based techniques, specifically role-play and simulation, within the existing curriculum to enhance students' vocabulary retention.
The project aimed to effectively teach vocabulary through role-play and simulation by clearly outlining objectives, requirements, and theme-based topic lists for students To prevent misunderstandings, instructions were provided in both Vietnamese and English A dedicated Facebook group facilitated discussions and consultations, enhancing communication between the teacher and students This platform proved beneficial, as students sought clarification on difficulties and requested illustrative examples Additionally, some students encouraged the teacher to share performances by language learners, which motivated them to improve their own performances.
Lesson plans incorporating drama-based techniques and eight stage 1 drama scripts were meticulously designed around theme-based topics from the textbook Comprehensive assessments, including a pre-test, post-test 1 (after stage 1), post-test 2 (post-intervention), and a delayed post-test, were carefully prepared Additionally, reflective questions, self-evaluation checklists, and questionnaires for students were intentionally developed to enhance the learning experience.
Also, the timeline for the implementation of drama-based techniques were drawn up and introduced to students before action stage (see APPENDIX 1)
The two-stage intervention commenced in the second week of the second term of the 2020-2021 academic year A pre-test was administered to all participants in week 1, right after the teacher provided instructions for the action stage Following this, the intervention was seamlessly integrated into the existing curriculum.
In a structured approach to vocabulary instruction, five new words were introduced in each lesson, excluding revision sessions Students were required to incorporate these target words into group performances during a 45-minute optional lesson held three times a week Following the performances, an activity focused on consolidating the target vocabulary was implemented The teaching method utilized scripted drama techniques throughout both stages; however, in the first stage, the teacher supplied the scripts, while in the second stage, students were tasked with creating their own scripts.
2 The teacher introduced five new words every lesson Every week, students had three lessons and an optional lesson All in all, in 4 weeks of every, there were 60 target words to be taught, 12 lessons and 4 optional lessons Every week, students were required to learn 15 target words which are embedded in 2 scripted dramas, either in form of simulation or role play The students were assigned to work in groups to rehearse one of two scripted dramas at home They would randomly be chosen to act out the plays in the optional lessons Around 20 minutes were spent on the students‟ performance every optional lesson The revision of form and meaning of the target words were also involved at any favorable time in the optional lessons with a view to helping the students retain them better
In the initial four-week stage of the vocabulary teaching intervention, the researcher implemented scripted drama techniques, preparing eight plays divided into pairs for each week Students were organized into nine groups of three and two groups of four, as larger groups proved challenging for play performance After this stage, student reflections were gathered and analyzed, revealing that students preferred working with peers they connected with, while the scripted plays limited their creativity Consequently, adjustments were made in group formations and play creation for the subsequent stage.
In the second stage of the project, students had the freedom to form nine groups of three and two groups of four to collaboratively prepare a drama, utilizing either simulation or role play techniques at home During optional lessons, students were randomly selected to perform their creations, showcasing their work in an engaging manner.
The researcher implemented a self-evaluation checklist for students, collecting their responses at the conclusion of each optional lesson Additionally, students submitted reflections following each stage of the study After completing stage 1, students took immediate post-test 1, followed by immediate post-test 2 after stage 2 A delayed post-test occurred four weeks post-intervention Finally, questionnaires were distributed to students, and all reflections were gathered for analysis.
The final step involves reflecting on the implementation of drama-based techniques, critically analyzing the data collected to evaluate their effectiveness in enhancing students' vocabulary retention This process included gathering students' opinions, attitudes, and identifying any obstacles they faced The study also highlighted its limitations and provided recommendations to improve the efficacy of these techniques in promoting vocabulary retention among students.
Data collection instruments
To ensure the collection of reliable and valid data for the study, a variety of instruments were utilized, including vocabulary tests, questionnaires, student self-evaluation checklists, and reflections By employing multiple data sources, the research aimed to enhance understanding and obtain more dependable findings.
To assess vocabulary retention through drama-oriented techniques, a study utilized a vocabulary pre-test, two immediate post-tests, and a delayed post-test The pre-test was conducted prior to the intervention, followed by two post-tests after each phase of the intervention A delayed post-test was administered four weeks later to accurately evaluate retention, ensuring that any differences observed between the immediate and delayed assessments were not influenced by external factors, such as students' exposure to the target vocabulary in different contexts.
All vocabulary tests in this study were uniformly designed in terms of format and difficulty level To minimize subjectivity, two experienced colleagues assisted in the test design, ensuring a deep understanding of testing principles For the first research question, the researcher independently selected the tests' form and content, focusing on specific dimensions of vocabulary knowledge to be assessed.
In terms of topics, lexical items from Unit 6, 7, 8, 9 of the textbook including
The pre-test and delayed post-test items focused on key themes such as gender equality, cultural diversity, new learning methods, and environmental preservation Specifically, the lexical items in post-test 1 centered around gender equality and cultural diversity, while post-test 2 addressed new ways to learn and the importance of preserving the environment.
Each test comprises 40 items and is designed to be completed in 35 minutes The structure includes six sections that assess students' pronunciation, word formation, word meaning, and contextual usage The maximum score for each test is 10, and to ensure the reliability of the results, it was clearly communicated that the scores would not be used for student evaluation under any circumstances.
Mertler (2009) highlights the effectiveness of survey questionnaires in collecting extensive data from diverse populations In a study involving thirty-five participants from a single class, the researcher opted for questionnaires to swiftly and efficiently gather valuable insights into students' personal opinions, attitudes, and challenges faced during the intervention.
The questionnaire was administered post-intervention, following the recommendation of Dornyei and Taguchi (2009) that data quality improves when questionnaires are presented in respondents' native language To prevent misunderstandings among students, the questionnaire consisted of two sections written in Vietnamese (see APPENDIX 9).
A structured questionnaire consisting of 10 Likert scale questions was developed to gauge participants' agreement or disagreement regarding their personal opinions and attitudes toward vocabulary learning through drama-based techniques As noted by Peterson (1994), the Likert scale serves as an effective survey tool, enabling the representation of individuals' perceptions and attitudes that are challenging to measure directly, while also facilitating statistical analysis of the relationships between these attitudes and perceptions.
The first section of the questionnaires focuses on two key areas: the personal assessment of drama-based activities' effectiveness in enhancing vocabulary retention and the psychological and social benefits derived from the teacher's use of these techniques Drawing from O'Malley and Chamot's (1990) classification of language learning strategies, which includes metacognitive, cognitive, social, and affective strategies, the researcher developed statements for a Likert scale categorized into four groups: cognitive (2 statements), social (3 statements), affective (4 statements), and metacognitive (1 statement) Each category is further elaborated to provide a comprehensive understanding of the impact of drama-based learning.
Table 1 Groups of language learning strategies in the Likert scale in the questionnaires Groups of language learning strategies
Metacognitive 1 Plan for learning and thinking about the leaning process (without learning motivation) Cognitive 2 Evaluate the effectiveness of the intervention Social 3 Interacting with others
Working in groups Using communicative strategies to persuade others Affective 4 Regulate individual‟s emotions and feelings
The second section of the questionnaire includes an open-ended question aimed at gathering insights related to the third research question from learners' perspectives The researcher anticipated that many students might not respond honestly to the Likert scale questions, potentially selecting answers randomly to finish the survey By incorporating an open-ended question, students were encouraged to express their thoughts in their own words, thereby providing more reliable and meaningful information.
Student self-evaluation checklists were utilized to explore participants' opinions and attitudes towards their vocabulary learning experiences using drama-oriented techniques The investigation focused on three key aspects, particularly the effectiveness of retaining vocabulary through these drama-based methods.
Learning vocabulary through drama-based activities offers numerous benefits, including enhanced engagement and retention However, students also face challenges during this process To assess their experiences, students completed a form rating 20 statements in their native language, Vietnamese, using a scale from "Almost always/all the time" to "Rarely or never," ensuring clarity in understanding the statements.
The researcher instructed students to write group reflections to gather their opinions on drama-based techniques and the challenges faced during their implementation After each lesson, students were required to document their reflections in both English and Vietnamese, with an emphasis on using English to encourage the incorporation of target vocabulary A set of 14 guiding questions was provided to facilitate their responses The collection of reflections was conducted after each stage, with the teacher ensuring timely submissions Among the reflections, six binary questions posed challenges for group consensus, prompting the teacher to encourage negotiation in cases of divided answers in groups of four, while groups of three followed the majority opinion for a Yes or No response.
Data analysis
Both qualitative and quantitative methods were utilized to analyze and synthesize the collected data in this study
Figure 3 Data analysis of the study
The analysis of data from vocabulary tests, Likert scale questionnaires, and student reflections constitutes quantitative data analysis, which involves numerical and statistical information (Jenkins, 2007) The researcher utilized the Statistical Package for the Social Sciences (SPSS) to conduct this analysis effectively.
To what extent does the teacher’s deployment of drama-based techniques enhance vocabulary retention among the students?
What are the students’ opinions and attitudes towards their vocabulary learning experiences through drama-based techniques?
Quantitative analysis of 10 questions in the questionnaires, and 9 questions in the student checklists Quantitative analysis of test scores
Qualitative analysis of 8 questions in the student reflections
What are the difficulties the students encountered during the vocabulary learning process through the teacher’s deployment of drama-based techniques?
Quantitative analysis of 11 questions in the student checklists
This study conducted a qualitative analysis of one questionnaire question and two student reflection questions from tests A paired sample T-test was utilized to compare the mean scores of pre-tests and post-tests, as well as to assess the differences between students' post-test and delayed post-test scores, thereby evaluating the effectiveness of drama-based activities in vocabulary retention Data from questionnaires, self-evaluation checklists, and student reflections were quantitatively analyzed using SPSS software, Microsoft Excel 2010, and Microsoft Word 2010, with results presented in bars, charts, and tables Each participant completed eight checklists, resulting in a maximum of 280 responses for each checklist statement, which were meticulously counted for analysis.
The study employed thematic analysis, a widely recognized qualitative data analysis method, to examine student reflections and responses from open-ended questionnaire items (Rudolph Tere, 2006) This approach, as outlined by Clarke and Braun (2013), facilitates the identification, analysis, and interpretation of themes that emerge from qualitative data, making it ideal for uncovering individuals' views, experiences, and values Following a structured six-step process—familiarizing with the data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up the findings—this study effectively derived meaningful insights from the qualitative data collected.
Follows are my manifestations of how the data obtained from the students‟ reflections were thematically analyzed adopting the 6 steps proposed by Braun and Clarke (2013)
To effectively analyze the data, the researcher immersed themselves in the entire corpus from questionnaires and student reflections, taking notes and noting initial impressions Early observations revealed that students believed the use of drama-based techniques enhanced their word retention; however, they struggled to articulate the reasons behind this improvement Additionally, students expressed various difficulties in a somewhat disorganized manner.
The researcher began generating initial codes to systematically organize her qualitative data, focusing specifically on addressing the second and third research questions through theoretical thematic analysis Instead of coding every line, she highlighted relevant segments in yellow and made margin notes, allowing for a more targeted approach Throughout the coding process, she developed and refined 50 codes, creating new ones as needed Notably, the students' expressions of anxiety regarding the intervention emerged frequently in the questionnaires and reflections, leading her to establish this theme as a distinct code.
In her analysis of 50 codes, she identified several that coalesced into distinct themes, highlighting the sub-theme of students' negative psychology This sub-theme encompasses feelings such as anxiety, embarrassment, shyness, reluctance, fear of making mistakes, reservation, concerns about losing face, feelings of inferiority, and a fear of learning Ultimately, she organized all 50 codes into 11 themes that provided specific insights related to the research question.
The researcher evaluated 11 initial themes to determine their relevance and make necessary modifications The theme of "overconfidence" was ultimately discarded due to insufficient supporting data and its overlap with students' negative psychology This process resulted in the refinement of the themes down to 10, which were then analyzed to ensure they accurately represented the data All 10 themes were found to be predominantly descriptive, effectively highlighting patterns related to the three research questions.
(5) Define themes: This phase is the final refinement of the themes and the identification of what themes reveal The relations of themes were clarified
The researcher conducted a thematic analysis of qualitative data gathered from questionnaires, student self-evaluation checklists, and reflections To efficiently manage the extensive written responses from students, the researcher employed manual "qq-code" techniques, as recommended by Sussex.
An explanation of how themes in all qualitative data items were identified, along with the codes that were associated with them, was presented as follows:
Table 2: Themes and codes of all qualitative data
Themes Codes (QQ tags and annotations)
The effectiveness of drama on the retention of new word meaning
- Easy to remember the meaning of words
- Had an enjoyable and relaxing learning experience to remember word meanings
- Remember the meaning of words quickly and better
- Had memorable, confortable time with learning to remember word meanings
- Be spontaneous to learn word meaning
- Did more exercises to revise meaning of new words
The effectiveness of drama on the retention of new word spelling
- Able to write the new words correctly
- Did more exercises to revise the spelling of new words
- Distinguish the mistakes of word spellings
- Likely to recognize the right spelling of new words The effectiveness QQWordPronun of drama on the retention of new word pronunciation
- Help to pronounce new words correctly
- Able to identify others‟ mistakes in pronunciation
- Repeat new words with correct word stress
- Did more exercises to revise new word pronunciation
The effectiveness of drama on the retention of new word uses
- Able to make sentences with new words
- Help to use words in suitable context
- Had an enjoyable and relaxing learning experience to understand word uses
- Had memorable, relaxing, confortable time with learning to retain word uses better
- Be able to complete sentences with new words
Attitudinal responses to the drama-inserted lessons
- Like/ Want to have more drama-embedded lessons
- Volunteer / Be unhesitant to play the part in the dramas
- Want to take part in more drama- inserted lessons
Opinions on psychological benefits of using drama in vocabulary lessons
- Felt happy, motivated, satisfied, more confident, more responsible in the vocabulary lessons
Sub-theme: the development of personal qualities
- Became more creative, and sociable, spontaneous in vocabulary learning
Opinions on QQSociBenef social benefits of using drama in vocabulary lessons
Sub-theme: The development of collaboration skill
- Work in groups effectively (effective group discussions)
- Know how to persuade my group members
- Had a sense of responsibility for group duties
Sub-theme: the establishment and the growth of practical skills and interaction skill
- Started to use body language to communicate
- Improve skills of using the Internet
- Paid attention to my classmates‟ words in the play
- Listened carefully and commented my friends‟ plays
The students‟ difficulties related the teacher‟s instructions
- Give unclear criteria for play assessments
- Did not give detailed instructions/ guides
- Did not revise new words after all the plays
The students‟ difficulties related their personal weaknesses and negative psychology
- Create long and boring plays
- Had limited vocabulary/ Lack of vocab
- Lack of concentration, pronunciation errors (some actors)
- Feeling of anxiety, embarrassment, shyness, reluctance, worries of making mistakes, reservation, worries of face-losing threats, feeling of inferiority , scared of learning
- Lack study concentration , low engagement
The students‟ difficulties due to time constraints
- Not much time to prepare drama
- Little time to rehearse the plays in groups
- Lack of time for drama performance in class
Summary
This chapter offers a comprehensive overview of the research methodology, detailing the research setting, methods, participants, procedures, data collection instruments, and data analysis techniques The subsequent chapter will present the findings and discussions in a clear and transparent manner.
FINDINGS AND DISCUSSIONS
The enhancement of the students‟ vocabulary retention through the teacher‟s
This study investigates the enhancement of vocabulary retention in students through drama-based techniques, utilizing a pre-test, two post-tests, and a delayed post-test involving 35 participants The assessment focused on four key dimensions of vocabulary: pronunciation, stress, meaning (including synonyms, antonyms, and translation), and usage (collocation and combinations) The results are structured into four main sections: the first presents the comparison between pre-test scores and initial post-test scores; the second contrasts stage 2 post-test scores with pre-test results; the third analyzes the differences between pre-test and delayed post-test outcomes; and the fourth summarizes insights from student reflections based on specific questions.
4.1.1 The comparison of pre-test scores and post-test scores in stage 1
In order to determine whether any observed difference in the scores of pre-test and post-test 1is statistically significant or not, the researcher used “The paired Samples T-test”
Table 3 The comparison of means and standard deviation between the scores of pre-test and post-test 1
Mean N Std Deviation Std Error Mean
The results indicate that students achieved higher scores in post-test 1 (mean = 6.2500) compared to pre-test scores (mean = 5.8357) Additionally, the standard deviations reveal a similar level of score dispersion in both tests, with pre-test at 1.36520 and post-test 1 at 1.38665.
Table 4 The comparison of paired differences between the scores of pre-test and post-test 1
Paired Differences t df Sig (2- tailed) Mean Std
95% Confidence Interval of the Difference Lower Upper
A repeated-measures T-test revealed a significant difference between pre-test and post-test 1 scores, with t (34) = -3.186 and p < 0.001 The 2-tailed significance value of 0.003 confirms this difference is statistically significant, indicating that participants performed better on the vocabulary test after learning through drama-based techniques in stage 1 The paired samples statistics showed that the mean score for post-test 1 exceeded that of the pre-test, demonstrating the effectiveness of the intervention.
4.1.2 The comparison of pre-test scores and post-test scores in stage 2
To assess the effectiveness of drama techniques on students' vocabulary retention, a paired samples T-test was conducted to analyze the scores from vocabulary pre-tests and post-tests in stage 2.
Table 5 The comparison of means and standard deviation between the scores of pre-test and post-test 2
Mean N Std Deviation Std Error Mean Pre-test
Table 5 indicates that students achieved higher scores in post-test 2, with a mean of 6.7929, compared to their pre-test scores, which had a mean of 5.8357 Additionally, the scores from post-test 2 significantly surpassed those of post-test 1, where the mean was 6.2500.
We can also see from the standard deviations that the scores in both tests are similarly dispersed (1.36520 in pre-test and1.61392 in post-test 2)
Table 6 The comparison of paired differences between post-test 2 scores and pre-test scores
95% Confidence Interval of the Difference Lower Upper
A repeated-measures t-test indicated a significant difference between pre-test and post-test 2 scores, t(34) = -7.173, p < 0.001 The two-tailed significance value was 0.000, confirming the statistical significance of the results The paired samples statistics showed that the mean score of post-test 2 surpassed both the pre-test and post-test 1 scores This suggests that students demonstrated improved vocabulary test results after learning vocabulary through the teacher's implementation of drama-based techniques.
4.1.3 The comparison of the scores of all vocabulary tests
The students‟ vocabulary retention was investigated through a delayed post-test which was carried out four weeks after the administration of the immediate post-test 2
Following is the chart that shows the comparison of mean of vocabulary post- test 1, post-test 2 and delayed post-test
Chart 1 The comparison of means of all vocabulary test scores
The analysis of the chart reveals a significant decline in students' mean scores from the delayed post-test compared to both immediate post-test 1 and post-test 2 Specifically, there is a decrease of 0.20 points (from 6.25 to 6.05) when comparing the delayed post-test to post-test 1, and a more pronounced drop of 0.742 points (from 6.7928 to 6.0500) when compared to post-test 2 This trend indicates a notable reduction in student performance over time.
The study revealed that the mean scores for post-test 1 and post-test 2 were 6.2500 and 6.7928, respectively, resulting in an overall mean score of 6.5214 This indicates a retention rate of 92.77% in students' vocabulary knowledge, suggesting that they only lost 7.23% of their vocabulary skills after four weeks According to Dale and Nyland (1960), individuals typically lose about 10% of their knowledge within two weeks Therefore, the relatively low loss of 7.23% in vocabulary retention over four weeks demonstrates effective retention among the students following the intervention.
To sum up, basing on these findings above, it could be interpreted that drama activities had positive effects on students‟ vocabulary retention It means that the
Pre-test Post-test 1 Post-test 2 Delayed post- test
Mean students achieved significant improvement of vocabulary retention through the teacher‟s deployment of drama-based techniques
4.1.4 Analysis of 4 questions in the student reflections in term of the effectiveness of the teacher’s deployment of drama-based techniques on vocabulary retention
To assess the impact of drama-based techniques on students' vocabulary retention, the researcher analyzed the vocabulary responses from student reflections on questions 1 through 4 By counting the number of words listed by each group and multiplying that by the number of students, it was found that 25 students across seven groups of three and one group of four recalled over 30 new words from the play after four lessons in stage 1.
The study involved four vocabulary lessons utilizing drama-based techniques, with each lesson introducing 15 new words, resulting in a total of 60 words taught To assess the effectiveness of these methods, the researcher compiled data on how many students learned more than half of the 60 target words during each stage, as detailed in the accompanying table.
Table 7 Number of new words the students learned in each stage
1 Number of new words the students remembered
2 Number of new words the students made sense of meanings
3 Number of new words the students could pronounce
4 Number of new words the students could use
Table 7 reveals that over 71% of students were able to recall and write more than 50% of new vocabulary from the plays across both stages Additionally, more than 62% of students understood the meanings of over 50% of the new words and could pronounce them after the lessons Furthermore, about 40% of students successfully utilized the new vocabulary in sentence construction The researcher concluded that students' participation in role play and simulation significantly enhanced their ability to remember new words.
In summary, the results from vocabulary assessments and student reflections indicate that the use of drama-based techniques by the teacher significantly improved students' vocabulary retention, including aspects such as spelling, pronunciation, meanings, and usage of words.
The students‟ opinions on and attitudes towards their vocabulary learning
To explore students' personal opinions and attitudes toward vocabulary learning through drama-based techniques, three instruments were employed: questionnaires, self-evaluation checklists, and reflections The findings highlight two primary areas of focus.
Students expressed positive opinions regarding the impact of drama-based techniques on their vocabulary retention, highlighting that these methods significantly enhance their learning experience Additionally, they noted various benefits from the teacher's use of these techniques, indicating a favorable attitude towards the incorporation of drama in their educational process.
4.2.1 The students’ opinions on the effect of the teacher’s deployment of drama- based techniques on their vocabulary retention
The analysis of responses from two questionnaire questions, four self-evaluation checklist items, and two student reflections highlighted students' perspectives on how the use of drama-based techniques by their teacher positively impacted their vocabulary retention.
4.2.1.1 Analysis of two questions in the questionnaires
Question 1 and 2 in the questionnaire illustrate students‟ views on the teacher‟s deployment of drama-bases techniques on their vocabulary retention
Chart 2 The students’ revealing of reasons why lessons with drama-based techniques enhanced their vocabulary retention in the questionnaires
According to the chart, 51.43% of students agreed and 31.43% strongly agreed that drama-based techniques significantly enhanced their ability to remember new vocabulary, as these methods offered diverse and memorable learning experiences In contrast, only 11.43% of students disagreed with this perspective.
Chart 3 Students’ opinion on the enhancement of vocabulary retention through drama-based techniques in the questionnaires
The pie chart indicates that a significant majority of students, with 34% strongly agreeing and 29% agreeing, believe that incorporating drama into vocabulary lessons helps them retain nearly all new words from the plays immediately after acting out or watching performances by their peers.
4.2.1.2 Analysis of 4 questions in the student self-evaluation checklists
The following chart provides more evidence about the effectiveness of learning vocabulary with drama-based techniques perceived by the students in the student self- evaluation checklists
Chart 4 The students’ opinions on the effect of the teacher’s deployment of drama-based techniques on vocabulary retention in the checklists
In a recent survey, 80% of students reported that they could consistently recall the meanings of new words, including complex phrases, while only 2.8% indicated they rarely or never remembered them Regarding spelling retention, no students admitted to easily forgetting words due to drama techniques; in fact, over 87% stated they could remember spellings accurately, with just 11.43% occasionally forgetting Additionally, the results for question 3 revealed that a significant majority, 97.14%, demonstrated strong retention abilities.
The majority of participants, over 82%, reported that they often found it easy to create sentences using new words after watching plays, indicating a strong connection between drama-based techniques and vocabulary retention In contrast, only 2.86% of students rarely or never felt this way Overall, the results suggest that most students view drama as an effective method for enhancing their vocabulary skills.
4.2.1.3 Analysis of 2 questions in the student reflections
The data obtained from question 5, and 6 in the student reflections were examined to determine the students‟ opinions of whether learning vocabulary with
Most of the time Sometimes
Research indicates that drama-based techniques significantly enhance students' retention of new vocabulary, including meanings, pronunciation, and spelling Thematic analysis of student reflections revealed unanimous agreement on the positive impact of drama in vocabulary learning Students highlighted three key reasons for this effectiveness Firstly, drama activities fostered an enjoyable and relaxed learning environment, making the experience memorable One student noted, “We learned vocabulary in a more favorable environment with more laughs,” exemplifying how role-playing, such as acting out a newly-wedded couple, helped solidify new words like "bride" and "groom." Secondly, these techniques encouraged spontaneity and increased engagement in vocabulary learning, transforming it from a mere assignment into an enjoyable activity Lastly, the intensified vocabulary practice through drama made it easier for students to remember word meanings, pronunciation, and usage, as they needed to understand and apply the words in context to perform effectively.
It was evidently concluded from the data above that the students had favorable opinions on the effectiveness of the exploitation of drama-based techniques on vocabulary retention
4.2.2 The students’ opinions on and attitudes towards psychological and social benefits of the teacher’s deployment of drama-based techniques to teach vocabulary
Participants highlighted numerous psychological and social benefits derived from the teacher's use of drama-based techniques, including enhanced motivation, increased satisfaction, and the development of personal qualities Additionally, these techniques contributed to the establishment and growth of practical skills among students Survey results, gathered through Likert scale questionnaires, reflect students' attitudes and opinions on these psychological and social advantages.
Table 8 The students’ opinions on and attitudes towards psychological and social benefits of the teacher’s deployment of drama-based techniques in the questionnaires
Strongly agree Agree No opinion Disagree Strongly Disagree
3 I had a lot of fun during the lessons with drama activities so I was not scared of vocabulary lessons any more
4 I became more confident, sociable and creative when trying to finish the play in my group
5 I felt happy with the lessons with drama because of the feeling of success after performing my group‟s play
6 I liked the lessons with drama because I was curious about how my classmates would act out
7 When there was controversy in our group, I knew how to discuss frankly and find the agreement with my group members
8 After acting out our group‟s plays, I started to use body language as gesture, facial expression when communicating because I recognized their benefits
9 I learned collaboration skill when working in groups
A significant majority of students reported that drama-based techniques enhanced their learning experience, with 100% expressing enjoyment and 97.1% feeling happiness and satisfaction, while also alleviating their fear of vocabulary acquisition This positive response stemmed from their curiosity (80%) and a sense of achievement in their performances (97.1%) Additionally, 88.5% noted improvements in their confidence, sociability, and creativity Over 85% of participants recognized the benefits of these techniques, including enhanced collaboration, body language use, and negotiation skills, with only a small percentage dissenting Ultimately, students expressed a desire to continue learning vocabulary through these engaging methods, underscoring the importance of vocabulary in foreign language acquisition and indicating that the intervention fostered greater spontaneity in their learning process.
The student self-evaluation checklists provided more additional evidences as follows:
Table 9 highlights students' perspectives on the psychological and social benefits derived from their teachers' use of drama-based techniques, as reflected in self-evaluation checklists The findings indicate a strong consensus among students, with many reporting that these techniques are employed almost always or most of the time, underscoring their positive impact on learning and emotional well-being.
10 I will learn more new words without encouragement or requirement from other people as now I know learning vocabulary is of great importance in acquiring a foreign language
6 I recognized acting out a scene made me more creative and more confident
7 I felt it was exciting to communicate in English
8 I had more chance to surf the Internet and improve our plays
9 I knew how to work with others more effectively
Following two phases of the intervention, a total of 280 student checklists were gathered by the researcher Analyzing these checklists allowed the researcher to assess the percentage of students who held positive versus negative views regarding the benefits of the intervention.
A significant majority of students reported experiencing various psychological and social benefits from the intervention Specifically, 62.9% of students consistently felt motivated and eager during vocabulary lessons Additionally, 85.7% noted that acting out scenes enhanced their creativity and confidence When it came to communicating with friends in English, 65.7% felt excited almost all the time, while 10% experienced this excitement sometimes Notably, 100% of students acknowledged that their internet usage increased, which positively impacted their learning Furthermore, 65.7% of participants believed their collaborative skills in group settings improved either most of the time or almost always.
Student reflections revealed a positive attitude towards drama-based learning, highlighting numerous benefits of the intervention Many students expressed happiness and satisfaction, eagerly volunteering for roles in the dramas and requesting more vocabulary lessons utilizing these techniques The psychological advantages included enhanced confidence, creativity, motivation, and a sense of responsibility Additionally, students noted improvements in collaboration, interaction, active listening, negotiation, and communication skills Phrases such as "persuaded my group members," "used body language," and "listened carefully" were commonly mentioned, illustrating their growth in teamwork and engagement during the activities.
To sum up, a majority of them always or sometimes acknowledged that they gained a lot of psychological and social benefits from the teacher‟s deployment of drama-based techniques
4.3 The difficulties the students encountered during the vocabulary learning experience with the teacher’s deployment of drama-based techniques
To explore the challenges students encountered while using drama-based activities for vocabulary learning, a combination of quantitative and qualitative data was collected through questionnaires, student reflections, and self-evaluation checklists The analysis revealed three primary themes: (1) difficulties stemming from the teacher's instructions, (2) challenges related to individual student weaknesses, and (3) time constraints affecting vocabulary practice and revision.
4.3.1 The difficulties related to the teacher’s instructions
The students‟ difficulties related to the teacher‟s instructions are shown in the checklists as follows:
Table 10 The difficulties related to the teacher’s instructions verified by the students in the checklists Statements Almost always / most of the time
10 I could not remember the meanings and the use of all new words because the new words were not often revised by the teacher after the plays
11 Teacher did not give detailed guide about how to act out or write drama script effectively
12 Teacher did not give clear criteria for plays assessment
Discussions
The study reveals that data from vocabulary tests, questionnaires, student self-evaluations, and reflections collectively indicate that the use of drama-based techniques in vocabulary instruction significantly enhances vocabulary retention among learners Despite encountering some challenges, the majority of students expressed positive attitudes and optimistic views regarding the effectiveness of these techniques, acknowledging their psychological and social benefits.
4.4.1 The effect of the teacher’s deployment of drama-based techniques on the students’ vocabulary retention
The research investigates how the use of drama-based techniques by teachers impacts students' vocabulary retention To gather relevant data, vocabulary tests and student reflections were utilized The findings revealed that these drama-based methods significantly improved students' ability to retain vocabulary.
The comparison of test results revealed that the use of drama activities by the teacher significantly enhanced students' retention of target vocabulary The analysis showed that the mean scores of post-test 1 and post-test 2 were higher than those of the pre-test, indicating that students performed better in vocabulary tests after the intervention Although there was a slight decline in the mean score of the delayed post-test, with students losing 7.23% of their vocabulary knowledge within four weeks, this loss is relatively low compared to the average 10% retention loss noted by Dale and Nyland (1960) after two weeks Thus, it can be concluded that the students' vocabulary retention improved significantly due to the drama-based techniques, aligning with findings from Janudom and Wasanasomsithi's study.
(2009) They claimed that drama activities can effectively enhance students‟ vovabulary learning and retention
Student reflections confirmed that over 71% of participants were able to recall and write more than 50% of new vocabulary at both stages of the study Additionally, more than 70% understood the meanings of these new words and could pronounce them correctly after the lessons Furthermore, around 60% of students successfully utilized the new vocabulary in sentence construction.
In question 4 of the reflections, participants were asked to create sentences using new words, limited to five examples While students may have generated numerous new words, not all were used in sentences Nonetheless, it is evident that the teacher's use of drama-based techniques enhanced students' understanding of vocabulary This aligns with the findings of Janudom and Wasanasomsithi (2009), which highlighted the effectiveness of drama activities through pre-test, post-test, and delayed post-test comparisons The current study also employed these assessments alongside student reflections to evaluate the impact of drama techniques on vocabulary retention.
4.4.2 The students’ opinions and attitudes towards their vocabulary learning through the teacher’s deployment of drama-based techniques
Research question 2 explored students' perspectives on vocabulary learning through drama-based techniques, revealing two key findings: first, students believed that the teacher's use of these techniques positively impacted vocabulary retention; second, they recognized psychological and social benefits from the intervention To gather detailed insights, the study employed questionnaires, self-evaluation checklists, and student reflections.
The data indicates that students held positive views on the impact of drama-based techniques on vocabulary retention This conclusion is supported by three key reasons: first, drama activities provided an enjoyable and relaxed learning environment; second, these techniques fostered spontaneity and heightened awareness of vocabulary; and third, increased vocabulary practice facilitated better retention of word meanings, pronunciations, and usage Throughout the intervention, students actively participated in learning activities, engaging physically and emotionally with the words rather than merely observing their definitions or applications, a point reinforced by John, D.
Drama activities enhance visual, intellectual, emotional, and physical engagement, leading to improved participation and long-term vocabulary retention (1987) Nation (1990) supports this by highlighting that drama-based techniques create memorable experiences and meaningful contexts, essential for vocabulary retention through repeated exposure Sukkrong (2010) notes that these techniques promote conscious vocabulary learning and maintain student interest Similarly, Demircioğlu (2010) emphasizes that drama fosters contextualized learning, enhancing both intellectual and emotional involvement, which in turn improves vocabulary retention These findings align with students' feedback from questionnaires, checklists, and reflections.
The study found that students had a positive attitude towards drama-based learning, reporting increased happiness, motivation, and satisfaction with the lessons Many students eagerly participated in the dramas and expressed a desire for more vocabulary lessons using drama techniques Participants noted various psychological and social benefits, including enhanced motivation, personal development, and improved interaction skills They appreciated the use of creative stage properties, such as cardboard laptops and paper flowers, which contributed to their interest in the learning experience Supporting previous research by Boudreault (2010), the study highlighted benefits like improved confidence, imaginative development, enhanced cooperative skills, reduced tension, better interaction in the target language, and improved pronunciation understanding However, the study did not find evidence for the benefits of increased independent thinking and critical thinking skills, which Boudreault also identified.
4.4.3 The students’ difficulties during the process of learning vocabulary through the teacher’ deployment of drama-based techniques
The third question addressed the challenges faced by students during the intervention, utilizing quantitative data from questionnaires, student reflections, and self-evaluation checklists for both descriptive and interpretive analysis Participants identified three primary difficulties: negative psychology, low English proficiency, and personal weaknesses; inadequate teacher instructions; and time constraints for revising and practicing target vocabulary.
In a student self-evaluation survey, nearly 12% of respondents indicated that teachers often failed to review new vocabulary after performances, provide detailed acting guidance, or establish clear assessment criteria for plays Additionally, around 30% of students reported experiencing difficulties such as limited vocabulary, lack of concentration, pronunciation errors, and negative psychological factors Furthermore, approximately 30% of participants expressed a need for more preparation time, with over 33% highlighting time constraints as a significant issue during class.
This study identifies several challenges faced by students in drama-based vocabulary classes, aligning with Kholmakova's (2017) findings Key issues include students' negative psychology, unclear teacher instructions, time constraints, and varying student proficiency levels While Kholmakova also highlights potential difficulties for teachers, such as topic relevance and class organization, these specific challenges were not addressed in the current study.
Summary
This chapter presents the findings from the research, derived from vocabulary tests, questionnaires, self-evaluation checklists, and student reflections, organized around three research questions Discussions related to these questions were also included The subsequent chapter will revisit these findings, address the study's limitations, explore implications for teaching, and provide suggestions for future research.