Introduction
Rationale
Reading is a fundamental skill that plays a crucial role in English language teaching for foreign learners, particularly at the upper secondary education level in Vietnam In fact, reading is prioritized as the first skill addressed in each unit of the English textbook, highlighting its importance in the curriculum.
Reading plays a crucial role in gaining knowledge and facilitating further study, yet many Grade 11 students struggle with reading comprehension They often face challenges in understanding texts from the English 11 curriculum, primarily due to their habit of reading word by word and relying heavily on dictionaries for unfamiliar terms This approach hinders their ability to infer meanings from context, leading to unsatisfactory outcomes despite significant time and effort dedicated to reading instruction As a result, many students perform poorly in reading comprehension assessments, highlighting the need for targeted strategies to improve their reading skills.
Despite the evidence supporting the effectiveness of contextual clues in enhancing students' reading skills and vocabulary, this technique has not received significant attention in classroom instruction While some research acknowledges its value, there has been limited integration of contextual clue training into standard teaching practices Furthermore, little investigation has been conducted on how developing students' abilities to infer unknown word meanings from context impacts their vocabulary proficiency and reading comprehension This gap has prompted the researcher to undertake a quasi-experimental study focused on the effectiveness of contextual guessing techniques for 11th-grade students at Phuc Thanh High School.
Aims and Objectives of the study
This study focuses on enhancing vocabulary proficiency and reading comprehension among 11th-grade students by teaching effective techniques for deducing the meanings of unfamiliar words from context.
To achieve this aim, the study sets out to obtain the following specific objectives:
- To discover whether or not the techniques for guessing the meaning of unknown words through context make students' vocabulary acquisition and their reading comprehension skill improve
- To examine the experimental students' attitudes towards the application of guessing techniques to their reading process, and then to make some recommendations for further study.
Research Questions
To achieve the aims and objectives of the study, an attempt is made to seek the answers to the following research questions:
(1) Do techniques for guessing the meaning of unknown words through context make the
11 th form students' vocabulary acquisition and reading comprehension skill improve as measured by their scores in the pre-test and post-test?
(2) What are the students' attitudes towards the application of guessing techniques to their reading process after experimental period?
Method of the study
This thesis utilizes a quasi-experimental research method to address the proposed research questions, employing two key instruments: survey questionnaires, which consist of both pre-experiment and post-experiment assessments, as well as pre-tests and post-tests.
A pre-experiment questionnaire was conducted for students to assess their perceptions and attitudes towards reading comprehension, as well as to identify their common strategies for dealing with unknown words and techniques for guessing meanings during reading Similarly, a questionnaire for teachers aimed to explore their perceptions of reading comprehension and to examine the activities they frequently employ to teach new vocabulary, along with the methods they use to help students deduce meanings of unfamiliar words while reading.
A design of pretest and posttest was employed as the main research method to measure both groups' English vocabulary and reading comprehension proficiency before and after the trial period
The post-experiment questionnaire served as a valuable tool to gather feedback from students regarding their perceptions and evaluations of the techniques used for inferring the meanings of unfamiliar words through context, following the experimental phase.
Scope of the study
This study aims to explore the effectiveness of teaching context-based techniques for deducing the meanings of unfamiliar words among 11th-grade students at Phuc Thanh High School in Hai Duong province Due to time limitations, the researcher conducted an experiment with a small group of non-native English-speaking students in the 11th grade.
In a study conducted at Phuc Thanh High School, 50 grade 11 students were randomly divided into a control class and an experimental class, each consisting of 25 students However, the findings may not be widely applicable, as they are limited to this specific group; students with varying English proficiency or diverse backgrounds could produce different outcomes, even when exposed to texts of similar difficulty levels.
This research aims to assist reading teachers and 11th-grade students in recognizing the significant role of guessing techniques in reading lessons The findings are intended to enhance the reading skills of 11th-grade students specifically, while also benefiting high school students more broadly.
The study is structured into three main parts: Part I introduces the research by outlining its rationale, aims, objectives, research questions, methodology, scope, significance, and design Part II, the development, includes three chapters: Chapter one discusses theories related to guessing techniques, emphasizing a context-based approach and factors influencing contextual guessing Chapter two outlines the methodology, detailing the study's context, the rationale for a quasi-experimental design, variables, subject background, materials, procedures, and data collection instruments Chapter three presents an analysis of the collected data, highlighting significant findings from pretest and posttest scores and questionnaire results Finally, Part III concludes the study by summarizing the findings, addressing limitations, offering recommendations for applying guessing techniques, and suggesting areas for further research.
Design of the study
The study is structured into three main parts Part I introduces the research, outlining its rationale, aims, objectives, research questions, methods, scope, significance, and design Part II consists of three chapters: Chapter One reviews theories on guessing techniques, including context-based approaches and factors influencing contextual guessing; Chapter Two details the methodology, covering the study's context, quasi-experimental rationale, variables, subject background, materials, procedures, and data collection instruments; Chapter Three analyzes the collected data, presenting significant findings from pretest and posttest scores and questionnaire results Part III concludes the study by summarizing key findings, addressing limitations, offering recommendations for applying guessing techniques, and suggesting areas for further research.
DEVELOPMENT
Introduction
Reading poses a significant challenge for many English as a foreign language learners, highlighting the necessity for diverse techniques to effectively engage with texts Key among these techniques is the ability to handle unknown words within their context This chapter explores essential theories related to vocabulary acquisition through reading, examining the interplay between vocabulary and context, the use of guessing techniques, and the identification of various contextual clues.
Theoretical background to acquiring vocabulary through reading
1.2.1 An overview of a context- based approach
Context refers to the textual or discoursal environment in which a specific word or structure appears (Gu, 2003:2) It can range from a single sentence to multiple paragraphs and typically includes unfamiliar vocabulary (Rapaport, 2003).
Defining context is complex, as noted by Gough (1984), and can be understood as information that reduces uncertainty in reading Context helps clarify the meaning of individual text elements and the overall message Traditionally, context was viewed as inherent in well-written texts, relying heavily on linguistic knowledge, a perspective that cognitive theorists argue limits understanding to linear, bottom-up processing In contrast, modern definitions of context incorporate language knowledge while highlighting the importance of higher-level knowledge and personal experiences It is particularly relevant for second language readers to distinguish between local context, which includes intrasentential and sentential information, and global context, which encompasses intersentential, discourse-level information, and world knowledge.
Bialystok (1983; cited in Barnett, 1989) suggests that context is shaped by the reader's implicit knowledge, including their understanding of other languages and general world knowledge This means that context is not a fixed element within a text; rather, it is constructed by the reader and influenced by their linguistic and experiential background.
1.2.1.2 Context-based approach to vocabulary acquisition
Words serve as the fundamental building blocks of text, making it crucial to understand them for overall comprehension According to Thomas Scovel (as cited in Yeli Shi, 2005:35), grasping word meanings is a complex psycholinguistic process that involves actively searching for relevant connections within spreading activation networks A word's meaning can vary based on context, so learning definitions in isolation is insufficient for learners Therefore, the skill of deducing word meanings from context is vital for successful reading.
Nagy (1997) identifies three types of knowledge essential for contextual inferring: linguistic knowledge, world knowledge, and strategic knowledge He argues that much contextual information is embedded in linguistic structures, which rely on the reader's understanding of syntax, vocabulary, and word meanings Vocabulary knowledge is particularly crucial, as it enables readers to infer meanings of unknown words by analyzing surrounding terms Additionally, world knowledge enhances the ability to interpret context, as learners often relate new words to familiar concepts Lastly, strategic knowledge involves the conscious management of cognitive resources, and Nagy highlights that training students in contextual analysis significantly improves their skills in deducing meanings of unfamiliar words.
1.2.2 Some previous studies on contextual guesswork
Contextual guesswork involves using the surrounding context of a word to infer its meaning Understanding word structures, such as prefixes and suffixes, can aid students in deciphering meanings Educators can support students by teaching specific guessing strategies, including recognizing discourse markers and identifying a word's grammatical function—whether it is a verb, adjective, noun, or adverb.
Numerous studies have explored the reading technique of guessing, highlighting both optimistic and pessimistic perspectives Bensoussan and Laufer (1984) implemented a guessing task where learners provided written responses The analysis revealed that learners frequently made incorrect guesses due to misinterpreting words with multiple meanings, mistranslating idioms, and confusing target words with similar-looking or sounding alternatives.
Liu and Nation (1985) investigated how learners decipher the meanings of nonsense words replacing real words in texts, discovering that the success rate was influenced by the density of unfamiliar terms They found that a higher density, such as one nonsense word per ten words, made guessing more challenging compared to a lower density of one per twenty-five words Their research suggested that approximately 85% of unfamiliar words could be understood if learners collaborated to share their knowledge and skills.
Guessing, or inferring, involves determining the meaning of a word through contextual clues This study will use "infer" interchangeably with "guess," alongside related terms like "construct," "deduce," "derive," and "predict." Typically, guessing from context pertains to understanding a word's meaning based on the surrounding words in a written text.
Following are some definitions and ideas of guessing techniques defined by some researchers:
"Inferring means making use of syntactic, logical and cultural clues to discover the meaning of unknown elements" ( Grellet, F., 1981:14)
Inferring is the process of developing an understanding of unfamiliar words by utilizing prior knowledge and experiences from both the world and texts Essentially, it involves deducing word meanings through logical reasoning and evaluating the available evidence.
Gairns and Redman (1986:83) introduce the concept of "contextual guesswork," which refers to the strategy of utilizing the surrounding context of a word to infer its meaning This approach may also involve making educated guesses based on the word itself.
In this example, the learner encounters the unfamiliar word "overworked," which contains the familiar prefix "over-," as seen in other words like "overeat." This prior knowledge helps the learner deduce the meaning of "overworked."
Clarke & Nation (1980) advocate for the importance of inferring word meanings from context, outlining essential steps for learners to effectively guess meanings based on surrounding text.
To effectively understand a new word, begin by identifying its part of speech Analyzing the context of the surrounding phrase or clause provides valuable clues to its classification Utilizing determiners, adjectives, adverbs, and prepositions can help clarify the word's linguistic role.
To understand the significance of a new word, it is essential to analyze its surrounding phrase, clause, or sentence This involves exploring how the word interacts with the overall context of the paragraph or passage Additionally, identifying the types of conjunctions or adverbials present can provide insight into the relationships and connections within the text.
Introduction
This study aimed to explore how developing students' skills in deducing the meanings of unfamiliar words from context can enhance their vocabulary and reading comprehension To achieve this goal, a quasi-experimental design was implemented with two Grade 11 groups at Phuc Thanh High School This chapter details the experimental process, including the study's context, the rationale for employing a quasi-experiment, the identified variables, participant demographics, materials used, procedural steps, and the data collection instruments utilized.
Context of the study
The research took place in a natural learning setting involving grade 11 students at Phuc Thanh High School, a non-specialized institution located in Kinh Mon District, Hai Duong Province The school features 25 well-maintained classrooms, a spacious schoolyard, a small library, and two functional rooms equipped with computers and projectors.
In terms of places, the experimental lessons were carried out in two large classrooms of Phuc Thanh High School, where there are 21 classes with 842 students and an average of
40 students per class for the 2010-2011 academic year Moreover, the school has five teachers of English and 45 others who are teaching different subjects
Approximately ninety percent of the school's students hail from mountainous villages, while the remaining ten percent come from rural areas, with many lacking awareness of the importance of English Their proficiency is limited, as most students major in Mathematics, Physics, and Chemistry, viewing English merely as a compulsory subject learned only in the classroom Only a few students major in English and find it engaging Typically, students have an average of three English periods per week, utilizing textbooks prescribed by the Ministry of Education and Training, along with supplementary materials chosen by teachers To address the longstanding challenges in English learning, particularly in reading skills, an experiment was conducted with students not majoring in English.
The study was conducted during the second semester of the 2010-2011 academic year, specifically from February 7 to April 29, 2011 Over a 12-week period, the researcher focused on 6 units, selecting Units 11 through 16 for the experiment due to time constraints.
The Rationale of Using Quasi-Experiment
The study employed a quasi-experimental design due to its unique advantages over true-experimental and pre-experimental designs, particularly in the control of variables and randomness (Salkind, 2006) The subjects, two classes (11A1 and 11A2), were pre-assigned by the teaching schedule coordinator, maintaining the normal teaching context and enhancing the study's external validity To ensure accurate generalization of results, extraneous variables such as gender, group size, age, and English proficiency were controlled For instance, students were removed from observation during the experimental period, and adjustments were made to balance gender representation in both groups This less intrusive design facilitated easier access to participants, making the research process more convenient and time-efficient (Selinger & Shohamy, 1989).
All participants in the study were Vietnamese individuals of the same age who had lived in Vietnam their entire lives, suggesting a uniform social and cultural background Additionally, their English proficiency levels were consistent, as indicated by their scores on a placement test.
In a word, as all above factors are examined, the quasi-experimental design becomes the most practical and feasible for the researcher to conduct the present study.
Variables
This study aims to enhance vocabulary proficiency and reading comprehension among 11th-grade students by developing their skills in inferring the meanings of new words from context Utilizing an experimental design, the research investigates how these contextual guessing techniques (independent variable) impact students' vocabulary and reading comprehension abilities (dependent variable).
Independent variable: Guessing techniques as a word-attack skill versus word lists and dictionary use during reading sessions
Dependent variable: Students' proficiency of vocabulary and reading comprehension
The dependent variable values were derived from the test scores of students in both control and experimental groups To assess improvements in vocabulary and reading comprehension through context-based guessing techniques, pretests and posttests were utilized as valid and reliable measures The scores from both groups were meticulously analyzed and compared using a t-test to evaluate the effectiveness of the intervention.
Participants
In a study involving 80 students, 50 were selected through cluster sampling from two classes, comprising equal numbers of male and female participants aged 16 to 17, all of whom had been studying English for five to six years Each group consisted of 25 students, with 17 boys in each, ensuring balanced gender representation The students were grouped according to their English proficiency levels, determined by their placement test scores and previous year results, allowing for the formation of two equally skilled groups.
In experimental research, it is crucial to ensure that any differences observed in the study results stem from the two distinct treatments being tested, rather than from external factors.
The only variable differing between the two groups in the study is the planned treatment being investigated (Johnson, 1992; 177) To ensure accurate results, all other factors—including the teacher, curriculum, environment, and materials—must remain identical across both groups The table below presents key background information regarding the participants.
Table 1: Background information about the subjects of the study
Experimental Controlled Total number of participants
In this study, both groups participated in three weekly English classes led by the same researcher, allowing for consistent control over the learning process The experimental group received tailored instruction focused on techniques for inferring the meanings of new words from context, while the control group followed traditional teaching methods used by other English teachers Prior to reading sessions, the control group was provided with a word list and allowed to use a dictionary freely, whereas the experimental group practiced vocabulary guessing exercises based on key terms from the readings before answering comprehension questions, using the dictionary only for verification Both groups utilized fixed reading selections from the textbook "Tieng Anh 11," designed for 11th-grade students.
The research was conducted by two experienced instructors, including the researcher and another teacher from Phuc Thanh High School, both of whom had a decade of English teaching experience at the institution Prior to the experiment, the students participated in a meeting to discuss the methods, content, expected outcomes, and time allocation for the study.
Materials
The study utilized the textbook "Tieng Anh 11" as the primary resource, complemented by handouts created by the researcher This textbook aligns with the new national curriculum, emphasizing a learner-centered and communicative approach, with task-based teaching as its core method It consists of 16 teaching units and 6 review units, each structured into five sections: Reading, Speaking, Listening, Writing, and Language Focus The reading component is pivotal, designed to provide language input and facilitate practice in other skills Each unit begins with "Before you read" activities to activate prior knowledge and introduce new vocabulary, followed by a reading text and "While you read" exercises aimed at enhancing reading skills such as scanning and skimming The section concludes with "After you read" activities to reinforce learning and provide additional practice.
* Popular context clues used for guessing the meaning of unknown words in the new textbook Tieng Anh 11
An investigation of approximately 10 reading passages in the new Tieng Anh 11 textbook reveals that the most common context clues for deducing the meanings of unfamiliar words fall into two main categories.
Example: - Such changeable and uncertain people are incapable of a lifelong friendship
The competition, organized by the Students' Parents Society, was introduced to the students by Mrs Lien, their English teacher She outlined the rules, emphasizing that participation requires students to form groups of three.
- It is time governments and international organizations did something to help them so that the world population growth can start to decrease instead of continuing to increase (Unit
Weekend courses typically have lenient entry requirements, often requiring no formal qualifications aside from the ability to pay potentially high fees.
Example: - Another alternative source of energy is geothermal heat, which comes from deep inside the earth ( Unit 11, Tieng Anh 11)
Examples: - However, human beings have a great influence on the rest of the world They are changing the environment by building cities and villages where forest once stood
In every country, numerous individuals selflessly dedicate their time to assist others For instance, a significant number of high school and college students in the United States actively volunteer in various settings, including hospitals, orphanages, and nursing homes.
True friendship is rare, as most people have numerous acquaintances but few genuine friends The ability to form deep, meaningful connections is not something everyone possesses.
Example: - I didn't want to make a fuss, so I decided just to take my money back from the schoolboy's bag, without saying a word about it (Unit 2, Tieng Anh 11)
The researcher created and distributed handouts to the experimental group, serving as student-training worksheets Each worksheet defined 'guessing techniques' and included activities that guided students on how to apply these techniques effectively.
Procedures
The study, conducted at Phuc Thanh High School in Hai Duong, spanned twelve weeks from February 7th to April 29th, 2011 Key chronological steps of the research were outlined to provide a clear overview of the process.
1 Study the literature review to set up the theoretical background for the study before carrying out the research;
2 Establish the methodological framework for the study;
3 Design and administer the pre-experiment questionnaire to teachers, the pre- experiment questionnaire and the pretest to both groups (experimental and control groups);
4 Identify difference in the pretest scores between the two groups as well as find out the preliminary information about students' and teachers' perceptions and attitudes towards reading comprehension;
5 Apply the techniques for guessing the meaning of new words through context on the experimental group;
6 Design and administer the posttest (version of the pretest) to both groups;
7 Analyze both groups' posttest scores to set up the difference in the proficiency of vocabulary and reading comprehension between the two groups after twelve weeks;
8 Distribute the post-experiment questionnaire to the experimental group to get their feedback about the techniques for guessing the meaning of new words through context;
9 Collect all the data for analysis;
10 Analyzing the data for findings;
11 Draw out conclusions, limitations, recommendations and suggestions for further study based on the findings;
The procedure of the experiment was presented in detail as follows:
At the onset of the experimental period, a pre-experiment questionnaire was administered to four English teachers and their students at Phuc Thanh High School The student questionnaire aimed to assess their perceptions and attitudes towards reading comprehension, specifically how they approached unfamiliar words and the strategies they employed to infer their meanings Simultaneously, the teachers' questionnaire sought to understand their views on reading comprehension and the techniques they frequently used to teach vocabulary and infer meanings Additionally, a pretest evaluating vocabulary and reading comprehension was conducted with 50 students to establish a baseline for comparing proficiency levels between the two groups.
The teacher-researcher introduced guessing techniques to help the experimental group manage unknown words during reading Over a span of ten weeks, both groups underwent distinct treatments aimed at addressing unfamiliar vocabulary in reading passages The specific approaches for each group were detailed to enhance their reading comprehension skills.
In the experimental group, students were not given a word list prior to reading sessions; instead, they were encouraged to use guessing techniques to deduce the meanings of unfamiliar words encountered in the text Following each reading, they completed related tasks Context clues that aided in guessing word meanings included morphology, synonyms and antonyms, restatements, definitions, reference words, examples, comparisons and contrasts, as well as cause and effect During the experimental phase, the use of dictionaries was prohibited.
In the study, teachers supplied the control group with a word list containing Vietnamese translations prior to each reading session Students in this group were permitted to utilize the word list or dictionaries to assist with unfamiliar words encountered during their reading Subsequently, they completed tasks related to each reading text.
At the conclusion of the 12-week experimental period, both groups underwent a posttest assessing vocabulary and reading comprehension The results from the two different time frames were then compared Additionally, a post-experiment questionnaire was administered to 25 students in the experimental group to gather feedback and evaluative insights regarding their experience with the treatment.
Instruments for Data Collection
In this study, pretest and posttest were utilized as the primary tools for assessing students' vocabulary and reading comprehension proficiency To accurately evaluate student performance, it is essential for educators to design effective tests that embody key attributes such as validity and reliability Validity refers to the degree to which a test accurately measures what it is intended to assess, while reliability indicates the consistency of test scores across different evaluators or over time (Hughes, 1995).
To ensure the validity and reliability of the vocabulary and reading comprehension test for this study, careful examination was conducted Test items were reviewed by other teachers for suggestions before being administered to participants Both the pretest and posttest comprised thirty items, divided into two sections: Vocabulary and Reading Comprehension The Vocabulary Section assessed students' ability to infer word meanings from context, featuring ten items with underlined words and four multiple-choice options The Reading Comprehension Section evaluated students' skills in deducing meanings from passages, consisting of twenty items across three reading passages, with six to nine items per passage Each correct answer earned one point, with a maximum possible score of 30 The tests were allocated 55 minutes for completion, including the time to distribute the test papers, and were conducted under the supervision of the researcher and another teacher at Phuc.
Thanh High School implemented measures to prevent students from copying answers during assessments Following an experimental period, a modified version of the pretest was administered as a posttest, ensuring variations in question order and difficulty levels between the two tests This approach was utilized to evaluate the vocabulary and reading comprehension improvements of both groups over a twelve-week period.
Questionnaires are commonly used in educational research in general and in ELT research in particular (Nunan 1992: McDnough, J & McDnough, S 1999)
According to McDonough & McDonough (1997:170-171), the use of questionnaire in research has some advantages:
1 The knowledge needed is controlled by the questions, therefore it is a good deal of precision and clarity
2 Questionnaires can be used on a small scale, in house, and on a large scale
3 Data can be gathered in several different time slots: all at once in a class at convenience when a suitable respondent happens to come along, and different locations at different times, but in all of these data is comparable
Questionnaire can be easily qualified as multiple choice questions are used (Seilinger & Shohany (1989) In reality, questionnaires have some strong points as follows:
- Questionnaire does not take time to prepare and administer,
- The collected data are standard and accurate as the same questionnaire is given to all the subjects at the same time,
The creation of effective and dependable questionnaires is a specialized task (Nunan 1992:143) In this research, both students and teachers completed written questionnaires To encourage candid responses, some questions were open-ended, allowing participants the freedom to express their thoughts on the topics presented.
Before the experimental period, two questionnaires were distributed to 50 students and 4 teachers at Phuc Thanh High School Following the experimental period, a third questionnaire was administered to 25 students from the experimental group.
This research utilized questionnaires as a complementary tool to gather insights into students' and teachers' perceptions of reading comprehension The pre-experiment questionnaire for students, consisting of 9 items with four options each, aimed to assess their attitudes towards reading comprehension and strategies for dealing with unfamiliar words Similarly, the pre-experiment questionnaire for teachers included 6 items designed to explore their perceptions and teaching techniques related to new vocabulary Following the experimental period, a post-experiment questionnaire with 7 items was administered to gauge students' feedback on the techniques used for inferring the meanings of unknown words To ensure objective results, the questionnaires were meticulously designed, and participants were assured of a safe environment to express their honest opinions Students and teachers indicated their choices by marking boxes, while the post-experiment questionnaire allowed students to agree, disagree, or express uncertainty regarding statements To mitigate language barriers, the student questionnaires were provided in Vietnamese.
CHAPTER THREE: DATA ANALYSIS, FINDINGS AND DISCUSSIONS
DATA ANALYSIS AND FINDINGS
This section outlines the detailed findings of the study, which are organized into two primary subsections: the results obtained from pretest and posttest assessments, and the outcomes derived from the questionnaires.
The study utilized quantitative analysis to evaluate the English vocabulary and reading comprehension proficiency of grade 11 students through pretest and posttest scores The tests were assessed by both the researcher and a fellow English teacher, with scores analyzed using SPSS (Statistical Package for Social Science) to determine means (M), mode, median, and standard deviation (SD) This analysis aimed to ascertain whether the experimental group demonstrated higher scores than the control group after a twelve-week English learning period The t-test value was calculated following a systematic series of steps.
Initially, the pretest scores of both groups were assessed to evaluate their vocabulary and reading comprehension skills prior to the experimental phase Subsequently, each participant's improvement was determined by calculating the difference between their posttest and pretest scores Finally, the mean (M) and standard deviation (SD) of the gains for each group were computed for comparative analysis.
In addition to quantitative analysis, qualitative methods were employed to explore students' and teachers' perceptions and attitudes regarding reading comprehension This included examining how they addressed unfamiliar words during reading sessions and the guessing techniques they utilized The study also gathered insights from the experimental group on strategies for inferring the meanings of unknown words through contextual clues.
3.2 Reports of the results collected by means of Pretest and Posttest
3.2.1 Comparison of Pretest and Posttest Performance
The table presents a comparison of English vocabulary and reading comprehension performance between the pretest and posttest for two groups This analysis is crucial for addressing the first research question posed by the researcher.
Table 2: The results of the pretest and posttest of the two groups
In chapter two, it was noted that each group consisted of 25 participants, with a maximum possible score of 30 The data presented in Table 2 indicates an overall improvement in posttest scores compared to pretest scores across all groups Specifically, the students' test scores were categorized into four levels: weak (1-14), satisfactory (15-20), good (21-27), and very good (28-30), as illustrated in Table 3.
Table 3: The classifications of pre-test and post-test scores of the two groups
The Experiment group The Control Group Pre-test Post-test Pre-test Post-test
Table 4 presents descriptive statistics comparing the pretest and posttest results of both groups Initially, the control group slightly outperformed the experimental group, with mean scores of 15.60 and 15.32, respectively, indicating a minimal difference of 0.28 Both groups had pretest scores ranging from 9 to 24, but the control group exhibited a higher standard deviation (3.92) than the experimental group (3.54), suggesting less homogeneity in the control group's scores Despite this variance, the equal group sizes suggest that it had little impact on the overall results, reinforcing the conclusion that no significant difference existed between the groups at the start of the experiment.
Table 4: Descriptive statistics for the pretest and posttest of the experimental and control groups
Descriptive statistics Experimental Group (N%) Control Group ( N%)
The descriptive statistics reveal significant increases in the means, modes, and medians of posttest scores for both groups following a twelve-week experiment Notably, the experimental group demonstrated greater improvement, with a mean posttest score of 19.68 compared to the control group's 17.36 Figure 1 illustrates the comparative mean scores for both groups in their pretests and posttests, highlighting the overall remarkable progress achieved.
Figure 1: The difference between the mean scores on the paired pretests and the paired posttests
To determine which group performed better in the posttest, additional statistical analyses are necessary The following section outlines the average improvements achieved by both groups following the experiment.
3.2.2 Comparison of Both Groups' Vocabulary and Reading Comprehension Gains after the Experiment
The table below describes the means, the standard deviation, which were calculated to establish the differences in the gains between the pretests and posttests performed by the two groups
Table 5: Mean gains of the experimental and control groups after the experiment
The experimental group achieved a mean gain of 4.32, significantly higher than the control group's mean gain of 1.76 However, the control group's results were more consistent, as indicated by its lower standard deviation of 1.93 compared to the experimental group's 1.87 Figure 2 illustrates the comparative gain values of both groups following the experiment.
Figure 2: Difference in gain values obtained by both groups after the experiment
The analysis of the data reveals that the control group's gain values ranged from 0 to 4, with 18 out of 25 students achieving gains of 1 or 2, while only 2 students reached the maximum value of 4 In contrast, the experimental group demonstrated significantly higher gain values, ranging from 0 to 6, with 4 participants achieving the maximum gain of 6 and 10 reaching a value of 5 This indicates that the experimental group made notable improvements in vocabulary and reading comprehension, as evidenced by their higher gain values compared to the control group.
After a twelve-week experiment, significant differences emerged between the two groups regarding vocabulary and reading comprehension proficiency While both groups showed progress, the experimental group that engaged in guessing activities demonstrated considerably greater improvement compared to the control group, which adhered to traditional reading comprehension methods.
3.3 Reports of the results collected by means of questionnaires
3.3.1 The results of the pre-experiment questionnaires
3.3.1.1 The results of the pre-experiment questionnaire for students
Question 1 What do you think of the importance of reading comprehension skill?
A survey revealed that 44% of 11th-grade students rated reading comprehension as very important, while 56% considered it important, with no respondents deeming it unimportant This demonstrates a strong awareness among students regarding the significance of English reading comprehension in their language learning journey.
Degree of importance Number of respondents Percent
Question 2 How difficult is reading comprehension skill for you?
In a recent survey, most students reported having studied English for 5 to 6 years, which has shaped their understanding of reading comprehension's difficulty Approximately 44% of students found reading comprehension challenging, while 36% deemed it very difficult, and only 20% considered it average Notably, none of the respondents felt that it was easy or very easy These results indicate that the reading texts in the English 11 textbook are perceived as too difficult for the majority of students, potentially leading to boredom and demotivation due to the mismatch between text complexity and their proficiency levels.
Degree of difficulty Number of respondents Percent
Question 3 Which of the following is the speed of your reading comprehension?
A significant 52% of students reported slow reading speeds, with 32% indicating they read English texts very slowly Only 16% achieved a normal reading comprehension speed, and none of the students could read quickly or very quickly These findings reinforce the notion that reading comprehension is often viewed as a challenging skill for most students.
Degree Number of respondents Percent
4 How efficient is your reading comprehension?
DISCUSSIONS
This section focuses on discussing the key findings of the study, addressing the two research questions thoroughly Through detailed analysis, the discussions will effectively validate and provide insights into the results presented earlier.
This study investigates two key research questions: (1) Do context-based techniques for guessing unknown words enhance vocabulary acquisition and reading comprehension skills among 11th-grade students, as indicated by pre-test and post-test scores? and (2) What are the students' attitudes towards the use of guessing techniques in their reading process following the experimental period? This section will focus on the critical discussions surrounding these inquiries.
4.2.1 Discussion of Both Groups' Vocabulary and Reading Comprehension Gain s after the Experiment
The comparison of vocabulary and reading comprehension gains between the control and experimental groups revealed significant findings The control group initially outperformed the experimental group in the pretest (15.60 vs 15.32) However, posttest results showed that the experimental group achieved a higher mean score (19.68 vs 17.36) and a greater mean gain (4.32 vs 1.76) These results indicate that guessing techniques positively impact students' English vocabulary and reading comprehension Participants in the guessing activities made more progress than those who did not, suggesting that such techniques provide valuable opportunities for enhancing language skills Overall, the experimental group's posttest scores demonstrate the effectiveness of guessing techniques in teaching and learning English vocabulary and reading comprehension.
The study confirms that techniques for inferring the meanings of unknown words through context significantly enhance vocabulary and reading comprehension skills among 11th-grade students The experimental group demonstrated a marked improvement in test scores compared to the control group, indicating the effectiveness of these techniques in boosting both vocabulary and reading proficiency.
4.2.2 Discussion of the Experimental Students' Opinions of the Guessing Techniques
The post-experiment questionnaire results revealed a strong positive correlation between the experimental students' test scores and their feedback on guessing techniques An impressive 96% of participants acknowledged the significant impact of these techniques on their vocabulary and reading comprehension improvement Additionally, 88% of students reported increased confidence in their reading abilities following the program, aligning with their measurable gains in vocabulary and comprehension While 4% of students found the guessing techniques ineffective, this isolated opinion had minimal impact on the overall positive sentiment, as 24 out of 25 students demonstrated substantial improvement with gain values ranging from 2 to 6.
A notable percentage of experimental students, ranging from 4% to 12%, exhibited neutral attitudes towards guessing techniques, indicating uncertainty in their evaluative responses This ambiguity suggests that they may have been ambivalent, sitting on the fence between agreement and disagreement Consequently, the significance of these neutral opinions is limited, making it challenging to derive meaningful conclusions from them.
In conclusion, the analysis of the post-experiment questionnaire revealed a strong correlation between student feedback and their test scores, indicating that the majority of students experienced improvements in their vocabulary and reading skills through the use of guessing techniques Additionally, this finding supports the second research question, highlighting that students generally held positive attitudes towards these guessing strategies.
