INTRODUCTION
Rationale of the Study
Over the past two decades, English has gained significant importance in various aspects of life in Vietnam, leading to increased attention on teaching and learning the language To achieve proficiency in English, learners must focus not only on improving their skills in listening, reading, writing, and speaking but also on the crucial role of vocabulary acquisition A strong vocabulary serves as the foundation for effective communication, enabling learners to utilize grammar and sentence structures accurately Consequently, prioritizing vocabulary development is essential at every stage of English learning, as it directly impacts the ability to speak and write proficiently.
(2002) stressed on the importance of learning words in the course book titled
Focusing solely on grammar may hinder your English improvement; instead, expanding your vocabulary is key to effective communication To enhance your English learning success, it's essential to explore various vocabulary learning strategies that can facilitate the acquisition of new words and expressions.
I have been teaching English for over three years at a technical college where it is a required subject Prior to my research, I conducted a pre-test to assess students' vocabulary retention and identify their challenges in recalling learned words The results indicated that students struggled to retrieve meanings despite recognizing the words, primarily due to a lack of effective vocabulary retention techniques This underscores the need for research into effective vocabulary learning methods tailored for my students Notably, there has been no prior study focused on enhancing vocabulary retention at the College of Industrial Technique, motivating me to explore innovative approaches to engage my students in learning and retaining new vocabulary.
In conclusion, this study emphasizes the significance of vocabulary acquisition for English learners and addresses the challenges my students face with vocabulary retention Given the lack of existing research in this area at my college, I have decided to concentrate my project report on vocabulary learning and teaching, aiming to enhance my students' ability to recall words effectively.
Aims and objectives of the study
This study aims to evaluate the effectiveness of mnemonics in enhancing vocabulary retention among formal college students at the College of Industrial Techniques in Bac Giang City, Bac Giang Province.
With the above aim, the specific objectives of this study are as follows:
- Identify the biggest problems facing students in their vocabulary retention;
- Investigate the effectiveness of mnemonic devices in short-term vocabulary retention of students;
- Investigate the effectiveness of mnemonic devices in long-term vocabulary retention of students;
- Find out the students’ attitude towards using mnemonic strategies in vocabulary retention.
Statement of the research questions
The research aims to explore key issues related to vocabulary retention among students at the College of Industrial Techniques during the 2015-2016 academic year It seeks to identify the major challenges students face in retaining vocabulary and assess the effectiveness of mnemonics in enhancing both short-term and long-term vocabulary retention Additionally, the study will examine students' attitudes towards the use of mnemonic strategies in their learning process.
Scope of the study
This study focuses on the teaching and learning of vocabulary among formal college students at the College of Industrial Techniques in Bac Giang city, Bac Giang province, during the academic year 2015-2016 Conducted exclusively at this institution, the research examines the current state of English vocabulary instruction The participants included a representative sample of the college's formal students, allowing for insights into their learning experiences and challenges.
Significance of the study
This study highlights an effective method for enhancing students' vocabulary retention, enabling them to remember and recall words more efficiently It offers both theoretical and practical significance; theoretically, it serves as a resource for improving vocabulary learning skills and contributes to the broader understanding of vocabulary retention techniques By systematically learning new words, students can retain them longer, leading to greater success in their English studies Practically, the mnemonic techniques and vocabulary lists developed in this study can be shared with English teachers and implemented widely in vocabulary instruction at the College of Industrial Techniques in Bac Giang city.
Method of the study
The study was carried out by some steps as follows:
First , in order to ensure the subject’s homogeneity, the homogeneity test was implemented to filter the students, from which official study subjects (the participants) could be chosen
A pre-test was conducted to identify existing challenges participants faced in learning English vocabulary and to assess their word retention Following this, a second pre-test established a list of unfamiliar words for the participants, which would later be utilized in teaching activities employing mnemonic strategies Participants were then divided into a control group, which received traditional vocabulary instruction, and an experimental group, which was taught using mnemonic devices Corrective actions were implemented during the instructional period.
At the conclusion of each of the three correction sessions, students from both the experimental and control groups completed immediate post-tests The results of these tests were then compared to assess whether the use of mnemonics led to an improvement in short-term vocabulary retention among the experimental group.
Two weeks after the final correction session, a delayed post-test was administered to both groups to evaluate their long-term vocabulary retention The analysis of this test followed the same procedure used for the three immediate post-tests.
After that , a questionnaire survey was conducted to the experimental group’s participants in order to study their opinion and evaluation on mnemonic techniques in their vocabulary learning
Then , the data were collected, sorted and analyzed quantitatively and qualitatively to obtain realistic results
To end with , pedagogical implications for enhancing students’ performance in remembering vocabulary will be proposed based on the results found from all data collection instruments
1.7 Structural organization of the study
The study consists of five main parts:
Part I - Introduction presents the rationale of the study, the aim & objectives, the research questions, the significance, the scope, the method and the design of the study
Part 2 - Literature Review and Theoretical Background reviews the theories on vocabulary, vocabulary learning & teaching and mnemonics
Part 3 – Research Methodology describes the participants, the setting of the study involving the school, textbook and curriculum Moreover, this part shows how the researcher applied the data collection instruments and her procedure of conducting the study
Part 4 - Data analysis & Discussion in which the researcher used both qualitatively and quantitatively method to study and analyze the data and information collected
Part 5 –Conclusion summarizes all findings explored and brings out useful suggestions for the teachers to enhance the vocabulary retention of students An overall picture of what has been done in this study and suggestions for further studies are also included in this part.
LITERATURE REVIEW AND THEORETICAL BACKGROUND 6 2.1 Vocabulary
Definition
Vocabulary is a crucial aspect of language, encompassing the totality of words that an individual or group understands and uses Defined by the American Heritage Dictionary, vocabulary represents the sum of words at a person's command Richard & Schmidt (2002) emphasize that vocabulary is a fundamental element of language proficiency, influencing speaking, listening, reading, and writing skills Nunan (2005) highlights that vocabulary consists of the words an individual knows, while Linse (2005) describes it as essential background information for effective communication in both oral and written forms In summary, vocabulary is a collection of words with specific meanings that enable individuals to acquire and convey information effectively, playing a vital role in both spoken and written language.
Types of vocabulary
According to Fries (1970), vocabulary is categorized into four distinct groups: a) Function words, which express grammatical relationships, including auxiliaries, prepositions, conjunctions, interrogatives, particles, and degree words; b) Substitute words, encompassing personal pronouns, indefinites, negatives, and quantifiers; c) Words that vary in usage based on grammatical contexts, such as the presence of negatives (e.g., some, any, too, either, already, yet); and d) Content words, which primarily consist of nouns, verbs, adjectives, and adverbs.
Fries categorized vocabulary into two main types: function words and content words Function words, which include prepositions and auxiliaries, form a closed class that cannot be expanded, whereas content words can be combined to create new words with distinct meanings.
Penny (1996) and Gail (1989) categorize vocabulary into two main types: active and passive Active vocabulary, also known as productive vocabulary, consists of words that learners can effectively use in speaking and writing In contrast, passive vocabulary, or receptive vocabulary, includes language items that learners can recognize and comprehend while reading and listening.
Vocabulary can be categorized into notional and functional words, reflecting their semantic roles Additionally, from a grammatical perspective, words are classified into various parts of speech, including nouns, verbs, adjectives, adverbs, and prepositions.
Importance of vocabulary
Vocabulary is crucial for effective communication, as highlighted by David (1972), who stated that “without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed” (cited in Thornbury, 2002) The National Reading Panel (2000) also recognized the essential role of vocabulary knowledge in developing reading skills Thornbury (2002) reinforced this idea by advising students that focusing primarily on grammar will yield limited improvement in their English skills, while expanding their vocabulary will lead to significant progress Ultimately, vocabulary serves as the backbone of language learning, underscoring its vital importance in mastering English.
Ways and strategies to teach vocabulary
There are some methods and strategies of teaching vocabulary proposed by various scholars and linguists
A comprehensive review of vocabulary instruction research conducted in 2003 by D Bryant, Goodwin, B Bryant, and Higgins examined four vocabulary interventions: computer-assisted instruction (CAI), fluency-building vocabulary practice, mnemonic strategies, and concept enhancement instruction The study investigated techniques such as dictionary usage, context clues, and semantic mapping, concluding that there is no single best method for teaching vocabulary Instead, it emphasizes the importance of employing a variety of techniques that provide multiple experiences with unfamiliar word meanings.
John (2004) proposed in his paper a comprehensive approach consisting of the following components in teaching and developing vocabulary:
• Use “instructional” read-aloud events
• Provide direct instruction in the meanings of clusters of words and individual words
• Systematically teach students the meaning of prefixes, suffixes, and root words
• Link spelling instruction to reading and vocabulary instruction
• Teach the effective, efficient, realistic use of dictionaries, thesauruses, and other reference works
• Teach, model, and encourage the application of a word-learning strategy
• Create a keen awareness of and a deep interest in language and words
In her vocabulary strategy survey, Stoffer (1995) classified into nine groups:
(1) Strategies involving authentic language use,
(3) Strategy used for self-motivation,
(4) Strategies used to create mental linkages,
(8) Strategies used to overcome anxiety and
(9) Strategies used to organize words
Nation (2001) identified 11 vocabulary language strategies categorized into three main groups: planning, sources, and processes Planning strategies involve selecting which lexical items to focus on, determining the attention given to them, and deciding the frequency of this attention Source strategies pertain to methods for gathering information about words, encompassing various aspects of word knowledge derived from the word itself, its context, and reference sources Lastly, process strategies focus on techniques for remembering words and making them accessible for use The table below summarizes vocabulary learning strategies based on Nation's framework.
Planning: Choosing what to focus on and when to focus on it
Choosing words Choosing the aspects of word knowledge Choosing strategies
Planning repetition Sources: finding information about words
Analyzing the word Using context Consulting a reference source in L1 or L2 Using parallels in L1 and L2
Table 1: Nation’s vocabulary learning strategies (Nation, 2001)
Vocabulary retention and memory
In the Oxford Advanced Learner’s Dictionary (2005), retention is defined as
Vocabulary retention refers to the ability to store words in memory and recall them when needed While a specific definition is lacking in the literature, it encompasses the essential skill of remembering vocabulary effectively.
Memory can be categorized into two main types: short-term memory, which quickly processes new information but has limited storage capacity, and long-term memory, which offers virtually unlimited storage but operates at a slower pace The primary goal of vocabulary acquisition is to facilitate the transfer of lexical information from short-term to long-term memory, as highlighted by Schmitt (2000) and Aitchison.
(2002), however, believes that our mind is like the London Underground System
The brain organizes information through various connections, resulting in a mental lexicon characterized by both strong and weak links between words To effectively transfer vocabulary from short-term to long-term memory, it is essential to associate new lexical items with existing elements in the mental lexicon (Schmitt, 2000).
Retention and retrieval of information are influenced by various factors, including the alignment of material structure with an individual's cognitive network and the depth of encoding during storage in long-term memory For optimal retention, new knowledge should be linked to existing knowledge (Ausubel, 1968) Additionally, McDonough (1981) emphasized that retention can be enhanced through specific procedures, with meaningful practice frequency playing a crucial role He also highlighted the significance of cognitive processes and learner strategies in improving retention and recall.
Mnemonics
Mnemonics are memory-enhancing strategies that create associations between new information and existing knowledge in long-term memory The term originates from the Greek goddess of memory, Mnemosyne, and its use dates back to 500 B.C The earliest mnemonic device was a precursor to the modern method of loci, and since then, various other mnemonic techniques have been developed Effective use of mnemonics significantly impacts vocabulary and grammar acquisition.
Mnemonics are techniques that enhance memory retention and recall, as defined by Solso (1995) These strategies, which can be verbal or visual, help students connect new information with what they already know, facilitating better learning outcomes By employing mnemonic strategies, educators can effectively link new vocabulary to previously learned concepts through imagery or grouping, as noted by Mastropieri and Scruggs (1991).
Mnemonic devices have been classified in various ways by scholars Thompson (1987) categorizes them into five classes: linguistic, spatial, visual, physical response, and verbal methods In contrast, Oxford (1990) identifies four key strategies: creating mental linkages, applying images and sounds, effective reviewing, and employing action Baddeley (1999) simplifies the classification into visual imagery strategies and verbal strategies Among these, Thompson's (1987) classification is considered the most comprehensive, starting with linguistic mnemonics, which includes the peg word method.
The peg word method enhances memory retention by associating unrelated items with easily memorable "pegs" or hooks This technique involves two stages: first, students learn ten number-rhyme pairs, and second, they visualize the target words linked to rhyming words By creating a composite mental image that combines the target word with its peg, learners can effectively remember the information For instance, when learning the word "exploration," students might use the peg "John" and visualize a scenario where "John is doing oil explorations," thereby reinforcing their understanding and recall of the term.
The key word method enhances learning by associating words with memorable images For instance, when discussing the features of a shoe, students can visualize a conversation about its attributes, using the rhyme pair "shoe" to reinforce the concept This technique aids in retention and comprehension, making it easier for learners to grasp new vocabulary.
The Key Word Method, as outlined by Hulstijn (1997), involves three essential stages for effective language learning Initially, learners are presented with a first or second language word that phonetically resembles the target word, serving as a key word In the subsequent stage, learners create an association between the target word and the key word Finally, they are encouraged to visualize a mental image that combines both the key word and the target word Additionally, spatial mnemonics, such as the loci method, can further enhance memory retention in language acquisition.
The Loci method, one of the oldest mnemonic devices, involves visualizing a familiar location, such as a room or house, and associating new words with specific areas within it (Eysenck, 1994; Mirhassani and Eghtesadei, 2007) By taking an imaginary walk through these spaces, students can effectively recall the items they have mentally placed there Since individual experiences vary, each student may create unique mental images to enhance their memory retention (Thompson, 1987).
This method encourages students to arrange words in creative patterns, such as triangles, rather than simply writing them in a column According to Holden (1999), this approach enhances word recall, as students can visualize the pattern and associate it with the corresponding words By remembering the shape of the arrangement, learners can more effectively retrieve the individual components represented by the words.
Using a finger association technique, students can effectively connect each word to a specific finger, which is particularly beneficial for children learning numbers, days of the week, and months of the year (Holden, 1999) Additionally, incorporating visual mnemonics, such as pictures, enhances memory retention and understanding.
Words can be better learned if they are paired with pictures (Thompson,
According to Gains and Redman (1986), as well as Wright (1989), incorporating objects and pictures can enhance recall and understanding, emphasizing that meaning extends beyond verbal language Visual aids not only convey information but also boost student motivation and interest Utilizing pictures can clarify word meanings, often supplemented by definitions, making this approach particularly effective for teaching concrete vocabulary to elementary or pre-intermediate students.
Instead of relying on real images, this method encourages learners to visualize concepts associated with target words, fostering a deeper understanding of abstract vocabulary By connecting words to imagined scenes, learners can enhance their vocabulary retention Research supports that visualization aids in vocabulary acquisition, making it a valuable tool in language learning Additionally, the verbal method, including grouping or semantic organization, further enriches this learning process.
Organizing information into categories significantly enhances recall from long-term memory (Anderson, 2000; Thompson, 1987) For instance, words like dog, cat, chair, sofa, table, milk, eggs, and butter can be grouped into three categories: animals, furniture, and food This method improves memory retention, as recalling one word facilitates the recall of others within the same category (Mirhassani and Eghtesadei, 2007) Additionally, employing storytelling or narrative techniques can further aid in memory retention.
The story-based method allows learners to connect target words by associating them with specific topics, ultimately creating a narrative that incorporates these words (Thompson, 1987; Holden, 1999; Mirhassani and Eghtesadei, 2007) This approach is particularly beneficial for advanced students, enhancing their vocabulary retention and comprehension.
This approach encourages learners to physically engage with vocabulary by moving their bodies in ways that represent the meanings of words For instance, when teaching the word "tiptoe," students can stand on their tiptoes and walk across the room, effectively illustrating the concept through movement.
Imagining actions, such as moving on tiptoes, can enhance understanding and memory retention (Thompson, 1987; Holden, 1999) Thompson (1987) emphasizes that enacting the information conveyed by words or sentences leads to improved comprehension and recall This concept aligns with the physical sensation method, which suggests that engaging the body can facilitate learning.
RESEARCH METHODOLOGY
Restatement of research questions
Students often face significant challenges in vocabulary retention, impacting their academic performance This study examines the effectiveness of mnemonics in enhancing both short-term and long-term vocabulary retention among formal college students at the College of Industrial Techniques during the 2015-2016 academic year Additionally, it explores students' attitudes towards the use of mnemonic strategies for improving their vocabulary retention Understanding these factors can provide insights into effective learning techniques and student engagement with vocabulary acquisition.
Context of the study
The College of Industrial Techniques, located in Bac Giang city, Bac Giang province, is an official institution under the Ministry of Industry and Trade and part of the national education system Established in 1966 as the School of Engineering II, the college offers training at various levels, including professional intermediate, vocational intermediate, vocational college, and formal college In 2009, it was upgraded from a vocational intermediate school to a college Over its 50 years of development, the College has successfully trained and re-trained more than 35,000 managing officers, highly qualified technicians, and skilled technical workers for the nation.
At the College of Industrial Techniques, English is a compulsory subject for all students, with formal college students receiving fundamental English instruction for three semesters before transitioning to English for Special Purposes in their final semester Class sizes vary based on majors, and students must complete both written and speaking tests at the end of each term to assess their speaking skills However, many students struggle with English due to their focus on technical fields, as they often lacked motivation and effort in learning the language during secondary and high school Consequently, this has led to a generally negative outcome in English proficiency among a significant number of students upon entering college.
The study utilized the "New English File Elementary" textbook by Clive Exenden, Christina Latham-Koenig, and Paul Seligson, published by Oxford University Press, which is widely adopted in colleges for teaching foundational English This textbook comprises nine units, each divided into four sub-units (A, B, C, D), along with a section on Practical English & Skills that reinforces the main content through exercises and real-life vocabulary The focus of the study is on vocabulary, with a dedicated section in each sub-unit that covers various themes such as numbers, nationalities, common objects, and daily routines, all presented with visual aids for enhanced learning While the vocabulary bank at the end of the textbook provides ample support, the author concentrated on compiling a list of 69 words from reading passages that lacked such learning aids, intending to teach these words using mnemonic techniques after a pre-test.
Both the control and experimental groups received the same treatment duration, where 69 new vocabulary words were taught over three 50-minute sessions This equates to the introduction of 23 new words to participants in each 50-minute period.
3.2.2 Participants - Subject of the study
The study focused on second-year formal college students to ensure participant homogeneity, as students from different years possess varying levels of English proficiency First-year students had not yet begun English learning, while third-year students had completed all modules and progressed to specialized English courses Thus, selecting second-year students was deemed the most appropriate for the research context and textbook alignment Initially, 30 second-year students from five different majors—Environment, Information Technology, Economics, Electricity, and Electronics—were selected, comprising 19 boys and 11 girls This selection aimed to demonstrate randomness and representativeness among the participants in the study.
A homogeneity test conducted by the researcher determined the official participants for the study, resulting in 22 students (15 boys and 7 girls) aged 19 to 20, who achieved a minimum score of five These participants, representing five classes across various majors and departments, had completed the first module of communicative English using the textbook New English File (Elementary) and were advancing through the second module Hailing from diverse backgrounds, including urban and mountainous areas, these students had been studying English since elementary school, though some had only begun in secondary school and did not prioritize the subject Consequently, they entered the study with low to medium English proficiency Overall, the participants were relatively homogeneous in their skill levels and met the criteria for variety and representativeness due to their diverse majors and regional origins.
In a study involving 22 students, participants were randomly assigned to a control group and an experimental group, ensuring equal numbers in each This division aimed to achieve objective and reliable results in vocabulary teaching All students were at the same proficiency level, confirmed through a homogeneity test, and were unfamiliar with the vocabulary list used in the study The control group received traditional vocabulary instruction methods, including repetition, translation, and example sentences, while the experimental group utilized mnemonic techniques such as the keyword method, visual mnemonics, semantic organization, and physical response methods After conducting post-tests and analyzing the data, the researcher was able to conclude the effectiveness of mnemonic strategies in enhancing vocabulary retention among students.
Implementation of the Action Research
When problems arise in the classroom, finding effective solutions is essential In language learning environments, teachers frequently utilize action research as a practical method to address these challenges This study adopts the action research approach due to its key characteristics, which make it a valuable tool for educators.
Action research is an effective approach for addressing specific challenges within a teacher's unique environment, as it allows for tailored solutions to be developed for particular contexts In this study, the teacher identified that her students struggled with vocabulary retention, prompting her to seek effective strategies to enhance classroom outcomes By employing action research, she not only aimed to improve her students' learning experiences but also gained the opportunity to assess the impact of her interventions directly within the classroom setting.
Action research is primarily focused on identifying and solving problems within a specific context, particularly in education As defined by Cohen and Manion (1985), its main goal is to enhance the existing conditions in the educational environment where the research is conducted.
Action research, as defined by McTaggart (1982), is a purposeful and solution-focused investigation that can be conducted individually or in groups This method involves a cyclical process of identifying problems, systematically collecting data, reflecting on findings, analyzing results, taking data-driven actions, and redefining the problems The integration of "action" and "research" emphasizes the importance of applying ideas in practice to enhance understanding and improve curriculum, teaching, and learning outcomes.
Action research typically comprises five key stages: problem identification, plan of action, data collection, data analysis, and planning for future action In this study, the researcher adopted the model proposed by Kemmis and McTaggart (1988), which outlines a four-step action research cycle.
Each action research cycle comprises four essential steps: planning an action, implementing the corrective action, observing the process and outcomes, and reflecting on the action taken This research adhered to this model by systematically following these steps.
Research design
The action research conducted during the second semester of the 2015-2016 school year followed the Kemmis and McTaggart (1988) model, which encompasses four essential steps in its implementation.
Over nearly five years of teaching, the researcher observed that many students struggled with vocabulary retention, resulting in poor English performance To investigate this issue, a pre-test was administered, revealing that 46% of participants recognized words but could not recall their meanings This indicated that students faced significant challenges in retaining previously learned vocabulary Consequently, the study was initiated to address and improve vocabulary retention among students.
In preparation for implementing corrective action in the classroom, the researcher developed pre-tests, post-tests, and a questionnaire survey Participants were divided into two groups: the experimental group, which received mnemonic method training, and the control group, which was taught through traditional vocabulary instruction methods, including repetition, translation, and example sentence explanations.
To enhance students' vocabulary retention, the researcher implemented four mnemonic techniques tailored to a list of 69 words Specifically, 12 words were taught using the physical response method, 7 words through grouping or semantic organization, 10 words via the keyword method, and 40 words were introduced with visual mnemonics, utilizing pictures to aid memory.
The detailed schedule of the action implementation is as follows:
Teaching vocabularies with mnemonics Immediate post-test 1
Teaching vocabularies with the traditional teaching method
Teaching vocabularies with mnemonics Immediate post-test 2
Teaching vocabularies with the traditional teaching method
1 Teaching vocabularies with mnemonics Immediate post-test 3
Teaching vocabularies with the traditional teaching method
Immediate post-test 3 Week 8 1 Delayed post-test
Table 2: The schedule of the action implementation
Prior to implementing her action research in the classroom, the teacher sought permission from the rector of the College of Industrial Technique to work with 22 students across five classes She presented her research aimed at improving vocabulary retention in English, which is essential for enhancing the overall quality of English instruction at the college The rector expressed interest in the study, reflecting his commitment to advancing English teaching and learning activities within the institution.
In this phase of the study, the teacher introduced a new vocabulary list consisting of 69 words, employing a traditional teaching method for the control group, while the experimental group utilized four mnemonic techniques to enhance learning.
The control group was taught with the traditional ways of teaching vocabulary including repeating, translation and example sentence explanation
- The teacher showed the word list which would be taught for each session
- Next, the teacher gave the meaning of each word on the board and explained the word form
- Then, she pronounced it and guided the students to pronounce
- The teacher called some students to pronounce the word
- She gave out an example sentence including the word
- One or some students were asked to take examples using the word
- The same procedure was implemented with another word
- At the end of each teaching session, the teacher asked the students to read out once again the whole taught vocabulary list
- At first, the teacher introduced the students about what mnemonics was, the classification and effectiveness in vocabulary learning and retention
- Then she provided description of the four mnemonic strategies (keyword method, visual mnemonic (pictures), grouping or semantic organization and physical response method)
- Next, she entered the teaching with the four mnemonic techniques as follows:
- The teacher showed the target word on the slideshow, she pronounced it the first time
- Next, she showed the keyword (with similar or nearly similar sound with part of the target word)
- Then, she repeated the pronunciation of the target word and the keyword
- She continued showing a picture on the slide related to the keyword, and asked students about the content of the picture included the keyword image
She connected the significance of the image to the target word's meaning, presenting the target word along with its definition, form, and phonetic pronunciation on the slide.
- The teacher guided students how to pronounce the target word and asked students to repeat several times the order “the target word – the keyword – the meaning of the picture”
- The teacher continued with the next target word with the same process
- The teacher showed the picture in front of the students
- Then she asked the students to guess what the picture was about
- She might supply some cues for the student to more easily figure out She called some students for their answers
- After that, the teacher showed the word by turning back the picture
- She provided the word form and the phonetics and guided the students how to pronounce the word
The teacher displayed the word clearly for the students to see and instructed them to repeat it three times Next, she presented a picture related to the word and encouraged the students to pronounce it three more times.
- Finally, she invited some students to read out loud the word by looking at the picture
The teacher implemented a consistent method by revisiting previously learned vocabulary after introducing each new word This involved actively engaging with students through visual aids, allowing them to connect and reinforce their understanding of the words.
- The teacher introduced two contrast semantic organizations to the students (positive and negative feelings)
- She showed the students the words of positive feeling and guided them to pronounce
- The whole class practiced pronouncing, then some of the students were asked to pronounce
- Next, the teacher showed the words of negative feelings and carried out the same above procedure
- Finally, the teacher asked the whole class to read out loud the words of both groups
- The teacher imitated the action and used her body language and facial expression to express the word
- She asked the students to look at her action and try to find out the word
- Some students were invited to say their answers
- Then the teacher guided the students to pronounce the word and explained the word form and the phonetics
The teacher encouraged all students to stand up and collectively mimic the action while loudly pronouncing the words She also randomly selected some students to articulate the words individually.
- The implementation steps were the same for the next taught word
In a 50-minute teaching session, the teacher introduced 23 new words and later selected random words for revision To aid recall, she utilized pictures and keywords or demonstrated actions related to the words Occasionally, she divided the students into two groups for a competitive game, where they identified words through pictures or actions, with the group scoring the highest marks declared the winner.
At the conclusion of each teaching session, students from both the control and experimental groups completed an immediate post-test to assess short-term vocabulary retention The teacher subsequently gathered the post-test papers for analysis, focusing on the effectiveness of mnemonic techniques in enhancing vocabulary retention.
Two weeks after the last session of vocabulary teaching, the delayed post-test of
A total of 69 items were provided to participants without prior notice to assess their long-term memory of learned words To prevent recall based on item positions or meanings from earlier tests, the items in the delayed post-test were presented in random order Following the delayed post-test, participants in the experimental groups completed a questionnaire, enabling the researcher to evaluate their attitudes toward the four mnemonic strategies employed.
During the evaluation stage, the researcher collected and analyzed data to determine if the study effectively addressed the research questions The analysis of Pre-test 1 identified challenges students faced in vocabulary learning and retention By comparing immediate and delayed post-tests, the researcher assessed improvements in participants' short-term and long-term vocabulary retention Additionally, a questionnaire provided insights into the participants' attitudes towards the mnemonic strategies used in vocabulary instruction After completing the analysis and drawing conclusions, the researcher prepared the study for publication.
Research instruments
The study utilized a comprehensive set of instruments, including three types of tests: a homogeneity test, two pre-tests, and four post-tests, which comprised three immediate post-tests and one delayed post-test Additionally, a questionnaire survey was conducted following the entire teaching process to gather further insights.
1 and four post-tests were in the format of Vocabulary Knowledge Scale test
The Vocabulary Knowledge Scale (VKS) is a five-point self-report assessment created by Wesche & Paribakht in 1996, enabling students to evaluate their familiarity with vocabulary items This scale allows individuals to express their understanding of a word through a structured rating system.
1 I don’t remember having seen this word before
2 I have seen this word before but I don’t know what it means
3 I have seen this word before and I think it means……
4 I know this word; it means……
5 I can use this word in a sentence, e.g…………
The VKS design utilized in both pre-test 1 and four subsequent post-tests included the participant's name, the test title, and detailed instructions provided in English and Vietnamese The main section featured a three-column table: the first column contained vocabulary items, the second column featured a rating scale from 1 to 5 indicating the participant's ability to recall the words, and the third column provided translations, either as English synonyms or Vietnamese equivalents.
The study utilized three types of assessments: a homogeneity test, two pre-tests, and three immediate post-tests conducted after each vocabulary teaching period, followed by a delayed post-test The tests were designed based on the Vocabulary Knowledge Scale (VKS) developed by Wesche & Paribakht (1996), which enabled the researcher to effectively evaluate participants' knowledge and recall of vocabulary items.
The homogeneity test, adapted from the Cambridge Key English Test (Paper 1: Reading and Writing), demonstrated strong validity in assessing students' English performance Aligning with Cambridge Level A2, it is well-suited for formal college students in technical vocational colleges The test comprised 56 questions across nine sections, focusing on reading and writing skills, and required 30 temporary participants to complete it within one hour and ten minutes, as outlined in the Cambridge course book Participants were awarded one mark for each correct answer, and those scoring 5 or higher on a scale of 10 were designated as official participants in the study.
There were two types of pre-test: Pre-test 1 and pre-test 2 with different design and purposes (see Appendix 4)
Pre-test 1 utilized the VKS test format and was conducted following a homogeneity test This assessment included 20 vocabulary words previously taught in the first module of English The selected vocabulary items were randomly chosen from Units 1 to 3 of the New English File textbook, which comprises the initial module of the teaching curriculum.
Participants completed a 15-minute test to assess their ability to recall previously learned vocabulary, which helped identify challenges in vocabulary retention The data collected from Pre-test 1 addressed the first research question of the study Subsequently, Pre-test 2 was administered to all participants to compile a list of unfamiliar words for teaching during the action phase for both control and experimental groups The researcher randomly selected 100 words from the New English File Elementary textbook for this purpose.
In a study, 100 words distinct from the 20 words in pre-test 1 were identified, primarily focusing on reading sections and various units of the textbook Participants were instructed to provide the correct meanings of these words within a 60-minute timeframe Upon completion, the researcher gathered the list of words that participants were unfamiliar with, which will serve as the teaching material for future lessons.
The study utilized a total of four post-tests, consisting of three immediate assessments conducted after each teaching session to evaluate short-term vocabulary retention, and one delayed post-test aimed at assessing long-term vocabulary recall.
The study utilized four tests modeled after a VKS test, incorporating different vocabulary words (refer to Appendix 3) Results were analyzed by comparing the control group with the experimental group to draw final conclusions Each immediate post-test featured 23 vocabulary items and was administered to participants right after each teaching session Both groups were required to complete their respective immediate post-tests.
After 20 minutes, the researcher gathered the immediate post-tests for analysis to determine if mnemonics improved short-term vocabulary retention The findings from these three post-tests addressed the second research question of the study.
Two weeks after the final teaching session, participants received a delayed post-test consisting of 69 vocabulary items to assess long-term recall performance Following a 60-minute completion period, the researcher collected and analyzed the tests to address the third research question of the study.
The study utilized a questionnaire to assess participants' attitudes towards four mnemonic techniques and their preferences among them Administered after a delayed post-test, the questionnaire comprised two main sections: the first gauged participants' attitudes towards the training scheme's importance, effectiveness, and enjoyment through three Likert-scale questions, while the second section identified their preferences for the mnemonic techniques, rated from 1 to 4 After completing the questionnaire in 10 minutes, participants submitted their responses for subsequent analysis.
Data analysis procedure
The data collection was implemented through the pre-tests, the post-tests and the questionnaire to serve for solving the four research questions
In the first research question, pre-test 1 utilized a Vocabulary Knowledge Scale (VKS) test, where students rated given words on a scale from 1 to 5 The teacher recorded the frequency of each rating, translating these counts into percentages for each participant Subsequently, the average percentage of selections was calculated and visually represented in a pie chart.
To evaluate the effectiveness of mnemonic devices on vocabulary retention, we first recorded the score selections from immediate and delayed post-tests We then calculated the mean scores for each group across all post-tests Bar charts illustrated the score distribution, while line charts depicted the performance trends of the two groups The analysis revealed a notable improvement in vocabulary retention attributed to the use of the four mnemonic devices.
The questionnaire data was collected to determine the selection percentage for creating a pie chart that investigates attitudes towards the training scheme Additionally, a table was compiled to total the scores for each of the four preferred techniques, allowing for the identification of the techniques that received the highest preference.
DATA ANALYSIS AND DISCUSSION
The result of the homogeneity test
The homogeneity test was adopted from the reading and writing part of test
The Cambridge Key English Test was administered to 30 second-year formal college students, resulting in 22 students achieving a score of 5 or higher These 22 students were selected as the official participants for the study.
Research question 1 (Identifying the problems): What are the problems that
The initial research question was addressed using pre-test 1, the VKS test form, which aimed to evaluate the participants' ability to recall previously learned vocabulary This assessment not only measured the effectiveness of their word retention but also identified the challenges faced by 22 participants, coded from P1 to P22, in maintaining their vocabulary knowledge.
The data analysis was based on times of choosing options and the researcher summarized the times in percentage in the following table:
Note: There are 5 options in the scale under VKS test form
Table 3: Results from pre-test 1
From the average percentage of options selection, the following pie-chart was made:
Figure 2: Results from pre-test 1
As can be seen from the pie-chart, option 2 “I have seen this word before but
The study revealed that 46% of participants selected "I don’t know what it means," while 34% chose "I have seen this word before and I think it means…" indicating significant challenges in vocabulary retention Nearly half of the responses under the second option highlighted participants' difficulties in recalling previously learned words due to inadequate retention techniques A pre-test using the VKS test form identified that participants struggled to retrieve meanings of familiar words To address these challenges, the researcher proposed four mnemonic strategies by Thompson (1987): the keyword method, visual mnemonics (pictures), grouping or semantic organization, and the physical response method, aimed at enhancing vocabulary learning and retention.
The result of pre-test 2
To ensure an objective result in the vocabulary retention performance, pre-test 2 was carried out with the aims of finding a list of words which all the participants did
Option 1Option 2Option 3Option 4Option 5 not find familiar Among 100 words given in pre-test 2, 69 words were unfamiliar to all the participants and were listed in the official vocabulary list for teaching The detailed word list can be seen in the appendix 3.
Research question 2: Is mnemonics effective in improving short-term
To assess the enhancement of short-term vocabulary retention among participants, the researcher will compare the immediate post-test results of the experimental groups with those of the control group across three assessments.
Immediate post-tests were conducted following the first, second, and third teaching periods to assess the short-term memory retention of vocabulary among participants in both control and experimental groups The students' ability to recall words was evaluated on a scale of 1 to 5, with higher marks indicating better retention skills.
4.4.1 Results from the immediate post-test 1
Following was the rating selection of 11 participants of the control group (with coded names from C1 to C11) after they finished learning 23 words in the first teaching session:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 4: Result of the control group in the immediate post-test 1
And here was the choosing result of 11 participants of the experimental groups (with coded names from E1 to E11) based on the scale from mark 1 to mark
5 in the immediate post-test 1:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 5: Result of the experimental group in the immediate post-test 1
This table resulted in the following figure:
Figure 3: Result of selection between the control and experimental groups in the immediate post-test 1
The data indicates a contrasting trend in the selection between two groups following the initial treatment period In the control group, Score 1 ("I don’t remember having seen this word before") and Score 2 ("I have seen this word before but I don’t know what it means") were the most frequently chosen responses, with scores of 79.
120 selections respectively) but were at the lowest levels of selection in the
The Mark Scale revealed that the experimental group engaged in 9 to 19 selections, with the majority of their choices reflecting a score of 3 (indicating prior knowledge of the word) and score 4 (demonstrating a clear understanding of its meaning).
The whole performance of the two groups was also illustrated with mean scores as presented in the following chart:
Figure 4: The overall performance between the control group and the experimental group in the immediate post-test 1
A comparison of the mean scores between the experimental and control groups revealed a significant difference, indicating that the short-term memory of the experimental group was notably enhanced compared to the control group.
After the first immediate post-test, the experimental group demonstrated superior short-term vocabulary retention compared to the control group The effectiveness of the four mnemonic techniques was evident, as they significantly outperformed traditional teaching methods in enhancing vocabulary retention among participants.
4.4.2 Result from the immediate post-test 2
After the second teaching session was carried out, the immediate post-test 2 was followed The result could be as follows:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
The control group The experimental group
Table 6: Result of the control group in the immediate post-test 2
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 7: Result of the experimental group in the immediate post-test 2
With the above figures, the following bar-chart could help to visualize easily:
Figure 5: Result of selection between the control and experimental groups in the immediate post-test 2
The control groupThe experimental group
The control group demonstrated poor vocabulary recall, with 124 selections resulting in a score of 2 and 63 selections yielding a score of 1 In contrast, the experimental group exhibited significantly better vocabulary retention, achieving a score of 85 through their selections.
3 and 100 selections for score 4 and their number of score 1 and 2 was still in the last position
Figure 6: The overall performance between the control group and the experimental group in the immediate post-test 2
The mean scores indicate a significant difference in vocabulary retrieval performance between the two groups Participants in the experimental group achieved an average score of 3.49, demonstrating effective word recall, while those in the control group struggled, with an average score of only 2.18.
Therefore, the immediate post-test 2 continued proving the effectiveness of the four mnemonic strategies in short-term vocabulary remembering ability
4.4.3 Result from the immediate post-test 3
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
The control group The experimental group
Table 8: Result of the control group in the immediate post-test 3
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 9: Result of the experimental group in the immediate post-test 3
Figure 7: Result of selection between the control and experimental groups in the immediate post-test 3
The control groupThe experimental group
Figure 8: The overall performance between the control group and the experimental group in the immediate post-test 3
The data from final immediate post-test 3 still provided a more positive and promising result in the performance of the experimental group over the control group
In summary, the general performance of the two groups in all the immediate post-tests was presented as follows:
Figure 9: The general performance between the control group and the experimental group in all the immediate post-tests
In three immediate post-tests, the mean scores of the experimental group were all much higher than those of the control groups with the differences of 1.47,
The control group The experimental group
The study demonstrated that the experimental group, which utilized mnemonics, significantly outperformed the control group in short-term vocabulary retention, highlighting the effectiveness of mnemonic techniques in enhancing students' short-term memory.
Research question 3: Is mnemonics effective in improving long-term
The delayed post-test was delivered to the participants after two weeks from the last immediate post-test The data were collected as follows:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 10: Result of the control group in the delayed post-test
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 11: Result of the experimental group in the delayed post-test
From the data, some following figures could be presented between the two groups as:
Figure 10: Result of selection between the control and experimental groups in the delayed post-test
Figure 11: The overall performance between the control group and the experimental group in the delayed post-test
After 2 weeks in the delayed post-test, in general, there was no big change in the selection trend between the two groups The experimental group still expressed their better word remembering ability than the control group as most of their choice was of score 3 and 4 Although the mean score of the each group in this delayed post-test (2.06 and 3.48) was a bit lower than the means scores in previous immediate post-tests due to the effect of time on the performance of word retention, the participants of the experimental group still indicated their better performance in
The control group The experimental group
The findings indicate that the four memory techniques significantly enhanced word retention, leading to improved long-term vocabulary retention among students Consequently, it can be concluded that these techniques are effective in helping learners recall vocabulary more effectively than traditional methods.
Research question 4: What are the students’ attitudes towards using
The researcher assessed students' attitudes towards four mnemonic strategies by analyzing their responses from a questionnaire Following the delayed post-test, 11 members of the experimental group completed the questionnaire, providing valuable insights into the effectiveness of the strategies used.
4.6.1 The participants’ attitudes towards the strategy training scheme
The researcher focused on three key aspects of participants' attitudes towards the strategy training scheme: its significance, effectiveness, and the enjoyment experienced by students throughout the learning process.
Firstly, the participants’ assessment on the importance of the training scheme was illustrated by the following table and figure:
Percentage (%) Not at all important 0 0%
Table 12: Importance of the strategy training scheme
Figure 12: Importance of the strategy training scheme
The survey results indicate that a significant majority of students found the training scheme to be important, with 55% (6 out of 11 students) rating it as important and 18% (2 out of 11 students) considering it extremely important Additionally, 27% (3 out of 11 students) selected a neutral stance, while no participants deemed the use of mnemonic strategies for teaching vocabulary as unimportant or not very important.
Next, the ideas of the participants in the experimental group about the effectiveness of the training scheme were shown in the following table and pie- chart:
Percentage (%) Not at all effective 0 0%
Table 13: Effectiveness of the strategy training scheme
Figure 13: Effectiveness of strategy training scheme
The pie chart reveals that a significant majority of participants, 73%, found the training scheme effective, while 18% of students remained uncertain about its effectiveness Additionally, 9% of participants provided a very positive evaluation of the scheme's impact on their experience.
A study revealed that 64% of participants found mnemonic devices enjoyable for vocabulary learning, with 18% expressing high motivation and enthusiasm during the process Conversely, the same percentage of students reported disliking the training scheme.
Table 14: Pleasure during the strategy training scheme
Figure 14: Pleasure during the strategy training scheme
The questionnaire results indicate that most participants held positive views regarding the strategy training scheme, highlighting its significance, effectiveness, and the enjoyment it provided Notably, the evaluation factors received the highest percentages for favorable aspects, while no negative feedback was reported from the participants.
4.6.2 The participants’ interest towards the four mnemonic strategies
In the second section of the questionnaire, participants evaluated four mnemonic devices by ranking their interest on a scale from 1 (least interested) to 4 (most interested) The summarized data, derived from 11 participants in the experimental group, are presented in the accompanying table, with participants identified by coded names E1 to E11.
Table 15: Student’ preference of four mnemonic strategies
The survey results revealed that students preferred visual mnemonics, scoring them the highest with a total of 37 points Following closely behind were other mnemonic techniques, indicating a strong preference for visual aids in learning.
The "Keyword method" emerged as the most effective technique, highlighting its shared strengths in imagery across two devices Following closely, the "Physical response method" secured the second position, while "Grouping or semantic organization" ranked last, accumulating 24 and 14 points, respectively.
The research revealed that students frequently struggled with vocabulary retrieval, often failing to recall words they had previously encountered, highlighting the necessity for effective memory techniques Analysis of immediate and delayed post-test data demonstrated that the implementation of four mnemonic strategies significantly enhanced both short-term and long-term vocabulary retention Additionally, a follow-up questionnaire confirmed participants' positive feedback and interest in utilizing these mnemonic devices for vocabulary learning and teaching These findings will inform the recommendations and conclusions in the subsequent section.