INTRODUCTION
Rationale of the study
Mastering vocabulary is essential for learning a foreign language, as it forms the foundation of effective communication A rich vocabulary enables learners to grasp the meanings of words, enhancing their understanding of both written and spoken content The more vocabulary learners acquire, the easier it becomes to master the language Ultimately, proficiency in a language is closely linked to one's ability to manage and utilize vocabulary effectively.
High school students often struggle with vocabulary acquisition, particularly at the beginner level, which can hinder their language proficiency A strong vocabulary is essential for effective communication and is also crucial for passing standardized tests that require a specific range of vocabulary While the vocabulary needed for high school success is manageable, many learners find it challenging to master.
Vocabulary is crucial for language learners, not just in English but in any language, yet it often receives insufficient attention While nonverbal communication can substitute for vocabulary in casual interactions, it becomes essential in writing and formal assessments Many students fail to recognize the importance of vocabulary, often memorizing words only for immediate tests without truly understanding their significance Without dedicated vocabulary courses, mastery relies heavily on individual motivation, leading some students to struggle with even basic words and approach tests with indifference To address these challenges and improve vocabulary retention, a new study will explore the integration of additional activities outside the classroom.
Aims of the study
This study research aimed to enhance the students‟ vocabulary retention through supplementary activities
To achieve the objectives, the study answered the following research questions:
1) What challenges did the students have in learning vocabulary?
2) To what extent can supplementary vocabulary activities enhance the students’ vocabulary retention?
3) What are the students’ opinion towards those activities?
Scope of the study
This research focuses specifically on the use of supplementary activities in teaching English vocabulary, rather than exploring a wide range of teaching methods The study is limited to grade 10 students at a high school in Bac Ninh province, reflecting the constraints of time and scope associated with a graduation thesis.
After several weeks of teaching, the researcher identified issues with her students' vocabulary retention and sought solutions She developed supplementary activities aimed at enhancing this retention and opted for an action research method, allowing her to implement these activities with her familiar participants The researcher designed two cycles, each focusing on different activities to improve vocabulary retention Following each cycle, she reviewed the results, which proved beneficial for the students' learning outcomes.
Methodology
To address the challenge of vocabulary retention among students, the practitioner chose action research as her methodology, allowing her to implement various activities tailored to improve the existing classroom dynamics As both the researcher and an active participant, she possesses a deep understanding of the issues at hand and the needs of her students.
The study involves students from the researcher’s current class, allowing for a deep understanding of their vocabulary acquisition characteristics To meet the study's objectives, the researcher utilized questionnaires and observations as primary data collection tools The insights gained from both the survey responses and her observations are anticipated to effectively address the research questions.
Organization of the thesis
The graduation thesis minor consists of five chapters, organized as follows:
Chapter I- Introduction: mentions the background to the study and rationale to conduct it, states the aims, scope, organization of the graduation thesis
Chapter II- Literature Review: represents theoretical background knowledge of vocabulary, current teaching vocabulary method and some new teaching method, and reviews some related researches
Chapter III- Methodology: states the subjects of the study, research instruments, as well as data collection procedures employed to carry out this research
Chapter IV- Findings and discussions: analyzes and discusses the results collected from the classroom observation, survey questionnaire Besides, the limitations of the study are introduced
Chapter V- Conclusion: summarizes what have been discussed in the previous parts, limitations of the thesis as well as provides some suggestions for further research.
REVIEW OF LITERATURE
Concepts of vocabulary
Vocabulary can be defined in various ways, often reflecting different perspectives Generally, it refers to the knowledge of words and their meanings Some may describe vocabulary as an alphabetical list of words accompanied by definitions that illustrate their usage While vocabulary is fundamentally about understanding words and their meanings, grasping its full complexity in practice goes beyond these theoretical definitions.
Learning a language involves various components, including lexicology, pronunciation, syntax, and writing systems, but vocabulary is the most crucial element, according to Folse (2004) Mastering vocabulary should be the primary focus when acquiring any language, as it forms the foundation of effective communication Different linguists offer their own definitions of vocabulary, highlighting its significance in language learning.
Nation (2001) highlights that understanding a new word goes beyond its definition, encompassing its formation and usage Vocabulary knowledge and language use are interdependent; a strong vocabulary facilitates effective language application, while practical language use enhances vocabulary acquisition Essentially, vocabulary serves as a crucial key to mastering a foreign language When considering any language, vocabulary is often the first aspect that comes to mind, underscoring its vital role in language structure, as noted by Pyles and Algeo (1970).
To effectively convey meaning in a sentence, it is essential to utilize words that construct that sentence When learning a new language, the initial focus is often on vocabulary, which encapsulates the meanings of various concepts Vocabulary acquisition is a crucial component of language education, as highlighted by Casco (2011:31), who states, “words are the basic building blocks of language, the units of meaning from which larger structures such as sentences, paragraphs and whole texts are formed.” This underscores the vital role vocabulary plays in the process of language learning.
A crucial aspect of learning a foreign language is the amount of vocabulary one possesses, as vocabulary constitutes a significant portion of a language's meaning (McCarthy, 1988) The greater the vocabulary a learner has, the more proficient they can become in that language A word encompasses various properties, including its meaning, collocation, grammatical interactions, written form, spoken form (pronunciation), and frequency Mastering a word involves understanding not only its meaning but also these other facets, collectively referred to as word knowledge.
According to Schmitt (2000), lexical knowledge plays a crucial role in communicative competence and second language acquisition A robust vocabulary is essential for second language learners, as a limited vocabulary can significantly hinder effective communication While a word's dictionary definition provides its basic meaning, words can possess additional meanings depending on the context Furthermore, words are interconnected through various associations Vocabulary manifests not only in oral forms, evident in listening and speaking, but also in written forms, which are utilized in reading and writing skills.
Word knowledge can be categorized into two forms: receptive and productive vocabulary Receptive vocabulary consists of words we recognize when reading or listening, while productive vocabulary includes the words we actively use in speaking and writing Generally, receptive vocabulary is larger than productive vocabulary, encompassing many words we may understand to some extent, even if we don't know their complete definitions or use them in our communication (Kamil & Hiebert, 2005).
Vocabulary is categorized based on different criteria such as frequency of use, meaning, and other criteria
2.1.2.1 Vocabulary classification according to frequency of use
According to Nation (2001), vocabulary in written language can be categorized into four types: high-frequency words, specialized words, and low-frequency words High-frequency words, which consist of around 2000 word families, are essential for understanding content as they include key content words that are easily comprehensible These words, encompassing nouns, verbs, adjectives, and adverbs, are crucial for foreign language learners aiming for academic proficiency Therefore, it is vital for both teachers and learners to focus on high-frequency words through various methods, including direct instruction, incidental learning, and exploring collocations In summary, high-frequency words play a significant role in enabling learners to effectively use language in both written and spoken forms.
Specialized vocabulary, including technical terms, is defined as a restricted set of words related to specific topics or language uses (Nation, 2001:17) Users can acquire and comprehend this vocabulary through various contexts, such as economic reports, magazines, and educational materials While academic words are not strictly technical, they are often categorized as sub-technical, as they do not fall into the realm of formal language For instance, terms like "cost" and "supplier" are commonly used in the economic field, highlighting the specificity of technical vocabulary.
Low-frequency words, as defined by Nation (2001), are often arbitrary in their classification compared to high-frequency words It is crucial for language users to recognize that these boundaries can be subjective Typically unfamiliar to many foreign language learners, low-frequency words include proper names that are not widely known and frequently appear in specific contexts, such as novels and newspapers.
Proper nouns, such as character names and place names, function similarly to technical terms due to their high frequency within specific texts, making them easily recognizable for readers familiar with the genre However, this classification can be arbitrary, as certain words may be low-frequency for beginners but high-frequency for advanced learners To enhance their language skills, learners should prioritize daily vocabulary improvement, enabling them to effectively navigate various contexts and situations.
2.1.2.2 Vocabulary classification according to meaning
Vocabulary can be categorized into two main types: notional words and functional words Notional words convey clear meanings and can function independently, often standing alone with complete significance They can also be modified with prefixes or suffixes to enhance their meanings, as seen in examples like "lonely" transforming into "loneliness" and "care" evolving into "careless."
Words in a sentence can be categorized into subjects, verbs, adverbs, and adjectives, each capable of standing independently In terms of meaning classification, functional words such as prepositions, articles, conjunctions, and particles do not convey a complete idea on their own, unlike notional words.
2.1.3 Aspect of vocabulary to be taught in class
When introducing a new word to learners, it is essential to focus on its pronunciation, spelling, word form, grammar, and collocation, as highlighted by Ur (1996) By addressing these aspects, educators can ensure that students gain a comprehensive understanding of the word For instance, when a teacher explains a new word along with its collocations, students are better equipped to use that word or phrase appropriately in similar contexts in the future.
According to Nu (2004), understanding a word involves recognizing various aspects, including its pronunciation, spelling, grammar, collocation, and word formation Similarly, Nation (2001) emphasizes that knowledge of a word encompasses its components, grammatical functions, and the connection between form and meaning, as well as collocations This indicates that effective word knowledge is closely tied to its collocations, enabling students to grasp the contexts in which phrases are appropriate and apply them more effectively in future usage.
The role of vocabulary in language teaching and learning
Despite its crucial role in language acquisition, vocabulary has often been overlooked in the last five decades of English Language Teaching (ELT) history Traditionally, vocabulary's significance has been assessed through classic ELT methodologies and reading theories However, it is vital for learners, as it constitutes a fundamental aspect of language knowledge.
Vocabulary is a crucial element in mastering foreign languages, particularly English While grammar may not be your primary focus, a strong vocabulary is essential for effectively expressing your thoughts and feelings Ignoring vocabulary can hinder your ability to communicate and fully engage in the language.
Non-verbal language can enhance communication between partners, but it often falls short in conveying thoughts and concerns effectively Linguists emphasize the critical role of vocabulary in communication, with Krashen (1989) noting that words carry most of the meaning in language, making vocabulary deficiencies a significant barrier While grammar provides structure, it is vocabulary that enables the transmission of information In the context of learning a foreign language, vocabulary serves as essential building blocks, crucial for both first and second language acquisition.
Numerous linguists and writers emphasize the critical role of vocabulary in practical language use Research indicates a strong correlation between vocabulary acquisition and the effectiveness of foreign language learning, highlighting the importance of vocabulary in mastering a new language (Qian & Schedl).
Research by Laufer and Nation (1999) and Gu (2003) highlights the critical role of vocabulary acquisition in effective second language use A rich vocabulary is essential for creating coherent spoken and written texts, underscoring its importance in language proficiency.
In ESL and EFL contexts, vocabulary acquisition plays a crucial role in developing all language skills—listening, speaking, reading, and writing A strong vocabulary foundation is essential for effective communication in a second language, as it enables learners to utilize grammatical structures and functions for clear and comprehensible interactions Without a sufficient vocabulary, successful language use becomes challenging.
Currently techniques in vocabulary teaching
Many educators believe that vocabulary can be effectively developed during the teaching and learning process (Allen, 1993:3) However, students often struggle to grasp the meanings of words due to limited understanding and challenges in interpreting texts into communicative meanings This difficulty can stem from infrequent exposure to new vocabulary It is essential for teachers to enhance students' abilities to understand and utilize vocabulary in specific contexts To achieve this, teachers should employ various techniques for vocabulary instruction while keeping key considerations in mind when introducing new lexical items to their students.
English teachers aim for students to effectively remember and master new vocabulary within the appropriate context To achieve this, students must engage in learning, practicing, and revising to prevent forgetting This article discusses popular vocabulary teaching techniques, including visual methods, verbal strategies, and translation approaches.
According to Gairns and Redman (1980), as cited by Marla et al (1999), there are three main visual techniques: relia, pictures, and mime or gestures Relia involves using real objects brought by students into the classroom, while pictures refer to images that represent new vocabulary being taught For example, tangible items such as a table, apple, or pen are effective when applying these techniques to enhance learning.
Engaging students in lesson preparation at home significantly enhances their willingness and eagerness to participate in class, fostering greater interaction and motivation For instance, in a junior high school setting, having a student present their favorite food related to a lesson on food and drink is often more captivating than a teacher's presentation This approach, guided by the teacher, encourages active participation Additionally, incorporating mimes and gestures in teaching new vocabulary—such as actions like jumping or running—adds considerable value to the learning experience Klippel (1994) highlights the importance of gestures and facial expressions in communication, suggesting that appropriate body language can create a more inviting classroom atmosphere By engaging in hands-on activities rather than solely relying on textbook definitions, students are more likely to remember new words in a meaningful context.
According to Sanusi (2009), an effective technique for teaching new vocabulary involves using illustrative situations, synonyms, antonyms, definitions, and categories English teachers are encouraged to introduce new words by relating them to other words within the same language, enhancing students' understanding and retention of vocabulary.
Synonyms and antonyms play a crucial role in expanding vocabulary, allowing learners to understand words in relation to their family words This technique not only clarifies the meaning of a foreign word but also demonstrates its usage within the context of the foreign language Consequently, grasping a word's meaning and its appropriate application empowers students to master the foreign language with greater confidence.
Translation is a widely used method for presenting vocabulary, as it involves converting the target word into a learner's native language, making it simple and easy to implement While this technique can be effective, some experts, such as Doff (1988), caution against relying solely on direct translations, as it may prevent students from understanding how the word is used in context Despite its simplicity and speed in achieving learning objectives, it is beneficial for teachers to provide examples alongside translations, allowing students to grasp the word's usage in English sentences.
According to Allen (1993), utilizing dictionaries serves as a "passport to independence" and is a key student-centered learning activity Gerald and Laura (1989) emphasize that dictionaries facilitate the determination of word meanings As a strategy for acquiring new vocabulary in a foreign language, using dictionaries is considered highly effective McCarthy focuses on the types of dictionaries appropriate for different learner levels, highlighting the importance of selecting the right resource for effective language learning.
Choosing the right dictionary for beginners is crucial, as it serves as a valuable learning tool while promoting learner independence from teachers Dictionaries enable learners to check word meanings and complete arrangement exercises, enhancing their overall language skills.
In conclusion, the use of dictionary is an effective way for the students in finding out the meaning of words.
Quizlet and flashcard as new vocabulary teaching and learning tools
Quizlet is a versatile mobile and web-based study application that enables students to learn through interactive tools and games It features user-created study sets, which consist of terms along with their definitions or descriptions These study sets are offered in various learning modes, such as flashcards, games, collaborative activities, and quizzes, to enhance the learning experience and help students master languages and vocabulary The website provides eight distinct learning modes, while the mobile app includes five of these options, ensuring accessibility and engagement in the learning process.
Quizlet is a user-friendly digital flashcard application that enhances the traditional flashcard experience by allowing learners to create flashcards quickly, incorporating images and audio Accessible on both computers and smartphones, Quizlet offers features like automatic rearrangement of flashcards to prevent serial learning and various interactive study modes and games, making it a versatile tool for effective learning (Ashcroft & Imrie, 2014).
Flashcards are essential tools in language learning, defined as cards featuring words, phrases, or images to aid vocabulary acquisition (Oxford Advanced Learners’ Dictionary, 1995; Longman Dictionary, 1985) They come in two main types: picture flashcards and word flashcards Picture flashcards, typically measuring 15×20 cm, are visually engaging and can enhance the learning experience by presenting vocabulary in a colorful format that blackboard illustrations lack (Wright & Haleem, 1991) They are effective for introducing, practicing, and reviewing vocabulary from previous lessons On the other hand, word flashcards, as described by Bowen (1982), are cards with printed words that can be quickly displayed by the teacher, making them useful for demonstrating vocabulary and sentence structures in a classroom setting.
Memorizing vocabulary
Retention refers to the capacity to recall the meaning of a new word after a specific duration It encompasses two categories: short-term retention, which pertains to immediate recall, and long-term retention, focusing on the ability to remember the word over an extended period.
Incidental vocabulary learning occurs when individuals acquire new words without conscious effort, while intentional vocabulary learning involves a deliberate effort to memorize specific information According to Hulstijn (2011), these two approaches to vocabulary acquisition highlight the differences in how people learn new words, with one being more passive and the other active.
2011, p.1) Read (2004) believes that in terms of vocabulary learning, both incidental and direct vocabulary learning are necessary
According to Yali (2010), who references Schmitt's perspective, a blend of incidental learning through reading and intentional vocabulary exercises leads to improved retention and a deeper understanding of vocabulary compared to relying solely on incidental vocabulary learning.
According to Zhang (2004), human memory is categorized into three types based on duration: sensory memory, short-term memory, and long-term memory Sensory memory is defined as the briefest form of memory, lasting only milliseconds to a few seconds (Zhang, 2004, p 1).
The first one, sensory memory is the shortest-term element of memory It is the ability to retain impressions of sensory information after the original stimuli have ended
The second type, short-term memory or working memory is considered to temporarily recall of the information which is being processed at any point in time
It means that when teachers present new words, students have ability to remember and process information at the same time, and then can use vocabulary in correct context
Long-term memory differs from short-term memory as it encodes information semantically, focusing on meaning and associations As its name suggests, long-term memory allows for the storage of information over extended periods The transition from short-term to long-term memory occurs through a process known as consolidation.
Related studies
Vocabulary learning strategies and memorization are crucial for mastering foreign languages, as vocabulary is essential for effective communication Research has highlighted various methods for vocabulary enhancement, particularly in teaching At Ta Ku Ling Ling Ying Public School, educators Carol Pua, Dorothy Li, Cherie Lui, and Shirley Cheng have focused on employing mind-mapping techniques to teach English to young learners Their findings suggest that mind mapping can effectively help students connect new information with their existing knowledge, thereby improving English language competence This study aims to enhance knowledge acquisition and retrieval while boosting student motivation for revision Mind mapping utilizes colors, images, and symbols to link ideas, promoting a strong visual representation that accelerates the learning process and aids in memorization and recall (Brinkmann, 2003).
Personalized mind maps significantly enhance information retrieval for learners, as noted by Buzan & Buzan (2000) Students often look to their teachers for guidance in creating these maps, which allows them to assign new meanings to vocabulary through unique drawings and word associations This method enables them to master vocabulary effectively after observing the teacher's demonstrations, often without needing further explanations Overall, assisting elementary students in developing engaging, colorful mind maps can greatly alleviate their challenges in acquiring and retaining vocabulary over extended periods.
A study conducted by Barr from Tamagawa University examined the effectiveness of Quizlet by comparing vocabulary test scores of users and non-users The findings revealed that students who utilized Quizlet showed higher engagement levels in the classroom Furthermore, the study confirmed that learners using Quizlet outperformed non-users in tests that recycled content from gap-fill cards, highlighting the application's positive impact on vocabulary acquisition.
A study by Sanosi (2018) highlights the benefits of using Quizlet for vocabulary retention among language learners, indicating that it creates an ideal learning environment that fosters active participation both in and out of the classroom Additionally, Kose, Cimen, and Mede conducted observations and interviews with 42 students over four weeks, finding that most participants viewed Quizlet as an effective tool for learning definitions, synonyms, and pronunciation Overall, the findings suggest that Quizlet is an engaging method for vocabulary acquisition and retention.
As such, It can be considered that Quizlet application is an effective tool for both teachers and students for vocabulary instruction and learning
There are many comparisons between Digital Flashcards (DFs) and Paper Flashcards (PFs) In their research studies, Dizon and Tang (2017) mentioned that
Numerous comparative studies have indicated that integrating computer-assisted language learning (CALL) significantly improves second language (L2) vocabulary acquisition when comparing digital formats (DFs) to printed formats (PFs) Supporting this claim, the author presents a series of previous research findings in his writing.
A study by Başoğlu and Akdemir (2010) compared the effectiveness of digital flashcards (DFs) on mobile phones with paper flashcards (PFs) among L2 English students at a Turkish university, revealing that both groups significantly improved their vocabulary, with the DF group showing slightly greater enhancement Similarly, Azabdaftari and Mozaheb (2012) investigated the use of DFs among L2 English students at an Iranian university, finding that participants using DFs via mobile phones and the Internet outperformed those using PFs in vocabulary retention based on post-test results These findings suggest that DFs can significantly aid students in effectively remembering L2 vocabulary in the short term, indicating that consistent use over time could lead to substantial improvements in vocabulary retention.
A study conducted by Phung Van De (2012) at Tra Vinh University in Vietnam explores the effects of flashcards on non-English major students Participants are encouraged to create their own flashcards on A4 paper, utilizing them individually or in pairs to enhance vocabulary learning Students can collect and prepare flashcards independently or exchange them with partners to engage in more interactive learning activities Despite these methods, only 25.8% of students reported a preference for using flashcards, indicating that many find other vocabulary learning techniques more appealing This suggests that flashcards may be perceived as less engaging for adult learners.
METHODOLOGY
The methodology
3.1.1 Reason to choose action research
In this study, I opted for action research to evaluate the effectiveness of a new teaching tool in my classroom I aimed to assess whether my students' engagement and cooperation improved as a result of my actions Action research offers flexibility for teachers, as they are uniquely positioned to identify classroom issues and develop solutions to enhance student learning outcomes.
Action research operates as a cyclical process, allowing educators to evaluate and refine their methods through repeated iterations This approach fosters collaboration among teachers, who engage in self-examination of their practices and interpretations By conducting their own research and gathering data on their teaching strategies, educators enhance their professional development and improve their instructional effectiveness.
Action research is primarily the responsibility of the researcher, who possesses the deepest understanding of the class problem This clear comprehension enables the researcher to identify effective actions and improvements According to Nunan (1992), the goal of action research is to instigate change, particularly within the classroom environment that the teacher manages, ultimately influencing student outcomes Therefore, action research serves as a valuable tool for teachers to conduct internal investigations tailored to the specific context of their classrooms.
In this study, discussion of supplementary activities in teaching vocabulary was employed to improve students‟ vocabulary retention This research was done in four steps: planning, acting, observing, and reflecting
Adapted from Kemmis (1983), the model illustrates a cyclical process in action research, emphasizing the transition between critical phases and the continuous improvement of methods In this framework, teachers must analyze the outcomes of their initial actions, assess their effectiveness, and identify any limitations This reflection leads to necessary revisions of the plan, followed by re-implementation to enhance results Importantly, these stages are interconnected, integrating action and reflection throughout the research process.
Figure 2: Detailed Action Research Model
Figure 2 presents detailed action research model, according to Susman (1983) The five steps in this model can be described as follows:
- Diagnosing: the researcher needs to identify the problem by observing the context, the class or collecting information about the problem
- Action planning: the researcher proposes different solutions or methods which can be used to solve the problem
- Taking action: after considering the advantages and disadvantages of different solutions, the researcher chooses one course of actions to apply in the study context
- Evaluating: the researcher analyzes the data to find out the consequences of a taken action
In action research, the researcher outlines the overall findings, identifies issues that can be addressed, and highlights persistent challenges, allowing for an adjustment of the action plan This process initiates a new cycle of inquiry and intervention.
In this study, I adopt Kemmis's (1983) model, which emphasizes two distinct cycles of action These cycles enable me to effectively address and analyze the problem while facilitating potential improvements in my trial Following the first cycle, I take the opportunity to reflect on and assess my actions, allowing for necessary adjustments in the second cycle.
Participants of the study
This study involves a total of 45 students enrolled in a non-English major class, with 10 students at the A1 proficiency level All participants have been studying English for seven years, showcasing a range of abilities; while some students excel in English, others demonstrate an average level of proficiency.
The course book "English 10-Volume 1," authored by Hoang Van Van and Hoang Thi Xuan Hoa in collaboration with David Kaye, is published by Pearson Longman Press and the Ministry of Education and Training Designed for the first term of the pilot program, this book comprises five units and two reviews, with each unit featuring eight components: getting started, language, reading, speaking, listening, writing, communication and culture, and looking back and project For this research study, we will concentrate specifically on the first three units of the first semester.
In a span of ten weeks, we aim to complete three units and one review, utilizing thirty-one 45-minute periods Students have access to a workbook from the English 10 series, which offers supplementary exercises for additional practice at home While the course book may not focus extensively on language and vocabulary, students can enhance their vocabulary through various sections within each unit.
Reflecting on past lessons and engaging in projects provides students with an excellent opportunity to reinforce their vocabulary retention at home Throughout each unit, students acquire new vocabulary, which they ultimately showcase in their final projects The researcher can assess students' vocabulary retention in subsequent classes by reviewing their homework assignments.
While course books are valuable for teaching English, teachers often seek to create their own assessments to incorporate supplementary activities This independent evaluation of teaching materials is crucial for educators, as it aids in the preparation of teaching tools and visual aids However, resources for conducting assessments are limited Cunningsworth (1995) offers a concise overview of how to perform a leveled evaluation By employing the impressionistic method, educators can quickly review the textbook from cover to cover, allowing them to identify its strengths and weaknesses effectively.
A comprehensive assessment will be conducted to analyze specific elements within each textbook, focusing on how the exercises align with the syllabus and address the needs of learners, as highlighted by Cunningsworth (1995) and McDonough.
I would follow Cunningsworth‟s point of view to evaluate the course book English
10, by Hoang Van Van, Hoang Thi Xuan Hoa and David Kaye (2012)
The course book features a clear and user-friendly layout, making it easy to navigate and assess progress after each unit lesson Comprising five units and two review sections, each unit is divided into five parts: Getting Started, Language, Reading, Listening, Writing, Speaking, Communication and Culture, and Looking Back.
The authors enhance the learning experience by incorporating images throughout the unit, aiding students in task assessment and text comprehension Additionally, each lesson features an engaging extra activity that encourages students to connect the topic to their own lives.
English 10 is an engaging and versatile textbook designed to enhance students' understanding of the world Each unit focuses on relatable topics that are relevant to students' everyday lives, incorporating a variety of activities to foster knowledge and learning.
The book is designed to enhance students' proficiency in all four essential language skills: speaking, listening, reading, and writing It includes comprehensive grammar rules and exercises for practice, along with vocabulary enhancement tools to support their learning journey.
* Language type: The language used in the course book is quite popular and high frequency because it is related to familiar issues around them
Despite a large number of good points, the course book still has some minor weaknesses
* Layout and design: The cover is not attractive and colorful
* Skills: The writing skill is quite difficult of all skills, because its instruction is not very clear for students to follow
* Language type: In Language lesson, there are quite a number of grammar issues in one forty-five period, which makes students hard to follow
Effective teaching and learning materials for English play a crucial role in education, despite certain limitations Their strengths include well-designed content, a variety of familiar topics, and clarity that makes lessons easy to follow These materials are aimed at developing four key language skills, with a particular emphasis on communicative strategies, making projects and activities engaging However, they also have weaknesses, as they may not cater to all students' needs Variations in student proficiency levels can pose challenges, particularly for those struggling with writing skills.
Data collection instruments
There are two kinds of data which the researcher collected The first one was quantitative data and the second one was the qualitative data
Quantitative data encompasses students' opinions on supplementary activities gathered through questionnaires, while qualitative data focuses on occurrences and changes during classroom activities Examples of qualitative data include students' behaviors, classroom dynamics, and the overall process of classroom engagement The researcher collected qualitative data through both observations and questionnaires.
Conducting observations provides researchers with the opportunity to see firsthand the actual behaviors of teachers and students, rather than relying on self-reported actions This method allows for the collection of real-life data within authentic contexts In this research study, two types of observations were utilized: pre-observation and classroom observation The pre-observation phase took place in the week leading up to data collection, while classroom observations were conducted to assess the impact of supplementary activities on students' vocabulary retention.
A questionnaire is a method for collecting information from respondents regarding their attitudes, knowledge, beliefs, and feelings (Polit & Hungler, 1997) According to Brink and Wood (1989) in "Advanced Design in Nursing Research," certain characteristics of a questionnaire offer significant advantages to researchers.
As compared to the time required to conduct personal interviews, questionnaire is faster and less expensive so it save the researcher‟s time and money
Respondents appreciate the anonymity provided, allowing them to express their thoughts freely without the risk of identification This feature makes it an effective tool for safeguarding participant privacy.
Data on a broad range of topics may be collected within a limited period of time
At the conclusion of the study, a questionnaire was distributed to students to gather their opinions on the use of supplementary activities and their interest in utilizing them The specifics of the questionnaire were designed to assess student feedback effectively.
The first six questions are to explore their attitudes towards the importance of teaching and learning vocabulary and how vocabulary is taught in English lesson
The seventh question is aimed at asking for their opinions of whether using some supplementary activities is useful or not
The eighth and ninth questions are designed to find out their opinions of the strengths as well as drawbacks of using supplementary activities
The eleventh question aims at asking their desire of continuing using supplementary activities.
Procedures of the research study
The researcher identified a significant issue in students' English language learning, particularly their limited vocabulary and difficulty in expression To address this, she sought permission from educational leaders and devised a research plan aimed at improving vocabulary retention over an 8-week period, dedicating 10 minutes to each lesson across two cycles The first cycle utilized traditional paper flashcards, allowing the researcher to observe their impact In the second cycle, she introduced Quizlet, a digital flashcard application, to diversify learning activities and engage students more effectively, thus enhancing their vocabulary retention and making the learning process more enjoyable.
By utilizing two types of flashcards, she was able to determine which method was more effective for future application Additionally, observation serves as a valuable tool aimed at enhancing supplementary classroom activities, assessing both teacher and student performance, and evaluating the overall class atmosphere and environment.
3.4.2 Act: Putting the plan into action
The researcher carried out the lesson plans and conducted the teaching activities step by step
In the 2017-2018 academic year, a high school in Bac Ninh province implemented supplementary activities through action research, focusing on two cycles aimed at improving students' vocabulary retention and enhancing their overall English skills.
In the initial four-week cycle, paper flashcards are utilized as a key activity, where the teacher prepares vocabulary flashcards for presentation Additionally, students collaborate in groups to create their own two-sided flashcards for upcoming lessons.
In the second cycle, the use of digital flashcards and software for vocabulary learning was favored, with the teacher bringing the entire class to the multi-function room for computer use during each of the four weeks At the start of each lesson, the teacher dedicated a few minutes to assess students' vocabulary through various methods, including asking questions and summarizing the previous lesson.
3.4.3 Observe: Observing the results of the plan
Over an 8-week study, the researcher examined student performance and vocabulary retention, noting class dynamics, atmosphere, and student reactions to the teacher The investigation emphasized vocabulary usage in student outputs and their responses to teacher requests during supplementary activities, highlighting the positive impact of these interventions on vocabulary retention.
The observation focused on understanding students' responses to supplementary activities, their interactions with peers, and the challenges encountered during the implementation of these activities Throughout this phase, the researcher meticulously observed and documented the teaching and learning process.
Step 1: Preparing: The researcher prepared and designed questionnaires basing upon the aims of research study with reference from related former research
Step 2: Piloting: A draft of questionnaire would be handed to two students from class 10A1 and two teachers at the same school with the researcher Constructive comments helped the researcher make adjustment
Step 3: Administering: At the end of the second cycle, 45 copies of questionnaire would be delivered to the students of class 10a1 During their completion, the researcher observed and came to one by one in case they need help
3.4.4 Reflect : Reflecting and planning for further action
In this research, reflection involved the researcher analyzing the outcomes of implementing supplementary activities Through this reflective process, the researcher identified both the strengths and weaknesses associated with these activities.
Summary
The research investigates how supplementary activities in vocabulary learning influence student output, specifically focusing on the use of paper and digital flashcards for vocabulary retention Students were encouraged to actively participate by creating their own paper flashcards at home to enhance the lesson Utilizing an action research methodology, the study was conducted over two cycles, encompassing four key phases: planning, action, observation, and reflection, as outlined by Kemmis & McTaggart (1988).
In the initial planning phase, the researcher pinpointed vocabulary learning challenges within her class and formulated a focused approach, supported by relevant research During the action phase, she implemented two cycles featuring activities designed to improve students' vocabulary retention In the observation phase, she utilized observations and questionnaires to gather and analyze data effectively.
In the final phase of her research, she evaluated the effectiveness of the research question in addressing the aims and objectives, while also providing suggestions for future studies.
FINDINGS AND DISCUSSIONS
Current difficulties that students might face in their vocabulary
4.1.1 Difficulties that students might face
Figure 3: Students' difficulties in learning vocabulary
There are 33% of students who shared that they cannot remember the meanings
Eighteen percent of learners struggle with word pronunciation, spelling, and stress placement, with classroom observations revealing that pronunciation errors are more prevalent than spelling mistakes This challenge may stem from students dedicating more time to writing than to speaking, hindering their ability to pronounce words correctly and recognize stress patterns Additionally, twelve percent of students find it difficult to remember word formations, while twenty-two percent lack the ability to use words in appropriate contexts, which requires not only vocabulary and grammar knowledge but also cultural understanding Furthermore, a small minority of fifteen percent cannot differentiate between synonyms in specific contexts.
4.1.2 Aspects of vocabulary to be taught
Figure 4: Aspects of vocabulary to be taught in a lesson
The bar chart illustrates the vocabulary aspects taught in lessons based on a survey of students involved in a research study It reveals that 33% of students frequently learn four key components of new words: meaning, pronunciation, spelling, and use/formation Among these, meaning receives the most emphasis at 28%, while word collocation is the least focused on at only 8%, primarily because it carries less weight in English tests Consequently, students are often introduced to meaning, pronunciation, and spelling in class, but not word collocation, leading to insufficient mastery of word families This gap can hinder their writing skills and create challenges when selecting phrases for assignments.
4.1.3 The most frequently used techniques to teach vocabulary
Figure 5: Teachers’ major current vocabulary teaching methods
A recent study revealed that 29% of students preferred translating vocabulary into Vietnamese as their primary learning technique, while only 7% opted for the use of real objects Other methods, such as providing examples, combining various techniques, employing body language, and utilizing audio-visual aids, ranked in subsequent positions The findings suggest a diverse approach to vocabulary presentation in the classroom, where educators frequently integrate different techniques, including translation, examples, real objects, and visual aids, to enhance vocabulary acquisition.
4.2 Supplementary activities to enhance students’ vocabulary retention and their attitude
4.2.1 Supplementary activities to enhance students’ vocabulary retention
4.2.1.1 The first cycle: applying paper flashcards a Plan: Planning the action
In preparation for the study, the researcher dedicated a week to introducing supplementary activities, including the use of paper and digital flashcards, along with detailed descriptions of classroom activities The initial cycle of the study is set to commence thereafter.
4 weeks Students were requested to prepare flashcards at home and attend the lesson b Act: Putting plan into action
Vocabulary flashcards were introduced at the start of the language lesson to engage students and assess their vocabulary retention in subsequent classes Both teachers and students are required to prepare these flashcards for effective learning.
To enhance vocabulary learning, students can create flashcards by printing images that correspond to their vocabulary lessons, placing these visuals on one side of the cards The opposite side should feature the vocabulary term along with its definition In groups of ten, students can exchange their flashcards with peers The teacher can assess understanding by randomly selecting students to explain the definitions and usage of the terms This method allows for effective observation of the learning outcomes.
Following the initial cycle, students showed a strong enthusiasm to participate in the lessons Initially hesitant due to their lack of prior experience, they quickly adapted and engaged with the material Encouraging students to articulate the definitions of words on their flashcards in English significantly enhanced their speaking skills.
For example, when students in my class had a flashcard with word “digestive system”, they defined it in different ways:
- A system helps to take in the food and take out from your body
- A system including mouth, stomach, liver, and your bottom to transfer your food out of your body
It is quite a relative progress because they only define a word by translating into Vietnamese d Reflect: Reflecting the result of the plan
After completing the first cycle, the teacher carefully evaluated the students' attitudes and adherence to tasks, which was reflected in their outputs While the students produced simple sentences, they demonstrated a strong effort to engage The initial cycle effectively motivated students to participate more actively in class, leading to positive contributions as per the teacher's requests Many students began to express themselves in English, although a few disruptive ones required additional support to focus The teacher addressed these challenges by identifying the reasons for their lack of attention and providing targeted assistance Overall, student involvement improved, even among those who felt shy The teacher noted that by giving special attention to struggling students, participation from the entire class increased significantly Moving into the second cycle, the teacher planned to maintain these successful strategies while continuing to support and encourage the special students.
4.2.1.2 The second cycle: applying digital flashcards a Plan: Planning the action
The researcher highlighted Quizlet as an effective tool for vocabulary learning, accessible on both computers and smartphones This familiar application allows teachers to create customized vocabulary sets, providing students with various functions such as learning modules, games, and tests to enhance their language skills.
Quizlet is a software tool designed to enhance vocabulary retrieval for learners, functioning similarly to traditional paper flashcards While it is often utilized for self-study, its primary purpose is to support communicative tasks in the classroom Students can independently review vocabulary at home, but teachers will incorporate additional skills to assess their understanding, such as explaining words in English and creating dialogues that utilize the vocabulary.
In a dynamic classroom activity, the teacher selects a student to stand before the class with a project screen displaying vocabulary words The teacher presents the words while classmates must describe them without translating, focusing on their roots The chosen student has a limited time to guess as many words as possible, making this exercise suitable for both teamwork and individual participation.
- Make true sentence: Teacher play a word on screen Student need to make a correct sentence using the given word This activity can be applied for teamwork or individual
Teachers encourage students to progress from constructing sentences to engaging in dialogues This approach can be effectively implemented in pairs, where one student asks questions while the other provides answers Additionally, it is essential to observe the outcomes of this method to assess its effectiveness and make necessary adjustments.
Following the second cycle, students displayed a strong eagerness to participate in the lesson, resulting in a lively classroom atmosphere Similar to the first cycle, students were tasked with constructing sentences and conveying word meanings in English Additionally, select students were challenged to create a dialogue, showcasing a higher level of proficiency, which required them to formulate at least six questions using the given vocabulary.
Here is the sample dialog which students‟ made in the lesson:
Student A: (a doctor at a clinic): Hello, May I help you?
Student B (a patient): Yes, Sir I have had stomachache for 2 days It makes me uncomfortable I can’t eat well
Student A: Have you had it before?
Student B: No, it is the first time, Sir
Student A: Do you have stress at work?
Student A: Try to relax; now I will describe X-ray for you first to check your digestive system
Encouraging students to engage in small dialogues enhances the classroom atmosphere and fosters excitement Both teachers and peers find value in observing role-play activities, as they provide an interactive learning experience Furthermore, these exchanges allow students to learn from one another, reinforcing collaborative learning Reflecting on the outcomes of such plans is essential for continuous improvement.
The classroom atmosphere during the second cycle was lively and energetic, contrasting sharply with the previous cycle's quieter environment Unlike before, when most students remained silent except for a few engaged participants, the introduction of interactive activities by the practitioner significantly enhanced student engagement and excitement in the class.
Basing on my observation, students focus on their peer‟ practice instead of talking irrelevant topics in class That helps me in drawing their attention into the lesson