Effects of cognitive strategy training on english vocabulary learning of 9th graders at nguyen tri phuong secondary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - PHẠM THỊ THANH THỦY EFFECTS OF COGNITIVE STRATEGY TRAINING ON ENGLISH VOCABULARY LEARNING OF 9TH GRADERS AT NGUYEN TRI PHUONG SECONDARY SCHOOL Major: English language Course code: 60220201 HO CHI MINH CITY, July 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By PHẠM THỊ THANH THỦY Supervised by Dr LÊ VĂN TUYÊN HO CHI MINH CITY, July 2021 The thesis entitled Effects Of Cognitive Strategy Training On English Vocabulary Learning Of 9th Graders At Nguyen Tri Phuong Secondary School was successfully defended and approved on April 8th, 2022 at Hochiminh City University of Technology (HUTECH) Academic supervisor : Mr Lê Văn Tuyên, Ph.D Examination Committee Ms Nguyễn Thị Kiều Thu Chair Ms Lê Thị Thùy Nhung Reader Ms Dương Mỹ Thẩm Reader Mr Trần Quốc Thao Member Ms Nguyễn Ngọc Trân Châu Secretary Member On behalf of the Examination Committee Chair ii HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE _ HCMC, May 1, 2022 MASTER’S THESIS REPORT Student’s name: PHẠM THỊ THANH THỦY Sex: Female Date of birth: March 30, 1985 Place of birth: HCM City Major: English Language Student code: 1741900046 I- Thesis title: EFFECTS OF COGNITIVE STRATEGY TRAINING ON ENGLISH VOCABULARY LEARNING OF 9TH GRADERS AT NGUYEN TRI PHUONG SECONDARY SCHOOL II- Objectives and contents: Objectives Understanding the real situation of learning and teaching English vocabulary at Nguyen Tri Phuong secondary school, the researcher carried out a study to explore the effects of cognitive strategy training on English vocabulary retention of 9th grade students at NTPS, and their attitudes towards using this technique in learning English vocabulary Contents The researcher used a quasi-experimental research approach to analyze data iii collected from 58 9th students (class 9/3 and 9/4) of Nguyen Tri Phuong high school, through a pre-test and post-test, questionnaire, and semi-structured interview One class (9/3) was randomly selected to be control group, which their vocabulary was not teach through cognitive strategy training; another class (9/4) was randomly to be experimental group, which their vocabulary was taught through cognitive strategy training Quantitative data collected from pre-test and post-test and questionnaire was processed by IBM SPSS 20.0, whereas content analysis was employed to analyze the qualitative data obtained from the semi-structured interview The results of the research revealed that using cognitive strategy training in learning and teaching English vocabulary was able to improve the learners’ vocabulary retention The result was proved by the experimental group’s higher mean score than the control group’s one in the post-test Moreover, the findings from the questionnaire and the interview showed that most of the respondents agreed on the effectiveness of cognitive strategy training in helping them retain English vocabulary It is recommended that cognitive strategy training is a useful technique in teaching not only vocabulary but also other skills like reading skills As a result, English teachers should use this technique in their teaching context to improve their students’ learning ability III- Starting date: March 20, 2021 IV- Completing date: July 25, 2021 V- Academic supervisor: Ph D Lê Văn Tuyên ACADEMIC SUPERVISOR FACULTY DEAN iv CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: EFFECTS OF COGNITIVE STRATEGY TRAINING ON ENGLISH VOCABULARY LEARNING OF 9TH GRADERS AT NGUYEN TRI PHUONG SECONDARY SCHOOL In terms of the statement of requirements for Thesis in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh, July 2021 v RETENTION AND USE OF THE THESIS I hereby state that I, Phạm Thị Thanh Thủy, being a candidate for the Degree of Master of Arts (English Languistics), accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan, and reproduction for theses Ho Chi Minh City, July 2021 Phạm Thị Thanh Thủy ii ACKNOWLEDGEMENT First and foremost, I have to thank my research supervisor, Dr Lê Văn Tuyên Without his assistance and dedicated involvement in every step throughout the process, this paper would have never been accomplished I would like to thank you very much for your support and understanding over these past six months I take this opportunity to express gratitude to all of the Department faculty members particularly Dr Nguyễn Thị Kiều Thu, as the Dean of English Language major, for their overwhelming generosity, unconditional assistance I am indebted to Mr Nguyen Xuan Nam in particular and to the administrators of HUTECH’s Institute of Postgraduate Studies in general for their continued guidance and support Finally, I must express my very profound gratitude to my mother and for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without her Thank you iii ABSTRACT Learning strategy integration into each lesson, unit or course plays an important role in supporting students in language acquisition This task and the investigation of its effectiveness also need to be regularly implemented The present research was conducted to investigate the effect of cognitive strategy training on English vocabulary learning of 9th graders at Nguyen Tri Phuong secondary school (NTPS) A quasi-experimental research was employed in the study 58 students (9/3 and 9/4) from two classes of 9th grade at NTPS were purposively chosen to participate in the research The material used for this study was English textbook issued by the Ministry of Education and Training Data would be collected from a pre-test and a post-test, questionnaire and semi-structured interview Among two classes, one class (29 students) was the experimental group; and the other one (29 students) was the control group The experimental group was treated through the adoption of cognitive strategy training, whilst the control group was not treated through the technique After the post-test, the students of the experimental group then took part in the questionnaire Five students of the experimental group were chosen to join in the semi-structured interview The results showed that cognitive strategy training can improve the students’ vocabulary retention The students also had positive attitudes towards the effect of cognitive strategy training on vocabulary improvement The study also made several recommendations for both EFL teachers and students to enhance the quality of English teaching and learning at NTPS in particular and in Vietnamese secondary schools in general Key words: vocabulary learning, vocabulary learning strategy, cognitive strategy training, secondary school, iv TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of terms 1.8 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Language learning strategies 2.1.1 Definitions of Language learning strategies 2.1.2 Taxonomies of language learning strategies 2.2 Vocabulary learning 12 2.2.1 Vocabulary learning and language acquisition 12 2.3 Vocabulary learning strategies 14 2.4 Vocabulary learning strategies training 18 2.5 Cognitive strategies 20 2.5.1 Types of cognitive strategies 20 2.5.2 Cognitive strategy training in learning vocabulary 23 2.6 Vocabulary retention 26 2.7 Previous studies 27 v Q10 28 3.39 685 Q11 28 2.93 979 Q12 28 3.29 763 Q13 28 2.46 881 Q14 28 3.00 816 Q15 28 2.89 875 Q16 28 3.04 881 Q17 28 3.00 981 Q18 28 3.07 858 Q19 28 3.25 799 Q20 28 2.64 1.129 Q21 28 3.25 701 Q22 28 3.11 737 Q23 28 3.32 772 Q24 28 3.14 705 Q25 28 2.61 832 Q26 28 2.82 983 Q27 28 1.79 1.067 Q28 28 3.25 645 Q29 28 3.25 1.005 Q30 28 2.89 832 Q31 28 2.93 979 Q32 28 3.21 787 Q33 28 3.00 861 Q34 28 3.61 567 Valid N (listwise) 28 113 Appendix L SAMPLE OF PRE – TEST 114 115 Appendix M SAMPLE OF POST – TEST 116 117 Appendix N SAMPLE OF LESSON PLAN (For experimetal group) Unit 2: CLOTHING Lesson: LISTEN AND READ 118 119 120 121 Appendix SAMPLE OF LESSON PLAN (For control group) Unit 2: CLOTHING 122 Appendix P PLAGIARISM REPORT EFFECTS OF COGNITIVE STRATEGY TRAINING ON ENGLISH VOCABULARY LEARNING FOR 9TH GRADERS AT NGUYEN TRI PHUONG SECONDARY SCHOOL Course code: 60220201 By PHẠM THỊ THANH THỦY Supervised by Dr LÊ VĂN TUYÊN Submission date: 10 September, 2021 File name: Phạm Thị Thanh Thủy_1741900046_THESIS (7,526KB) Word count: 33083 Character count: 208893 123 124 125 126 127