Using video clips in teaching vocabulary to intermediate level students at the asian international school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY USING VIDEO CLIPS IN TEACHING VOCABULARY TO INTERMEDIATE LEVEL STUDENTS AT THE ASIAN INTERNATIONAL SCHOOL Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By TRAN THI HONG TUOI Supervised by NGUYEN DANG NGUYEN, Ph.D HO CHI MINH CITY, DECEMBER 2020 The thesis entitled Using Video Clips in Teaching Vocabulary to Intermediate Level Students at The Asian International School was successfully defended and approved on December 22nd at Hochiminh City University of Technology (HUTECH) Academic supervisor : ……………………………………………………………… Examination Committee ……………………………………………………… Chair …………………………………………… ………… Reader ……………………………………………………… Reader ……………………………………………………… Member ……………………………………………………… Secretary Member On behalf of the Examination Committee Chair HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC , October 26, 2020 MASTER’S THESIS REPORT Student name: Tran Thi Hong Tuoi Sex: Female Date of birth: 29/8/1994 Place of birth: Long An Major: English language Student code: 1841900005 I- Thesis title: Using video clips in teaching vocabulary to Intermediate level students at the Asian International school II- Objectives and contents: In this thesis, the researcher investigated effects of using video clips in teaching vocabulary to Intermediate level students at the Asian International school The researcher aimed at evaluating effects of using video clips in improving learners’ vocabulary performance and enhancing learners’ learning attitudes III- Starting date: October 30th, 2019 IV- Completing date: October 26th, 2020 V- Academic supervisor: Nguyen Dang Nguyen, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: Using Video Clips in Teaching Vocabulary to Intermediate Level Students at The Asian International School In terms of the statement of requirements for Theses 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 City, October 26th, 2020 TRAN THI HONG TUOI i RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Hong Tuoi, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses 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 purpose of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, October 26th, 2020 TRAN THI HONG TUOI ii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr Nguyen Dang Nguyen, my supervisor, for his patience, guidance, insightful advice, and constant encouragement through the whole research process Without his support and guidance, this thesis would never have been completed Besides, without the help of all teachers at HUTECH University, this thesis would not be completed I would like to send my best gratitude to all the teaching staffs in the foreign language department Secondly, I would like to send my love and appreciation to my Dad and my Mom, who gave me the best condition as well as great encouragement to complete this thesis Finally, I honestly want to send my gratitude to my boyfriend He gave me a lot of useful advice and valuable reference materials iii ABSTRACT With the rapid growth of technology, video clips take priority in educational settings around the world Unlike schools in developed countries, only some schools in big cities of Vietnam have been newly equipped with this teaching aid, including the Asian International School - Van Thanh Campus Due to its new application, therefore, the overall aim of the study was to evaluate the effectiveness of using video clips in vocabulary lessons to enhance the ninth graders’ vocabulary performance and positive learning attitudes towards vocabulary learning The fourteen-week quasiexperimental study was conducted on the two classes 9/1 and 9/2 with the participation of 43 ninth graders as the control group and the experimental group, respectively The instruments included two vocabulary tests (e.g one pre-test and one post-test) and the attitudinal questionnaire The quantitative data obtained from these tools were statistically analyzed by SPSS 20.0 The findings of the study showed that the video clips positively contributed to the ninth graders’ vocabulary performance Based on the results of the vocabulary post-test administered after the treatment, it could be concluded that the newly introduced educational tool did affect the experimental group’ vocabulary performance in a positive manner in terms of word forms, word meaning and word use Moreover, the ninth graders’ level of motivation, positive thought, and active behaviors in learning vocabulary considerably increased thanks to the video clips Based on the research findings, the paper concluded some pedagogical implications and a recommendation for further study in line with research on the application of video clips Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in line of research on the video clips application Keywords: video clips; teaching vocabulary; performance; attitudes iv TABLE OF CONTENTS Page Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables viii List of figures x CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Hypotheses 1.5 Scope of the study 1.6 Significance of the study 1.7 Organization of the thesis 10 1.8 Definitions of key terms 10 CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary in English language classrooms 11 v 2.2 Teaching vocabulary in English language classrooms 13 2.3 Using video clips in teaching vocabulary in English language classrooms 16 2.4 Learning attitudes towards using video clips in teaching vocabulary19 2.5 Previous studies 21 2.6 Conceptual framework 25 2.8 Chapter summary 26 CHAPTER 3: METHODOLOGY 3.1 Research setting 27 3.2 Research design 29 3.3 Training procedures 30 3.4 Research instruments 34 3.5 Data collection procedure 36 3.6 Data analytical framework 37 3.7 Methodological issues: Reliability, validity 38 3.8 Chapter summary 40 CHAPTER 4: RESULTS AND DISCUSSION 4.1 Data analysis 41 4.2 Discussion 53 4.3 Chapter summary 57 vi CHAPTER 5: CONCLUSION 5.1 Conclusion 58 5.3 Implications 59 5.2 Limitations 59 5.4 Recommendations for further research 60 5.5 Chapter summary 61 REFERENCES 62 APPENDICES 67 APPENDIX A.1: Pre-test sample 67 APPENDIX A.2: Post- test sample 69 APPENDIX B.1: Questionnaire in English 72 APPENDIX B.2: Questionnaire in Vietnamese 74 APPENDIX C.1: Scores of the pre- test and post- test of the two groups 76 APPENDIX C.2: Questionnaire in Vietnamese 77 APPENDIX D.1: Consent form for the leader in Vietnamese 78 APPENDIX D.2: Consent form for the student participants in Vietnamese 79 APPENDIX E: The pre-test and post-test scores of two groups 80 vii Titone, R (1986) Teaching Foreign Languages: A historical sketch Georgetown: Georgetown University Press Tomlinson, B., & Dat, B (2004) The contributions of Vietnamese learners of English to ELT methodology Language Teaching Research, 8(2), 199-222 Ur, P (1981) Discussions that Work Cambridge University Press, Cambridge Ur, P (1996) A course in language teaching: Practice and theory Cambridge: Cambridge University Press Warden, C A., & Lin, H J (2000) Existence of integrative motivation in an Asian EFL setting Foreign Language Annals, 33(5), 535-545 Wenden, A (1991) Learner Strategies for Learner Autonomy London: Prentice Hall Wenden, A & Rubin J (1998) Leaner Strategies in English Learning New York: Prentice Hall International Wilkins, D A (1972) Linguistics in language teaching Cambridge: MIT Press 66 APPENDIX A.1: LESSON PLAN FOR THE CONTROL GROUP UNIT 2: CLOTHING – LESSON 5: READ I Objectives: By the end of the lesson, students will have been able to: - Read and understand the information about the history of Jeans and Jeans’ convenience - Widen their vocabulary about clothes and materials - Improve their reading skills, particularly scheming and scanning II Language knowledge Vocabulary: wear out, sailor, style, embroider, label, sale, economic, generation Grammar: Review the present perfect tense and the passive form III Techniques: Gap- filling, Ask and answer the questions, Pair- work, Group- work IV Teaching Aids: board, textbooks, posters, pictures V Procedures: Stages/ Time Teacher’s Activities Students’ Activities *Chatting: Warm- up: 5’ -Asks some questions: -Listen to the questions + Do you like wearing Jeans? -Answer the questions + Who loves wearing Jeans? + What is Jean cloth made from? + When did Jeans appear for the first time? + Where did Jeans appear for the first time? -Introduces the content: “Today we discuss about the brief history of Jeans and their convenience.” -Listen Presentation: 5’ *Pre-teach Vocabulary: -sailor (n): thủy thủ -Guess meanings -wear out (v): mòn, rách -Take note -embroider (v): thêu -Listen and repeat -label (v): dán nhãn -sale (n): bán hàng, doanh thu -go up/ increase/ rise (v): tăng lên -economic (adj): kinh tế -generation (n): hệ *Check vocabulary: Slap the board -Play game -Lets students read the text silently Then -Read the text Practice: 15’ check true or false statements -Correct the false statements -Do the exercises *True/ False statements: The word “Jeans” comes from a kind of material that was made in Asia Many students wore Jeans in the1960s Jeans became more expensive in 1970s Jeans finally became high fashion clothing in the 1980s Sales of Jeans went up and up in the 1990s *Keys: F T F T F -Lets students work in pairs to answer the questions 67 Production: 14’ Review: 5’ Homework: 1’ Where does the word Jeans come from? What were the 1960’s fashions? Why did more and more people begin wearing Jeans in the 1970s? When did Jeans at last become high fashion clothing? Why did the sales of Jeans stop growing? -Calls some pairs to ask, answer questions *Keys: The word “Jeans” comes from a kind of material that was made in Europe In the 1960s fashions were embroidered jeans, painted jeans and so on Because they became cheaper Jeans at last became high fashion clothing in the1980s The sales of Jeans stopped growing because the worldwide economic situation got worse in the 1990s -Asks students to work in group filling the missing words and dates -Calls some students to complete sentences in front of class *Keys: In the 18th century: Workers liked to wear jean cloth because the material was very strong and could hardly wear out 1960s: A lot of university and college students wore jeans 1970s: Jeans became cheaper, so many people began wearing jeans 1980s: Jeans became high fashion clothes 1990s: The sales of jeans stopped growing *Debate: -Lets students work in groups, discuss the topic: “Should students be allowed to wear Jeans at school?” -Asks the representative of each group takes turn have the debate -Gives feedback to students -Distributes worksheet to review vocabulary -Asks students to recognize the English words and give the correct Vietnamese meanings -Learn new words -Prepare the part “Write” on page 18 68 -Answer the questions -Discuss -Debate -Do worksheet -Take note APPENDIX A.2: LESSON PLAN FOR THE EXPERIMENTAL GROUP UNIT 2: CLOTHING – LESSON 5: READ I Objectives: By the end of the lesson, students will have been able to: - Read and understand the information about the history of Jeans and their convenience - Widen their vocabulary about clothes and materials - Improve their reading skills, particularly scheming and scanning II Language knowledge Vocabulary: wear out, sailor, embroider, label, sale, economic, generation Grammar: Review the present perfect tense and the passive form III Techniques: Gap- filling, Ask and answer the questions, Pair- work, Group- work IV Teaching Aids: board, textbooks, posters, pictures, projector, laptop, speaker V Procedures: Stages/ Time Teacher’s Activities Students’ Activities Warm- up: 5’ *Memory game: -Lets students watch a short video about -Work in group different kinds of clothes and their colors -Watch the video clip -Asks students to work in group, remember -Remember the words the kinds of clothes with correct colors that -Write the answers on they have watched in the video the board -Has students go to the board and write down what they can remember -The group with more correct answers will be the winner →Lead-in: There are many kinds of clothes for dressing up, and Jeans are certainly common in daily life Today, we will discuss about the brief history of Jeans and their convenience Presentation: 5’ *Pre-teach Vocabulary: -sailor (n): -Listen -Guess meanings -Take note -Listen and repeat -wear out (v): to become, or make something become, thin or no longer able to be used, usually because it has been used too much -embroider (v): illustrating video clip -label (v): illustrating video clip -sale (n): the process of selling something -economic (adj): connected with the trade, industry and development of wealth of a country 69 Practice: 15’ -generation (n): all the people who were born at about the same time *Check vocabulary: -Shows the pictures, the pictures in the video clips and explanations of new words -Has students go to the board and write down the appropriate words -Lets students read the text silently Then check true or false statements -Correct the false statements *True/ False statements: The word “Jeans” comes from a kind of material that was made in Asia Many students wore Jeans in the1960s Jeans became more expensive in 1970s Jeans finally became high fashion clothing in the 1980s Sales of Jeans went up and up in the 1990s *Keys: F T F T F -Lets students work in pairs to answer the questions Where does the word Jeans come from? What were the 1960’s fashions? Why did more and more people begin wearing Jeans in the 1970s? When did Jeans at last become high fashion clothing? Why did the sales of Jeans stop growing? -Calls some pairs to ask, answer questions *Keys: The word “Jeans” comes from a kind of material that was made in Europe In the 1960s fashions were embroidered jeans, painted jeans and so on Because they became cheaper Jeans at last became high fashion clothing in the1980s The sales of Jeans stopped growing because the worldwide economic situation got worse in the 1990s -Asks students to work in group filling the missing words and dates -Calls some students to complete sentences in front of class *Keys: In the 18th century: Workers liked to wear jean cloth because the material was very strong and could hardly wear out 70 -Take turn, go to the board and write the words -Read the text -Do the exercises -Answer the questions Production: 14’ Review: 5’ Homework: 1’ 1960s: A lot of university and college students wore jeans 1970s: Jeans became cheaper, so many people began wearing jeans 1980s: Jeans became high fashion clothes 1990s: The sales of jeans stopped growing *Debate: -Lets students work in groups, discuss the topic: “Should students be allowed to wear Jeans at school?” -Asks the representative of each group takes turn have the debate -Gives feedback to students -Lets students watch a video clip about the history of Jeans, then try to recognize the words that have been instructed and review their meanings -Distributes worksheet to review vocabulary -Asks students to recognize the English words and give the correct explanations -Learn new words -Prepare the part “Write” on page 18 The used video clips: https://youtu.be/pL1BEmIV_oY https://www.youtube.com/watch?v=xvHE-jwiltU&t=21s 71 -Discuss -Debate -Watch video clip and review the new words -Do worksheet -Take note APPENDIX B.1: PRE-TEST SAMPLE I Match the words in column A with the correct definitions or meanings in column B (2.5 points) A B conscious a an interesting place that is often visited by tourists fertilizer b a small house, usually in the countryside crutch c able to use your senses and mental powers to understand what is happening sight d a stick that is placed under the arm to help a person who has difficulty in walking cottage e a substance that is given to plants to make plants grow well Answers: _ _ _ _ II Read the passage, then decide the statements are true (T) or false (F) (2.5 points) London is Britain’s biggest city It is a very old city and dates back to the Romans It is a city of historic buildings and churches, and it has many beautiful parks It also has some of the best museums in the world London is very crowded in summer It is a popular city with foreign tourists, and has more than eight million visitors a year The city is famous for its shopping and department stores London has an excellent underground railway system, so it is easy for tourists to get around In London, there are plenty of good restaurants where you can get excellent British food The city also has lots of good Indian, Chinese, Japanese, French, Italian, and Greek restaurants T/ F None of the cities in Britain is larger than London _ London is not busy in summer _ Foreign tourists like visiting London _ It is not easy for tourists to travel around London _ 10 You can get spaghetti or sushi in London _ III Choose the most suitable words to fill in the blanks (2.5 points) First- aid is very important An ordinary person can (11) a first- aid course and learn what to until the patient receives professional help This might mean helping someone until an (12) comes or it might mean giving first- aid and then taking the patient to a (13) First- aid can keep a person (14) until he or she reaches a hospital Electric shock is a situation when first- aid can be used If enough electricity enters the body, the person dies (15) 11 A take B give C start D 12 A wheelchair B stretcher C emergency D ambulance 13 A nurse B expert C doctor D instructor 14 A live B alive C living D lively 15 A recently B actually C fortunately D immediately 72 IV Write the complete sentences by using the given words (2.5 points) 16 give/ team/ most/ The grand prize/ point → _ 17 difficult/ Your writing/ read → _ 18 my/The milkman/ bottles of milk/ bring/ 5/ house/ yesterday → _ 19 It/ swim/ be/ this/ dangerous/ river → _ 20 Ha Long Bay/ World Heritage Site/ as/recognize/ UNESCO → _ THE END 73 APPENDIX B.2: POST-TEST SAMPLE I Match the words in column A with the correct definitions or meanings in column B (2.5 points) A B musician a a notice, picture or film telling people about a product, job, service material b a place where people come to worship because it is connected with a holy person or event shrine c a person who plays a musical instrument or writes music, especially as a job communication d the activity or process of expressing ideas and feelings or of giving people information advertisement e substance that things can be made from Answers: _ _ _ _ II Read the passage, then decide the statements are true (T) or false (F) (2.5 points) News media are the means or method by which people learn what is happening in the city, in the country and in the world The news media can be classified into two general categories: the categories of print media and electronic media Print media use the written material to communicate news to readers Electronic media use air waves to send news into homes, offices and public places Print media are usually divided into magazines and newspapers Most newspapers print news daily The electronic media are generally divided into radio and television Radio news is the one that you listen to In the United States, many radio stations broadcast five minutes of news every hour Television news is the one that you not only listen but also watch In Canada and the United States, for example, many people watch an hour of news on TV at six o’clock in the evening In the future new categories of news media will develop Even today computers are beginning to influence the transmission and reception of news T/ F People learn what is happening in the world by news media The media can be arranged in three groups Television and radio are broadcast media In the United States, news is broadcasted every five minutes 10 Computers will soon be developed to transmit and receive news III Choose the most suitable words to fill in the blanks (2.5 points) Singapore is an island country and the smallest country in South East Asia Singapore (11) of 63 islands, including the main island itself The area of Singapore is about 697.2 square kilometers, about 23% of Singapore’s land area comprises forests and (12) reserves The capital and largest city is Singapore city and the (13) in June 2006 was about million Singapore has a tropical rainforest climate, its temperatures (14) _ from 22 degrees Celsius to 34 degrees Celsius Singapore is also a multi-religious country with Buddhism, Christianity, Muslims, Taoism, Sikhism, Hinduism, and others The (15) _ language of Singapore is Malay English, Chinese, and Tamil are also official languages 11 A includes B comprises C consists D combines 12 A nature B natural C naturalized D naturally 74 13 A resident B occupation C community D population 14 A run B range C drop D measure 15 A nation B nation’s C national D native IV Write the complete sentences by using the given words (2.5 points) 16 not send/ Liz/ since/us/ return/ letters/ USA → _ 17 last year / build/ our village/ A new school → _ 18 We/ early/ journey/ start/ morning → _ 19 We/ weekend/ enjoyable/ spend/country → _ 20 I/ advertisements/see/ Tuoi Tre newspaper/ your school’s/ yesterday → _ THE END 75 APPENDIX C.1: QUESTIONNAIRE IN ENGLISH Directions 1- This is not a test There is no right or wrong answer Please answer honestly 2- Read each statement carefully 3- Circle one number for each statement with the following scale = strongly disagree = disagree = uncertain = agree = strongly agree No Content Affective attitudes AA1 I like learning vocabulary with the presence of video clips AA2 I find my vocabulary lessons mediated by video clips interesting AA3 Video clips motivate me to learn vocabulary Cognitive attitudes CA4 I find that video clips is useful to my vocabulary learning I can understand the meaning of new words better with video CA5 clips CA6 I can memorize the form of new words better with video clips I can understand the use of new words more clearly with video CA7 clips CA8 I can pronounce new words more correctly with video clips Behavioral attitudes I concentrate on vocabulary lessons longer when my teacher uses BA9 video clips BA10 I prefer my teacher to use video clips in vocabulary lessons THANK YOU FOR YOUR PARTICIPATION! 76 Scale 5 5 5 5 5 APPENDIX C.2: QUESTIONNAIRE IN VIETNAMESE Hướng dẫn: 1- Đây kiểm tra Không có câu trả lời hay sai Vì em trả lời thành thật 2- Đọc câu cẩn thận 3- Khoanh tròn số cho câu, đó: = Hồn tồn khơng đồng ý = Không đồng ý = Không chắn = Đồng ý = Hoàn toàn đồng ý Câu Nội dung Cảm xúc AA1 Em thích học từ vựng với đoạn phim ngắn AA2 Em thấy tiết học từ vựng với đoạn phim ngắn thú vị AA3 Đoạn phim ngắn tạo động lực cho em học từ vựng Nhận thức CA4 Em thấy đoạn phim ngắn hiểu với việc học từ vựng em CA5 Em hiểu nghĩa từ tốt nhờ vào đoạn phim ngắn CA6 Em ghi nhớ từ tốt nhờ vào đoạn phim ngắn Em hiểu sử dụng từ rõ ràng nhờ đoạn phim CA7 ngắn CA8 Em phát âm từ xác nhờ vào đoạn phim ngắn Hành vi Em tập trung vào tiết học từ vựng giáo viên sử dụng đoạn BA9 phim ngắn Em thích giáo viên sử dụng đoạn phim ngắn tiết học từ BA10 vựng CẢM ƠN SỰ THAM GIA CỦA EM! 77 Mức độ 5 5 5 5 5 APPENDIX D.1: CONSENT FORM FOR THE PRINCIPLE Kính gửi: Cơ ………………………… tổ trưởng tổ Tiếng Anh trường Quốc Tế Á Châu (Cơ sở Văn Thánh) Em Trần Thị Hồng Tươi, học viên cao học chuyên ngành Ngôn ngữ Anh trường Đại học Công nghệ TP.HCM Em thực nghiên cứu phần Bằng Thạc sĩ chuyên ngành em việc dạy học từ vựng Trong nghiên cứu này, em đo lường hiệu việc sử dụng video clips việc học từ vựng thái độ học từ vựng học sinh lớp Nghiên cứu mà em thực đòi hỏi tham gia tất học sinh lớp hai lớp 9/1 9/2 Em muốn xin phép cô để thực nghiên cứu chủ đề đối tượng Nếu cô đồng ý để học sinh hai lớp 9/1 and 9/2 tham gia, họ hoàn thành hai kiểm tra từ vựng, bảng câu hỏi khảo sát Cô yên tâm kết kiểm tra câu trả lời họ BẢO MẬT tên họ không sử dụng báo cáo kết Sự tham gia học sinh khảo sát TỰ NGUYỆN Nếu cô đồng ý cho phép họ tham gia vào nghiên cứu, chấp thuận cần có chữ ký Người có quyền truy cập liệu nhà nghiên cứu người giám sát luận án tôi, Tiến sĩ Nguyễn Đăng Nguyên (Đại học Khoa học Xã hội Nhân văn) Bên cạnh đó, KHƠNG có rủi ro họ tham gia vào nghiên cứu Mọi thơng tin chi tiết, bạn liên hệ với em, Trần Thị Hồng Tươi, email: anntran194@gmail.com, TS Nguyễn Đăng Nguyên, giảng viên trường Đại học Khoa học Xã hội Nhân văn, email: nguyendangnguyen@gmail.com Em xin chân thành cảm ơn hỗ trợ quý báu cô nghiên cứu Tôi đọc nội dung câu hỏi hỏi giải đáp cho hài lịng Tơi hiểu biểu mẫu cung cấp cho để biết thông tin liên quan số điện thoại Ngày: ………………………………………… Chữ ký: ……………………………… 78 APPENDIX D.2: CONSENT FORM FOR THE STUDENT PARTICIPANTS Cô Trần Thị Hồng Tươi, giáo viên trường Quốc Tế Á Châu (Cơ sở Văn Thánh) Hiện tại, cô thực nghiên cứu với đề tài “SỬ DỤNG VIDEO CLIPS TRONG DẠY HỌC TỪ VỰNG CHO HỌC SINH Ở TRÌNH ĐỘ TRUNG CẤP TẠI TRƯỜNG QUỐC TẾ CHÂU Á” Nghiên cứu nhằm đo lường hiệu video clips khả nhớ hiểu từ vựng thái độ học từ vựng em Cô thật trân trọng giúp đỡ tham gia em tham gia em đóng góp lớn cho thành công nghiên cứu Dữ liệu thu thập từ nghiên cứu khơng dùng cho mục đích khác việc nghiên cứu học thuật Em, …………………………………, đọc hiểu thông tin cô cung cấp liên quan đến nghiên cứu này, câu hỏi em đặt giải đáp giúp em hài lịng Do đó,  Em đồng ý làm kiểm tra từ vựng trước sau nghiên cứu;  Em đồng ý trả lời câu hỏi bảng khảo sát  Một biểu mẫu biểu mẫu cung cấp cho em để giữ Chữ ký: …………………………………………………………………………… 79 APPENDIX E: THE PRE-TEST AND POST-TEST SCORES OF TWO GROUPS Experimental group Control group Student Pre-test Post-test Pre-test Post-test 6.5 8 6 5.5 6.5 5 5 6 5.5 4.5 6.5 5.5 4.5 8 7.5 10 6.5 5.5 11 7.5 6.5 12 6.5 7.5 13 7.5 5 14 7.5 6.5 15 8 16 5 17 6.5 18 4.5 6.5 19 7.5 7.5 4 20 21 5.5 22 3.5 23 6.5 80