The use of etymology to improve students engagement on vocabulary learning

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE USE OF ETYMOLOGY TO IMPROVE STUDENTS’ ENGAGEMENT ON VOCABULARY LEARNING A thesis proposal submitted to the Faculty of English Linguistics & Literature By NGUYEN MINH QUAN Supervised by LE HOANG DUNG, Ph.D HO CHI MINH CITY, NOVEMBER 2022 ACKNOWLEDGEMENTS Long and treacherous this journey has turned out to be I never expected the completion of this thesis would require such a huge amount of effort and time Nonetheless, like a protagonist in a role-playing game, I have to face endless waves of challenges, never-ending stress-inducing thoughts and repeated levelling of my “thesis” character before everything has come to fruition The success of this path I took would not have been possible without the help of my supervisor, Dr Le Hoang Dung His knowledgeable insight, invaluable instruction, and boundless patience have been of tremendous importance to me Although he always seems to be snowed under a mountain of work and meetings, Dr Dung would never turn a blind eye whenever I am faced with research-related issues He would try his best to give a detailed evaluation of what I had written, provide suggestions on what I should correct or omit, as well as remind me of the deadline ahead of time For everything he has done, I am forever feel grateful to Dr Le Hoang Dung He has always been a great motivational figure to me before, during, and even after this thesis journey of mine Not only did he help me navigate through the dilemma of identifying the right track for my research, but he also offered priceless advice on important decisions for my career progress I would also like to extend my thank to Mrs Nguyen Trinh Hanh Phuc, Mr Nguyen Nhat Nam, and the whole staff of Vietop English Learning Center for their support in allowing me to conduct my research within one classroom of the centre and for endless provision of necessary equipment and facilities I am also grateful for all my student participants who had agreed to take part in this research Although I cannot reveal the name of each participant, I will never forget their important contributions to this research Finally, I would like to dedicate this thesis to my mother who always believes in me even when I have serious doubts about myself She listens to me whenever I am lost I on my track, encourages me to get back up and try again, and most importantly, cooks delicious meals every time I feel hungry and exhausted in the face of this research challenge Because of her, I can always keep up my belief that when all else fails, mother love doesn’t STATEMENT OF ORIGINALITY I hereby certify that this thesis entitled “THE USE OF ETYMOLOGY TO IMPROVE STUDENTS’ ENGAGEMENT ON VOCABULARY LEARNING” is my original work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh, October 2022 Nguyễn Minh Quân RETENTION OF USE I hereby state that I, Nguyễn Minh Quân, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of the Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of theses Ho Chi Minh City, October 2022 ABSTRACT Folk etymology, a linguistic field that touches on the creation and history of words throughout the test of time, has long been regarded as a novel yet effective approach to delivering fascinating vocabulary lessons to students The utilization of folk etymology in lexical acquisition has been applied in foreign studies to promote students’ II comprehension, retention, and most of all, motivation in the learning of new word meanings and usages Nonetheless, the application of folk etymology has not been considered a common approach in the vocabulary learning process in the Vietnam classroom context, especially in the IELTS classroom environment To discover whether the use of folk etymological intervention helps improve the three aspects of engagement of students, namely behavioural engagement, cognitive engagement, and emotional engagement in their vocabulary learning, this study combined the Meaningful Learning Theory of Ausubel and Robinson (1969) and the Engagement Theory of Kearsley and Shneiderman (1999) to devise the fitting intervention First, the study collected baseline data on student participants’ engagement before the intervention During and after the intervention, the study employed three different research instruments to collect three types of engagement from student participants: classroom observation for behavioural engagement, individual interviews for cognitive engagement, and journal writing for emotional engagement From the data analysis, the application of folk etymological intervention provided positive results on student participants’ behavioural, cognitive, and emotional engagement For student participants’ behavioural engagement, results suggested that student participants engaged in a more active manner of behaviours, and body language, as well as their confidence in giving answers to the task For student participants’ cognitive engagement, results revealed that student participants developed better metacognitive strategies for study, willingness for evaluation and clarification of ideas For student participants’ emotional engagement, results demonstrated that student participants felt emotionally connected with folk etymological lessons, activities, and home assignments From these results, the study provides a range of pedagogical implications and suggestions for future studies of the same topic in a different research context Keywords: folk etymology, engagement, meaningful learning, IELTS, vocabulary acquisition III TABLE OF CONTENTS TABLE OF CONTENTS IV CHAPTER INTRODUCTION 1.1 Background to the study 1.1.1 Vietnamese university admission and scholarship opportunities 1.1.2 IELTS and vocabulary learning .1 1.1.3 Etymology and vocabulary learning 1.2 Rationale for the study 1.3 Aim of the study 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Etymology 2.1.1 Definitions of Etymology 2.1.2 Classifications of Etymology 2.1.3 Etymology and its application 10 2.1.4 Folk Etymology 10 2.2 Engagement 12 2.2.1 Definitions of Engagement 12 2.2.2 Types of Engagement 13 2.2.3 Operational definition of Engagement 17 2.3 Meaningful Learning Theory 17 2.3.1 Definitions of Meaningful Learning Theory 17 2.3.2 Meaningful Learning Theory and Etymology 19 2.4 Engagement Theory 20 IV 2.4.1 Definitions of Engagement Theory 20 2.4.2 Engagement Theory and Vocabulary Learning 21 2.5 Conceptual Framework 22 2.6 Research questions 27 CHAPTER METHODOLOGY 28 3.1 Research design 28 3.2 Research site 30 3.3 Research sampling 30 3.4 Research participants 31 3.5 Research instruments 32 3.5.1 Classroom observation 35 3.5.2 Student interview 35 3.5.3 Student journal writing 36 3.6 Data collection procedure 37 3.6.1 The first phase of the folk etymological intervention 38 3.6.2 The second phase of the folk etymological intervention 38 3.6.3 The third phase of the folk etymological intervention 39 3.7 Data analysis 41 3.7.1 Classroom observation 41 3.7.2 Semi-structured interview 42 3.7.3 Journal writing 42 3.8 Chapter Summary 43 CHAPTER RESULTS AND DISCUSSION 44 4.1 Data analysis 44 4.1.1 Results from the preliminary classroom observations 44 4.1.2 Results from the classroom observations of the three phases 67 4.1.3 Results from the semi-structured individual interviews 76 4.1.4 Results from the journal writings of the three phases .89 4.2 Discussion of results 102 4.2.1 Discussion of behavioural engagement results from classroom observations 102 4.2.2 Discussion of cognitive engagement results from semi-structured individual interviews104 4.2.3 Discussion of emotional engagement results from journal writings 105 4.2.4 Discussion of suitable applications for folk etymology in Vietnamese classroom context.107 V CHAPTER CONCLUSION 110 5.1 Summary of findings 110 5.2 Evaluation of research methodology 114 5.2.1 Contribution 114 5.2.2 Limitations 114 5.3 Suggestions 115 5.3.1 For the teachers 115 5.3.2 For English institutions and schools 117 5.4 Recommendation for further study 117 5.5 Chapter Summary 118 REFERENCES .119 APPENDICES 138 APPENDIX A: CLASSROOM OBSERVATION PROTOCOL 138 APPENDIX B: STUDENT INTERVIEW PROTOCOL 141 APPENDIX C: STUDENT JOURNAL WRITING PROTOCOL - PHASE 143 APPENDIX D: STUDENT JOURNAL WRITING PROTOCOL - PHASE 145 APPENDIX E: STUDENT JOURNAL WRITING PROTOCOL - PHASE 147 APPENDIX F: BASELINE CLASSROOM OBSERVATION PROTOCOL .149 APPENDIX G: PRELIMINARY RESULTS OF BEHAVIOURAL ENGAGEMENT 152 APPENDIX H: PRELIMINARY RESULTS OF COGNITIVE ENGAGEMENT 157 APPENDIX I: PRELIMINARY RESULTS OF EMOTIONAL ENGAGEMENT 160 APPENDIX J: LESSON PLAN FOR TEACHING THE FOLK ETYMOLOGY OF “TREADMILL” 162 VI LIST OF ABBREVIATIONS EFL English as a Foreign Language IELTS International English Language Testing System CEFR Common European Framework of Reference for Languages S Student participant VII LIST OF TABLES Table 2.1: Engagement framework .26 Table 3.1: Student participants’ demographic information 31 Table 3.2: Alignment between conceptual framework and research instruments 34 Table 4.1: Student participants’ frequency of use for phones to chat 44 Table 4.2: Student participants’ frequency of use for google translation 45 Table 4.3: Student participants’ frequency of passive body language 47 Table 4.4: Student participants’ frequency of lack of interest in learning new words 48 Table 4.5: Student participants’ frequency of sharing work unevenly 51 Table 4.6: Student participants’ frequency of using notebook as the only learning materials 52 Table 4.7: Student participants’ frequency of discussing teacher’s ideas 54 Table 4.8: The number of word’s usage and context left unexplored by student participants 55 Table 4.9: Low-level student participants’ frequency of accepting high-level students' solutions 56 Table 4.10: The number of learned words require teacher’s explanation for meaning 58 Table 4.11: The number of words that student participants did not rely on past knowledge and social understanding to explore in and out of class 59 Table 4.12: The number of learned words student participants’ found unenjoyable 62 Table 4.13: The number of words student participants were unwilling to cooperate to discover 63 Table 4.14: The number of words uninteresting for memorizing 64 Table 4.15: Student participants’ frequency of unenjoyment of home assignment, albeit having been instructed 65 Table 4.16: The number of words student participants enjoyed learning with new approaches 66 Table 4.17: Comparison of assive body languages before and after the intervention 68 Table 4.18: Comparison of sharing work unevenly before and after the intervention 69 VIII Table 4.19: Comparison of limited reliance on past knowledge and social understanding to explore in and out of class before and after the intervention 70 Table 4.20: Comparison of unenjoyment of home assignments, albeit having been instructed before and after the intervention 71 Table 4.21 Comparison of using notebook as the only learning materials before and after the intervention 73 IX Items Indicators Students use their already-learned knowledge to help them with the learning of new vocabulary Students are willing to look for more information from different sources to better understand or remember new vocabulary Students generally agree with all lexical knowledge delivered by the teacher without making questions Students actively discuss ideas with peers in activities during the vocabulary learning session Students prefer learning new knowledge relating to each new word that they encounter Students listen to etymology lessons, maintain eye contact with the teacher when required and sometimes make appropriate facial expressions, gestures, and posture shifts when the teacher makes eye contact with them Students make effort in getting all the answer correct in lexical assignments Never Sometimes 150 Scale Often Usually Always Teacher’s note Items Indicators Students enjoy the IELTS vocabulary learning session and think that the activities in class are interesting Students enjoy the IELTS vocabulary learning session and think that the activities from the materials and textbooks are interesting Students think the lexical home assignments are interesting and important Students feel motivated and want to learn more about word family relating to the new lexical input they receive Students prefer challenging vocabulary input Students want to use the newly learned vocabulary input in their IELTS Speaking task Students want to use the newly learned vocabulary input in their IELTS Writing task Never Sometimes Students look forwards to the IELTS vocabulary learning session and the learning of new words 1.3 Emotional Engagement 151 Scale Often Usually Always Teacher’ s note APPENDIX G: PRELIMINARY RESULTS OF BEHAVIOURAL ENGAGEMENT Table A Student participants’ frequency of having small talks Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 S1 3 A A A A A S2 1 1 S3 05/ 05 A 6 3 1 1 1 1 S4 12 S5 S6 A 10 S7 A 12 S8 A 10 8 S9 NE NE NE S = Student participant A = Absent 1 1 NE = Not enrolled yet Table B Student participants’ incompliant participation in activities Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 2 A A A A A S2 2 3 2 1 2 S3 2 1 1 1 1 S4 A S5 2 1 1 1 S6 A 2 1 1 S7 A 2 2 1 2 S8 A 3 3 1 S9 NE NE NE S = Student participant A = Absent 152 NE = Not enrolled yet Table C Student participants’ frequency of distraction and inability to answer questions Measurement unit: Time 22/ 03 S1 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 A A A A A 3 A 2 3 S2 10 4 S3 3 2 3 3 S4 S5 10 2 3 S6 A 10 3 3 S7 A 3 1 S8 A 3 1 S9 NE NE NE 1 2 S = Student participant A = Absent NE = Not enrolled yet Table D Student participants’ frequency of passive listening and noting of new words Measurement unit: Time 22/ 03 24/ 03 S1 S2 S3 5 S4 S5 S6 A S7 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 A A A A A 2 2 3 A 2 2 2 2 1 2 2 2 A 3 2 S8 A 6 3 S9 NE NE NE S = Student participant 26/ 03 A = Absent 153 NE = Not enrolled yet Table E Student participants’ frequency of reliance on learned words & background knowledge Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 11 A A A A A S2 12 11 9 S3 5 A 1 S4 6 1 S5 11 10 10 8 3 S6 A 11 10 8 S7 A 5 S8 A 10 11 2 S9 NE NE NE 3 S = Student participant A = Absent NE = Not enrolled yet Table F Student participants’ frequency of proactiveness for additional information Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 A A A A A 1 1 1 S2 S3 2 2 S4 12 S5 S6 A S7 A S8 A 1 S9 NE NE NE S = Student participant 1 1 7 A = Absent 154 1 A 5 2 3 1 NE = Not enrolled yet Table G Lower-level student participants’ frequency of reliance on higher-level student participants for answers Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/0 19/ 04 26/ 04 05/ 05 S1 A A A A A S2 6 9 S3 2 A 2 4 2 S4 S5 4 7 S6 A 6 S7 A 6 3 2 S8 A 7 S9 NE NE NE 1 S = Student participant A = Absent NE = Not enrolled yet Table H Student participants’ preference for easy exercises & ignorance of difficult ones Measurement Time unit: 22/ 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 A A A A A S2 6 4 2 2 S3 1 A 1 S4 1 2 1 S5 2 S6 A 5 4 3 S7 A 2 S8 A 5 4 S9 NE NE NE 2 1 S = Student participant A = Absent 155 NE = Not enrolled yet Table I Student participants’ frequency of needing extra vocabulary sources Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 5 A A A A A S2 7 S3 6 A 3 3 3 S4 S5 S6 A 6 S7 A 5 7 S8 A 5 S9 NE NE NE 2 4 S = Student participant A = Absent NE = Not enrolled yet Table J Student participants’ frequency of needing advice on vocabulary task Measurement unit: 22/ Time 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 3 A A A A A 3 S2 6 6 3 S3 3 4 A 2 S4 3 3 3 S5 5 4 3 S6 A 5 6 3 S7 A 5 4 3 S8 A 4 5 3 S9 NE NE NE 3 3 S = Student participant A = Absent 156 NE = Not enrolled yet APPENDIX H: PRELIMINARY RESULTS OF COGNITIVE ENGAGEMENT Table K Student participants’ search for interesting vocabulary information Measurement Time unit: 22/ 03 S1 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 A A A A A 2 S2 S3 3 2 A 1 S4 2 2 3 3 1 2 1 1 1 2 3 3 S5 S6 A S7 A S8 A 1 S9 NE NE NE S = Student participant 3 A = Absent NE = Not enrolled yet Table L Student participants’ repetition of words through rote learning with limited usage in real context Measurement unit: Time 22/ 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 10 10 A A A A A 10 S2 10 10 10 9 10 9 10 S3 6 8 A 8 S4 6 7 9 8 8 S5 10 10 9 10 9 10 S6 A 10 10 9 10 9 10 S7 A 9 9 8 10 S8 A 10 10 10 9 10 9 10 S9 NE NE NE 8 8 S = Student participant A = Absent 157 NE = Not enrolled yet Table M The number of learned words require teacher’s explanation for suitable context Measurement unit: 22/ Number of words 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 10 10 10 10 A A A A A 10 S2 10 10 10 10 10 10 10 10 S3 8 9 A 7 S4 10 10 10 9 8 S5 10 10 10 10 10 10 10 S6 A 10 10 10 10 10 10 10 S7 A 10 10 9 8 S8 A 10 10 10 10 10 10 10 S9 NE NE NE 8 7 8 S = Student participant A = Absent NE = Not enrolled yet Table N Student participants’ limited revision of performance in activities Measurement unit: 22/ Yes/No 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 S1 N N N N A S2 N N N N S3 Y Y Y S4 N N S5 N S6 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 A A A A N N N N N N N N N N N Y N Y N A N Y N Y Y N N N Y N N N N N N N N N N N N N N N N A N N N N N N N N N N N S7 A N N Y N N N N N N N N S8 A N N N N N N N N N N N S9 NE NE NE Y N Y N Y N N N Y S = Student participant A = Absent NE = Not enrolled yet 158 07/ 04 Y = Yes N = No Table O Student participants’ lack of planning to improve vocabulary comprehension Measurement unit: 22/ Yes/No 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 N N N N A A A A A N N N S2 N N N N N N N N N N N N S3 Y Y Y Y N Y N A N Y N N S4 N N N Y N N N N N N N N S5 N N N N N N N N N N N N S6 A N N N N N N N N N N N S7 A N N N N N N N N N N N S8 A N N N N N N N N N N N S9 NE NE NE Y N Y Y Y N Y N N S = Student participant A = Absent NE = Not enrolled yet 159 Y = Yes N = No APPENDIX I: PRELIMINARY RESULTS OF EMOTIONAL ENGAGEMENT Table P Student participants’ limited seriousness in learning new vocabulary Measurement unit: 22/ Number of words 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 10 10 10 A A A A A 10 10 S2 10 10 10 10 10 10 10 10 10 10 10 S3 9 9 10 A 9 S4 10 10 9 10 10 9 10 S5 9 10 10 9 10 10 10 9 S6 A 10 10 10 10 10 10 10 10 S7 A 10 10 10 10 10 10 10 10 S8 A 10 10 10 10 10 10 10 10 10 10 S9 NE NE NE 9 9 9 9 S = Student participant A = Absent NE = Not enrolled yet Table Q Student participants’ view of traditional vocabulary learning as uninteresting Measurement unit: 22/ Number of words 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 10 10 10 A A A A A 10 10 10 S2 10 10 10 9 10 10 10 10 10 S3 10 10 10 10 10 10 A 10 10 10 S4 10 10 10 9 9 9 9 S5 10 9 10 10 10 10 9 S6 A 10 10 10 10 10 10 9 S7 A 10 10 10 10 10 10 10 9 10 S8 A 10 10 10 10 10 10 10 10 S9 NE NE NE 10 10 10 9 10 10 10 S = Student participant A = Absent 160 NE = Not enrolled yet Table R The number of words learned in textbooks deemed ineffective by student participants Measurement unit: 22/ Number of words 03 24/ 03 26/ 03 29/ 03 31/ 03 02/ 04 07/ 04 12/ 04 14/ 04 19/ 04 26/ 04 05/ 05 S1 10 10 10 10 A A A A A 10 10 10 S2 10 10 10 10 10 10 10 10 10 10 S3 10 9 9 A 9 S4 10 9 10 10 10 10 10 10 S5 10 10 10 10 10 10 10 10 10 10 S6 A 10 10 10 10 10 10 10 10 10 10 S7 A 10 10 10 10 9 10 10 S8 A 10 10 10 10 10 10 10 10 10 S9 NE NE NE 9 9 9 S = Student participant A = Absent 161 NE = Not enrolled yet APPENDIX J: LESSON PLAN FOR TEACHING THE FOLK ETYMOLOGY OF “TREADMILL” Lesson Plan: Folk Etymology - Treadmill Unit/Topic: SPORT Date: 09/06/2021 Key Learning Area: SPORT VOCABULARY Year Level: IELTS Band 5.5 Outcomes: Student participants are able to learn the folk etymology of the word “TREADMILL” and apply this word in IELTS speaking and writing (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) + Students understand the origin of the word “treadmill” + Students understand the meaning of the word “treadmill” + Students make use of the word “treadmill” effectively in IELTS Speaking and Writing LESSON OUTCOME: LESSON STRUCTURE: Time Introduction (Set): Teaching Approaches _ Teacher leads in to the lesson by showing _ Asking lead-in picture of “treadmill” to students and ask them if questions they have seen or heard of this word before minutes Teacher can also ask students to guess the location _ Using videos or place that they have seen the word “treadmill” _ Teacher then proceed to let students watch a video telling the origin of the word treadmill _ Student-centred within minutes The link of the video is as approach follow: https://youtu.be/Al-30Z-aH8M 162 Time Main Content: Teaching Approaches 12 _ After the video, teacher has students discuss minutes with each other the video content and the origin of _ Discussion the word “treadmill” Teacher then call a representative from each of the group to check their understanding of the folk etymology _ Individual work: _ Then, teacher will give students handout of the handout IELTS reading regarding the target word “treadmill” for students to read and reinforce their understanding of the word themselves as well as _ Cooperative learning the additional sports vocabulary contained within the reading _Students would proceed to read and complete the questions within the handout before having their answers checked by the teacher Students could also have their answers checked with each other to ensure a higher chance of getting the correct answers before being asked by teacher Time Main Content (Continued) Teaching Approaches _ The teacher would check students’ answers for the reading comprehension regarding the target _ Inquiry-based learning 10 folk etymology “treadmill” and other additional minutes vocabulary regarding the sport topic _ After checking the answers, teacher will then assign students another speaking task using questions in Task and of IELTS Speaking to encourage them to use the learned folk etymology “treadmill” in their spoken answers This will help reinforce students’ retention of the target folk etymology as well as their understanding of the historical creation of the word 163 Time Conclusion: Teaching Approaches _ Teacher then recap the overall learning content minutes of today’s folk etymology “treadmill” to students before moving on to a different learning task of the class RESOURCE (Include equipment required for class and/or for teacher preparation) _ Projector _ Personal Laptop _ Speakers _ Printed handouts _ Movable chairs and tables for different design of group or pair discussion 164