The effects of concept checking questions on a2 students perfomance in english vocabulary acquisition

INTRODUCTION

Background to the study

In recent years, education has transitioned from a teacher-centered to a student-centered approach, moving away from a one-size-fits-all model This shift recognizes that students interpret lessons differently, influenced by their background knowledge, comprehension levels, and attention spans Additionally, individual learning styles play a crucial role in how students acquire knowledge, highlighting the need for tailored instructional methods.

In 2012, it was identified that there are three primary learning styles: visual, auditory, and kinaesthetic Each learner has a unique approach to absorbing and comprehending lessons, which means that teachers' instructions can be interpreted in various ways by students This diversity in learning styles can result in misunderstandings and misconceptions in the classroom.

Teachers should not wait until independent practice, homework, quizzes, or final tests to assess student learning, as this delays necessary instructional adjustments (Nguyen, 2021) Direct questions like "Do you understand?" are often avoided in classrooms because students may fear giving honest responses, leading to undetected misunderstandings (Thornbury, 2022) Therefore, it is essential to implement strategies that allow educators to gauge student progress and comprehension, enabling timely modifications to instruction before students solidify their mistakes (Nguyen, 2021).

Misunderstandings in the classroom can be particularly challenging for A2 students, especially those aged eleven to fifteen According to Bierman (2020), these students are easily distracted, with an attention span averaging around 30 minutes.

Hence, it was challenging to have them pay attention to the lesson from the beginning to the end of the class

Concept checking questions (CCQs) serve as an effective formative assessment tool for evaluating student progress and enhancing instructional effectiveness (Nguyen, 2021) Previous research by Long & Sato also highlights the importance of CCQs in educational settings.

Concept checking questions have been highlighted by various researchers, including Mercer & Dawes (2008), Wright (2016), and Liashenko (2018), for their significant role in language teaching and learning These questions offer distinct benefits and drawbacks, as well as various techniques for effective implementation.

In language teaching, vocabulary is regarded as a crucial component of English linguistics, serving as a foundational sub-skill essential for mastering reading, listening, writing, and speaking (Alqahtani, 2015) Consequently, the author focuses on these sub-skills for the research study.

Statements of the problem

Research highlights the effectiveness of concept checking questions in enhancing learning (Florkowska, 2018) However, there is a notable gap in studies focusing on how these questions impact vocabulary acquisition among A2 level students.

Kieu's (2012) research explored the use of concept checking questions (CCQs) primarily from the perspective of university lecturers While it introduced various CCQ techniques, the study's focus was restricted to advanced-level students and the viewpoints of instructors, highlighting a gap in understanding the application of these techniques for beginner students.

Research by Dang & Nguyen (2013) and Nguyen (2021) highlighted the positive effects of Concept Checking Questions (CCQs) on learning; however, these studies focused solely on grammatical aspects, indicating a significant gap in exploring their impact on other areas of student understanding.

3 vocabulary acquisition For those mentioned reasons, this research aims to come up with the effects of CCQs on A2 students‟ vocabulary acquisition and how to ask CCQs effectively.

Research aims

This study aims to investigate

1 how teachers ask concept checking questions to check A2 students‟ vocabulary acquisition at VUS English Center

2 the effects of asking concept checking questions on A2 students‟ performance in vocabulary acquisition at VUS English Center

Research questions

1 How do teachers ask concept checking questions to check A2 students‟ vocabulary acquisition at VUS English Center?

2 What are the effects of asking concept checking questions on A2 students‟ performance in vocabulary acquisition at VUS English Center?

This research explores the methods employed by teachers at VUS English Center to utilize concept checking questions (CCQs) for assessing A2 students' vocabulary acquisition in the classroom Additionally, the study analyzes the impact of these CCQs on enhancing the vocabulary learning outcomes of A2 students.

Hypothesis

The means for the students learning with CCQs (experimental groups) and students learning without CCQs (control groups) are equal

There is a positive correlation between asking concept checking questions and A2 students‟ performance in vocabulary acquisition at VUS English Center.

Significance of the study

This study aims to benefit both teachers and learners in teaching and acquiring vocabulary The result of the research can directly contribute to the

The development of effective teaching techniques for vocabulary acquisition significantly streamlines lesson planning and delivery for teachers For instance, the use of Concept Checking Questions (CCQs) has proven effective for A2 students, serving as a valuable tool for verbal formative assessment This alleviates teachers' concerns regarding students' understanding, allowing them to either reinforce prior knowledge or progress to new content Additionally, the reliance on numerous process-checking tests can be minimized, freeing up time for other educational activities By incorporating CCQs in the classroom, students benefit from a more engaging and interactive learning environment, as these questions not only assess knowledge but also enhance student participation and interaction (Fisher & Frey, 2014; Florkowska, 2018).

Scope of the study

The study focuses on teachers and students at VUS English Center in Ho Chi Minh City, comprising 102 students and four teachers, all of whom share similar ages and A2 proficiency levels Due to time and resource constraints, the research is limited to assessing vocabulary acquisition from specific textbooks and courses, utilizing the Flyers vocabulary list from Cambridge University Press as the measurement tool.

Organization of the thesis chapters

The present thesis is divided into five sections as following (1) Introduction,

(2) Literature Review, (3) Methodology, (4) Findings and Discussions, (5) Conclusion & Recommendations

LITERATURE REVIEW

Concept Checking Questions (CCQs)

Concept Checking Questions (CCQs) have consistently maintained their definitions over the past decade Workman (2008) describes CCQs as tools for assessing students' comprehension of the target language's meaning and function Supporting this view, Liashenko (2018) and Florkowska (2018) emphasize that CCQs highlight the essential concepts being taught in the classroom Additionally, Liashenko (2018) elaborates that these questions serve to reinforce understanding of the target language.

“verbally check students‟ understanding of new vocabulary, grammar points, communicative functions or even instructions presented in class” (p.80) Ivanovna

In 2020, it was noted that Concept Checking Questions (CCQs) are essential for clarifying the meaning of the target language prior to practice (p.132) The primary purpose of CCQs is to ensure that students grasp the meaning of the target language (Lilia, 2022) This study specifically focuses on using CCQs to enhance the understanding of new vocabulary.

There were two main types of CCQs which were display questions and referential questions (Long & Sato, 1983)

Display questions are inquiries made by individuals who already possess the answers, as noted by Seliger & Long (1983) Essentially, these questioners seek confirmation or clarification rather than new information For instance, after teaching students about fruit vocabulary, educators may use display questions to assess their understanding of the material.

In a classroom activity, a teacher presented a picture of an apple and prompted students to identify the fruit The expectation was for students to volunteer the answer "apple," which the teacher had already anticipated While there was a possibility for incorrect responses, the teacher's prediction indicated a strong likelihood of receiving the expected answer.

When answering display questions, responders answered shortly and mechanically The answers lacked meaningfulness in communication (Wright,

2016), and they were “counterproductive and non-communicative” (Thornbury,

In daily conversations, turn-taking is often absent, as highlighted by Florkowska (2018), leading to a lack of genuine dialogue When individuals pose questions, they typically focus on verifying known information rather than seeking to understand the responders' ideas, opinions, or perspectives.

Referential questions were asked for questioners and responders to negotiate for the answers, and questioners did not know the answers yet (Long & Sato,

In a study by Mercer and Dawes (2008), meaningful questions and answers emerged within a real-life context, highlighting the importance of turn-taking in conversations For instance, two students collaboratively planning their summer vacation engage in a dialogue, asking questions like “What are we going to do?” and “Where are we going to stay?” This interaction showcases the fluid nature of conversation, where both questioners and responders negotiate answers together, emphasizing the dynamic process of communication.

This study indicates that the first type of Concept Checking Questions (CCQs) is likely to prevail over the second type, primarily due to the A2 students' limited skills and knowledge for negotiating answers However, some referential questions may still be applicable, provided that students can correctly respond to display questions.

CCQs, or Concept Checking Questions, are designed to assess students' understanding of language rather than their overall language proficiency According to Gass (2015), these questions should be slower, clearer, and simpler in grammar, vocabulary, and delivery Scrivener (2011) emphasizes that CCQs must avoid complex structures and excessive elements that could hinder comprehension Additionally, Liashenko (2018) notes that CCQs should not introduce new grammatical structures or unfamiliar vocabulary from the target language.

CCQs, or Concept Checking Questions, are typically utilized after the introduction or presentation phase of teaching to assess students' understanding rather than introduce new concepts Incorporating unfamiliar vocabulary or grammatical structures can cause confusion and inhibit student participation (Ivanovna, 2020) The article also suggests that CCQs should be directed to individual students rather than the entire class to engage a broader range of learners effectively.

CCQs (Concept Checking Questions) can take various forms beyond traditional questioning, as highlighted in the research by Workman (2008) and Liashenko (2018) These forms may include negative checking, gestures, sentence completion, or even visual aids, all aimed at assessing students' comprehension of the target language For example, to evaluate students' grasp of action vocabulary, teachers might demonstrate actions like running, jumping, or dancing, prompting students to identify the corresponding vocabulary based on what they have learned throughout the lesson.

These forms of CCQs were then combined with those collected in the interviews with VUS teachers to synthesize into a compilation that was used to check students‟ vocabulary acquisition

Research by Florkowska (2018) emphasizes the significant role of Concept Checking Questions (CCQs) in enhancing teacher-student interactions By engaging in the process of asking and answering CCQs, students are encouraged to participate more actively, thereby increasing their speaking time, a crucial aspect of Communicative Language Teaching Additionally, CCQs capture learners' attention and stimulate their curiosity, especially after periods of mental fatigue during lessons, prompting them to reflect on their learning This method also aids students in focusing on the essential meanings of the target language, helping them navigate through overwhelming new vocabulary and concepts Furthermore, CCQs serve as an effective tool for teachers to assess student comprehension and knowledge, allowing for timely interventions to reinforce learning, thus positioning CCQs as a valuable technique in formative assessment (Fisher & Frey, 2014).

While the roles of Concept Checking Questions (CCQs) are well-defined, research (e.g., Scrivener, 2011; Florkowska, 2018) indicates that they can inadvertently reveal answers to subsequent exercises Additionally, an overuse of CCQs or employing them with vocabulary and grammar that exceed students' proficiency can lead to confusion and demotivation in the learning process (Fisher & Frey, 2014) To address these concerns, it is essential to review CCQs prior to each lesson and consult with various teachers for their insights on effective CCQ implementation.

Vocabulary acquisition

2.2.1 Vocabulary and aspects of vocabulary

Vocabulary, while a commonly understood term, can have varying definitions across different fields In linguistics, it is defined as "all the words that exist in a particular language or subject," according to the Cambridge Dictionary (Walter, 2012) This aligns with the views of McCarthy (1990) and Barcroft, Sunderman & Schmitt (2011), who also describe vocabulary as encompassing all words within a language The vocabulary of a language is dynamic, expanding with the introduction of new words and contracting with the loss of older ones Consequently, even native speakers must continually learn new words, as their vocabulary is not static.

Vocabulary, as defined in pedagogy, encompasses the total number of words an individual can understand and utilize in a specific language (Tran, 2012) It represents the "knowledge of words and word meanings" (Nguyen, 2019, p.9) and includes both the definitions and practical applications of words in real-life contexts (Stahl, 2005) Additionally, vocabulary extends beyond single words to include multi-word expressions like "father-in-law" and "one-size-fits-all," as well as lexical chunks, phrases, and idioms (Tran, 2012; Nguyen, 2019) According to Nunan (2012), vocabulary is derived from both written and spoken texts, making it integral to various language skills, including reading, listening, writing, and speaking.

The article discusses two types of vocabulary: receptive vocabulary, also known as passive vocabulary, which is utilized in input skills like reading and listening, and productive vocabulary, recognized as output vocabulary, which can be expressed through writing and speaking (Webb, 2008) The research aims to assess both receptive and productive vocabulary using the methods outlined in the subsequent sections.

2.2.2 How children are exposed to vocabulary

Language learning occurs in two main contexts: naturalistic and instructed learning In naturalistic settings, students acquire vocabulary with minimal instruction, while instructed learning involves formal teaching by educators or parents Research by Albaladejo et al (2012) supports this distinction, highlighting that vocabulary can be learned through both direct and incidental instruction Direct instruction employs strategic techniques for vocabulary acquisition, whereas incidental learning allows students to develop word meanings through exposure in meaningful contexts, such as texts or conversations Studies indicate that students who engage in incidental learning tend to perform better in vocabulary acquisition than those who rely solely on intentional learning methods (Pignot-Shahov, 2012).

Research indicates that vocabulary learned intensively in class is often less effectively retained and utilized compared to vocabulary acquired through contextual clues This underscores the importance of teacher intervention in vocabulary acquisition, particularly through the use of Concept Checking Questions (CCQs) to assess student understanding in real time As highlighted in the introduction, CCQs serve as a valuable tool for providing insights into the learning process, enabling teachers to make timely interventions when necessary Additionally, since vocabulary is more effectively acquired through natural means rather than formal instruction, it is essential to design CCQs that feel organic and relevant, moving away from textbook questions towards those that facilitate negotiation of meaning in real-life contexts.

Memory involves three key processes: encoding, storage, and retrieval (Nguyen, 2006) The initial phase, encoding, focuses on the formation of memories Following this, storage occurs in three stages: sensory memory, short-term memory, and long-term memory.

The understanding of vocabulary relies on connecting words to their definitions through visual or auditory means While short-term memory is fleeting, long-term memory is more enduring, which can lead to the fossilization of misunderstood vocabulary over time, making it difficult to correct later The final stage of this process involves the recall of memory.

CCQs play a crucial role in enhancing short-term memory by linking words to their visual or auditory representations, while also preventing error fossilization in long-term memory (Ivanovna, 2020) It is recommended that CCQs be posed after students have learned new vocabulary and before they attempt to recall it, suggesting their use immediately following the introduction of new words The varied approaches to asking CCQs ensure a comprehensive understanding of a word, covering its meaning, usage, visualization, and pronunciation (Hadi, Al-Khateeb & Akbar, 2021).

Measuring vocabulary involves two key aspects: vocabulary size and depth Vocabulary size refers to the total number of words a person knows, while vocabulary depth relates to the extent of understanding and familiarity with those words.

Measuring vocabulary size may appear straightforward, but assessing its depth requires analyzing various components, including form, meaning, and use Researchers like Nation (2005) and Tanaka (2016) have explored these elements—such as collocation, associations, register, frequency, grammar, meaning, written form, and spoken form—to understand an individual's vocabulary knowledge Their findings indicate that different aspects of vocabulary depth correspond to varying proficiency levels For instance, Schmitt (2010) found that vocabulary development was most advanced in both written and spoken forms, highlighting the significance of these elements in language acquisition.

12 register, frequency, and associations degree were relatively low

Figure 2.1 Developing knowledge of a word

Research indicates a notable gap between vocabulary breadth and depth, influenced by the frequency of words used This distinction varies, with lower-proficiency learners showing less differentiation between these two aspects of vocabulary knowledge For instance, studies suggest that at lower proficiency levels (A1 or A2), the correlation between vocabulary size and strength is minimal, particularly when focusing on the form-meaning relationship Consequently, it is proposed that A2 students do not require separate assessments for vocabulary size and depth, as a single test measuring the form-meaning connection suffices for evaluating their vocabulary acquisition.

Regarding the content of the form-meaning link test, Laufer et al (2004) designed a criterion to measure vocabulary knowledge covering receptive and

Table 2 Types of vocabulary knowledge

In the research of Laufer et al (2004), receptive knowledge was defined as passive knowledge, and productive knowledge was equivalent to active knowledge

Receptive or passive vocabulary refers to students' ability to understand word meanings, while productive or active recognition indicates their capability to identify word forms Additionally, the distinction between recognition and recall is important; recognition knowledge occurs when students can identify a word, whereas recall vocabulary involves their ability to fully remember a word's meaning and form.

The study differentiated between passive and active vocabulary recognition tasks for students Passive recognition involved selecting the correct meaning of a given word from multiple choices, while active recognition required students to identify a word based on its definition among various options It was noted that receptive vocabulary was significantly larger than productive vocabulary, making the measurement of productive knowledge more challenging Unlike receptive tasks, productive tasks required students to generate their own answers without any prompts To assess these different types of vocabulary knowledge, the study utilized a test comprising four types of questions, each designed to evaluate specific vocabulary skills.

Receptive passive recognition passive recall

Productive active recognition active recall

Passive recognition: Circle the meaning of the word

A These are dark cold places inside mountains, and sometimes bats live in them

B A driver takes people who are very ill to see doctors in hospital in this

C If you can‟t spell a word, you can look for the meanings and spellings of different words in this

D Some people write in this at the end of every day

Passive recall: Write one suitable word in the blank

A driver takes people who are very ill to see doctors in hospital in a(n) Active recognition: Circle the word that has the following meaning

If you can‟t spell a word, you can look for the meanings and spellings of different words in this

Active recall: Write one suitable word in the blank

If you can‟t spell a word, you can look for the meanings and spellings of different words in a d _.

A2 students

A2 students possess essential skills for engaging in everyday conversations, utilizing both simple and formal greetings, discussing personal information, and exchanging details in public settings like parks, schools, and shops (British Council, 2020) This study specifically targets school-age learners aged eleven to fifteen who are preparing for the A2 Flyer test, categorizing all basic-level learners as A2 students.

School-age children are characterized by their high energy levels and developing attention spans, which necessitate strategies to capture and maintain their focus Their natural curiosity drives them to engage with questions, helping to mitigate distractions Additionally, A2 students often exhibit sentimental and competitive traits; failure to complete tasks can lead to frustration and diminished interest in studying, potentially impacting their future academic performance (Ferguson, Hanreddy & Draxton, 2011) Consequently, it is crucial for teachers to approach incorrect answers with care, as direct correction may discourage students and hinder their enthusiasm for learning.

This study centers on A2 students, whose English proficiency aligns with the A2 or basic level as defined by the Vietnamese Proficiency Framework for English and the International Language Standard These students are prepared to undertake A2 Flyers or A2 Key for School tests, reflecting their capability as basic users of the language Specifically, they can engage in daily conversations in English, utilizing a vocabulary base that corresponds to the elementary level.

Figure 2.2 The Common European Framework of Reference for Languages (CEFR)

Conceptual framework

This section focuses on synthesizing and applying knowledge of concept checking questions in relation to A2 students' vocabulary acquisition The impact of these questions is assessed by examining their influence on improving A2 students' performance in acquiring new vocabulary.

This study investigates teachers' perspectives on Concept Checking Questions (CCQs), focusing on how they define, classify, describe, evaluate, and implement these questions in the classroom Additionally, it examines the impact of CCQs on students' vocabulary acquisition, assessing both receptive and productive knowledge, which encompasses recognition and recall abilities.

Figure 2.3 Conceptual framework of the study

METHODOLOGY

Research design

This study utilized a mixed-method research design, integrating both qualitative and quantitative data This approach was selected because a mixed methods design is effective when either the quantitative or qualitative methods alone are insufficient to fully grasp a research problem, allowing for a comprehensive understanding through the strengths of both methodologies (Creswell, 2012, p.35).

The research utilized qualitative data to analyze how VUS teachers employ Concept Checking Questions (CCQs), leading to a compilation of effective CCQ techniques for the study Additionally, quantitative data on student performance in tests addressed the impact of CCQs on A2 students' vocabulary acquisition Non-participant observations and semi-structured interviews were conducted to gather and categorize the qualitative data regarding CCQ usage This information formed the basis for the treatment in investigating the second research question Furthermore, a quasi-experiment was implemented to quantitatively assess the influence of CCQs on vocabulary acquisition among A2 students at VUS English Center, acknowledging that true experiments typically rely on randomized assignments for unbiased treatment effect estimates.

In 2010, the research site’s regulations prohibited teachers from altering students' class assignments To address ethical considerations, the researcher conducted quasi-experimental research by selecting multiple A2 level classes without randomly rearranging the students.

Research site

The research was conducted at VUS English Language Center, where the author had permission to explore effective teaching methods The center emphasized communicative language skills, fostering a fully English-speaking environment that prohibited the use of Vietnamese in the classroom This restriction made it impossible for teachers to confirm students' understanding through translation or equivalent terms, creating an ideal setting for the researcher to examine Concept Checking Questions (CCQs) without the influence of native language interference.

To ensure that students' levels were equivalent across courses, midterm and final tests were administered in each class Newly enrolled students were required to take a placement test before starting a course, which helped guarantee that their proficiency levels aligned with the study's requirements for quasi-experimental research.

The study effectively utilized Cambridge materials and tests, specifically adapting the vocabulary list from the Flyers examination for both pretest and posttest assessments This approach aligned with the teaching methodology of the center, which emphasized the importance of Concept Checking Questions (CCQs) as a crucial component Adherence to this teaching framework was monitored closely, with regular evaluations conducted by the Training Quality Manager, as violations could negatively impact teacher performance To ensure compliance, each classroom was equipped with cameras for random observations by the Teacher Care Department, Training Quality Manager, and Headquarters, reinforcing the requirement for teachers to communicate in English and incorporate CCQs into their lessons.

Another point that made this campus ideal for the experiment was that there was a teaching assistant in every class Therefore, they could immediately help weak

To ensure the protection of students' learning rights during the quasi-experiment, a maximum of 20 students were enrolled in each class, preventing overcrowding and fostering an environment conducive to learning Teaching assistants were available to identify and support any students who appeared confused or left behind due to the intervention, offering timely academic assistance For those who continued to struggle, free tutoring sessions were provided by the campus This structured approach not only facilitated effective learning but also allowed for creative implementation of various techniques to assess students' understanding through physical activities.

Participants

Although convenience sampling can lead to issues of under-representation or over-representation, complicating generalizations (Creswell & Poth, 2016), it was selected for this research due to its speed, ease of implementation, and time efficiency (Lopez & Whitehead, 2013).

The author conducted quasi-experimental research at VUS English Center, leveraging a close relationship with colleagues to gain permission for class observations and explore various techniques for asking Concept Checking Questions (CCQs) The study involved 102 students and four teachers at the center in Ho Chi Minh City, providing valuable insights into teaching methodologies.

A quasi-experiment involving 102 students aged eleven to fifteen was conducted to assess the impact of Concept Checking Questions (CCQs) on vocabulary acquisition Participants were drawn from various classes and shifts, ensuring a comparable language proficiency level among them.

The study involved 21 elementary or A2 level students, validated through a placement test or their previous academic performance at VUS, all using the Look 4 coursebook from National Geographic Learning A pretest ensured uniform English proficiency among participants, who were divided into experimental groups using Concept Checking Questions (CCQs) and control groups without CCQs To avoid disrupting the learning process, the author provided thorough explanations of exercises after each session Despite the absence of CCQs in the control group, both groups followed the same syllabus, completed identical exercises, and received equivalent corrections and explanations, ensuring consistent knowledge acquisition Additional support was provided to weaker students through teaching assistants and optional free tutoring classes Importantly, the research was experimental, allowing the author to refrain from using CCQs solely for vocabulary while employing them for other skills, in compliance with campus regulations.

To investigate how Concept Checking Questions (CCQs) are utilized in the classroom, four teachers were selected for observation and interviews This qualitative study prioritized the selection of participants who could provide insightful information relevant to the research question, rather than focusing on a large sample size or random sampling As Creswell (2012) emphasizes, the goal was to choose individuals who could best illuminate the research problem.

Twenty-two teachers were meticulously selected based on specific criteria to ensure effective participation in the research Candidates were required to possess knowledge of Concept Checking Questions (CCQs) and demonstrate their application in the classroom They needed to utilize at least two different methods for asking CCQs and commit to using them consistently throughout the courses and research period Additionally, participants had to agree to implement CCQs during observations and share their insights on their usage Finally, all selected teachers were required to instruct A2 level students A comprehensive checklist was established to confirm that all participants met these essential criteria for inclusion in the study.

Table 3.1 Participant recruitment criteria checklist

CCQs and how to ask CCQs acknowledgement

Know CCQs definitions, characteristics, and forms

Be aware of its benefits and drawbacks

Deploying various ways of asking CCQs

Know more than one way of asking CCQs

Use different ways of asking CCQs for different types of vocabulary

Using CCQs consistently Use CCQs throughout their courses

Use CCQs during the research

Fully participation in the research

Let the researcher observe and take note of the class

Join the interview and share their first hand experience

Teaching A2 level students Teach A2 level students who are able to take Flyers test after the courses

Research instruments

The study utilized three instruments: an observation form, interview questions, and pretests/posttests Observation, defined as gathering firsthand information by watching people and places (Creswell, 2012), provided a clearer depiction of how Concept Checking Questions (CCQs) were implemented in the classroom compared to interviews, which may yield idealized rather than accurate responses The non-participant, semi-structured, and overt observation approach ensured the researcher remained outside the teaching process to maintain data integrity Instead of a checklist, a single observation form adapted from Nguyen (2021) was employed to take notes, focusing on the practical use of CCQs in real-life contexts This form aimed to answer the research question regarding VUS English teachers' actual practices with CCQs, incorporating general class information and a detailed lesson plan that outlined lesson objectives, activities, and the integration of CCQs.

The study involved observing four teachers over four sessions, each lasting about one hour, focusing on vocabulary and teaching methodology During the first half of the sessions, concept checking questions (CCQs) were posed, while the latter half was dedicated to workbook exercises aligned with the center's curriculum The researcher closely monitored the types of questions used and the timing of CCQ implementation Due to site regulations, none of the observations were recorded; instead, the author took immediate notes during the classes.

The study involved conducting four semi-structured interviews with teachers to explore their understanding and application of Concept Checking Questions (CCQs) in the classroom The interview consisted of two main sections: the first focused on teachers' knowledge of CCQs, including their definitions, types, characteristics, benefits, and potential drawbacks, as well as strategies for addressing these challenges The second section examined how the teachers implement CCQs in their lessons and the rationale behind their usage, along with inquiries about how they manage issues related to CCQs.

This study utilized the vocabulary list and questions from the A2 Flyers, previously known as YLE Flyers from Cambridge University, for several key reasons Firstly, Cambridge's prestigious reputation and ownership of the copyright for the Common European Framework of Reference for Languages (CEFR) provided credibility Secondly, the research site, VUS English Center, permitted the use of this test, ensuring compliance with its regulations Additionally, the center's syllabus was aligned with Cambridge English Assessment, making the A2 Flyers content highly relevant to the students' knowledge base Finally, incorporating an A2 Flyers mock examination was part of the course outline, allowing both the researcher and participants to effectively allocate time and resources for the study.

25 without violating the regulation or course outline of the research site

The study utilized a pretest and posttest format for both experimental groups, featuring 20 questions to be completed in 40 minutes, with each correct answer earning half a point The vocabulary list and definitions were sourced from Cambridge University Press, structured into four question types aligned with Laufer et al.'s (2004) vocabulary knowledge categories: passive recognition, passive recall, active recognition, and active recall Recognition questions were presented as multiple-choice, while recall questions were fill-in-the-blank, allowing for varied acceptable answers as long as they were meaningful Teacher-provided answers were suggested rather than definitive, and details regarding question types, samples, and a suggested answer key were compiled in a table.

Table 3.2 The description of pretest and pottest

Types of questions Examples Keys

A This person carries meals on plates to people in restaurants

B This is a very dry place where there is usually sand on the ground

C If you go for a walk in these, you see some trees and perhaps birds, too

D You go and see this person if you have a hole in your tooth

Passive recall Some people like in their tea or coffee and they put it in with a spoon

Active recognition You put these one before you go to bed at night

Active recall You often need a k to open the door to your house key

Piloting

Prior to the main research, a pilot study was conducted involving observation, interviews, and testing The researcher randomly selected a teacher for observation and an interview to clarify any potential confusion in the interview questions and to ensure the observation scheme was comprehensive Additionally, four students from the participant group were randomly chosen to take the test, confirming their understanding of the questions.

Following the interview and test, both the teacher and students were consulted regarding any confusion or misunderstandings, allowing the author to refine the research tools Ultimately, no modifications were made to the interview questions or tests; however, an additional item regarding vocabulary taught in class was incorporated into the observation scheme.

Data collection procedure

The researcher initially identified potential participants teaching A2 level classes and inquired about their awareness of Concept Checking Questions (CCQs), a key component of the campus's teaching framework Despite its importance, not all teachers were familiar with or appreciated its impact on student learning After confirming their awareness, the researcher ensured that participants met specific recruitment criteria through casual workplace conversations Only those who fulfilled all requirements were selected for observation and interviews, with prior consent obtained for their participation and anonymity The researcher then conducted four observations of different teachers, using an observation scheme to document class activities and the CCQs employed Following the observations, participants were interviewed to provide insights and justifications regarding their use of CCQs in their teaching practices.

Prior to the interviews, participants received 28 questions to allow them time to reflect on their answers, ensuring more thoughtful and informative responses All interviews were conducted individually through online platforms like Zoom or Google Meet, providing flexibility for both participants and the researcher regarding scheduling and location The observations and interviews were organized accordingly.

Table 3.3 The schedule of observations and interviews

In a quasi-experiment, the author selected six similar-level classes for research, with the author serving as the instructor To ensure comparable English proficiency, all classes completed the same pretest Three classes were designated as control groups, while the other three served as experimental groups The control groups received traditional instruction without the use of Concept Checking Questions (CCQs), whereas the experimental groups utilized a previously developed guide on CCQs Following the 12-week course, both groups took a post-test to evaluate the impact of CCQs on vocabulary acquisition The results were analyzed by comparing the mean scores of both groups to determine the effectiveness of CCQs in enhancing vocabulary learning.

Data analysis scheme

The study compared and synthesized various observation schemes into tables to illustrate the use of Concept Checking Questions (CCQs), detailing when and how many CCQs were asked, as well as their direction towards students Interview responses were analyzed and coded within a thematic framework to align with existing literature on CCQs, focusing on how teachers engage A2 students during vocabulary sessions Key terms from the interviewees' responses were highlighted and categorized, leading to the generalization of similar categories into overarching themes These themes encompassed the theory, characteristics, benefits, drawbacks, strategies, reasons for using CCQs, and supplementary materials associated with CCQs.

The study employed an independent t-Test and Pearson correlation to assess the impact of Concept Checking Questions (CCQs) on A2 students' vocabulary acquisition By comparing the mean scores of control and experimental groups, the data was analyzed using SPSS The Pearson correlation was utilized to evaluate the relationship between the use of CCQs and students' vocabulary performance, prioritizing it over regression analysis, which focuses on causal relationships If the experimental group demonstrated significantly better results than the control group, it would suggest that CCQs positively influenced vocabulary acquisition The independent t-Test confirmed that any observed improvement in posttest scores was attributable to the implementation of CCQs.

FINDINGS AND DISCUSSION

Teachers‟ knowledge

This section explores teachers' definitions and descriptions of Concept Checking Questions (CCQs), including their types, characteristics, forms, benefits, and drawbacks The structure aligns with the conceptual framework, featuring summaries of class observations and interviews, followed by discussions comparing these findings to the literature review Although the teachers' knowledge section does not directly address the two research questions, it offers valuable insights for selecting and designing CCQ forms for the quasi-experiment, ultimately contributing to the answer for the second research question.

Interviewee 1 and Interviewee 2 highlighted the importance of Concept Checking Questions (CCQs) as an effective tool for assessing student comprehension Interviewee 1 stated, “after teaching, I will ask students questions to check if they understand,” while Interviewee 2 echoed this sentiment, describing CCQs as “questions asked to check students’ understanding.”

CCQs are recognized by participants as effective tools for evaluating students' learning and acquisition processes Interviewees highlighted their utility, with one stating that "CCQs are tools to evaluate students' learning process" and another mentioning, "I use them to measure students' acquisition." This consensus underscores the importance of CCQs in assessing the degree of student understanding.

31 understanding of their students After measuring students‟ understanding, teachers were able to decide what to do next in the lesson plan as interviewee 4 shared

The collected definitions of Concept Checking Questions (CCQs) align closely with previous studies, highlighting their role as tools for teachers to monitor student learning and guide instructional decisions While participants focused primarily on assessing vocabulary comprehension, earlier research, such as that by Workman (2008) and Florkowska (2018), emphasized a broader use of CCQs to evaluate understanding in terms of both meaning and function This variation reflects the differing scopes of the current study and past research Additionally, teachers' insights contribute valuable information, demonstrating that CCQs assist in determining whether students have grasped the material, allowing educators to proceed with new content or revisit vocabulary as needed.

The responses regarding the types of Concept Checking Questions (CCQs) revealed a consensus on two main categories: open-ended and closed-ended questions Teacher 1 noted the effectiveness of yes/no or closed-ended questions, while Teacher 2 echoed this sentiment, emphasizing the distinction between these two types Teacher 4 added that CCQs can encompass both closed questions, such as yes/no, and open-ended inquiries Closed-ended questions provide students with specific options to choose from, whereas open-ended questions allow for more personalized responses based on their experiences.

The study identifies the types of Concept Checking Questions (CCQs) as a key differentiator from previous research, revealing that teachers primarily recognize only open-ended and closed-ended questions Florkowska (2018) categorizes CCQs into display questions and referential questions, where the former focuses on the form of responses and the latter emphasizes content Given the students' proficiency level, the research favors closed-ended and open-ended questions, which were also utilized in both the pretest and posttest formats, further justifying the exclusion of display and referential questions.

The analysis of CCQs focused on vocabulary and grammar, with all participants emphasizing the importance of clarity and simplicity to avoid confusion Interviewees 1 and 4 specifically stated that "CCQs should not contain confusing or unfamiliar words," highlighting the need for accessible language in question design.

To ensure effective communication, it is essential that students understand all the words in the questions posed (T4) Interviewees emphasized the importance of simplicity in grammar, with one stating that questions must be "short and simple" (T2) and another noting the need to avoid overly complex inquiries (T3) Additionally, it was highlighted that concept checking questions (CCQs) do not necessarily need to be complete sentences; they can be expressed as phrases, indicated by a rising intonation to signal a question (T4).

CCQs should be clear, straightforward, and easy to understand, avoiding complex grammar and advanced vocabulary that could confuse or distract students These qualities are essential for effective communication in educational settings.

According to Scrivener (2011), Concept Checking Questions (CCQs) should be straightforward and easy to understand However, participants did not address the recommended slower pace of asking CCQs, as suggested by Gass (2015) A slower delivery is beneficial for students with varying listening skills, especially when introducing new vocabulary, as it aids in quicker recognition Nonetheless, this approach can sometimes result in questions that sound unnatural or unclear A balanced solution would be to maintain a natural speaking speed while emphasizing the target language to enhance comprehension.

This section outlines the five forms of Concept Checking Questions (CCQs) utilized in the classroom: visualization, example generation using target vocabulary, miming actions, and both close-ended and open-ended questions Each form is strategically applied based on the type of vocabulary and the specific needs of the students, which will be detailed in the following section.

Teachers unanimously acknowledged the significant benefits of Concept Checking Questions (CCQs) in their classrooms One of the primary advantages highlighted was the ability to monitor students' learning progress effectively Interviewee 1 noted that CCQs enable both teachers and students to engage in a mutually beneficial process, allowing educators to assess student comprehension and make timely adjustments to their teaching strategies Additionally, Interviewee 4 emphasized that CCQs are instrumental in identifying struggling students, providing clarity on the next steps in instruction As T4 stated, “I can evaluate what my students know and decide what to do next,” showcasing the practical application of CCQs in enhancing educational outcomes.

CCQs (Concept Checking Questions) are effective tools for enhancing classroom interactions beyond simply assessing understanding Interviewee 1 noted that asking a basic "Do you understand?" often results in a simple yes or no response, cutting off further dialogue In contrast, CCQs encourage students to engage more deeply, providing not just varied answers but also lengthier responses This approach not only enriches the conversation but also maintains a smooth flow of interaction, as highlighted by interviewee 3.

CCQs effectively enhance classroom interaction and encourage participation among shy or passive students As noted by one interviewee, these questions can motivate quieter individuals to engage more actively, fostering a more dynamic learning environment.

Incorporating Concept Checking Questions (CCQs) significantly increases student talking time and engagement in lessons, fostering critical thinking and heightened attention Interviewees noted that utilizing more CCQs provides students with greater opportunities to participate actively in class discussions, ultimately enhancing their focus and analytical skills.

How to ask CCQs

In the previous section, the teachers‟ knowledge of CCQs has been discussed

This section highlights the approach teachers take when asking Concept Checking Questions (CCQs), addressing the challenges associated with them It explores the various forms of CCQs utilized by educators, the stages during which these questions are posed, and the manner in which they are directed to students Additionally, it examines how teachers handle incorrect responses and the supplementary methods they use to effectively communicate CCQs.

4.2.1 How teachers address the drawbacks

To effectively address the issue of boredom during Concept Checking Questions (CCQs), all interviewees emphasized the importance of employing diverse and engaging techniques T1 noted the need to "change ways of CCQs to make them creative and unpredictable," while T2 highlighted the use of "different ways to help them gain more interest." These insights underline the necessity for innovative approaches in asking CCQs to maintain student engagement and enhance learning outcomes.

T3 suggested that “teachers should only choose some confusing words to ask

CCQs”, while T4 considered “passing the right to my students to ask CCQs, of

To prevent misunderstandings, it's essential to communicate clearly and simply Interviewees emphasized the importance of avoiding unfamiliar vocabulary to prevent confusion among students, with one stating, "we shouldn’t use unfamiliar vocabulary for the students because they can get confused." Additionally, another interviewee highlighted the need for straightforward Concept Checking Questions (CCQs), suggesting that "we should make CCQs as simple as possible."

To maximize the effectiveness of Concept Checking Questions (CCQs), teachers should strive to engage all students, including those who are quiet or shy, to ensure a comprehensive understanding of the material Interviewee 2 emphasized the importance of randomly selecting students to answer questions, regardless of their willingness to volunteer, stating, “Teachers should choose students randomly and choose both active and passive students.” Furthermore, Interviewee 4 recommended allowing students time to think before responding, suggesting that “teachers should give them some time, for example, one minute to think before giving the answer.” This approach fosters inclusivity and enhances overall student comprehension.

To address the drawbacks of Concept Checking Questions (CCQs), it is essential to implement diverse questioning techniques, randomly select students to answer, and allow more time for students to think and volunteer responses Unlike previous research, the proposed solutions focus on enhancing the effectiveness of CCQs Fisher & Frey (2014) emphasized the importance of reviewing CCQs at home, leading to varied questioning methods and random selection of participants These solutions are practical, adaptable, and particularly suitable for A2 students, forming the foundation for developing effective CCQ techniques in experimental research.

Table 4.1 Forms of asking CCQs

The table highlights the use of Concept Checking Questions (CCQs) by four participants during observations, focusing on the technique of visualization Teachers utilized tools such as pictures, video clips, and flashcards to engage students, particularly those who struggled with vocabulary comprehension This method proved effective for visual learners, allowing them to grasp meanings without relying solely on verbal prompts; however, it presented challenges when dealing with abstract terms Teacher 1 noted, “one way is to ask from the picture, so they can describe or tell me the meaning of the phrase,” while Teacher 4 explained, “for weaker students, I can show them the video clips, so they can see people do the action, and I can try to elicit and get the answer from them.”

Teachers can encourage students to use newly learned vocabulary by asking them to provide examples, as demonstrated by interviewees 1, 2, and 3 However, lower-level students may struggle to respond due to limited vocabulary and grammatical knowledge This approach serves as an effective method to assess students' comprehension and their ability to apply words in real-life situations, provided that the questions are appropriately tailored.

Students demonstrated a strong understanding of the language, as evidenced by their ability to provide relevant examples For instance, one teacher noted, "I can ask them to give an example using the words that I have just taught," while another mentioned, "I can ask them to give me some examples that they have seen before, like the name of the play." This highlights the effectiveness of engaging students in practical applications of their learning.

T3 believes that using personal questions is an effective technique for proficient students, as it allows for the assessment of their ability to apply knowledge in real-life contexts.

When teaching action vocabulary, teachers can enhance learning by encouraging students to mime actions using their body parts or to convey emotions through facial expressions This approach aligns with the Total Physical Response (TPR) teaching method, which emphasizes physical activity in language learning For instance, one teacher illustrated this by demonstrating the word "relax," allowing students to engage actively with the vocabulary.

Incorporating facial expressions into lessons, Teacher 3 engages students by asking them to convey action words through their emotions or by miming the actions This interactive approach enhances understanding and retention of vocabulary.

Many participants believe that asking students to mime actions enhances their ability to remember and apply these actions in real-life situations This approach is particularly effective for students with kinesthetic learning styles, as it engages them physically in the learning process.

Furthermore, T3 believed that “by moving their body, students can create endorphins, allowing them to feel happier and more relaxed later on to study”

“Doing the action is a way of applying it, making them use it immediately and remember the vocabulary in the long run.” (T4)

The use of questioning techniques in the classroom varies based on student proficiency levels Open-ended questions are more suited for advanced students, allowing for deeper engagement, while closed-ended questions, such as yes/no inquiries, are beneficial for lower-level students to simplify understanding Teacher 1 noted, “for weaker students, I will ask them yes/no questions to simplify,” while Teacher 4 emphasized the effectiveness of personal questions with higher-level students to assess their ability to apply knowledge in real-life contexts.

(T4) Yes/no questions were also used to review the vocabulary students had learnt before

To enhance vocabulary retention, I focus on familiar words when teaching my students I utilize simple yes/no questions, as they effectively aid in memory recall, particularly for those with lower English proficiency.

In summary, five effective methods for asking Concept Checking Questions (CCQs) were identified: visualization, providing examples, mime, and both close and open-ended questions Close-ended questions emerged as the most frequently used technique, while providing examples and mime were less preferred Participants noted that only active and fluent students could effectively give examples, as weaker students struggled to articulate past events Additionally, miming was particularly beneficial for teaching vocabulary related to physical activities.

How CCQs are used in the experimental research

The methodology outlines the synthesis of collected techniques for using Concept Checking Questions (CCQs), which are compiled for experimental research This section evaluates the justification for participants' use of CCQs, highlighting their benefits and drawbacks It also details the various forms of questioning, the number of questions posed, and the approach taken when directing CCQs towards students.

The experiment incorporated five treatment methods: visualization, mime, close-ended questions, open-ended questions, and asking for examples Visualization involved displaying pictures or flashcards to the entire class, allowing slower or more passive students to reflect quietly on the lesson To alleviate pressure, individual questioning was minimized immediately after presentations The mime activity encouraged participation, though not all students felt confident enough to act out words Close-ended questions were posed to volunteers, giving students time to think and promoting engagement from passive participants without feeling forced Randomly calling on students also helped identify those who struggled Open-ended questions and requests for examples were directed towards willing participants, fostering a supportive learning environment.

46 only It enabled students to think critically, and apply new words to describe their firsthand experience without feeling urged to share

The use of Concept Checking Questions (CCQs) was prioritized in the following order: visualization, mime, close-ended questions, open-ended questions, and providing examples This sequence was designed to progress from non-verbal to verbal questioning, minimizing confusion related to lexical and grammatical structures To prevent overuse, the number of CCQs asked was limited, ensuring that each item was addressed at least once during the research.

Table 4.4 How CCQs are used and directed to students in the experimental research

Priority Name How it was directed

3 close-ended questions some random students

4 open-ended questions some voluntary students

5 giving examples some voluntary students

Summary of the observations and interviews

This section synthesizes teachers' knowledge and application of Concept Checking Questions (CCQs) in real-life contexts, aligning with previous studies on their definitions, characteristics, benefits, and drawbacks Notably, the findings propose solutions to mitigate CCQ limitations by diversifying questioning techniques and clarifying the appropriate stages for CCQ implementation Additionally, the research highlights a gap in the literature regarding specific types of CCQs, such as display and referential questions, which were not explicitly mentioned by interviewees due to unfamiliarity with CCQ terminology However, it can be inferred from their descriptions that both types are utilized in classrooms, with referential questions being predominantly used for higher-level students.

CCQs remain advantageous due to their ability to encourage student reflection and critical thinking, while also assisting teachers in identifying and motivating struggling students, as well as justifying lesson plans However, certain drawbacks have been noted, prompting the proposal of various solutions Ultimately, the research produced a collection of techniques for effectively asking CCQs, which were subsequently applied as a treatment in the experimental research for the experimental group.

Results of the independent t-test and Pearson

This section examines the impact of Concept Checking Questions (CCQs) on students' vocabulary acquisition The literature identifies four types of vocabulary: passive recognition, passive recall, active recognition, and active recall The findings from an independent t-test are presented, comparing the mean scores across these four vocabulary types.

The study examines the impact of Concept Checking Questions (CCQs) on students' vocabulary acquisition, utilizing a Pearson correlation to assess the relationship's strength Key statistics are presented in abbreviated tables for clarity, while comprehensive results analyzed through SPSS can be found in the appendix (appendices I, J, K, L).

4.5.1 Receptive vocabulary knowledge - Passive recognition

Table 4.5 Scores of Passive Recognition Vocabulary in the posttests of the control group and experimental group

Table 4.5 presents statistics for task 1, focusing on passive vocabulary recognition scores An independent t-test was conducted with a 95% confidence interval for the mean difference, yielding a significance level of 0.000, which is below the 0.05 threshold This strong evidence leads to the rejection of the null hypothesis, indicating that the means of the two populations are not equal Notably, the control groups attained higher mean scores compared to the experimental groups.

Levene‟s Test for Equality of Variances t-test for Equality of Means

Sig 95% Confidence Interval of the

The difference in performance between the two groups is not statistically significant, with a value of 0.274, where 0.5 represents a correct answer Consequently, students, whether using Concept Checking Questions (CCQs) or not, achieve between four to five correct answers Overall, the findings suggest that the implementation of CCQs does not enhance students' performance in passive recognition.

4.5.2 Receptive vocabulary knowledge - Passive recall

Table 4.6 Scores of Passive Recall Vocabulary in the posttests of the control group and experimental group

Table 4.6 presents a comparison of task 2 scores related to passive vocabulary recall, revealing significant differences between the control and experimental groups An independent t-test, conducted with a 95% confidence interval, led to the rejection of the null hypothesis, as the significance level (0.000) is below the 0.05 threshold The experimental group scored notably higher (2.206) than the control group (1.304), with a difference of 0.902, indicating that students using Concept Checking Questions (CCQs) achieved approximately two more correct answers than those who did not This data supports the conclusion that CCQs positively impact A2 students' passive vocabulary recall.

Levene‟s Test for Equality of Variances t-test for Equality of Means

Sig 95% Confidence Interval of the

4.5.3 Productive vocabulary knowledge - Active recognition

Table 4.7 Scores of Active Recognition Vocabulary in the posttests of the control group and experimental groups

Table 4.7 presents the results of task 3, which assessed the recognition of active vocabulary knowledge An independent t-test was conducted to compare mean variances with a 95% confidence interval, revealing a significance level of 0.000, indicating that the mean scores of the two groups are not equal The experimental group achieved a mean score of 2.392, while the control group scored 1.980, suggesting that most students in the experimental group made no mistakes in task 3, whereas those in the control group averaged one incorrect answer These results highlight the positive impact of CCQs on the active vocabulary recognition of A2 students.

Levene‟s Test for Equality of Variances t-test for Equality of Means

Sig 95% Confidence Interval of the

4.5.4 Productive vocabulary knowledge - Active recall

Table 4.8 Scores of Active Recall Vocabulary in the posttests of the control group and experimental group

Table 4.8 presents a comparison of active recall vocabulary knowledge between control and experimental groups, revealing significant differences An independent t-test conducted with a 95% confidence interval yielded a significance level of 0.000, indicating that the mean scores of the two groups are not equal The experimental group achieved a mean score of 2.206, significantly higher than that of the control group, where most participants struggled to complete task 4, while the experimental group correctly answered approximately four to five questions.

The considerable gap (1,324) indicates the incredible positive impacts of the use of CCQs on students‟ productive recall vocabulary knowledge

Levene‟s Test for Equality of Variances t-test for Equality of Means

Sig 95% Confidence Interval of the

Table 4.9 Scores of vocabulary knowledge in the posttests of the control group and experimental group

Table 4.9 presents statistics on students' vocabulary knowledge, indicating significant differences between the experimental and control groups An independent t-test revealed a significance level of 0.000, which is below the 0.05 threshold, leading to the rejection of the null hypothesis The experimental group demonstrated a mean score of 9.235, significantly higher than the control group's 6.343, suggesting superior performance Additionally, the control group's standard deviation of 2.4114 was notably greater than the experimental group's 0.8268, indicating a more consistent vocabulary knowledge among the experimental participants These findings highlight the positive impact of Concept Checking Questions (CCQs) on vocabulary acquisition for A2 students.

Levene‟s Test for Equality of Variances t-test for Equality of Means

Sig 95% Confidence Interval of the

4.5.6 Correlation between asking CCQs and students’ performance in vocabulary acquisition

Table 4.10 The correlation of the students‟ learning with CCQs and their points in the test

**.Correlation is significant at the 0.01 level (2-tailed)

Table 4.10 reveals a correlation coefficient of 0.0630, indicating a strong positive correlation between students' learning with Concept Checking Questions (CCQs) and their vocabulary test scores This suggests that students who engage with CCQs tend to achieve higher scores on vocabulary assessments, with the effect being quite pronounced Additionally, the 2-tailed significance value of 0.000, which is less than 0.05, confirms the high significance of this correlation Consequently, there is sufficient statistical evidence to accept the null hypothesis.

4.5.7 Discussion of the independent t-test and Pearson

In summary, the tests reveal a significant difference in the means between the two groups, with the experimental group consistently outperforming the control group in most statistical measures, except for passive recognition vocabulary knowledge Consequently, the null hypothesis is rejected, indicating that students who learn with Concept Checking Questions (CCQs) achieve better results than those who do not utilize CCQs.

The correlation coefficient also provides more evidence for the above conclusion The positive correlation proves that CCQs have a positive effect on

The study found that the use of Concept Checking Questions (CCQs) did not enhance vocabulary acquisition among 54 students, leading to the acceptance of the null hypothesis This aligns with existing literature, yet it is noteworthy that students in the control groups achieved higher mean scores in passive vocabulary recognition than those in the experimental groups This unexpected outcome may be attributed to varying levels of English competence among students Additionally, it is important to note that passive vocabulary recognition is generally easier than recall vocabulary, as students completed multiple-choice exercises that did not require them to remember spelling.

A comparison of the mean scores between the two groups reveals significant gaps in recall vocabulary knowledge, with a difference of 0.9 for passive recall and 1.4 for active recall These findings suggest that Concept Checking Questions (CCQs) have a substantial impact on enhancing recall vocabulary knowledge.

Summary of the chapter

This chapter focuses on the synthesis of Concept Checking Questions (CCQs) and their impact on vocabulary acquisition among students It includes a compilation of CCQ forms used during an experimental intervention, followed by statistical analysis of vocabulary knowledge tests conducted with both control and experimental groups The results aim to measure the effectiveness of CCQs on enhancing vocabulary acquisition in A2 level students.

Using SPSS to perform an independent t-Test and Pearson correlation analysis revealed that students taught with Concept Checking Questions (CCQs) outperformed their peers in vocabulary tests, particularly in active recall sessions Specifically, these students achieved one to two additional correct answers depending on the test format Additionally, the standard deviation indicated that the experimental group exhibited a more uniform level of performance compared to the control group Ultimately, the correlation analysis confirmed that CCQs positively influenced vocabulary acquisition among A2 level students.

CONCLUSION

Summary of findings

This chapter summarizes the research findings, confirming that the study effectively addressed the two research questions and examined two hypotheses The results indicate a significant correlation between the use of Concept Checking Questions (CCQs) and vocabulary acquisition among A2 students Specifically, students who were taught using CCQs outperformed those who did not, demonstrating the effectiveness of CCQs in enhancing vocabulary learning.

The study enhances the understanding of Concept Checking Questions (CCQs) by detailing their definitions, forms, characteristics, and effective implementation strategies It identifies five key forms of CCQs: visualization, mime, examples, and both close-ended and open-ended questions, emphasizing the need for lexical and grammatical clarity, intentional intonation, and appropriate pacing To engage students effectively, CCQs should be directed through various methods such as whole-class inquiries, individual voluntary responses, and random selection While typically posed at the end of the presentation stage, CCQs can also be beneficial after practice sessions when misunderstandings arise The research also addresses how teachers can mitigate the limitations of CCQs and correct wrong answers by diversifying their questioning techniques and adjusting the number and timing of questions Lastly, the use of supplements with CCQs is flexible, depending on the specific forms employed.

This study explores the impact of Concept Checking Questions (CCQs) on students' vocabulary acquisition, revealing a significant positive correlation between CCQ usage and improved vocabulary performance Students who engaged with CCQs demonstrated higher mean scores compared to those who did not These findings align with teachers' perceptions of the advantages of CCQs in enhancing vocabulary learning However, the study also found that CCQs had minimal positive effects on passive recognition knowledge, indicating a need for further investigation into this aspect of vocabulary acquisition.

Pedagogical implications

The research strongly supports the use of Concept Checking Questions (CCQs) as an effective formative assessment tool Findings align with previous studies, highlighting the role of CCQs in assessing student understanding and identifying misconceptions, which allows for timely and effective instructional adjustments Consequently, it appears that educators are moving away from strictly adhering to the Presentation-Practice-Production (PPP) model.

The "straight arrow" model emphasizes a fluid approach to teaching, allowing educators to revisit presentations when misunderstandings arise in the classroom For instance, if teachers identify confusion after a presentation, they can clarify concepts before proceeding to practice Similarly, if students struggle to grasp the lesson during practice or production stages, teachers can return to the presentation to ensure comprehension This adaptive strategy enhances learning by addressing misunderstandings promptly.

CCQs can take both verbal and non-verbal forms, making them effective tools for assessing student understanding regardless of literacy or disabilities This flexibility allows educators to implement CCQs without concerns about language barriers Additionally, there is a call for the development of more diverse CCQ formats to align with various teaching methods used in different educational settings.

The lack of teachers' understanding of CCQs highlights the necessity for professional training and workshops focused on this area Such initiatives would not only enhance theoretical knowledge but also facilitate the sharing of practical experiences in utilizing CCQs effectively Each teacher brings unique methods to the use of CCQs, emphasizing the importance of collaborative learning in this field.

Sharing sessions enhance the variety of Concept Checking Questions (CCQs), providing teachers with more options for effectively assessing students' understanding.

In conclusion, while the tests on passive recognition knowledge yielded disappointing results, they indicate that the use of Concept Checking Questions (CCQs) is more effective for enhancing productive vocabulary knowledge Consequently, the importance of utilizing CCQs in teaching input skills is deemed less critical.

Limitations of the study

The thesis faces limitations due to time and location constraints, primarily focusing on A2 level learners and their lexical understanding, which may not extend to higher-level or adult learners The study emphasizes vocabulary knowledge, specifically four types, potentially overlooking other vocabulary aspects that could influence the effectiveness of Concept Checking Questions (CCQs) Additionally, conducting research at VUS English Center necessitated adherence to campus regulations regarding teaching methods, preventing an assessment of CCQs' efficacy across varied instructional approaches.

Recommendations for the study

Further research is necessary to address the limitations identified in this study and to enhance our understanding of language learning It is essential to explore similar studies across various levels, aspects of language acquisition, and different research contexts The positive outcomes highlighted in this thesis suggest significant insights into the impact of Concept Checking Questions (CCQs) on language learning Moreover, the surprising findings regarding passive recognition vocabulary raise critical questions for future investigations, particularly for learners at higher proficiency levels Finally, conducting a true experimental design, rather than a quasi-experimental approach, is recommended to increase the validity of the research outcomes.

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Observation date: / / Time start: Time end: _

APPENDIX B OBSERVATION FORM OF INTERVIEWEE 1 Observation date: 27/08/2022 Time start: 16:30 Time end: 17:30 Teacher: Teacher 1

Objective: By the end of the lesson, students will be able to:

 remember, use, and apply vocabulary about sports

 talk about sports and listen to information about a Paralympic sport

 learn about goalball Teaching methods:

 Student‟s book: Unit Opener (p.37) & Words (p.38)

Vocabulary taught: cycling, diving, golf, gymnastics, ice skating, rowling, sailing

T shows and reads out the questions on page

37 in the Student‟s book T discusses the answers with Ss

T has Ss ask and answer the questions in groups

T calls random Ss to report their answers

T elicits the vocabulary from Ss

T drills and Ss repeats the vocabulary T calls randomly some Ss to check their pronunciation

T shows Ss pictures and a list of vocabulary T asks the whole class to match cycling, diving, golf, gymnastics, ice

66 the vocabulary with its pictures

T says the vocabulary and asks the whole class to do the actions skating, rowling, sailing

T asks Ss to do the exercise 2 page 38 in the Student‟s book, exercise 1, 2 page 30 in the workbook

T walks around the class to monitor and assist Ss if necessary

T asks Ss to compare their answers with their pairs

T randomly calls some pairs to report their answers

T confirms the answers of the exercise

T asks CCQs to consolidate the

“Which word means ride a bike?”

“You play this sport with a small

Ss have a mistake about T lets Ss volunteer and then chooses randomly white ball.”

“You do this sport on a boat.”

APPENDIX C OBSERVATION SCHEME OF INTERVIEWEE 2 Observation date: 29/09/2022 Time start: 19:10 Time end: 20:10 Teacher: Teacher 2

Objective: By the end of the lesson, students will be able to:

 remember, use, and apply vocabulary about sports

 talk about sports and listen to information about a Paralympic sport

 learn about goalball Teaching methods:

 Student‟s book: Unit Opener (p.37) & Words (p.38)

Vocabulary taught: cycling, diving, golf, gymnastics, ice skating, rowling, sailing

T shows and reads out the questions on page

37 in the Student‟s book T discusses the answers with Ss

T has Ss ask and answer the questions in groups

T calls random Ss to report their answers

T shows Ss vocabulary and pictures

T elicits the vocabulary from Ss

T presents the form, meaning, and use of the vocabulary

T has Ss repeat the vocabulary, and calls some Ss to check their pronunciation

Ss points to the pictures

T does the actions and asks Ss to guess the vocabulary T lets Ss volunteer

T asks Ss in which situation they did the actions T chooses randomly some students

“Where did you go cycling?”

“Tell me about one time that you played golf.”

“When did you go ice- skating/snowboarding?”

“Who did you play volleyball with?”

“Where did you go rowing/sailing?”

“How often do you do gymnastics?”

“When did you go tracking?”

T asks Ss to do the exercise 2 page 38 in the Student‟s book, exercise 1, 2 page 30 in the workbook

71 class to monitor and assist Ss if necessary

T asks Ss to compare their answers in groups of 4 Ss

Ss to report their answers

T confirms the answers of the exercise

APPENDIX D OBSERVATION FORM OF INTERVIEWEE 3 Observation date: 23/10/2022 Time start: 19:10 Time end: 20:10 Teacher: Teacher 3

Lesson Observed: Unit 5: Incredible places

Objective: By the end of the lesson, students will be able to:

 remember, use, and apply vocabulary about incredible places

 talk about natural and man-made geographical features, listen to a conversation about Yucatan, Mexico

 learn about natural and man-made geographical features in Yucatan, Mexico

 Student‟s book: Unit Opener (p.49) & Words (p.50)

Vocabulary taught: bridge, castle, cave, desert, island, jungle, plant, pyramid, rock, wave

T shows and reads out the questions on page

T discusses the answers with students

T has students ask and answer the questions in groups

T calls random students to report their answers

I has Ss brainstorm some natural attractions

T introduces the target words with flashcards,

“natural” in terms of meaning, pronunciation, and forms

T has Ss listen and repeat the words chorally and individually to correct students‟ pronunciation

Ask the whole class CCQs to check Ss understanding

Close-ended questions (showing flashcards)

We need this to cross the river, what is it?

Is this place hot or cold?

What can you see in this place?

Is there water around this place? What/ Who lives in this place?

What shape is this place?

Bats usually sleep in this place because it‟s dark, where is it?

What do you call „carrots‟, „roses‟ or

„Rhinos‟, „tigers‟, „birds‟ and many animals live in this place, where is it?

Is this place natural or man-made?

T asks Ss to do the exercise 2 page 50 in the Student‟s book, exercise 1, 2, 3 page

T walks around the class to monitor and assist Ss if necessary

T asks Ss to compare their answers in groups of 4

Ss to report their answers

T confirms the answers of the exercise

APPENDIX E OBSERVATION FORM OF INTERVIEWEE 4 Observation date: 8/11/2022 Time start: 19:10 Time end: 20:10 Teacher: Teacher 4

Lesson Observed: Unit 6: Cool clothes

Objective: By the end of the lesson, students will be able to:

 remember, use, and apply vocabulary about cool clothes

 talk about clothes, listen and respond to an interview with a fashion designer

 learn about an interview with Angela Lan - a fashion designer

 Student‟s book: Unit Opener (p.57) & Words (p.58)

Vocabulary taught: bracelets, comfortable, leggings, plain, pockets, polka dots, sneakers, stripes, sunglasses

T shows and reads out the questions on page

T discusses the answers with students

T has students ask and answer the questions in groups

T calls random students to report their answers

T has Ss brainstorm some clothing items

T introduces the target words with flashcards in terms of meaning, pronunciation, and forms

T has Ss listen and repeat the words

78 chorally and individually to correct students‟ pronunciation

Ask CCQs to check Ss understanding T lets

Close-ended questions (showing flashcards)

What is he/ she wearing?

Does he/ she wear these clothes inside or outside?

What kind of weather is good/suitable to wear these clothes?

How does he/she feel when he/she wears these clothes?

Do these clothes look special? What makes them look special? Open-ended questions:

What clothes do you like/dislike? Why/Why not?

When did you wear bracelets/ leggings?

T asks Ss to do the exercise 2 page 58 in the Student‟s book, exercise 1, 2, 3 page

T walks around the class to monitor and assist Ss if necessary

T asks Ss to compare their answers in groups of 4

Ss to report their answers

T confirms the answers of the exercise

T asks the whole class to give antonyms to consolidate the meaning of the adjectives

Close-ended questions: give the antonyms of “comfortable”,

What are concept checking questions?

How many types of concept checking questions are there?

What are the characteristics of concept checking questions?

Are there any benefits of concept checking questions?

What are the benefits of concept questions?

Are there any drawbacks of concept checking questions?

What are the drawbacks of CCQs?

Do you have any strategies to avoid the drawbacks?

In which stage do you use CCQs?

What aspects of vocabulary do you usually use CCQs to check - form, meaning, pronuncitation?

How do you ask CCQs?

When asking CCQs, do you ask the whole class or some random students?

What if some students do not respond?

Do you let students volunteer or choose randomly?

How do you respond if students have wrong answers?

How many CCQs should you ask?

“after teaching, I will ask students questions to check if they understand”

(interviewee 1) check students‟ understanding definitions theory

“they are questions asked to check students‟ understanding.”

“CCQs are tools to evaluate students‟ learning process.”

(interviewee 3) evaluate students‟ learning process

“I use them to measure students‟ acquisition.”

“I think I can ask my students yes/no question or closed-ended yes-no questions open-ended questions types of CCQs

“There are 2 types which are yes/no or closed-ended”

“CCQs can be closed questions like yes/no or open-ended questions.”

(interviewee 4) closed-questions open-ended questions

“CCQs should not contain confusing or unfamiliar words.”

(interviewee 1) not confusing unfamiliar vocabulary characterist ics

“There must be no new words.” (interviewee 3) no new words

“Make sure that students know all the words in the questions.” (interviewee

4) students know all the words

“They must be short and simple” (interviewee 2) short simple grammar

“I cannot ask questions that are too complex”

“Sometimes CCQs don‟t have to be in a full sentence It could be a phrase.”(interviewee 4) a phrase don‟t have to be in a full sentence

“CCQs are questions that help students and teachers understand the lesson more.”

(interviewee 1) understand lessons more keep track of learning process benefits

“I can keep track of my students progress”

(interviewee 4) keep track of students‟ progress

“CCQs help me to identify the weak students.” (interviewee

“I can detect where my students misunderstand to make clarification.”

(interviewee 3) detect misunderstandin g make clarifications evaluate to make modifications

“I can evaluate what my students know and decide what to do next.”

(interviewee 4) evaluate decide what to do next

“It can help facilitate the conversation in class

Because if you ask some questions like “Do you understand?”, the majority of students will answer yes It means they understand the question, not the words

People may agree to something thinking they comprehend the words, yet they might not truly understand Conversely, they may decline due to a lack of interest in the lesson Facilitating conversations can enhance interactions and engagement.

87 questions are yes/no, students have fewer options to speak their mind” (interviewee 1)

“CCQs are a wonderful way to keep interaction flow in the class.”

“I can push the passive students to raise their voice more.”

Incorporating more Concept Checking Questions (CCQs) in the classroom significantly enhances student engagement and fosters critical thinking skills By utilizing CCQs, educators create opportunities for students to actively participate in lessons, leading to a deeper understanding of the material This approach not only boosts student involvement but also encourages them to analyze and reflect on their learning, resulting in a more dynamic and interactive educational experience.

“I can engage my students in the learning process.” (interviewee

“Students tend to pay more attention when answering CCQs.”

“If we overuse CCQs, the students might get bored

They know that after teaching new words, their teacher will ask them some questions to test their knowledge.”

(interviewee 2) overuse get bored overusing drawbacks

“If teachers ask too many CCQs, they can reduce students‟ learning autonomy.”

(interviewee 3) too many CCQs reduce learning autonomy

“Sometimes, teachers overuse CCQs, the classroom will become teacher-centered classroom” (interviewee

“If we don‟t use CCQs correctly, students can easily get confused.”

(interviewee 1) don‟t use correctly get confused asking incorrectly

“If CCQs are too long or complex, students cannot understand the questions.” (interviewee

“If we ask students complex questions, they can‟t get it.”

“In a big class, teachers cannot check all students so some active students will take chances to answer all questions.” (interviewee

1) active students will answer all partial participation

“It is likely that only some students can answer CCQs some students can answer immediately

“Not all students will answer CCQs”

(interviewee 3) not all students will answer

“I have to change ways of CCQs to make them creative and unpredictable.”

(interviewee 1) creative unpredictable avoid boredom strategies

“I use different ways to help them gain more interest.” (interviewee

“Teachers should only choose some confusing words to ask CCQs.”

(interviewee 3) choose some confusing words to ask

“I pass the right to my students to ask CCQs, of course if they are pass the right to students

“We shouldn‟t use unfamiliar vocabulary for the students because they can get confused.”

(interviewee 2) shouldn‟t use unfamiliar vocabulary be simple and clear

“We should make CCQs as simple as possible”

(interviewee 3) as simple as possible

“We should ask simple and clear questions”

(interviewee 4) simple and clear questions

“Teachers should choose students randomly and choose both active and passive students.” (interviewee

2) choose randomly motivate all students

“Teachers should let the students volunteer.” volunteer

“Teachers should give them some time, for example one minute to think before giving the answer.” (interviewee 4) give them some time

“One way is to ask from the picture, so they can describe or tell me the meaning of the phrase.”

(interviewee 1) picture visualization how to ask

“I give them definitions and pictures to guess the words so they feel more interested.” (interviewee

“For weak students, I will use more videos and pictures to help them visualize” videos pictures

I can show them the video clips, so they can see people do the action, and I can try to elicit and get the answer from them.” (interviewee 4) video clips

“I can ask them to give me some examples that they have seen before, the name of the play for example.” (interviewee

“I can ask them give an example using the words that I have just taught” (interviewee 2) examples

“With some good students, I can use personal questions I can check if they can really apply it in a real-life context.” (interviewee

“I will ask students for some examples of the words” (interviewee 4) examples

Incorporating kinesthetic learning techniques, I demonstrate the word "relax" to students and encourage them to express the meaning through facial expressions and actions This interactive approach enhances engagement and understanding among learners.

“For action words, I will ask students how do they feel or ask them to mime the actions By moving their body, mime

95 students can create endorphines, allowing them to feel happier and more relaxed later on to study” (interviewee 3)

Students can effectively apply vocabulary by engaging in actions that reinforce their learning, enabling them to use the words immediately and retain them for the long term.

“For weaker students, I will ask them yes/no question to simplify”

(interviewee 1) yes/ no questions close-ended questions

“Most of the time I used close questions or yes/no questions I use them to get a quick yes/no questions

When teaching familiar vocabulary to students with varying levels of English proficiency, I focus on simple yes/no questions This approach aids in reinforcing their memory and comprehension, particularly for those who may struggle with the language.

In this lesson, I will focus on enhancing students' vocabulary by introducing new words and employing Concept Checking Questions (CCQs) to assess their understanding By asking students to provide antonyms for the vocabulary words, they not only learn one word but also expand their knowledge by acquiring an additional term, effectively reinforcing their learning.

“I will ask them in which situation do you feel/do …” (interviewee

“And then I can ask them why to explain further” (interviewee 2) why explain further

“I will ask them WH- questions like when do they do those actions? where did they do that?”

“With some good students, I can use personal questions I can check if they can really apply it in a real-life context.” (interviewee

“It depends on the number of vocabulary words I teach on that day Normally it‟s gonna be 2 questions for each item.” (interview

1) depends on the number of vocabulary

2 questions for each numbers of questions

“For close-ended questions, I will ask one question for each word

For open-ended questions, they require more questions to make sure students really understand the vocabulary However, each vocabulary taught must be asked at least one question.”

“I try to ask all of the vocabulary but not too many questions or the students will get bored.”

(interviewee 3) all of the vocabulary

To maintain unpredictability in my teaching approach, I adapt my questioning techniques For close-ended questions, I engage the entire class since there is a single correct answer In contrast, open-ended questions require individual responses due to the diversity of answers I encourage students to volunteer first, but if there are no volunteers, I will randomly select participants to ensure everyone has a chance to contribute.

(interviewee 2) flexible whole class individually randomly volunteer how CCQs are directed

“Normally I will let the students volunteer and choose randomly If I ask the whole class, some passive students may not answer.”

“I choose students randomly because I want to make sure I give choose randomly

100 chances to everyone If I let them volunteer, the active students will answer all.”

“If I‟m using PPP, after the Present and before I jump in the Practice stage, I ask my students

CCQs I need to make sure that my students have understood the words Because if they don‟t clearly understand the words, they can make some mistakes in the practice”

(interviewee 1) after the presentation before practice stages

“after teaching the meaning, pronunciation,

CCQs after presenting after presenting

“Actually if I see my students misuse the words, I will ask them

CCQs to remind them about the use of the words.” (interviewee 4) when students misuse

“I continue to seek the correct answer, and then

I confirm the correct answers for the whole class.” (interviewee 1) confirm the correct answers dealing with wrong answers

“I review the vocabulary again in order to confirm the correct answer.”

(interviewee 2) confirm the correct answer

“I give the students some time to think again and then confirm the answer.” (interviewee 4) confirm the answer

In my class, the most popular supplement is pictures due to their accessibility, ease of use, and visual appeal Additionally, they are readily available for free online, making them an ideal resource for enhancing learning.

(interviewee 1) pictures visible objects supplement s

“Besides pictures, I also deploy the use of videos and sounds.”

“If I teach the concrete vocabulary, I will use flashcards, pictures, videos to make the lesson more visible and comprehensible.”

“I can use my students as supplements too For example I can ask them to point to their body students‟ body parts

103 parts when teaching vocabulary like finger, hand…” (interviewee 1)

“I just ask simple CCQs so I don‟t need to use pictures, flashcards, videos,…” (interviewee

3) don‟t need don‟t use supplements

“If I teach abstract vocabulary, I don‟t use more supplements.”

Task 1: Circle the meaning of the word

A These are dark cold places inside mountains, and sometimes bats live in them

B A driver takes people who are very ill to see doctors in hospital in this

C If you can‟t spell a word, you can look for the meanings and spellings of different words in this

D People don‟t usually play this game in teams They use a small, hard white ball

A This person carries meals on plates to people in restaurants

B This is a very dry place where there is usually sand on the ground

C If you go for a walk in these, you see some trees and perhaps birds, too

D You go and see this person if you have a hole in your tooth

A These are dark cold places inside mountains, and sometimes bats live in them

B This is a kind of road where you can travel very quickly from city to city

C You find this round and black thing on the wheels of cars and motorbikes

D This person can fly to the moon in a rocket

A This is made from fruit and you can put it on your bread with a knife

B Players in this game throw, catch and hit the ball on a sports field

C These have pictures on them and you can write on the back and send them to friends when you‟re on holiday

D It is this person‟s job to write about news in a newspaper

A You buy these and put them on your envelopes before you post them

B This person flies a plane and usually wears a uniform

C People like reading these because they have stories with pictures or photos on their pages

D Some people put keys or money in these if they are wearing a coat or jeans, for example

Task 2: Write one suitable word in the blank

1 You often walk over _ when you cross rivers or roads

2 You wear _to protect your eyes from bright light from the sun

3 A(n) is a piece of jewellery that is worn around the arm

4 You can find thousands of tall trees in a(n)

5 There is water all round a(n) place so you need a boat to get to it

Task 3: Circle the word that has the following meaning

1 People do this sport on ice It looks like dancing sometimes!

2 You wear special boots and move quickly down snow in this popular sport One foot is always behind the other

3 When we play this, we hit the ball in the air with our hands or arms

We don't want the ball to fall on the ground!

4 Sometimes people race in boats in this sport It is usually a safe sport but might be quite dangerous if the wind is strong

5 A large strong building, built in the past by a ruler or important person to protect the people inside from attack

Task 4: Write one suitable word in the blank

1 Something you can climb which isn‟t as high as a mountain is a h _

2 It's a good idea to wear a helmet on your head when you're c _

3 Lots of people put s _on their feet before they do sports

4 You wear a c over other clothes when you go outside

5 The leaves on the p _ help clean the air

Task 2: other answers are acceptable, if appropriate

RESULTS OF PASSIVE RECOGNITION VOCABULARY

Levene‟s Test for Equality of Variances t-test for Equality of Means

95% Confidenc e Interval of the Difference Low er

Equal varian ces assum ed

Equal varian ces not assum ed

RESULTS OF PASSIVE RECALL VOCABULARY

Levene‟s Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Low er

Equal varianc es not assume d

APPENDIX K RESULTS OF ACTIVE RECOGNITION VOCABULARY

Levene‟s Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Low er

Equal varianc es not assume d

APPENDIX L RESULTS OF ACTIVE RECALL VOCABULARY

Levene‟s Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Low er

Equal varianc es not assume d