Statement of the Problems and Rationale of the Study
Vocabulary has a significant position in the process of mastering a language Linguists and researchers quotes Wilkin, D (1972:10):
“Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed” as the affirmation of the role of vocabulary
In recent years, English teachers and students in Vietnamese schools have gained a deeper understanding of the crucial role that vocabulary plays in language learning As a result, there has been a heightened focus on vocabulary development, with educators implementing various teaching methods and techniques to enhance students' vocabulary acquisition This collaborative effort between teachers and students has led to noticeable progress in their language skills.
As a high school English teacher with experience at Hanoi – Amsterdam High School, I focus on enhancing students' vocabulary, particularly in science and technology I believe there are both external and internal factors that underscore the necessity of improving students' vocabulary in these fields.
- There is no specific English textbook for the science gifted students at high school level all over the country
Hanoi-Amsterdam High School utilizes the MOET-issued textbook "Tiếng Anh 10" for teaching English to all students, including those in science gifted programs As a mandatory general English course book for students nationwide, it lacks specialized vocabulary and knowledge related to science and technology.
Students at Hanoi-Amsterdam High School possess a strong foundation in practical general English, often beginning their studies in primary school or earlier To gain admission, they must achieve high scores on entrance exams that include Mathematics, Vietnamese, and English Consequently, the "Tiếng Anh 10" curriculum is considered relatively easy for them In addition to the standard textbook and workbook, teachers provide regular supplementary and intensive exercises to enhance their learning experience.
In recent years, the vocabulary related to science and technology has been undervalued compared to grammar in basic high school education This lack of emphasis has led to many students struggling to articulate their ideas due to a deficiency in relevant vocabulary Consequently, most students find themselves unfamiliar with essential scientific terminology and English scientific literature.
Students often encounter lexical gaps when seeking essential information in English related to their field or participating in international examinations, camps, and workshops in science and technology This challenge significantly hinders their progress and active engagement.
Many students recognize the importance of English vocabulary in science and technology for their future studies and careers, dedicating significant time to enhancing their vocabulary in these fields.
In exploring various vocabulary teaching strategies, I discovered that reading significantly enhances students' vocabulary in science and technology The effectiveness of supplementary readings as a tool for vocabulary improvement inspired me to study their impact on English vocabulary development among grade 10 science gifted students This program not only aids in vocabulary acquisition but also prepares students for advanced reading in their future fields of study.
Aims and Objectives of the Study
This study focuses on identifying the vocabulary needs of students in the fields of science and technology Additionally, it aims to evaluate the effects of a supplementary reading program on enhancing the vocabulary of grade 10 students in these subjects.
The main objectives in this study are as follows:
- To identify students‟ perceptions of the need to develop their English vocabulary on science and technology and their willingness to spend time on supplementary reading program
- To introduce the supplementary reading program and examine its effects on grade 10 students‟ English vocabulary acquisition
- To share the findings with teachers and students who are interested in this field of English vocabulary teaching
- To make some recommendations for further study.
Research Questions
In order to achieve the above-mentioned aims and objectives, the answers to the following research questions are needed to be found
1 What are the students’ perceptions of the need to develop their English vocabulary on science and technology?
2 To what extent are the students willing to take part in the supplementary readings?
3 Is there a relationship between supplementary reading and the development of English vocabulary on science and technology?
Scope of the Study
Due to time constraints, the study focused on two classes of grade 10 students who are specifically gifted in science Recognizing that these participants are at the beginner level in science and technology, the vocabulary introduced through the reading passages primarily consists of English for General Science.
Method of the Study
To find out the answers to the above research questions, a quasi-experiment design has been adopted
A pre-experiment questionnaire was utilized to assess students' perceptions regarding the necessity of expanding their English vocabulary in the fields of science and technology, as well as their willingness to engage in additional reading materials.
- The pretest and posttest were conducted with 60 students divided into two randomly selected groups to measure the differences in students‟ vocabulary acquisition.
Design of the Study
The study is divided into three parts as follows:
Part one of the study provides a comprehensive overview, highlighting the rationale behind the research, its aims and objectives, and the key research questions It also outlines the scope of the study and details the research method and design employed.
Part two consists of three chapters
Chapter one examines the relevant literature on vocabulary, defining its key aspects, approaches to acquisition, and effective teaching methods It also explores the connection between vocabulary knowledge and reading comprehension Additionally, the chapter discusses supplementary materials, emphasizing their role in enhancing the understanding of supplementary readings within the context of this study.
Chapter two provides an in-depth exploration of the research methodology employed in the study, detailing the research approach, participant selection, questionnaire design, and the implementation of pretests and posttests, along with the procedural steps followed throughout the study.
Chapter three presents significant findings of the study and discussion on the research questions
Part three includes some pedagogical implications This chapter also points out some limitations of the study that serve as the basis for the researcher‟s suggestions for further study.
Literature Review
Vocabulary
Linguists have varying definitions of vocabulary, but a widely accepted one from the "Longman Dictionary of Language Teaching and Applied Linguistics" describes it as a collection of lexemes, which encompasses single words, compound words, and idioms.
According to Ur, P (1996:60), vocabulary can be defined as
“the words we teach in foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multiword idioms”
Words, with their interconnected sounds and meanings, enable effective communication between individuals By arranging these words into sentences, we create conversations and various forms of discourse.
Lewis (1993:89) states more detailed definition of vocabulary
“… may be individual words or full sentences – institutionalized utterances – that convey fixed social or pragmatic meaning within a given community”
Vocabulary encompasses the complete set of words within a language, including individual words and multi-word expressions Understanding vocabulary is essential as it provides insight into the richness and variety of language.
Effective communication in English necessitates a diverse vocabulary (Cunningsworth, 1995) Many students mistakenly view English words as isolated units; however, these words derive their meanings from interconnected networks within specific contexts (Schmitt, 2000) Often, the meaning of a word cannot be understood by examining its individual parts alone Thus, teaching students to acquire vocabulary through authentic contexts is essential for their language development.
Given vocabulary quite a „large‟ concept, its clarification is diversified In the relation with the research topic, in this paper, only the active and passive vocabulary is studied
Doff A (1988) categorizes vocabulary into active and passive types, where active vocabulary consists of words that students need to understand and use, while passive vocabulary includes words that students should understand but do not need to use themselves Effective teaching of active vocabulary involves providing examples and engaging students with questions to illustrate word usage In contrast, passive vocabulary is often introduced quickly or left for students to deduce from context It is essential to recognize that students typically comprehend more words than they can actively produce, so not all new words should be treated as active vocabulary.
Gairns R & Stuart R (1986:64) distinguish between Receptive and Productive Vocabulary Knowledge, defining receptive vocabulary as the language items recognized and understood during reading and listening, while productive vocabulary refers to the language items that learners can actively recall and use correctly in speaking and writing.
The transition from a student's receptive vocabulary to productive vocabulary typically occurs through repeated exposure to words, whether by hearing or reading them over time, or through consistent practice Reading is recognized as a key method to facilitate this transition.
1.1.3 What Need to Be Taught in Vocabulary
According to Ur, P (1996), when vocabulary is introduced to learners, pronunciation and spelling, word form, grammar, collocation, aspects of meaning, word formation need to be taught
Nation, I S P (1990:13) explains in a chart what knowing a word means He indicates that what means “knowing” a word depends on whether the word is learnt for receptive skills or for productive skills
Spoken form What does the word sound like?
How is the word pronounced?
Written form What does the word look like?
How the word written and spelled?
Grammatical patterns In which patterns does the word occur?
In which patterns must we use the word? Collocation What words or types of words can be expected before or after the word?
What words or types of words must we use with this word?
Frequency How common is the word?
How often should the word be used?
Appropriateness Where would we expect to meet this word?
Where can this word be used?
Concepts What does the word mean?
What word should be used to express this meaning?
Associations What other words does this word make us think of?
What other words could we use instead of this one?
Table 1: Questions to be answered when knowing a word
Taylor (1990) emphasizes that understanding a word encompasses more than just its spelling, morphology, pronunciation, and meaning in the learner's native language It also requires knowledge of the word's collocations, appropriate register, polysemy—where one word has multiple meanings—and homonyms, which are different words that share the same spelling and pronunciation.
Gairns R & Stuart R (1986) also claims that it is very important that the teachers (and in many cases, the learners) must decide whether a vocabulary item is worth acquiring productively or receptively
This article discusses the use of English in science and technology, emphasizing that it is not a distinct language with unique grammar, pronunciation, or spelling However, scientific English does have specific characteristics that set it apart from English used in other disciplines.
Strevens (1980:465-466) points out seven characteristics of scientific English as follows:
- Greek and Latin roots and affixes
- Precise and frequent use of logical-grammatical connectors
- The grammar and lexis needed for the rhetoric of science
1.1.4 Criteria for Selecting the Vocabulary to Teach
Selecting appropriate vocabulary for teaching is crucial, as different contexts may render certain words irrelevant Effective instruction can only address a limited number of vocabulary items at once, so educators must consider various factors when planning lessons.
Frequency 1 Average number of occurrences of a word in a language Range 2 A measure of the different types of texts in which a word occurs Language needs 3 The words that are regarded as „require‟ by the learner in order to communicate Availability and familiarity
4 The word the learner is mostly in contact with and somehow „know‟
Coverage 5 The capacity of a word to take the place of other words Regularity 6 How is the use of a word „spread‟ over the language Learn ability 7 Are some words easier to learn than other?
Table 2: Criteria for vocabulary selection
(Source: http://art-humanities.cant.ac.uk/language-studies)
Approaches to Vocabulary Acquisition
In L2 vocabulary teaching, it's essential to differentiate between a "vocabulary lesson," focused on teaching specific vocabulary items, and a lesson where vocabulary arises organically during other activities, such as authentic listening or reading tasks (Gower, R:145) The former emphasizes the learning of vocabulary, while the latter promotes vocabulary acquisition Understanding this distinction between "learning vocabulary" and "acquiring vocabulary" is crucial for effective language instruction.
According to Nguyen Bang (Et.al) 2003, it is impossible to teach all English vocabulary in the school curriculum:
“If the teacher tries to teach all the new words thoroughly, there will be no time to do anything in the lesson”
Teachers must prioritize the instruction of 2,500 high-frequency words, which account for 90% of everyday conversation Additionally, they should implement effective strategies to assist students in comprehending and retaining the 40,000-60,000 low-frequency words, utilizing tools such as dictionaries and contextual word deduction techniques.
1.2.2 Incidental Vocabulary Acquisition and Intentional Vocabulary Learning
In L2 lexical teaching and learning, there are two main approaches to vocabulary acquisition: incidental learning and intentional learning
Incidental learning refers to the acquisition of knowledge that occurs as a secondary outcome of engaging in other activities In the context of vocabulary development, it involves learning words and their meanings through exposure to texts, completing tasks, or participating in activities that do not specifically focus on vocabulary This process often leads to the understanding of vocabulary forms, collocations, and various parts of speech as a natural byproduct of these experiences.
Intentional learning refers to a structured approach where teachers or students deliberately design and plan their learning experiences This method emphasizes vocabulary acquisition, integrating various conscious strategies and techniques for memorizing words Understanding the nuances, meanings, and connotations of words requires a focused effort in intentional learning (Nation, 1990).
Vocabulary acquisition can be both intentional and incidental, driven by learners' motivation and desire Teachers and learners globally employ a variety of strategies and techniques to enhance vocabulary learning, with ongoing discussions and experiments aimed at improving these processes However, scholars recognize that learning vocabulary in a second language is a complex phenomenon that encompasses multiple learning processes beyond just intentional efforts.
According to Huckin, T & Coady, J (1999:181-193), except for the first few thousand most common words, vocabulary in second language can be obtained without learners‟ intention
This study emphasizes the importance of both receptive and productive vocabulary use in language learning Teachers can choose key vocabulary from supplementary readings to introduce to students before they begin reading During the reading process, students have the autonomy to decide which words they wish to learn in depth and which ones they only need to understand for comprehension.
1.2.3 Implicit Learning and Explicit Learning Process
Incidental vocabulary acquisition encompasses both implicit and explicit learning processes Implicit learning, often described as the unintentional absorption of information without a focus on retention, contrasts with explicit learning, where learners actively employ vocabulary strategies to enhance their understanding According to Krashen (1989), implicit learning allows for subconscious acquisition of new word meanings through repeated exposure in varied contexts, emphasizing message comprehension over form Conversely, explicit learning involves the use of diverse strategies that aid vocabulary acquisition, positioning learners as proactive information processors Ellis (1995) further argues that implicit learning facilitates simple pattern recognition of language forms, while explicit learning is essential for linking these forms to their semantic meanings.
According to Ellis (1997), incidental vocabulary acquisition involves both implicit and explicit learning mechanisms The implicit processes are responsible for acquiring a word's form, collocation, and grammatical class information, while the explicit learning process facilitates the understanding of a word's semantic properties and the mapping of word form to meaning.
In incidental learning, teachers prioritize general comprehension of texts and word meanings while often overlooking word forms However, understanding a word encompasses more than just its meaning; it also involves grammatical patterns, collocations, and appropriate usage in various contexts (Nation, 1990) To enhance their vocabulary knowledge, students may require guidance from teachers, as independent efforts alone may not suffice for effective learning, particularly when students lack the time for extensive reading to absorb information subconsciously.
Methodology in Vocabulary Teaching
“the method used has often been said to be the cause of success or failure in language learning”
In recent years, foreign language teaching has experienced significant transformations, necessitating that language educators grasp the evolution of teaching approaches and their interconnections To effectively address specific teaching contexts, teachers must determine the most suitable methods to implement This article provides an overview of key foreign language teaching methods and their relevance to vocabulary instruction.
The Grammar-translation method is one of the oldest method foreign language teachings
In traditional language teaching, instruction primarily occurs in the students' native language (L1), with minimal engagement in the target language Vocabulary is often presented as isolated word lists, requiring students to memorize these terms alongside their translations Additionally, grammatical rules and structures are provided to help students form sentences This approach focuses on equipping learners with extensive literary vocabulary through written exercises, allowing teachers to efficiently convey word meanings.
In this approach, teachers focus on providing students with grammatical rules, paradigms, and vocabulary lists, including translations in their native language (L1) This aids students in completing written exercises related to grammatical analysis and translation, rather than contextual text exercises The method is straightforward to implement, test, and manage.
The second language learning method advocates treating it similarly to first language acquisition, directly linking foreign utterances to objects and actions without using the native language In this approach, only the target language is utilized during teaching and learning, prohibiting the use of the mother tongue It eliminates the need for translation and minimizes grammatical analysis, focusing instead on correct pronunciation and grammar from the outset.
This effective vocabulary teaching method utilizes objects and pictures to introduce common, active words related to daily activities Concrete vocabulary is taught through demonstration, while abstract words are clarified by associating them with relevant ideas.
The communicative approach emphasizes the importance of using language in real-life contexts, making it equally vital as the process of learning the language itself This method focuses on acquiring vocabulary through meaningful interactions in the target language, enhancing learners' experiences, and bridging classroom learning with practical language use outside of the classroom.
The Communicative Language Teaching (CLT) approach enhances student confidence in communication and fosters increased classroom engagement This motivating teaching method is widely regarded as effective by numerous researchers and educators.
Vocabulary and Reading Comprehension
A range of definitions of reading comprehension has been developed by researchers Goodman, K.S (1971:135) terms reading as
“a psycholinguistic process by which the reader, a language user, reconstruct, as best as he can, a message which has been decoded by a writer as a graphic display”
Reading comprehension, as defined by Grellet (1981), involves effectively extracting information from a written text, highlighting that it goes beyond mere decoding of symbols into sounds It is a dynamic process where the reader engages with the text to negotiate understanding with the writer, interpreting the author's intentions and emotions through the words and structure presented.
Sharing the same opinion, Carrel (1997:21) indicates:
“Reading comprehension is reconstruction, interpretation and evaluation of what author of written content means by using knowledge gained from life experience”
One more definition put forth by Nuttal, C (1996:92):
“reading comprehension is best described as an understanding between the author and the reader”
Reading comprehension goes beyond merely acquiring information; it involves engaging with the text to uncover the underlying messages conveyed by the author.
Reading comprehension is a multifaceted process that entails an active pursuit of information and engagement with the text It necessitates the reader's ongoing constructive participation and the application of advanced cognitive skills The mental processes employed to derive meaning from the text are commonly known as reading strategies or reading skills.
Reading is classified in many different ways In terms of the scope and objects of this study, only intensive and extensive types of reading are focus on
Intensive reading, as defined by Dawson (1984), involves students focusing on every word, punctuation, sentence, and paragraph while grasping grammar rules This method is primarily employed to introduce new vocabulary and practice English language rules, making it particularly beneficial for beginners and low intermediate learners Historically, most textbook reading has emphasized intensive reading techniques.
Through intensive reading, vocabulary can be taught carefully However, the vocabulary of a language in general and English vocabulary in particular is always innumerable Laufer,
Reading fluency necessitates that a reader recognizes at least 95% of the words in a text for basic comprehension, with these words being identified automatically and with minimal conscious effort Achieving this level of vocabulary knowledge typically requires familiarity with between 12,000 and 20,000 distinct words.
1990) There is, undeniably, a need of another type to develop students‟ vocabulary than intensive reading
Extensive reading aims to engage with stories, focusing on understanding the overall meaning and reading quickly (Dawson C., 1984) In the context of second language (L2) reading, it is widely accepted that extensive reading is the most effective method for building a substantial vocabulary Numerous studies indicate that students can significantly enhance their automatically recognized vocabulary through regular and extensive reading practices.
Intensive reading alone is not enough to develop successful readers; it enhances dictionary use and socio-cultural understanding but must be complemented by extensive reading Extensive practice across various materials allows students to employ strategies like prediction and guessing word meanings, fostering their ability to follow arguments In the context of teaching English vocabulary to high school students in Vietnam, integrating extensive reading with intensive in-class practice is essential for effective language acquisition.
In this study, a kind of extensive readings was applied, but with the guide from teacher before reading in order to ensure the best progress of students
1.4.3 The Relationship between Vocabulary and Reading Comprehension
Vocabulary development is universally recognized by second language reading researchers as essential for reading comprehension Studies by Barnett (1986) and Strother, Ulijn (1987) highlight that a strong vocabulary is a key predictor of reading proficiency.
The core vocabulary argument suggests that the 2,000 most frequent words in texts make up 80% of all written content, which can be beneficial for basic reading instruction However, this approach is insufficient, as it overlooks the necessity of understanding many less common words that are also crucial for comprehensive language proficiency.
According to Hedge (1985), mastering an expanding vocabulary is essential for every student, encompassing both active and passive use Teachers can effectively introduce new vocabulary within the context of lessons and course materials; however, the primary method for students to develop a sufficient vocabulary is through extensive reading.
It is through extensive reading that a student can best come to understand which words are appropriate in which contexts This is a point Winkins, D (1972:132) makes when he writes:
Reading immerses learners in natural linguistic contexts, allowing them to encounter lexical items in meaningful ways This exposure gradually enables learners to internalize the significance of these words, aligning their understanding with that of native speakers.
As students encounter words in various textual contexts, they enhance their understanding of meanings and applications Graded readers provide broader exposure to English compared to traditional course books, serving as a valuable stepping stone toward mastering vocabulary.
The relationship between vocabulary knowledge and language skills is crucial, particularly in reading A strong vocabulary enhances reading skills, which are essential for comprehension Students derive meaning from texts, necessitating a robust vocabulary and effective strategies to decipher unfamiliar words Weak students often struggle with comprehension due to limited vocabulary and ineffective word-meaning strategies, leading them to avoid reading altogether This avoidance prevents them from encountering new words in diverse contexts, while students who engage in regular reading expand their vocabulary and improve their comprehension skills over time.
Supplementary Materials for Reading
“Supplementary materials” is one of the basic terms in a glossary proposed by Tomlinson,
B (1998) in Materials Development in Language Teaching In his opinion, supplementary materials are defined as
Supplementary materials are intended to enhance the core components of a course, focusing on skill development in reading, writing, listening, and speaking rather than solely on language acquisition (Tomlinson, 1998:xiii).
Most language-teaching course books require some level of supplementation to better meet the specific needs of a class and provide enhanced learning options Ur (1991) identifies various "packages" of supplementary materials, including computers, simplified readers, overhead projectors, posters, pictures, and games Each type of material offers unique benefits and drawbacks in the language teaching process.
Supplementary materials play a crucial role in achieving the objectives of ESL instruction, but careful selection is essential Nuttall (1996) emphasizes three key criteria for choosing appropriate texts: the suitability of content, exploitability for teaching purposes, and readability for learners.
The suitability of content is crucial for addressing students' needs and interests, making learning more rewarding and effective According to William, E (1984), when students engage with interesting material, their motivation to read increases, leading to enhanced reading skills This engagement acts as a motivating factor, fostering a desire to explore the text further.
Exploitability in education refers to the enhancement of learning through effective text utilization By exploiting a text, educators can improve students' reading skills while also fostering their language competence It is essential that reading materials engage students and contribute to their linguistic development To achieve the course objectives, a variety of tailored exercises and activities should be created to maximize the potential of the text.
Readability encompasses both structural and lexical difficulty, indicating that text should align with students' English proficiency levels regarding vocabulary, syntax, and style Teachers need to assess their students' language abilities to identify familiar vocabulary and structures, enabling them to select appropriately leveled texts and effectively balance varying proficiency levels.
1.6 Supplementary Readings in the Study
This study explores the role of supplementary readings as essential materials for language learning, aimed at providing students with additional linguistic input to enhance vocabulary acquisition Key characteristics of these reading texts include their relevance, engagement level, and alignment with learners' proficiency, all contributing to effective language development.
- Chosen by teacher with English level of proficiency equal to Intermediate
- The main topics are various issues relating to science and technology
- Given to students regularly together with worksheet assignment
- Suitable to students‟ level of proficiency
- Students read at home, but present their assignment in front of the class
- Common mistake corrections / feedback presented in the classroom after each reading
This chapter provides a concise overview of key literature on vocabulary, including its definition, aspects, and various acquisition approaches and teaching methods It also explores intensive and extensive reading practices, highlighting their connection to vocabulary development Additionally, the chapter defines supplementary materials and outlines the main characteristics of supplementary reading texts The subsequent chapter will focus on the study's methodology.
The Study
Research Questions
The study seeks the answers to the following questions:
1 What are the students’ perceptions of the need to develop their English vocabulary on science and technology?
2 To what extent are the students willing to take part in the supplementary readings?
3 Is there a relationship between supplementary reading and the development of English vocabulary on science and technology?
Research Approach
The research approach of this study is a quasi-experiment with questionnaire, pretest and post-test as the methods of data collection
The research was carried out in the 10T class, which focuses on Mathematics, and the 10L class, specializing in Physics, at Hanoi-Amsterdam High School for the Gifted This institution is one of four specialized schools in Hanoi City, enrolling students annually across 17 different forms.
In a diverse educational environment, 10 classes focus on various school subjects, with approximately 350 students specializing in science and technology fields, including Mathematics, Physics, Chemistry, Biology, and Computer Science Each of these students has successfully completed the entrance examination, which included English as a key subject.
Descriptions of Participants
The researcher, who is also the English teacher for the classes involved in the study, brings several advantages that facilitate a smooth experimental process Having taught the students for five months since the start of their high school journey, she possesses a deep understanding of their English proficiency and individual characteristics This familiarity allows her to be proactive in planning, implementing, and evaluating the study effectively Additionally, her ability to motivate students through positive reinforcement, such as good marks, further enhances their engagement in the learning process.
The study involved 60 randomly selected students from classes 10T and 10L at H-AS, all born in 1995, with a gender distribution of 42 males and 18 females These talented students, who have demonstrated strong learning abilities, have studied English as a compulsory subject for four years, with many starting their English education in primary school or kindergarten Despite their focus on science, both students and parents regard English as an important subject alongside other scientific disciplines By the time of the study, the students had developed a solid command of general English, particularly in practical grammar, leading to an estimated English proficiency level of Intermediate.
60 participants were randomly selected among 82 students in the two above mentioned classes regardless their over-all mark of English subject
The participants were equally divided into experimental and control groups based on gender and average English marks, ensuring a balanced representation of English proficiency levels By employing cluster sampling, the researcher achieved a diverse range of student abilities, enhancing the applicability of the findings to other gifted science classes and reducing the limitations of the action research.
The selection of the experimental group was based solely on students' willingness to participate in the supplementary reading program, which was clearly communicated along with its activities and benefits It was assumed that any student unwilling to join would not be included, but fortunately, all students expressed their agreement to participate.
The primary teaching resource for the course is the “Tiếng Anh 10” textbook (2006: Educational Press), which features a theme-based structure with 16 units and 6 review lessons Each unit targets a specific topic and is divided into five key sections: reading, speaking, listening, writing, and language focus, with each section typically taught in one class period Due to the high proficiency levels of the students, teachers often dedicate minimal time to reviewing textbook content, opting instead to use the remaining class time for additional tasks and exercises that enhance students' skills and vocabulary Consequently, educators are required to source and compile supplementary exercises from various resources beyond the textbook and workbook.
The supplementary reading program aimed to enhance students' vocabulary in English for General Science and familiarize them with scientific literature Carefully selected materials included resources from science websites for kids and reading books on science and technology, such as Oxford English for Information Technology and English for Science Teachers designed vocabulary development tasks and reading comprehension questions tailored to the students' proficiency levels.
Instruments to Collect Data
“… the questionnaires is found to be a relatively popular means of collecting data
The method allows researchers to gather data in real-world environments, facilitating easier quantification compared to qualitative data sources like free-form field notes, participant observation journals, and oral language transcripts.
(Nunan, 1992) (Nunan, 1992) Despite some challenges, questionnaire is one of the common methods of data collection because it helps to get lots of information from people in a nonthreatening way
A questionnaire was conducted among students in the experimental group to explore their motivations for studying English, their perceptions of the necessity to enhance their English vocabulary in Science and Technology, and their readiness to engage in a supplementary reading program This questionnaire included seven close-ended questions with multiple-choice options, allowing students to select statements that reflected their views Additionally, the final question aimed to identify students who were unwilling to participate To eliminate any language barriers, the questionnaire was provided in Vietnamese.
The tests were designed with 50 lexical items each and divided into 5 parts The tests contained the selection of lexical items chosen from Test Your English Vocabulary in Use,
The Longman Preparation Course for the TOEFL Test emphasizes the importance of vocabulary in scientific English During the supplementary reading program, a significant number of vocabulary words were assessed through reading passages given to the experimental group To evaluate the vocabulary acquisition of students over the experimental period, both pretests and posttests focused on the same lexical items, albeit with variations in their order and the types of exercises presented.
Students must understand the meaning of a word and apply it correctly in various contexts The researcher, along with a fellow teacher, designed and administered tests to students, ensuring content accuracy and preventing cheating A specific seating plan was established for both groups to facilitate the testing process.
Procedures
The posttest was administered with the same manner and order as the pretest
The study was conducted over a period of 7 months, beginning from January 2011 and finishing by August 2011 The procedures consist of the following main steps:
- Study the literature review and related materials
- Analyze the survey results to find out the students‟ need and attitudes to supplementary readings
- Design and administer the pretest
- Apply the supplementary readings: give students 8 reading materials (one text per week) and guide students to accomplish assignments
- Design and administer the posttest
- Analyze the pretest and posttest scores
- Discuss the findings and draw out conclusions and suggestions for further study
This chapter outlines the study's methodology, detailing participant descriptions and the primary data collection tools, which include questionnaires and pretests/posttests It also elaborates on the procedures followed during the study The subsequent chapter will reveal the key findings and provide a discussion of the research questions.
Data Analysis and Discussion
Data Analysis
The analysis of the questionnaire data reveals two key aspects: first, students express their views on the necessity of English vocabulary in the fields of Science and Technology; second, their attitudes towards supplementary readings are also examined.
(i) “What are the students’ perceptions of the needs to develop their English vocabulary on science and technology?”
The article explores three key aspects of students' engagement with English learning: their motivations for studying the language, their satisfaction with their current English vocabulary related to science and technology, and their awareness of the need to enhance this vocabulary These insights are further detailed in the accompanying tables.
1 To what purposes do you study English at High School?
- To pass the High School Final examinations 30 100%
- To be admitted into an English-majored university or college 0 0%
- To gain scholarship to study abroad 16 53.3%
- To read English documents, articles, etc on science and technology 22 73.3%
- To actively participate in regional and international science camps or workshops
2 What is your plan after your high school graduation?
- Keep on studying and working in science-related fields 30 100%
- Do jobs without relation to science or technology 0 0%
3 To what aspects do you intend to use English in your future job?
- To read English documents, articles, etc on science and technology 30 100%
- To work in international fields of science and technology 26 86.7%
- For the daily communication irrelative to science or technology 0 0%
- Do not use English at all 0 0%
Table 3: Students’ purposes of English learning
Table 3 reveals the short-term goals of high school students learning English, with 100% aiming to pass national final examinations, which are essential for further education and career opportunities Additionally, 53.3% of students aspire to obtain certifications like IELTS or TOEFL for studying abroad, while 73.3% are focused on reading science and technology texts in English Furthermore, 26.7% are preparing to participate in international or regional science camps and workshops held annually.
The second and third questions focused on students' long-term goals for learning English The findings revealed that all students (100%) aimed to pursue careers in science and technology Additionally, the results indicated that every student intended to use English for reading documents, with 86.7% recognizing its importance for their future professions in an international context.
Students have diverse motivations for learning English, necessitating that teachers strike a balance between imparting general English skills and providing instruction tailored to English for Specific Purposes, particularly in scientific contexts.
4 What do you think about the vocabulary topics in your textbooks (up to grade 9)?
- Have no relation to science or technology fields 2 6.7%
- Have very little relation to science or technology fields 28 93.3%
- Have many topics on science and technology 0 0%
5 How do you rank your English vocabulary on science and technology?
- Poor, unable to read English documents 26 86.3%
- Quite poor, able to read simple English documents, but with constant use of dictionary
- Fair, able to read basic English documents 0 0%
- Sufficient, able to read basic English documents without any difficulties
Table 4: Students’ satisfaction of their English vocabulary on science and technology
A recent analysis of students' self-assessment regarding their English vocabulary size in science and technology revealed that 86.3% felt dissatisfied with their vocabulary, stating they struggled to read English documents in this field Only 13.3% believed they could read simple texts with the aid of a dictionary, and none felt confident in their vocabulary for fluent reading This dissatisfaction aligns with their perception of the relevance of their textbooks, as 93.3% noted a minimal connection between textbook topics and the necessary science and technology vocabulary The findings highlight a significant lack of opportunities for students to engage with English vocabulary in science and technology, indicating a need for improved educational resources.
6 Do you think it is necessary to develop your English vocabulary on science and technology henceforth?
- Strongly agree, because it is helpful for my future profession 27 90%
- Agree, but I want to start later after the graduation 2 6.7%
Table 5: Students’ perception of the need to develop their English vocabulary on science and technology
A recent survey revealed that 96.7% of students recognized the importance of expanding their English vocabulary in science and technology, with only 3.3% uncertain about their needs Furthermore, 90% expressed a desire to actively enhance their vocabulary now, while just 6.7% preferred to wait until after high school graduation.
The data indicates that a majority of students recognize the significance of expanding their English vocabulary related to science and technology for their future careers, and they are eager to enhance this vocabulary during their high school years.
(ii) “To what extent are the students willing to do the supplementary readings?”
7 Are you willing to do supplementary readings at home to improve your vocabulary on science and technology?
- Strongly agree I am willing to actively participate in 27 90%
- Agree I will participate if I have free time 2 6.7%
- Disagree I think it is a waste of time 0 0%
Table 6: Students willingness to do supplementary readings
A significant 96.7% of students endorsed supplementary readings to enhance their vocabulary in science and technology, with 86.7% eager to actively engage in the program Notably, only one student, accounting for 3.3%, chose not to share their opinion.
The supplementary readings program demonstrated a high level of agreement among students, indicating its feasibility and serving as a crucial prerequisite for the success of the experiment.
All the collected data were statistically analyzed through SPSS 11.5 software and p-value was calculated
Items Control group Experimental group χ2 p
1 Tests below the average mark(%):
Table 7: Comparison of pretest results between two groups before intervention
Table 7 reveals minimal differences in test performance between the control and experimental groups, with 60% of tests below the average mark in the control group and 63.3% in the experimental group Both groups had similar percentages of tests rated as "Fair" (40.0% for control and 36.7% for experimental), while both groups recorded the same percentage of "Good" ratings at 16.6% Notably, neither group had any tests rated as "Excellent." The statistical analysis indicated no significant difference between the groups, with p>0.05, suggesting that students in both groups had comparable vocabulary sizes prior to the intervention.
1 Tests below the average mark(%):
Table 8: Comparison of pretest and posttest results in experimental group
Table 8 illustrates a significant improvement in the experimental group following supplementary reading, with below-average test scores dropping from 63.3% to 13.3% (p0.05) Consistent findings were noted across all ranking levels.
Items Control group Experimental group χ2 p
1 Tests below the average mark(%):
Table 10: Comparison of results after intervention between control and experimental groups
Table 10 highlights the significant differences in improvement between the experimental and control groups following supplementary reading While the control group showed minimal changes in pretest and posttest results, the experimental group demonstrated notable advancements, particularly in tests below the average mark (p