Introduction
Rationale
Reading is a fundamental skill that is emphasized in English teaching programs for foreign learners, particularly at the upper secondary education level in Vietnam In the English textbooks used, reading is prioritized as the first skill to be developed in each unit.
Reading plays a crucial role in acquiring knowledge and facilitating further study, yet many Grade 11 students face significant challenges in comprehending their English textbooks They struggle with understanding reading texts and often get bogged down by unfamiliar words, relying heavily on dictionaries instead of inferring meanings from context This word-by-word approach hampers their reading efficiency, leading to unsatisfactory outcomes in reading comprehension, which is vital for exam success Addressing these issues is essential for improving students' reading abilities.
Despite evidence supporting the effectiveness of contextual clues in enhancing students' reading skills and vocabulary acquisition, this technique has received limited attention in classroom instruction While some research acknowledges its value, there has been minimal effort to integrate contextual guessing strategies into standard teaching practices Furthermore, the impact of developing students' abilities to infer unknown word meanings through context on their vocabulary proficiency and reading comprehension remains underexplored This gap has prompted a quasi-experimental study to investigate the benefits of contextual guessing techniques for 11th-grade students at Phuc Thanh High School.
Aims and Objectives of the study
This study, part of a minor thesis, focuses on enhancing vocabulary proficiency and reading comprehension among 11th-grade students by teaching them effective strategies to infer the meanings of unfamiliar words from context.
To achieve this aim, the study sets out to obtain the following specific objectives:
- To discover whether or not the techniques for guessing the meaning of unknown words through context make students' vocabulary acquisition and their reading comprehension skill improve
- To examine the experimental students' attitudes towards the application of guessing techniques to their reading process, and then to make some recommendations for further study.
Research Questions
To achieve the aims and objectives of the study, an attempt is made to seek the answers to the following research questions:
(1) Do techniques for guessing the meaning of unknown words through context make the
11 th form students' vocabulary acquisition and reading comprehension skill improve as measured by their scores in the pre-test and post-test?
(2) What are the students' attitudes towards the application of guessing techniques to their reading process after experimental period?
Method of the study
This thesis utilizes a quasi-experimental research method to address the proposed research questions, employing two key instruments: survey questionnaires, which consist of pre-experiment and post-experiment questionnaires, as well as pre-test and post-test assessments.
A pre-experiment questionnaire was administered to students to assess their perceptions and attitudes towards reading comprehension, focusing on their strategies for handling unknown words and techniques for inferring meanings during reading Similarly, a questionnaire for teachers aimed to explore their views on reading comprehension and to identify the activities they commonly employ to teach new vocabulary, as well as the methods they use to help students deduce meanings of unfamiliar words while reading.
A design of pretest and posttest was employed as the main research method to measure both groups' English vocabulary and reading comprehension proficiency before and after the trial period
The post-experiment questionnaire served as a valuable tool to gather feedback from experimental students regarding their perceptions and evaluations of techniques for inferring the meanings of unfamiliar words through contextual clues after the experimental phase.
Scope of the study
This study explores the effectiveness of teaching context-based techniques for deducing the meanings of unfamiliar words among 11th-grade students at Phuc Thanh High School in Hai Duong province Due to time limitations, the researcher conducted an experiment with a small sample of non-native students in the 11th grade.
In a study conducted at Phuc Thanh High School, 50 grade 11 students were randomly divided into a control class and an experimental class, each consisting of 25 students Due to the specific focus on this particular group, the findings may not be broadly applicable, as students with varying English proficiency levels or diverse backgrounds could produce different outcomes, even when exposed to texts of similar difficulty.
This research aims to assist reading teachers and 11th-grade students in recognizing the significance of guessing techniques in reading lessons The findings are intended to enhance the reading skills of 11th-grade students specifically and high school students more broadly.
The study is structured into three key sections Part I serves as the introduction, outlining the study's rationale, aims, objectives, research questions, methodology, scope, significance, and design Part II is the development phase, divided into three chapters: Chapter One discusses general theories on guessing techniques, including a context-based approach, contextual guesswork research, inferring techniques, types of context clues, and influencing factors; Chapter Two details the methodology, including the study context, quasi-experimental rationale, variables, subject background, materials, procedures, and data collection instruments; Chapter Three analyzes the collected data, presenting significant findings from pretest and posttest scores and questionnaire results Finally, Part III concludes the study by summarizing the findings, addressing limitations, offering recommendations for applying guessing techniques, and suggesting areas for future research.
Design of the study
The study is structured into three main parts: Part I introduces the study's rationale, aims, objectives, research questions, methodology, scope, significance, and design Part II, the development, includes three chapters: Chapter one discusses theories related to guessing techniques, including context-based approaches and factors influencing contextual guessing; Chapter two outlines the methodology, detailing the study's context, rationale for a quasi-experimental design, variables, participant background, materials, procedures, and data collection instruments; Chapter three presents and analyzes the collected data, highlighting significant findings from pretest and posttest scores and questionnaire results Part III concludes the study by summarizing the findings, acknowledging limitations, offering recommendations for implementing guessing techniques, and suggesting avenues for future research.
DEVELOPMENT
Introduction
Reading poses challenges for many English as a Foreign Language (EFL) learners, necessitating diverse strategies to effectively engage with texts A key focus is on techniques for understanding unknown words within context, highlighting the significance of vocabulary acquisition through reading This chapter explores essential theories related to vocabulary learning, the interplay between vocabulary and context, effective guessing strategies, and the use of various contextual clues.
Theoretical background to acquiring vocabulary through reading
Context refers to the textual or discoursal setting in which a specific word or structure appears (Gu, 2003:2) It can range from a single sentence to multiple paragraphs and typically includes unfamiliar vocabulary (Rapaport, 2003).
Defining context in reading is complex, as it serves to reduce uncertainty about text elements and overall meaning (Gough, 1984) Traditionally, context was viewed as inherent in well-written texts, relying on linguistic knowledge for interpretation However, cognitive theorists argue that this perspective emphasizes linear, bottom-up processing and overlooks the importance of higher-level knowledge and personal experiences It is essential to distinguish between local context, which includes intrasentential and sentential information, and global context, encompassing intersentential, discourse-level information, and world knowledge, particularly for second language readers utilizing guessing techniques.
Bialystok (1983; cited in Barnett, 1989) suggests that context is shaped by the reader's implicit knowledge, including their understanding of other languages and general world knowledge This implies that context is not an inherent quality of the text itself, but rather is constructed by the reader, influenced by their linguistic and experiential background.
1.2.1.2 Context-based approach to vocabulary acquisition
Understanding words is fundamental to grasping the meaning of any text According to Thomas Scovel (cited in Yeli Shi, 2005:35), word comprehension is a complex psycholinguistic process that involves actively searching for relevant relationships within spreading activation networks Words can have different meanings depending on the context, making it insufficient for learners to know definitions in isolation Therefore, the ability to infer word meanings from context is crucial for successful reading.
Nagy (1997) identifies three essential types of knowledge that aid readers in contextual inference: linguistic knowledge, world knowledge, and strategic knowledge He argues that much of the contextual information is embedded within the linguistic structure, which relies on the reader's understanding of this structure Linguistic knowledge encompasses syntactic knowledge, vocabulary knowledge, and word schema, which relates to potential word meanings Nagy highlights vocabulary knowledge as crucial for readers to effectively utilize context, noting that understanding surrounding words can facilitate the inference of unknown word meanings Additionally, world knowledge enhances the ability to interpret context, as recognizing familiar concepts can help deduce meanings Finally, strategic knowledge involves the conscious management of cognitive resources, with Nagy emphasizing that training in contextual usage has significantly improved students' skills in guessing the meanings of unfamiliar words.
1.2.2 Some previous studies on contextual guesswork
Contextual guesswork involves using the surrounding context of a word to infer its meaning Familiarity with word components, such as prefixes and suffixes, aids students in uncovering meanings Educators can support students by teaching specific guessing strategies, including recognizing discourse markers and determining the word's role in a sentence, whether as a verb, adjective, noun, or adverb.
Numerous studies have explored the reading technique of guessing, revealing both optimistic and pessimistic perspectives Bensoussan and Laufer (1984) implemented a guessing task that required learners to respond in writing Analysis of the results indicated that learners frequently made incorrect guesses due to misinterpreting words with multiple meanings, mistranslating idioms, and confusing target words with similar-looking or sounding alternatives.
Liu and Nation (1985) investigated learners' ability to infer the meanings of nonsense words replacing real words in texts, discovering that success rates varied with the density of unfamiliar words When a nonsense word appeared once every ten words, it was harder to guess than when it appeared once every twenty-five words Their research suggested that approximately 85% of unfamiliar words could be understood if learners collaborated to share their knowledge and skills.
Guessing, or inferring, involves determining the meaning of a word using contextual clues This study will use 'infer' interchangeably with 'guess,' along with related terms like 'construct,' 'deduce,' 'derive,' and 'predict.' Typically, guessing from context pertains to understanding a word's meaning based on the surrounding words in a text.
Following are some definitions and ideas of guessing techniques defined by some researchers:
"Inferring means making use of syntactic, logical and cultural clues to discover the meaning of unknown elements" ( Grellet, F., 1981:14)
Inferring is the process of constructing a mental framework for unfamiliar words using prior knowledge and experiences from both the real world and texts Essentially, it entails deducing the meanings of words through logical reasoning, guided by the evidence at hand.
Gairns and Redman (1986:83) describe "contextual guesswork" as a strategy that involves using the surrounding context of a word to infer its meaning, or sometimes deducing meaning directly from the word itself.
By recognizing the familiar prefix "over-" from words like "overeat," learners can deduce the meaning of the unfamiliar term "overworked." This understanding illustrates how prior knowledge of word components can aid in vocabulary acquisition.
Clarke & Nation (1980) advocate for inferring word meanings from context by recommending that learners follow specific steps to effectively guess meanings based on surrounding information.
To effectively understand a new word, begin by identifying its part of speech Analyzing the context of the phrase or clause surrounding the word provides essential clues about its role Utilizing determiners, adjectives, adverbs, and prepositions can help clarify the word's linguistic function.
To understand the significance of a new word, it is essential to analyze its context within the surrounding phrase, clause, or sentence This involves examining how the word interacts with the overall paragraph or passage, as well as identifying the types of conjunctions or adverbials that are employed By doing so, we can gain insights into the word's meaning and its contribution to the text's coherence.
Introduction
This study aimed to explore the effectiveness of teaching students techniques for deducing the meanings of unfamiliar words through context, focusing on enhancing their vocabulary proficiency and reading comprehension A quasi-experimental design was implemented with two grade 11 groups at Phuc Thanh High School to achieve this goal This chapter details the experiment, including the study's context, the rationale for using a quasi-experimental approach, the variables involved, the participants, the materials utilized, the procedures followed, and the data collection instruments employed.
A study was carried out in a natural learning environment involving 11th-grade students at Phuc Thanh High School, a non-specialized institution located in Kinh Mon District, Hai Duong Province The school features 25 well-maintained classrooms, a spacious schoolyard, a small library, and two functional rooms equipped with computers and projectors.
In terms of places, the experimental lessons were carried out in two large classrooms of Phuc Thanh High School, where there are 21 classes with 842 students and an average of
40 students per class for the 2010-2011 academic year Moreover, the school has five teachers of English and 45 others who are teaching different subjects
Approximately ninety percent of the school's students come from mountainous villages, with the remaining ten percent from rural areas, many of whom have a limited understanding of English and view it merely as a compulsory subject Most students focus on majors like Maths, Physics, and Chemistry, learning only the basics taught in the classroom, while a few find English engaging enough to major in Typically, students have an average of three English classes per week, utilizing textbooks from the Ministry of Education and Training alongside supplementary materials chosen by their teachers To address the longstanding challenges in English learning, particularly in reading skills, an experiment was conducted with students who are not majoring in English.
The study was conducted during the second semester of the 2010-2011 academic year, spanning from February 7 to April 29, 2011 Over a 12-week period, the researcher focused on six units, specifically Units 11 to 16, due to time constraints.
2.3 The Rationale of Using Quasi-Experiment
In this study, a quasi-experimental design was selected due to its suitability for the pre-assigned subjects, specifically two classes, 11A1 and 11A2, allocated by the scheduling authority This design maintains the normal teaching context, enhancing the external validity and allowing for more accurate generalization of results to the broader population To control extraneous variables such as gender, group size, age, and English proficiency, adjustments were made, including the removal of specific students from the analysis to ensure balanced gender representation The quasi-experimental design is less intrusive than true-experimental designs, facilitating easier access to participants and saving significant time in participant grouping, making it a practical choice for this research.
All participants in the study were Vietnamese individuals of the same age, having lived in Vietnam their entire lives, which indicated a uniform social and cultural background Additionally, their English proficiency levels were consistent, as evidenced by their identical scores on the placement test.
In a word, as all above factors are examined, the quasi-experimental design becomes the most practical and feasible for the researcher to conduct the present study.
Variables
This study aims to enhance vocabulary proficiency and reading comprehension among 11th-grade students by developing techniques for inferring the meanings of new words from context Utilizing an experimental design, the research investigates how these context-based guessing techniques (independent variable) influence students' vocabulary and reading comprehension skills (dependent variable).
Independent variable: Guessing techniques as a word-attack skill versus word lists and dictionary use during reading sessions
Dependent variable: Students' proficiency of vocabulary and reading comprehension
The study assessed the dependent variable by analyzing test scores from both control and experimental groups To evaluate students' improvement in vocabulary and reading comprehension through context-based guessing techniques, pretests and posttests were employed as reliable measurement tools The test scores were meticulously calculated and compared using a t-test to determine the effectiveness of the intervention.
Participants
The study focused on 50 out of 80 students enrolled in the program, selected using cluster sampling from two classes These participants, aged sixteen or seventeen, had been studying English for at least five to six years and were evenly divided by gender, with 25 students in each group, including 17 boys in each The students were grouped according to their English proficiency, determined by placement test results and previous year performance in grade 10, ensuring that both groups had equal English levels.
When conducting experimental research, it is essential to ensure that any differences observed in the study's results are attributable to the distinct treatments applied, rather than influenced by external factors.
To ensure the validity of the study, it is essential that the only variable differing between the two groups is the planned treatment being examined (Johnson, 1992; 177) All other conditions, including the teacher, curriculum, environment, and materials, must remain identical for both groups The table below presents key background information regarding the participants.
Table 1: Background information about the subjects of the study
Experimental Controlled Total number of participants
In this study, both groups participated in three weekly English classes led by the researcher, ensuring consistency in the learning environment The experimental group received tailored instruction focused on techniques for inferring the meanings of new words from context, while the control group followed the conventional teaching methods used by other English teachers Prior to reading sessions, the control group was provided with a word list and allowed to use a dictionary, while the experimental group was trained to utilize guessing strategies for unfamiliar vocabulary, using the dictionary only for verification Both groups engaged with fixed reading selections from the Tieng Anh 11 textbook, designed for 11th-grade students, and subsequently answered comprehension questions related to the texts.
The research was conducted by the researcher and a fellow teacher at Phuc Thanh High School, both of whom have a decade of experience teaching English and possess a deep understanding of their students Prior to the experimental phase, the students participated in discussions regarding the methods, content, expected outcomes, and time management for the experiment.
Materials
The study utilizes the textbook "Tieng Anh 11" as the primary material, complemented by handouts created by the researcher This textbook aligns with the new national curriculum and employs a learner-centered and communicative approach, emphasizing task-based teaching It consists of 16 teaching units and 6 review units, each structured into five sections: Reading, Speaking, Listening, Writing, and Language Focus The reading section is designed to provide essential language inputs and practice opportunities, starting with "Before you read" activities to introduce the topic and activate prior knowledge It progresses to a short text with "While you read" activities aimed at enhancing reading skills like scanning and skimming, concluding with "After you read" activities for additional practice.
* Popular context clues used for guessing the meaning of unknown words in the new textbook Tieng Anh 11
An investigation of approximately 10 reading passages in the new textbook Tieng Anh 11 reveals that common context clues for deducing the meanings of unknown words fall into two main categories.
Example: - Such changeable and uncertain people are incapable of a lifelong friendship
The Students' Parents Society sponsored the competition, with Mrs Lien, our English teacher, outlining the rules to the students She emphasized that participation requires forming groups of three.
- It is time governments and international organizations did something to help them so that the world population growth can start to decrease instead of continuing to increase (Unit
Weekend courses typically have flexible entry requirements, often requiring no formal qualifications beyond the ability to cover the potentially high fees.
*Definitions (Explanation) Example: - Another alternative source of energy is geothermal heat, which comes from deep inside the earth ( Unit 11, Tieng Anh 11)
* Reference words Examples: - However, human beings have a great influence on the rest of the world They are changing the environment by building cities and villages where forest once stood
In every country, numerous individuals selflessly dedicate their time to assist others For instance, in the United States, a significant number of high school and college students actively engage in volunteer work at hospitals, orphanages, and nursing homes.
True friendship is rare, as most people have numerous acquaintances but only a few genuine friends Many individuals struggle to form deep, meaningful connections, highlighting the scarcity of true companionship.
Example: - I didn't want to make a fuss, so I decided just to take my money back from the schoolboy's bag, without saying a word about it (Unit 2, Tieng Anh 11)
The researcher created handouts specifically for the experimental group, serving as student-training worksheets Each worksheet defined 'guessing techniques' and included activities that guided students on how to apply these strategies effectively.
Procedures
The study, conducted over twelve weeks from February 7th to April 29th, 2011, took place at Phuc Thanh High School in Hai Duong The key chronological steps of the research are summarized below.
1 Study the literature review to set up the theoretical background for the study before carrying out the research;
2 Establish the methodological framework for the study;
3 Design and administer the pre-experiment questionnaire to teachers, the pre- experiment questionnaire and the pretest to both groups (experimental and control groups);
4 Identify difference in the pretest scores between the two groups as well as find out the preliminary information about students' and teachers' perceptions and attitudes towards reading comprehension;
5 Apply the techniques for guessing the meaning of new words through context on the experimental group;
6 Design and administer the posttest (version of the pretest) to both groups;
7 Analyze both groups' posttest scores to set up the difference in the proficiency of vocabulary and reading comprehension between the two groups after twelve weeks;
8 Distribute the post-experiment questionnaire to the experimental group to get their feedback about the techniques for guessing the meaning of new words through context;
9 Collect all the data for analysis;
10 Analyzing the data for findings;
11 Draw out conclusions, limitations, recommendations and suggestions for further study based on the findings;
The procedure of the experiment was presented in detail as follows:
At the start of the experimental period, a pre-experiment questionnaire was administered to four English teachers and their students at Phuc Thanh High School The student questionnaire aimed to assess perceptions and attitudes towards reading comprehension, focusing on how they handled unknown words and the techniques used to infer meanings Similarly, the teacher questionnaire explored educators' views on reading comprehension and the activities they employed to teach new vocabulary and infer meanings Additionally, a vocabulary and reading comprehension pretest was conducted with 50 students to evaluate and compare their proficiency levels in these areas.
The teacher-researcher introduced guessing techniques for handling unfamiliar words to the experimental group during a ten-week experiment Throughout this period, students from both groups were provided with distinct strategies to address unknown words in reading passages Each group's treatment was tailored to enhance their reading comprehension skills.
In the experimental group, students were not given a word list prior to reading sessions; instead, they were encouraged to utilize guessing techniques to infer the meanings of unfamiliar words encountered in the text Following each reading, students engaged in tasks that reinforced their understanding Context clues that facilitated word meaning guessing included morphology, synonyms and antonyms, restatements, definitions, reference words, examples, comparisons, contrasts, and cause-and-effect relationships Throughout the experimental period, the use of dictionaries was prohibited.
In the control group, teachers supplied a word list with Vietnamese translations prior to each reading session Students in this group were permitted to utilize the word list or dictionaries to assist with unfamiliar words encountered during their reading Subsequently, they completed tasks related to each reading text.
At the conclusion of the 12-week experimental period, both groups participated in a posttest assessing vocabulary and reading comprehension The results from the two different periods were then compared Additionally, a post-experiment questionnaire was administered to 25 students in the experimental group to gather their feedback and evaluative attitudes regarding the treatment received during the experiment.
Instruments for Data Collection
In this study, pretest and posttest were utilized as the primary tools for assessing students' vocabulary and reading comprehension proficiency To ensure accurate results, it is essential for the teacher to design a well-structured test that incorporates key characteristics such as validity and reliability Validity refers to the degree to which a test accurately measures what it is intended to measure, while reliability indicates the consistency of scores across different evaluators or over time (Hughes, 1995).
To ensure the validity and reliability of the vocabulary and reading comprehension test, careful examination and modification suggestions were sought from other teachers prior to administration The test comprised a pretest and posttest, each containing thirty items divided into two sections: Vocabulary and Reading Comprehension The Vocabulary Section assessed students' ability to infer word meanings from context through ten items, each featuring an underlined word and four multiple-choice options The Reading Comprehension Section evaluated students' skills in deducing word meanings from passages, consisting of twenty items across three reading passages, with six to nine items per passage Each correct answer earned one point, resulting in a maximum possible score of 30 The tests were conducted within a 55-minute timeframe, supervised by the researcher and an additional teacher at Phuc.
Thanh High School implemented measures to prevent students from copying answers during assessments Following an experimental period, a revised version of the pretest was utilized for the posttest, ensuring variations in question order and difficulty levels between the two tests This approach effectively measured the vocabulary and reading comprehension improvements of both groups over a twelve-week period.
Questionnaires are commonly used in educational research in general and in ELT research in particular (Nunan 1992: McDnough, J & McDnough, S 1999)
According to McDonough & McDonough (1997:170-171), the use of questionnaire in research has some advantages:
1 The knowledge needed is controlled by the questions, therefore it is a good deal of precision and clarity
2 Questionnaires can be used on a small scale, in house, and on a large scale
3 Data can be gathered in several different time slots: all at once in a class at convenience when a suitable respondent happens to come along, and different locations at different times, but in all of these data is comparable
Questionnaire can be easily qualified as multiple choice questions are used (Seilinger & Shohany (1989) In reality, questionnaires have some strong points as follows:
- Questionnaire does not take time to prepare and administer,
- The collected data are standard and accurate as the same questionnaire is given to all the subjects at the same time,
The creation of effective and trustworthy questionnaires is a specialized task (Nunan 1992:143) In this study, both students and teachers were given written questionnaires To allow respondents to express their thoughts freely, some questions were open-ended, enabling them to provide their own answers.
Before the experimental period at Phuc Thanh High School, questionnaires were distributed to 50 students and 4 teachers, while post-experiment feedback was collected from 25 students in the experimental group.
This research utilized questionnaires to gather valuable insights into students' and teachers' perceptions of reading comprehension The pre-experiment questionnaire for students, consisting of 9 items with four options each, aimed to assess their attitudes towards reading comprehension and the strategies they employed to understand unfamiliar words Similarly, the pre-experiment questionnaire for teachers included 6 items to explore their perceptions and teaching methods related to vocabulary acquisition Following the experimental period, a post-experiment questionnaire with 7 items was administered to collect feedback from students on the effectiveness of techniques for inferring the meanings of unknown words To ensure objective results, the questionnaires were meticulously designed and administered in a supportive environment, allowing participants to respond honestly The students' questionnaires were provided in Vietnamese to mitigate any language barriers that could impact the research outcomes.
CHAPTER THREE: DATA ANALYSIS, FINDINGS AND DISCUSSIONS
DATA ANALYSIS AND FINDINGS
This section details the study's findings, which are organized into two main subsections: the results gathered from pretest and posttest assessments, and the outcomes derived from the questionnaires.
In a quantitative analysis, pretest and posttest scores were utilized to assess the English vocabulary and reading comprehension proficiency of grade 11 students before and after an experimental period The tests were collected and graded by the researcher and a fellow English teacher, with scores analyzed using SPSS (Statistical Package for Social Science) to calculate means (M), mode, median, and standard deviation (SD) This analysis aimed to determine if the experimental group's scores improved compared to the control group after twelve weeks of English instruction, employing a t-test to evaluate the results.
To assess the difference in vocabulary and reading comprehension proficiency between the two groups, pretest scores were calculated and recorded prior to the experimental period Each individual's improvement was determined by subtracting their pretest score from their posttest score Subsequently, the mean (M) and standard deviation (SD) of the gains for each group were computed for comparative analysis.
In addition to quantitative analysis, qualitative methods were employed to explore the perceptions and attitudes of students and teachers regarding reading comprehension This included examining their approaches to handling unfamiliar words during reading sessions, the guessing techniques they utilized, and the experimental group's insights on contextual strategies for inferring the meanings of unknown words.
3.2 Reports of the results collected by means of Pretest and Posttest 3.2.1 Comparison of Pretest and Posttest Performance
The table presents a comparative analysis of English vocabulary and reading comprehension performance during the pretest and posttest for both groups This data is essential for addressing the first research question, providing insights into the effectiveness of the interventions.
Table 2: The results of the pretest and posttest of the two groups
In chapter two, it was noted that each group consisted of 25 participants, with a maximum possible score of 30 Table 2 indicates that posttest scores for all groups showed an overall improvement compared to pretest scores Specifically, the students' test scores were categorized into four levels: weak (1-14), satisfactory (15-20), good (21-27), and very good (27-30), as illustrated in Table 3.
Table 3: The classifications of pre-test and post-test scores of the two groups
The Experiment group The Control Group
Pre-test Post-test Pre-test Post-test
Table 4 presents descriptive statistics for the pretest and posttest results of both groups Initially, the control group had a mean score of 15.60, slightly higher than the experimental group's mean score of 15.32, indicating a minimal difference of 0.28 Both groups had pretest scores ranging from 9 to 24, but the control group exhibited a larger standard deviation of 3.92 compared to the experimental group's 3.54, suggesting greater variability in the control group's scores Despite this variance, both groups were of equal size, implying that the inhomogeneity in the control group had little impact on the overall results Consequently, it can be concluded that no significant difference existed between the two groups at the experiment's outset.
Table 4: Descriptive statistics for the pretest and posttest of the experimental and control groups
Descriptive statistics Experimental Group (N%) Control Group ( N%)
The descriptive statistics reveal significant increases in the means, modes, and medians of posttest scores for both groups after the twelve-week experiment Notably, the experimental group outperformed the control group, achieving average posttest scores of 19.68 compared to 17.36 Figure 1 illustrates the mean scores for both groups in the pretests and posttests, highlighting the remarkable improvements observed.
Figure 1: The difference between the mean scores on the paired pretests and the paired posttests
Further statistical analysis is necessary to determine which group performed better in the posttest The following section outlines the mean gains achieved by both groups following the experiment.
3.2.2 Comparison of Both Groups' Vocabulary and Reading Comprehension Gains after the Experiment
The table below describes the means, the standard deviation, which were calculated to establish the differences in the gains between the pretests and posttests performed by the two groups
Table 5: Mean gains of the experimental and control groups after the experiment
The experimental group achieved a higher mean gain of 4.32 compared to the control group's 1.76, as illustrated in Table 5 However, the control group's gains were more consistent, indicated by a lower standard deviation of 1.93 versus 1.87 for the experimental group Figure 2 visually represents the differences in gain values between the two groups following the experiment.
Figure 2: Difference in gain values obtained by both groups after the experiment
The control group achieved gain values ranging from 0 to 4, with 18 out of 25 students attaining values of 1 and 2, while only 2 students reached the maximum value of 4 In contrast, the experimental group demonstrated higher gain values, ranging from 0 to 6, with 4 participants achieving the maximum gain of 6 Notably, the experimental group showed significant improvement in vocabulary and reading comprehension, as evidenced by their overall higher gain values compared to the control group.
After a twelve-week experiment, significant differences emerged between the two groups regarding vocabulary and reading comprehension proficiency While both groups showed progress, the experimental group that engaged in guessing activities demonstrated a markedly greater improvement compared to the control group, which adhered to traditional reading comprehension methods.
3.3 Reports of the results collected by means of questionnaires 3.3.1 The results of the pre-experiment questionnaires
3.3.1.1 The results of the pre-experiment questionnaire for students
Question 1 What do you think of the importance of reading comprehension skill?
A survey revealed that 44% of 11th-grade students consider reading comprehension to be very important, while 56% view it as important, indicating a strong recognition of its significance in language learning Notably, none of the students deemed it unimportant, highlighting their awareness of the critical role reading comprehension plays in mastering English.
Degree of importance Number of respondents Percent
Question 2 How difficult is reading comprehension skill for you?
In a recent survey, most students reported learning English for 5 to 6 years, which has influenced their understanding of reading comprehension challenges Nearly 44% of students found reading comprehension difficult, while 36% rated it as very difficult, and only 20% considered it normal Notably, none of the students perceived the task as easy These findings indicate that the reading texts in the English 11 textbook are too challenging for the majority of students, potentially leading to boredom and decreased motivation due to the mismatch between text difficulty and their proficiency level.
Degree of difficulty Number of respondents Percent
Question 3 Which of the following is the speed of your reading comprehension?
A significant 52% of students reported a slow reading speed, with 32% reading English texts very slowly, and only 16% achieving normal reading comprehension speed Notably, none of the students were able to read quickly or very quickly These findings align with previous observations indicating that reading comprehension is often perceived as a challenging skill for most students.
Degree Number of respondents Percent
4 How efficient is your reading comprehension?
DISCUSSIONS
This section focuses on discussing the key findings of the study in detail, addressing the two research questions effectively Through comprehensive analysis, the results will be thoroughly examined and validated.
This study examines two key research questions: First, it investigates whether context-based guessing techniques enhance vocabulary acquisition and reading comprehension skills among 11th-grade students, as evidenced by pre-test and post-test scores Second, it explores students' attitudes towards the use of these guessing techniques in their reading processes following the experimental period This section will provide a comprehensive discussion of these critical inquiries.
4.2.1 Discussion of Both Groups' Vocabulary and Reading Comprehension Gain s after the Experiment
The comparison of vocabulary and reading comprehension gains between the control and experimental groups revealed significant findings regarding the effectiveness of guessing techniques In the pretest, the control group outperformed the experimental group with scores of 15.60 and 15.32, respectively However, the posttest results showed a notable shift, with the experimental group achieving a higher mean score of 19.68 compared to the control group's 17.36 Additionally, the experimental group demonstrated a greater mean gain of 4.32, while the control group only gained 1.76 These results provide strong evidence that guessing techniques positively influence students' English vocabulary and reading comprehension Participants in the guessing activities made more substantial progress than those who did not engage in the program, highlighting the potential of these techniques to enhance learning outcomes Overall, the findings indicate that the effective application of guessing strategies can significantly benefit the teaching and learning of English vocabulary and reading comprehension skills.
The study confirms that context-based techniques for guessing the meanings of unknown words significantly enhance vocabulary and reading comprehension skills among 11th-grade students The experimental group demonstrated a marked improvement in test scores compared to the control group, indicating the effectiveness of these strategies in boosting language proficiency.
4.2.2 Discussion of the Experimental Students' Opinions of the Guessing Techniques
The post-experiment questionnaire results revealed a strong positive correlation between the experimental students' test scores and their feedback on guessing techniques An impressive 88% of participants reported increased confidence and significant improvements in vocabulary and reading comprehension, aligning with the observed gains where 24 out of 25 students achieved score increases ranging from 2 to 6 While 4% expressed that the guessing techniques were ineffective, this viewpoint was isolated and did not significantly impact the overall findings Notably, 96% acknowledged the crucial role of these techniques in enhancing their reading comprehension, and 88% confirmed that the application of guessing strategies boosted their confidence in reading.
A portion of experimental students, ranging from 4% to 12%, exhibited neutral attitudes towards guessing techniques, indicating uncertainty in their evaluative responses This ambiguity suggests that these students may have held mixed feelings, making it challenging to derive meaningful insights from their neutral opinions Consequently, the significance of these neutral perspectives is limited in understanding overall attitudes towards guessing techniques.
The analysis of the post-experiment questionnaire revealed a strong correlation between the feedback from experimental students and their test scores Most students reported improvements in their vocabulary and reading skills due to the implementation of guessing techniques This finding also highlights the positive attitudes students have towards these guessing strategies.
CONCLUSIONS
Conclusions
This study mainly aimed at investigating the usefulness of guessing techniques on grade
11 students' reading comprehension skill learning An experiment was carried out on a group of 25 grade 11 students who were learning English as a foreign language at Phuc Thanh High School, Hai Duong
Chapter one laid the theoretical foundation for vocabulary acquisition through reading, while chapter two detailed the quasi-experimental methods used to assess the effectiveness of teaching students techniques for inferring the meanings of unknown words from context The study employed a pretest and posttest design, with a control group receiving traditional English reading instruction and an experimental group utilizing guessing techniques to enhance their vocabulary and reading skills Data analysis in chapter three revealed significant improvements in the posttest scores of the experimental group Additionally, feedback from the post-experiment questionnaire indicated that most participants had positive attitudes towards the guessing techniques, affirming that these methods effectively enhanced their vocabulary and reading comprehension The findings suggest that context-based guessing techniques are superior to traditional aids like dictionaries, encourage active learning through a sense of discovery, and foster independent reading engagement, ultimately improving reading ability and speed.
Limitations of the study
Research projects inherently face limitations, and this thesis is no exception A key limitation is the small sample size, comprising only two groups of 50 students, with just 25 receiving the experimental treatment This limited participant pool restricts our understanding of the impact of guessing techniques on vocabulary learning and reading comprehension across varying proficiency levels Consequently, the findings may not be universally applicable to other subjects in different contexts, as responses to the treatment could vary significantly.
Due to administrative constraints, the researcher selected two naturally occurring classes for the experiment rather than randomly assigning samples As a result, the findings may not be generalizable.
The study was conducted over a brief twelve-week period, yielding preliminary results Ideally, both the control and experimental groups would have undergone their respective treatments for a longer duration to assess the sustainability of the effects and to determine if the experimental group would maintain their progress.
Recommendations for the Application of the Guessing Techniques
Based on the results and the findings of the study, the researcher would present some recommendations as follows:
Teachers should encourage students to collaborate in pairs during guessing activities, allowing them to share and discuss their thoughts This peer interaction not only fosters a supportive learning environment but also enables more proficient students to assist those who may be struggling, enhancing overall comprehension and engagement.
Teachers should carefully design guesswork activities and select appropriate reading passages for high school students Research conducted at Phuc Thanh High School indicated that students excelled in using structural clues, such as morphology, synonyms, antonyms, restatements, definitions, and reference words, to deduce word meanings In contrast, inference clues proved to be challenging and less effective for this age group Therefore, when creating word-in-context exercises for grade 11 students, educators should prioritize passages that incorporate these common structural clues, reserving inference clues for university-level students.
Suggestions for Further Study
The current study, conducted over twelve weeks with a small sample size, limits the understanding of the effectiveness of guessing techniques on enhancing students' vocabulary and reading comprehension To gain deeper insights, future research should involve larger, randomly assigned samples and extended durations It is essential to explore the impact of guessing techniques across various student levels to improve English reading instruction Therefore, a true experimental study with a larger sample size is recommended to enhance the reliability and validity of the findings.
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4 Clarke, D.F., & Nation, I.S.P (1980), "Guessing the Meanings of Words from Context: Strategy and Techniques", System 8: 211-220
5 Dubin, F & Olshtain, E 1993 Predicting word meanings from contextual clues: Evidence from L1 readers In: T Huckin, M Haynes & J Coady (Eds.), Second language reading and vocabulary learning Norwood, New Jersey: Ablex, 181-202
6 Dycus, D., (1997) Guessing Word Meaning from Context: Should we encourage it?
Literacy Across Culture Retrieved August 5th, 2011 from the World Wide Web: http://www.2.aasa.ac.jp/ dcdycus/ LAC97/guessing.htm
7 Gairns, R., & Redman, S., (1986) Working with Words-a Guide to Teaching and Learning Vocabulary Cambrige University Press
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APPENDICES Appendix 1: The pre-experiment questionnaire for the students (Vietnamese version)
(BẢN CÂU HỎI ĐIỀU TRA DÀNH CHO HỌC SINH)
Các em học sinh thân mến!
Bản câu hỏi dưới đây phục vụ cho nghiên cứu "Lợi ích của thủ thuật đoán nghĩa từ mới dựa vào ngữ cảnh cho học sinh lớp 11 tại trường THPT Phúc Thành." Mục tiêu là giúp học sinh lớp 11 tại trường THPT Phúc Thành và các trường THPT khác hình thành thói quen sử dụng kỹ năng này trong quá trình đọc hiểu Các câu hỏi chỉ nhằm mục đích nghiên cứu, vì vậy mong các em trả lời trung thực bằng cách đánh dấu vào ô chọn hoặc viết câu trả lời vào phần trống Xin chân thành cảm ơn sự hỗ trợ của các em!
Phần 1 Thông tin cá nhân
Em học tiếng Anh được bao lâu rồi?
< 3 năm 3-4 năm 5-6 năm > 6 năm Phần 2 Nội dung câu hỏi
1 Theo em kỹ năng đọc hiểu có quan trọng không?
rất quan trọng quan trọng bình thường không quan trọng
2 Đối với em kỹ năng đọc hiểu học có khó không?
rất khó khó bình thường dễ rất dễ
3 Tốc độ đọc hiểu của em theo mức nào sau đây?
rất nhanh nhanh bình thường chậm rất chậm
4 Em tự đánh giá việc đọc hiểu của em có hiệu quả không?
rất hiệu quả hiệu quả bình thường không hiệu quả
5 Việc đọc hiểu của em không hiệu quả vì nguyên nhân chủ yếu là
bài đọc có nhiều từ mới ngữ pháp của bài đọc khó
kiến thức nền của em hạn chế không đủ thời gian
6 Trong quá trình đọc hiểu, em thường dành thời gian để tìm hiểu nghĩa của
tất cả các từ mới có trong bài đọc
hầu hết các từ mới có trong bài đọc
một số từ quan trọng có liên quan đến nội dung chính của bài đọc
7 Khi muốn biết nghĩa của từ mới trong bài đọc em làm như thế nào?
(1: luôn luôn 2: thường xuyên 3: thỉnh thoảng 4: hiếm khi 5: không bao giờ)
Tra từ điển Hỏi giáo viên Hỏi bạn bè Đoán nghĩa của từ dựa vào ngữ cảnh trong bài đọc
8 Theo em việc tra, hỏi nghĩa của các từ mới trong quá trình đọc hiểu có ảnh hưởng đến tốc độ, hiệu quả của bài đọc không?
có ảnh hưởng không ảnh hưởng
9 Em đã sử dụng những thủ thuật đoán nghĩa từ mới nào dưới đây trong quá trình đọc hiểu?(Em có thể đánh dấu nhiều hơn 1 sự lựa chọn nếu cần thiết)
Morphology ( Hình vị- tiền tố, hậu tố)
Synonyms and antonyms ( Từ đồng nghĩa, trái nghĩa)
Restatement ( Diễn đạt lại bằng cách khác)
Reference words (Từ quy chiếu)
Alternatives (Dùng từ thay thế)
Ý kiến khác (Xin ghi rõ)
Appendix 2 : The pre-experiment questionnaire for the teachers Survey questionnaires for teachers Dear my colleagues,
This questionnaire aims to gather data for my thesis titled "An Investigation into the Usefulness of Techniques for Guessing the Meaning of New Words in Context for 11th Grade Students at Phuc Thanh High School." The primary objective is to assess the effectiveness of various strategies employed by students to deduce the meanings of unfamiliar words within contextual settings.
11th-grade students encounter unfamiliar vocabulary during reading and express their attitudes towards strategies for inferring meanings of new words in context Participants are encouraged to record their responses in the designated area or mark their preferences with an 'x' in the provided box, ensuring that all information remains confidential.
Your cooperation is highly appreciated Thank you very much!
Name: Age: Gender: male female
How long have you been teaching English?
Part 2: Teachers' Attitudes to Reading Comprehension and Unknown Words in Context
1 What do you think of the importance of reading comprehension in teaching and learning English?
very important important not very important not important
2 How many new words of the reading text do you often teach your students in a reading session?
all new words in the reading text
almost all new words in the reading text
only some key words relating to the main idea of the reading text
3 What do you do when you teach your students the meaning of a new word in the reading text?
(1: always 2: usually 3: sometimes 4: rarely 5: never)
To enhance vocabulary acquisition, educators should provide students with the Vietnamese equivalent of new words promptly Encouraging students to utilize dictionaries for definitions fosters independent learning Collaborative learning can be promoted by having students ask their classmates for meanings Additionally, students should be encouraged to infer the meanings of words through contextual clues.
4 Do you think it is necessary to teach the techniques for guessing the meaning of new words through context to students?
5 Which of these following techniques for guessing the meaning of new words through context have you used to teach your students? (You can choose more than one options if you want)
6 Does your teaching of the techniques for guessing the meaning of new words through context to your students help them improve their reading ability?
Group: vocabulary and Reading Comprehension test
The paper consists of 05 pages
(Note: Students are not allowed to use dictionaries or any form of reference)
Section 1: Vocabulary Instruction: This section consists of 10 items Choose A, B, C, or D that best substitutes the underlined part in each of the following sentences
1 Solar energy is not only plentiful and infinite but also clean and safe
2 Your failure is the consequence of not study hard enough for the test
3 I keep stamps However, I would not call myself an avid stamp collector
4 The course can be as simple as bricklaying or as sophisticated as making your own stock market decisions
5 Scientists and engineers can work to find out ways to lessen the amount of pollution
6 He got the stamps but threw away the envelopes
7 There are many other pursuits such as listening to music, reading and gardening
8 Courses like shoemaking or glass engraving provide people with practical skills
9 There are two parallel school systems in England The first is the state school system, which is free for all students and paid for by the state
D Schools in which all students can attend without paying tuition fees
10 Numerous marriages now end in divorce, that is, couples stop living together under a roof
A wedding party B formal ending of a marriage by law
Section 2: Reading Comprehension Directions: In this section you will read 3 passages Each is followed by a number of questions about it Read them carefully Try to guess the meaning of the words/phrases from the passages by circling one best answer A, B, C, or D to each question
Literacy, defined as the ability to read and write, is a crucial skill in contemporary societies, typically acquired through formal education Individuals who possess these skills are referred to as literate, while those who lack them are considered illiterate The United Nations defines illiteracy as the inability to read or write a simple sentence in any language, with an estimated 16% of the global population classified as illiterate in 1998.
Illiteracy rates are notably high in the Arab Peninsula and sub-Saharan Africa, with approximately 30% of men and 40-50% of women lacking basic literacy skills A significant factor contributing to this issue is the lack of incentive for individuals to learn to read and write, especially when they can navigate daily life without these skills Additionally, cultural influences, such as a reliance on oral traditions, further perpetuate illiteracy; for instance, tribes that primarily engage in livestock herding may find little necessity for reading and writing.
1 What is meant by the word 'literate' in the passage?
A people who are able to read and write B people who aren't able to read and write
C people who can read but can't write D people who can write but can not read
2 Circle the word that is an antonym of the word 'literate' in the passage
3 By the UN definition, the word 'illiteracy' means
A 'cannot read and write a simple word in any language'
B 'cannot read and write a simple sentence in any language'
C 'cannot read and write many sentences in English'
D 'cannot read and write some simple phrases in many languages'
4 The word "oral" in paragraph 3 is closest in meaning to _
5 Which of the following could best be substituted for the word 'herbs' in the last paragraph?
A looks like B looks at C looks for D looks after
Memory is the mind's capacity to retrieve past experiences, which can be categorized into two types: recall and recognition For example, while you might struggle to recall a poem you read in class yesterday, seeing it again will trigger instant recognition.
Total recall, often referred to as photographic memory, is a rare ability that allows individuals to effortlessly recall extensive information, such as reciting an entire page of a book after just one reading or playing a musical piece after hearing it once However, this phenomenon is uncommon, as most people struggle to remember even recently heard names The challenge in memory retention is not due to a lack of capability, but rather a result of insufficient attention and personal connection to the information at hand.
6 What does the word 'memory' in the first paragraph mean?
A ability by which things are recalled to or kept in the mind
B ability by which things kept in the stomach
C ability by which things kept in the nose
D ability by which things are kept in the mouth
7 Circle the word that is a synonym of the word 'recall' in the first paragraph
8 Which word means the same as 'instantly' in the first paragraph?
A can only remember things if he looks at a photograph
B can be found in mental hospitals
C can remember every detail of what he sees or hears
D brings his camera everywhere he goes
10 Which of the following could best be substituted for the word 'unusual' in the passage?
A rare or exceptional B common C unsure D precious
11 Which of the following is closest in meaning to the word 'lack' in the passage?
A have a sufficiency B have less than enough
C have more than enough D have the same as needed
Passage 3: Questions 12- 20 Surfing, the island's most famous sport, started in Hawaii many years ago The
Hawaiians referred to surfing as "he'enalu," translating to "to slide on a wave." Long before European contact, they expertly rode waves on long, narrow wooden boards The arrival of the first Europeans to the islands left them in awe of the local surfing culture.
Hawaiians Since that time, surfing has become a very popular sport not only in Hawaii, but also on the California coast and in Australia, among other places
Scuba diving and snorkeling are two of the most popular water sports in Hawaii, offering unique opportunities to explore the ocean's depths Scuba diving, which stands for "Self-Contained Underwater Breathing Apparatus," enables adventurers to experience the most captivating underwater sights by diving deeper However, it requires special training due to potential dangers In contrast, snorkeling is a simpler and more accessible option, requiring only a face mask, snorkel, and flippers It allows participants to float on the water's surface and observe marine life without extensive instruction, often resulting in close encounters with fish that may even eat from your hand.
12 What is meant by the word 'surfing' in the first paragraph?
A riding on an elephant B riding on a horse's back
C riding on the winds D riding on the waves on boards
13 What does 'it' in the first paragraph refer to?
14 The word 'they' in the first paragraph is a reference to
A the first Europeans to arrive in Hawaii B the Hawaiians
15 Circle the word that best substitutes the word 'amazed' in the first paragraph
16 What does the phrase 'scuba diving' in the second paragraph mean?
A a sport of swimming under water using a breathing tube
B a sport of swimming under water using special breathing equipment
C a sport of floating on the surface of the water using a face mask
D a sport of swimming under water without using any equipment
17 The word undersea in the second paragraph means _
A below the surface of the sea B above the surface of the sea
C over the surface of the sea D on the surface of the sea
18 The word 'it' in the second paragraph refers to?
A Hawaii B snorkeling C scuba diving D the wave
19 Which word in the second paragraph means the same as 'a breathing tube'?
A a flipper B a face mask C a board D a snorkel
20 Circle the word that is a synonym of the word 'need' in the second paragraph
Group: vocabulary and Reading Comprehension test
The paper consists of 05 pages
(Note: Students are not allowed to use dictionaries or any form of reference)
Section 1: Vocabulary Instruction: This section consists of 10 items Choose A, B, C, or D that best substitutes the underlined part in each of the following sentences
1 There are many other pursuits such as listening to music, reading and gardening
2 Courses like shoemaking or glass engraving provide people with practical skills
3 Numerous marriages now end in divorce, that is, couples stop living together under a roof
A wedding party B formal ending of a marriage by law
4 I keep stamps However, I would not call myself an avid stamp collector
5 Your failure is the consequence of not study hard enough for the test
6 There are two parallel school systems in England The first is the state school system, which is free for all students and paid for by the state
D Schools in which all students can attend without paying tuition fees
7 Scientists and engineers can work to find out ways to lessen the amount of pollution
8 He got the stamps but threw away the envelopes
9 Solar energy is not only plentiful and infinite but also clean and safe
10 The course can be as simple as bricklaying or as sophisticated as making your own stock market decisions
In this section, you will encounter three passages, each followed by a series of questions Carefully read the passages and attempt to deduce the meanings of the words and phrases For each question, select the best answer from options A, B, C, or D.
Passage 1: Questions 1- 9 Surfing, the island's most famous sport, started in Hawaii many years ago The