Rationale
In today's globalized world, learning English is increasingly essential as it serves as a crucial tool for communication across various fields, including culture, economy, society, and science In Vietnam, English is a mandatory subject at all educational levels, reflecting its growing significance Despite the prevalence of local languages, there is a notable trend toward using English as a primary means of communication among the population.
Mastering English requires a strong focus on vocabulary acquisition, as it is fundamental to communicative competence and second language learning (Schmitt, 2000) The interplay between vocabulary knowledge and language use is mutually beneficial; knowing more words enhances language usage, while practical application of language further expands vocabulary (Nation, 2001) As Wilkins (1972) aptly stated, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.” Therefore, a rich vocabulary is essential for constructing meaningful sentences and texts, ultimately enriching the language experience.
Research indicates that effective vocabulary instruction can be achieved through the use of word lists, which provide a systematic, teacher-directed approach to enhancing students' vocabulary These lists serve as valuable instructional resources that require minimal preparation time, allowing teachers to customize their lessons to accommodate individual student needs and classroom schedules Additionally, word lists are straightforward, presenting one word with its most common meaning, and are portable, enabling students to review them anytime and anywhere This method also alleviates the stress associated with memorizing extensive vocabulary from textbooks, which is why the teaching of word lists is gaining popularity in educational research and practice.
The Vietnamese government has implemented initiatives to enhance English language proficiency among its citizens, focusing on training human resources skilled in English As a result, English is now taught not only to junior and senior high school students but also to elementary school students, ensuring early exposure and fostering fluency in the language.
At Gia Vuong Secondary School in Ninh Binh Province, the traditional approach to teaching vocabulary through textbooks has proven insufficient, as many students struggle to use English effectively Observations reveal that over 90% of students cannot engage in basic communication due to limited vocabulary knowledge Although they can comprehend texts and complete exercises when familiar with key terms, their inability to construct sentences or dialogues highlights a significant barrier to learning English This lack of vocabulary mastery is a critical challenge that hinders students' overall language proficiency and skill development.
All the conditions above have offered me a chance to conduct a study on:
This action research project investigates the effectiveness of using word lists to enhance vocabulary usage among 7th grade students at Gia Vuong Secondary School in a rural area of Vietnam The study aims to determine the ongoing relevance of this method in a context where resources for foreign language learning are limited, highlighting the potential for improved language acquisition despite infrastructural challenges.
Aims of study
A study was conducted on 7th grade students participating in a vocabulary enhancement program, focusing on their improvement in vocabulary usage through the use of prepared word lists The research aimed to evaluate the effectiveness of this teaching method while also examining students' attitudes towards using word lists for vocabulary learning Based on the findings, recommendations were provided to enhance student proficiency and optimize the implementation of this instructional approach.
Research questions
In order to achieve the above- mentioned aims, the following research questions are addressed in the study
1 What is the students‟ vocabulary use proficiency before the implementation of the research?
2 What is students‟ vocabulary use proficiency after the implementation of the research?
3 What is the difference in students‟ vocabulary use before and after teaching with word lists?
4 What are students‟ attitudes toward using word lists in the language classroom?
Scope of the study
This study investigates the effectiveness of using word lists in vocabulary instruction to enhance students' understanding of words and their meanings Focusing on a seventh-grade class at Gia Vuong Secondary School, the research compares pre-test and post-test results to assess vocabulary improvement Through class observations, the study highlights the positive impacts of word lists in the vocabulary teaching and learning process However, it is important to note that the findings may not be applicable to all Vietnamese students in rural areas.
Methods of the study
To achieve the study's objectives, a mixed-method approach was utilized, involving the design and implementation of eight lesson plans focused on vocabulary instruction using word lists for a seventh-grade class at Gia Vuong Secondary School Following this, a quantitative survey was administered to 40 students to gather detailed insights into the effectiveness of the teaching methods employed Additionally, various research instruments were developed and applied to enrich the investigation.
To assess the improvement in vocabulary proficiency, both a pretest and a posttest were administered The posttest scores will be analyzed in comparison to the pretest scores to evaluate the effectiveness of using word lists in vocabulary instruction.
The qualitative research method is involved in conducting and analyzing the class observation which is needed to find out how effective this method is
Then, the data were collected, sorted and analyzed quantitatively and qualitatively to obtain the results.
Design of the study
This study is composed of five following parts:
Part A :“INTRODUCTION” presents the background, aims, research question, the significance, the scope and the design of the study
Part B : DEVELOPMENT is organized in three main chapters:
Chapter I is “Literature review” which conceptualizes the framework of the study through the discussion of issues and ideas on theories of teaching vocabulary in the implementation of word lists
Chapter II is “Methodology” which presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure and data analysis
Chapter III is “Findings and Discussions” which consists of a comprehensive analysis of the data and a discussion on the findings of this study
Part C “CONCLUSION” offers a summary of the findings, gained research experience, recommendations, limitations and future directions for further study.
LITERATURE REVIEW
According to meaning
Vocabulary can be categorized into notional and functional words Notional words possess distinct lexical meanings and belong to open classes that allow for the addition of new items The primary types of notional words include nouns, verbs, adjectives, and adverbs, which frequently exhibit derivational relationships among them.
Functional words form a closed system with a limited set of members that cannot be expanded by adding new items This category includes prepositions, conjunctions, articles, auxiliaries, and words classified as particles.
According to frequency of use
It is possible to distinguish two kinds of vocabulary: high- frequency words and low - frequency words
High-frequency words are essential terms that frequently appear in spoken and written communication across various fields Mastering the recognition of these words by sight is vital for achieving reading fluency Extensive research has produced lists of the 1,000, 2,000, or even 3,000 most commonly used words in English Familiarity with these words provides students with a foundational context, aiding them in understanding and deciphering other vocabulary.
Low-frequency words represent a vast category of terms that appear rarely in texts, comprising only a small percentage of overall vocabulary Younger learners typically possess a limited bank of these low-frequency words, reflecting their developing language skills.
Teachers must differentiate between high and low-frequency vocabulary to determine which words to prioritize in their lessons and allocate appropriate class time for effective teaching.
According to language teaching methodologies
Foreign language learners' vocabulary is categorized into active and passive vocabulary Active vocabulary consists of words that learners can effectively use in speaking and writing, while passive vocabulary includes words they can recognize and understand in context but cannot recall or use independently This vocabulary dynamic is constantly evolving, as learners adopt new words, experiment with meanings, forget terms, and refine their language use To enhance their active vocabulary, it is beneficial to guide students towards words that will be useful in their communication.
In this study, the researcher classified the vocabulary according to meaning and frequency of use Both of them are useful for choosing wordlists and implementing them in class
1 3 The role of vocabulary in language teaching and learning
Vocabulary plays a vital role in English as a Foreign Language (EFL) teaching and learning, garnering significant attention from researchers, teachers, and students alike While traditional second language instruction has primarily emphasized grammatical knowledge, vocabulary is essential for effective communication; without a robust vocabulary, individuals struggle to understand others and articulate their thoughts Lewis (1993) posits that vocabulary should be the focal point of language instruction, stating that "language consists of grammaticalised lexis, not lexicalised grammar." Furthermore, Hunt & Beglar (2005) highlight the importance of effective vocabulary acquisition for EFL students, who often possess limited vocabularies despite extensive formal education.
Vocabulary is crucial for language learners, as highlighted by Schmitt (2010), who notes that learners prioritize dictionaries over grammar books Laufer (1997) reinforces this by stating that a solid vocabulary is essential at every stage of language learning, a sentiment echoed by second language acquisition researchers Numerous studies have shown that enhancing vocabulary significantly improves students' ability to communicate fluently in a foreign language Consequently, a larger vocabulary enables learners to understand and use the language more effectively Therefore, vocabulary acquisition is a primary objective in language classrooms, making it vital for successful second language use In summary, vocabulary is fundamental in any English as a Foreign Language (EFL) course for all language students.
Aspects of word knowledge included in vocabulary teaching
A primary challenge for language teachers is determining which vocabulary elements to focus on in the classroom When introducing a new English word, it is crucial for educators to convey its meaning, form, and usage at the same time Prioritizing vocabulary selection based on frequency and relevance to students' specific needs is essential for effective language instruction.
In "A Course in Language Teaching" (1999), Ur identified four key aspects of vocabulary: Form, which includes pronunciation and spelling; Grammar; Collocation; and Aspects of meaning, which encompasses denotation, connotation, appropriateness, meaning relationships, and word formation Nation (2001) further emphasizes the importance of teaching these elements to enhance vocabulary acquisition effectively.
27), to know everything about a word, one needs to know the word‟s:
Form: spoken form, written form, and word parts (e.g., prefix/ root/ suffix ) Meaning: meaning(s), concepts/referents, and associations (positive ) Use: grammatical functions, collocations, constraints (register, frequency )
Word form: Pronunciation ad spelling
In the process of learning and teaching vocabulary, it is essential for students to master both the writing and pronunciation of words According to Ur (1996), key considerations in vocabulary instruction include the form of words, which encompasses pronunciation and spelling Pronunciation is a fundamental aspect of speech, as highlighted by Hewings (2004), and refers to how a word is articulated It is important to note that pronunciation rules can differ significantly across languages.
Spelling involves arranging letters and diacritics to form words, playing a crucial role in both reading and writing It reinforces the relationship between sounds and letters, enhancing literacy skills.
There is a relationship between spelling and pronunciation According to O‟neil
(1969), the spelling does not directly reflect the way in which a word is pronounced, but “the pronunciations of words are quite generally predictable in their spelling
This relationship often causes trouble for students, so a teacher needs to make sure that both these aspects are accurately presented and learned According to Davies
Presenting new items orally before introducing them in written form is particularly effective for lower-level students This approach helps prevent the development of "spelling pronunciation" habits, enhancing their overall language learning experience.
Language teachers should introduce the grammar associated with new vocabulary, especially when it deviates from general rules It's crucial to inform students about any unpredictable changes in form within specific grammatical contexts or unusual connections with other words For example, when teaching nouns, educators should highlight irregular plural forms, such as "man" to "men," or indicate when a noun does not have a plural, like "beauty" or "knowledge."
Teachers can effectively guide students in understanding word usage through various techniques, as highlighted by Nation (2001) These methods include demonstrating the grammatical patterns of words, providing similar collocates, noting any usage restrictions (such as formality or appropriateness), and presenting well-known opposites or words that belong to the same lexical set.
Collocations are combinations of two or more words that frequently occur together in a language, such as nouns with nouns, verbs with nouns, or adjectives with nouns As noted by Firth (1957), collocations represent the customary usage patterns of words, indicating that not all words can be combined freely Each language has specific rules governing these combinations; for instance, we say "do homework" and "make a bed," but not "make homework" or "do a bed." Understanding collocations is essential for mastering a language and enhancing communication skills.
Meaning can be categorized into three distinct forms: lexical, morphological, and syntactic Lexical meaning refers to the definition of a word when viewed independently from its sentence context, such as the various forms of the word "learn," including "learns," "learned," and "learning." Morphological meaning pertains to the significance associated with morphemes, which are the smallest meaningful units in a language Understanding these classifications is essential for grasping the complexities of language and meaning.
Grammatical meaning refers to the significance derived from the arrangement of words and various grammatical cues in a sentence For instance, in the question "Is he a student?" the structure and order of the words play a crucial role in conveying the intended meaning.
Word meaning encompasses four components, primarily focusing on denotation and connotation Denotation refers to the literal or dictionary definition of a word, while connotation involves the emotions and feelings associated with it (Tarigan, 1985, p 58) Understanding how one word's meaning relates to others is crucial in teaching, as various relationships exist, including synonyms, antonyms, hyponyms, co-hyponyms, and superordinates.
Synonyms: are actually words of the same parts of speech that have similar or identical denotation, speech but differ in shades of meaning, connotation or combinability with other words
Antonyms are words that belong to the same part of speech but have opposite meanings Commonly, antonyms can be found among adjectives that describe qualities, verbs that indicate actions or states, and abstract nouns.
Hyponyms: is a word or phrase whose semantic field is included within that of another word They are decided based on the viewpoint of intension and extension
Co- hyponym or co-ordinates: other items that are the “ same kind of thing”
Superordinates: general concepts that “cover” specific items
According Bauer (1983,p 1), word formation is of central interest to theoretical linguistics of all persuasions because of light it throws on other aspects of language
We may consider word formation the creation of a new word
Affixation is a key process in word formation, allowing speakers to create new words by adding morphemes, or affixes, at the beginning (prefixation), middle (infixation), or end (suffixation) of existing words, as seen in examples like "redo" and "sickness." This method enables the formation of new combinations, where readers or listeners can derive meaning from the components Additionally, other word formation techniques, such as compounding, exemplified by "housework" (house + work), also contribute to the richness of the language.
In summary, understanding word formation is essential for students, as it enables them to use words correctly within appropriate grammatical contexts This study thoroughly examined these critical aspects of language use.
According to Armbruster, Lehr, & Osborn (2001), vocabulary can be learned in the following ways:
Directly: Students can learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies
Students can acquire the meanings of many words indirectly through everyday experiences with both oral and written language, engaging in conversations with adults, and extensive independent reading However, this method of learning can be challenging and often insufficient for comprehensive vocabulary development.
Approaches to vocabulary Instruction
Traditionally, vocabulary instruction has relied heavily on a definitional approach, where students learn definitions or synonyms for words, requiring them to independently find meanings While this method can save time for teachers and allow for progression in content, it often results in a superficial understanding of vocabulary Nonetheless, the definitional approach remains valuable, particularly when students already grasp the underlying concepts of the terms being taught.
Contextual approaches to teaching vocabulary emphasize the importance of understanding unfamiliar words through their use in sentences, where contextual clues can reveal their meanings While learning vocabulary from context is crucial for vocabulary development and should be prioritized in classroom instruction, relying solely on this method is less effective compared to other vocabulary teaching strategies.
Combining Definitional and Contextual Approaches
A combination of definitional and contextual approaches is more effective for enhancing reading comprehension than using either method alone (Stahl and Fairbanks, 1986) It is essential for teachers to provide adequate definitions or assist students in deriving them within a contextual approach Similarly, a strong definitional method should incorporate illustrative sentences that demonstrate the meaning and usage of the words Consequently, this study employs both definitional and contextual approaches to optimize learning outcomes.
1 7 Teaching with word lists 1.7.1 Definition of word lists
A word list serves as a compilation of words that individuals need to learn, akin to those found in dictionaries According to Hatch and Brown (1995), vocabulary encompasses a set of words specific to a language or utilized by individual speakers Nation (2001) categorized vocabulary into four distinct lists: high-frequency, academic, technical, and low-frequency words, which assist students in acquiring essential vocabulary for academic success Millington and Siegel (2010) emphasize the importance of creating vocabulary lists, noting that students who dedicate time to learning these words are likely to gain a deeper understanding and perform better on vocabulary assessments Consequently, introducing specific vocabulary prior to engaging in tasks can enhance both vocabulary acquisition and the practice of other skills.
Coxhead (1998, 2000) from Victoria University of Wellington, New Zealand, conducted research on Academic Word Lists (AWL), identifying words that frequently appear in English-language academic texts The AWL was created by analyzing over 3.5 million words from various sources, including academic journals, textbooks, and course materials across diverse subjects such as the Arts, Commerce, Law, and Sciences This comprehensive list is essential for second-language learners aiming to succeed in English-speaking academic environments, regardless of their specific field of study.
Students often struggle with mastering the vocabulary essential for written tests, as recognizing and utilizing a wide range of words is crucial for effective reading and writing Teaching vocabulary through word lists is beneficial, as these lists typically include common words frequently encountered in various media This approach allows students to independently enhance their vocabulary Basic word lists serve as valuable resources for beginners to acquire essential words for general English, while the academic word list is ideal for those with academic needs, providing relevant vocabulary across diverse fields However, there is a need for a new word list tailored for advanced students, focusing on additional vocabulary for everyday use in English-speaking environments In this context, word lists are defined as collections of words related to specific topics for practical application in daily life.
1.7.2 Selection of vocabulary items in word lists
Effective vocabulary teaching hinges on the careful selection of words, with frequency being a primary criterion in second or foreign language learning A valuable resource for middle school educators is Word Generation, which stems from extensive research Hiebert and Lubliner (2008) address the importance of academic vocabulary in schools, referencing Hiebert's Core Academic Word List, while Marzano (2010) also contributes to this discussion Additional insights can be found in the works of Harmon, Wood, and Hedrick.
(2008) for middle and secondary content vocabulary and its instruction Kinsella‟s
In 2013, it was emphasized that English teachers for middle school students must focus on building a substantial vocabulary of useful words Creating effective word lists for rural students presents challenges, so educators need to establish clear criteria for selecting vocabulary items Understanding the educational goals and determining the appropriate number of words for students to master is crucial Additionally, it's important to limit the quantity of new words introduced in each lesson to avoid overwhelming students, as too many words can lead to confusion and stress, making retention difficult.
This study emphasizes the importance of targeted vocabulary acquisition, suggesting that students should focus on learning 8 to 10 words per list derived from course book chapters The teacher organizes these words by topic, ensuring their meanings are clear and unambiguous Students engage with these words through various exercises, providing frequent opportunities for meaningful interaction This multifaceted approach to word learning enhances retention and comprehension, leading to more durable vocabulary acquisition.
1.7.3 Related Studies to word lists
Numerous linguists, including Millington and Siegel (2010), Sokmen (1997), and Schmitt and Schmitt (2012), have emphasized the significance of vocabulary lists in language learning Research highlights the benefits of using vocabulary lists to enhance language acquisition and retention.
In a study conducted by Hoshino (2010) at a Japanese university, 46 EFL students learned 20 pairs of words from five categories: synonym, antonym, categorical, thematic, and unrelated The students studied English words alongside their Japanese translations over several days and were later tested through an English-to-Japanese translation task The results showed that while learning style did not significantly influence the effectiveness of the lists, categorical word lists proved to be more effective for vocabulary acquisition Hoshino concluded that presenting new vocabulary in categorical lists enhances vocabulary learning and encourages the use of related word lists in the classroom.
TakahashiSo (2009, 2010) explored vocabulary instruction using original word lists with 55 sophomore students from Bunkyo Gakuin University in a grammar-oriented class The control group received no specific vocabulary instruction during the spring semester, relying solely on voluntary learning for their vocabulary chapter test In contrast, the experimental group participated in a structured approach during the fall semester, dedicating 10 minutes of each class to vocabulary work, followed by feedback tests The instruction aimed to develop effective study habits and improve test scores through four key procedures: classroom learning with word lists, feedback testing, clarifying learning objectives, and emphasizing the importance of repeated study outside the classroom Students were encouraged to review each word list ten times before the test, marking their progress on a checklist As a result, most students showed improvement in their test scores, indicating the effectiveness of word lists in vocabulary acquisition, warranting further investigation into their efficiency.
This chapter provides a comprehensive overview of vocabulary and its key components, along with effective strategies for teaching word lists These foundational concepts serve as the basis for the current study The subsequent chapter will outline the detailed methodology employed in this research.
Research design: Action Research
This action research project aims to enhance educational practices by implementing small-scale interventions and closely examining their effects According to Cohen and Manion (1994), action research involves a systematic approach to improving real-world educational contexts.
The researcher selected action research to enhance students' vocabulary usage and assess the effectiveness of teacher-designed word lists This approach aims to evaluate the perceptions of both students and teachers, ultimately guiding pedagogical strategies for improved teaching and learning outcomes.
Understanding the procedure of action research is crucial, as it involves a systematic progression through defined steps Ferrance (2000, p.18) proposed an action research cycle that outlines this process effectively.
To conduct action research, the researcher first identifies the problem, followed by collecting data for a comprehensive diagnosis Next, a plan of action is designed to implement and study the change Results from the intervention are then collected, analyzed, and interpreted to evaluate the success of the action taken The problem is reassessed, initiating a new cycle of research, which continues until the issue is resolved.
However, when applying the action research approach, this study follows the general of an action research cycle suggested by Nunan (1992) because it is more specific
Before initiating this action research, the researcher, drawing from her experience as a secondary school English teacher, identified significant challenges students faced in vocabulary learning Many students reported quickly forgetting words after class, struggling with pronunciation, or knowing words but being unable to use them correctly, which was reflected in their low English scores Additionally, the teacher had not implemented alternative methods or techniques to enhance student engagement and participation in learning new vocabulary, as she preferred a quieter classroom to minimize disruptions during teaching.
Step 2: Preliminary investigation- the researcher based on data which are collected to help understand the nature of the problem: students lack of vocabulary items and they are bad at using vocabulary
Step 3: Hypothesis- A hypothesis is formulated after reviewing the initial data After having the information from informal chat with students, the researcher developed the following hypothesis for this action research: Using word lists to teach vocabulary is effective It helps students learn, retain and use vocabulary better Besides, this approach provides the teacher an effective way in order to motivate their students in vocabulary learning
Step 4: Intervention- A number of strategies are devised and applied
The researcher developed tailored word list activities and exercises that aligned with the students' proficiency levels, which were subsequently implemented in the classroom.
Step 5: Evaluation- An assessment is carried out to evaluate the intervention Some steps may be repeated
This study utilized various research assessment instruments, including a pretest, posttest, lesson plans, a survey questionnaire with 19 questions focused on lesson content and teaching methods, and a class observation checklist The survey aimed to gauge student interest in the lessons, while the observation assessed the effectiveness of the teaching strategies employed.
In Step 6, the research findings are published, and the insights gained are shared, with the results documented in this thesis Step 7 involves ongoing investigations into alternative solutions for the identified problem.
After completing the initial cycle of research, we identified both the advantages and limitations of using word lists for vocabulary instruction This insight will serve as the foundation for the subsequent cycle of action research, which will be detailed in the following chapter.
In summary, action research is identified as the most effective method for enhancing students' vocabulary acquisition The action research design is both practical and feasible for the researcher, leading the author to choose this approach The study was conducted following the seven-step model proposed by Nunan (1992).
Background of the study
The study explores the effectiveness of using word lists to enhance vocabulary acquisition among students at Gia Vuong Secondary School in Gia Vien district, Ninh Binh province The research focuses on a single grade 7 class consisting of 40 students who began learning English as a Foreign Language (EFL) in the third grade at local public elementary schools The researcher selected this school due to the ease of conducting research there and the absence of a permanent English teacher, allowing for the exploration of various methods for implementing word lists in vocabulary instruction with the headmaster's approval.
A study involving 40 seventh-grade students from Gia Vuong Secondary School in Ninh Binh province examined vocabulary learning through word lists over a 10-week period These students, aged twelve, predominantly come from low-income rural families with limited access to quality English education Despite four years of English study, their vocabulary skills remain poor, and few have English reference materials at home, relying mainly on a single textbook that offers translations and exercise answers Many students exhibit a lack of interest and motivation in learning English, prompting the need for innovative teaching methods to enhance their engagement and improve learning outcomes.
Data Collection Instruments
In order to collect data for the study, the following instruments were employed: pretest, posttest, questionnaire, class observation and lesson plans
To evaluate vocabulary proficiency, a pretest and posttest were administered, comparing students' scores to assess the effectiveness of using word lists in vocabulary instruction Both tests were equivalently designed and validated by experts, incorporating vocabulary items from the textbook relevant to previously learned topics The pretest, conducted at the term's start, featured 40 multiple-choice questions assessing students' understanding of collocation, parts of speech, word formation, and uncommon lexical items, with a maximum score of 10 points After eight weeks, a posttest was given, mirroring the pretest design and covering lexical items from units 1 to 8, aimed at evaluating students' vocabulary size and usage improvement.
Questionnaires have emerged as essential tools for researchers and professionals alike, particularly in educational research for data collection To address the fourth research question of the study, the researcher developed a survey questionnaire aimed at assessing students' evaluations of vocabulary teaching activities based on specific word lists, as well as their attitudes toward learning vocabulary through this approach The survey comprises 19 questions using a Likert scale, ranging from "strongly disagree" to "strongly agree."
“strongly agree” The questionnaire was conducted after the posttest and delivered to students It consists of three main sections:
- Section one is to collect the student‟s response about the contents of the word lists This part concludes 6 questions
- Section two is the student‟s response about skills of word lists It encompasses 4questions
- Section three is the students‟ response about teacher‟s activities This part concludes 9 questions
The classroom observation aimed to assess the effectiveness of vocabulary teaching methods for 7th graders, considering both teacher and student perspectives This evaluation compared their verbal feedback with their actual performance The observation was structured around three key criteria, detailed in Appendix F.
The teacher observed various student activities during the teaching-learning process, including their responses to explanations, attention levels, participation in questions, interest in exercises, classroom management, and motivation The findings were documented as field notes, which revealed both strengths and weaknesses in the implementation of direct instruction using word lists.
The study utilized lesson plans as an effective tool to assess the impact of word lists on vocabulary development for 7th graders Additionally, these plans aimed to gauge students' perceptions of the teaching methods employed To achieve these objectives, the researcher designed eight lesson plans that spanned eight weeks, each introducing a word list centered around various topics such as school, food and drink, jobs, health, music and art, film, travel and festivals, and traffic Each word was presented using diverse techniques, including L1 translations, known L2 synonyms, simple L2 definitions, visual aids, contextual examples, and discussions of word meanings The lessons included comprehensive details on each word, such as definitions, word formations, parts of speech, synonyms, antonyms, and example sentences, followed by sentence production tasks for practice Finally, instructors facilitated exercises to reinforce the vocabulary learned.
Data Collection Procedure
The following section presents the data collection procedure of the study
The study, conducted over 10 weeks starting in August 2016, began with a pretest administered to students Following the collection of test papers, structured lesson plans were implemented from weeks 2 to 9, featuring word lists of 8 to 10 target words—encompassing nouns, verbs, adjectives, adverbs, and phrases—related to selected topics from textbooks To enhance vocabulary usage, students engaged in various activities using these word lists In the final week, a post-test assessed students' understanding of the taught concepts, after which they completed an attitude questionnaire To facilitate comprehension, the researcher translated the questionnaire into Vietnamese and provided assistance for any questions All study procedures are detailed in Table 2.
Time Activity Week 1 Subjects were administered the Pre Test
During the implementation of the lesson plans from Week 2 to Week 10, a structured approach was followed to enhance learning outcomes By Week 10, subjects underwent a comprehensive Post Test to evaluate the effectiveness of the lesson plans and the progress made throughout the weeks.
Subjects were asked to fill in the questionnaire
After week 10 Data were collected, scored and analyzed
Conclusions, implications and suggestions were developed
Data analysis
The research involved a 10-week data collection period, followed by both quantitative and qualitative analysis The writer assessed the teaching and learning process by comparing test scores from the beginning and end of the course Data were processed using SPSS statistics software, version 20, to evaluate changes in student results Descriptive statistics were utilized to address the research question effectively.
In this study, the author analyzed students' vocabulary achievement by comparing pre-test and post-test scores to assess improvements in vocabulary usage The mean scores from the pre-test were evaluated against the mean scores from the post-test to determine the extent of students' progress throughout the research.
To address the research question 4, the researcher analyzed data collected from student questionnaires, which were consolidated and presented using Excel in various visual formats such as bars, charts, and figures Additionally, qualitative summaries of classroom observation notes were created to compare findings with the questionnaire data, ensuring accurate responses to the four research questions The analysis of classroom observation data provided empirical insights into how effectively students evaluate vocabulary teaching activities associated with this method.
This chapter thoroughly outlines the context, subject, instruments, and methodology used for data collection and analysis in the study The subsequent chapter will present the findings and discussions derived from this research.
FINDINGS AND DISCUSSION
This chapter analyzes the findings from the collected data to address the research questions regarding the use of word lists in vocabulary instruction It builds upon the previous chapter's methodology, detailing the context, participants, and data collection methods The analysis includes scores from pretests and posttests, responses from questionnaires, and insights from class observations, all aimed at evaluating the effectiveness of word lists in teaching vocabulary.
3.1 Research question 1: What is students’ vocabulary use proficiency before the implementation of the research?
The result of the pretest of 40 students was shown as followed:
Result of the Pre Test bad average quite good good excellent
Figure 3.1: Result of the Pretest
The pie chart illustrates five types of scores of students in the pretest: Bad ( below
The assessment results reveal a concerning trend among first-grade students, with 35% falling into the average category (scores between 5 and 6.4) and half of the students (50%) scoring below 5 Only 10% achieved a "quite good" rating (6.5 to 7.9), while a mere 5% reached a "good" score (8 to 9.9), and none attained an excellent score of 10 The pretest data indicates a mean score of 4.7 out of 10, highlighting that the students' vocabulary skills are significantly low, suggesting a limited vocabulary size and a poor understanding of vocabulary usage.
3.2 Research question 2: What is students’ vocabulary use proficiency after the implementation of the research?
Figure 3.2: Result of the Posttest
Figure 3.2 highlights a notable achievement, as "excellent" scores emerged for the first time at 2.5% Additionally, there was a 10% increase in the "good" category and a significant 22.5% rise in the "quite" category The pie charts indicate that 18 out of 40 students participated in this assessment.
The average group scored 45%, with 20% of students falling below the mark of 5 The post-test mean score was 5.9 out of 10, indicating an improvement in students' vocabulary achievement compared to the preliminary study Overall, a significant number of students demonstrated enhanced vocabulary skills.
3.3 Research question 3 What is the difference in students’ vocabulary use before and after teaching with word lists?
3.3.1 The overall descriptive data of the pre-test and the post-test scores
The researcher analyzed pretest and posttest results to assess vocabulary improvement among students participating in the study Descriptive data from student tests were gathered to evaluate any noted improvements Prior to the main analysis, the internal reliability of both the pretest and posttest was calculated to ensure the tests were reliable and acceptable instruments for measuring student performance.
The reliability of the tests can be seen in Table 3 :
The pre-test: The post-test
Cronbach's Alpha N of Items Cronbach's Alpha N of Items
Table 3: The reliability of the test
The reliability statistics indicate that the research instruments demonstrate acceptable internal reliability, with Cronbach's Alpha values of 0.688 for the pretest and 0.662 for the posttest.
Table 4 reveals that the mean score for the pretest in this group was 4.7, while the posttest mean increased to 5.9 The pretest scores ranged from a minimum of 1 to a maximum of 8, whereas the posttest scores showed an improved range with a minimum of 3.25 and a maximum of 10.
Also according to frequency analysis, the number of the participants with the scores below 5 in the pretest was nearly 50 %, whereas in the posttest, this accounted for
20 % Also the percentage of the participants with really impressive scores (ranging from 8 to 10) in the pretest was only 5 %, but in the posttest, the number was nearly
10 % in total That showed a difference in the results from the two tests in which the later ones are higher
3.3.2 Descriptive statistics of sections in the tests
Collocations : Pretest analysis: Collocations: Posttest analysis:
Table 5: The overall descriptive data of collocations
The results indicate a noticeable improvement in collocation understanding, with the pretest mean score at 1.20 and the posttest mean score rising to 1.64 The pretest scores ranged from a minimum of 0.25 to a maximum of 2.25, while the posttest scores showed a minimum of 0.75 and a maximum of 2.50.
As a result, there is a small increase in student‟s collocation use ability
Uncommon lexical items : Pretest analysis: Uncommon lexical items: Posttest analysis:
Table 6 reveals that the mean score for "using uncommon lexical items" increased from 1.70 in the pretest to 2.18 in the posttest The pretest scores ranged from a minimum of 0.25 to a maximum of 3.5, while the posttest scores showed a minimum of 1.0 and a maximum of 3.75, indicating notable improvement among participants.
Word formation - Pretest analysis: Word formation- Posttest analysis:
Table 7: The overall descriptive data of Word formation
The analysis of the data reveals that the average score for "word formation" in the pretest was 1.06, which increased to 1.20 in the posttest, indicating a positive trend in participants' understanding The pretest scores ranged from a minimum of 0.25 to a maximum of 2.25, while the posttest scores showed a minimum of 0.5 and a maximum of 2.5, further highlighting the improvement in word formation skills among the participants.
Part of speech - Pretest analysis: Part of speech - Posttest analysis:
Table 8: The overall descriptive data of part of speech
Table 8 reveals that the mean score for the "part of speech" section in the pretest was 0.74, while the posttest mean increased to 0.84 for the same group In the pretest, scores ranged from a minimum of 0 to a maximum of 1.25, and the posttest maintained the same range with scores from 0 to 1.25 These statistics indicate an improvement in understanding parts of speech following the intervention.
The data indicates a significant improvement in students' use of uncommon lexical items, with a mean increase from 1.70 in the pretest to 2.18 in the posttest, reflecting a change of 0.48 Conversely, the part of speech showed only a slight increase of 0.1 Overall, the statistical results suggest that most students have enhanced their word list skills, albeit modestly This underscores the effectiveness of incorporating word lists in language classrooms to aid students in acquiring target vocabulary.
A one-sample T-test was conducted to evaluate the hypothesis regarding the statistical difference between pretest and posttest overall scores, as summarized in the table below.
Test Value = 4.7125 t df Sig (2-tailed)
95% Confidence Interval of the Difference
The statistical analysis indicates a p-value of less than 0.000, allowing us to reject the null hypothesis that the pre-test and post-test means are equal This suggests a significant difference between the pre-test and post-test means Consequently, alongside prior descriptive findings, it is evident that students have made considerable progress in their vocabulary through the use of word lists.
3.4 Research question 4 What are students’ attitudes toward using word lists in the language classroom?
The study aimed to explore students' overall attitudes towards the use of word lists, with data collected through questionnaires analyzed both descriptively and interpretively The findings are significant and categorized into three main areas: students' attitudes towards the content of the word lists, their perceptions of the skills associated with word lists, and their views on the teacher's activities related to word list usage.
3.4.1.1 Attitude towards the contents of the word lists