INTRODUCTION
Rationale
In today's globalized world, the significance of foreign languages, particularly English, is increasingly evident, especially in countries like Vietnam where English is a core subject in schools Mastering the four essential skills of listening, reading, speaking, and writing is crucial, but vocabulary acquisition plays a pivotal role as it serves as the foundation for effective communication and enhances these skills Schmitt (2000) emphasizes that lexical knowledge is central to communicative competence in second language acquisition Consequently, vocabulary is systematically integrated into English textbooks published by the Ministry of Education and Training, ensuring it is woven throughout lessons to support comprehensive language learning.
As an English teacher, I recognize the significance of effective vocabulary teaching methods for primary students Previous research highlights various strategies, such as Pham Thị Thu Trang's (2012) study on storytelling as a vocabulary teaching method and Vũ Thị Thanh Tâm's (2012) action research that incorporates stories and drama Additionally, Naveen's contributions further enrich the discussion on innovative vocabulary instruction techniques in primary education.
In 2009, research highlighted the effectiveness of various vocabulary teaching methods, such as definitions, antonyms, synonyms, and visual aids At Khanh Nhac A Primary School, English teachers employ diverse strategies, including the creation of theme-based lexical lists for vocabulary instruction However, the researcher notes a lack of scientific consideration in the implementation of these lists, indicating that teachers may not fully understand how to effectively teach vocabulary thematically throughout lessons This gap in knowledge inspires the author to undertake this study.
“An investigation into using compilation of theme-based lexical lists on primary students’ vocabulary retention”.
Aims and objectives of the study
The study aims at investigating the use of compilation of theme-based lexical lists in teaching vocabulary to primary students
This overall aim leads to the following objectives:
(1) To investigate the effectiveness of teaching vocabulary through compilation of theme-based lexical lists
(2) To investigate the current situation of vocabulary teaching and learning by using compilation of theme-based lexical lists at Khanh Nhac A Primary School
(3) To give some recommendations to improve vocabulary teaching through compilation of theme-based lexical lists.
Research questions
Based on the aims of the study, the following questions are raised for exploration:
(1) To what extent does compilation of theme-based lexical lists affect students’ vocabulary retention?
(2) What is the current situation of vocabulary teaching and learning by using compilation of theme-based lexical lists?
(3) What are some recommendations on vocabulary teaching through compilation of theme-based lexical lists?
Method of the study
The study was carried out by these steps:
First, the pre-test were administrated to the students in experimental and control class
Over a four-week period, theme-based lexical lists were compiled and utilized in English lessons within experimental classes Concurrently, the researcher conducted classroom observations to assess the effectiveness and application of these lexical lists in enhancing the learning experience.
A questionnaire was distributed to forty students in an experimental class to explore their attitudes towards learning vocabulary through the creation of theme-based lexical lists, as well as to gather their suggestions for enhancing vocabulary teaching and learning in the classroom.
The post-test were administrated after four weeks of applying compilation of theme-based lexical lists to investigate the students’ vocabulary retention after the course
Finally, the collected data was summarized and analyzed to lead to the major findings and give the answers to the research questions.
Scope of the study
A study involving eighty 4th grade students at Khanh Nhac A Primary School examined the impact of theme-based lexical lists on vocabulary retention The focus was specifically on vocabulary teaching methods for primary students, excluding strategies for other grades or vocabulary techniques.
Significance of the study
This study enhances vocabulary teaching theory through the use of theme-based lexical lists The findings offer valuable insights for English teachers at Khanh Nhac A Primary School and beyond, enabling them to effectively implement these lexical lists to boost students' vocabulary retention.
Structure of the study
The study consists of three parts Each part deals with different aspects of the study:
Chapter 1 presents the introduction of the study including the rationale, aims and objectives, research questions, method, scope and design of the study
Chapter 2 is the Literature Review In this chapter, the writer focuses on some main points: the role and types of vocabulary in English teaching and learning, the importance and the characteristics of teaching vocabulary to primary children, methods of vocabulary teaching and compilation of theme-based lexical lists in vocabulary teaching
Chapter 3 focuses on Research Methodology which includes the description of the setting and the participants of the study Data collection instruments and data analysis procedure are also introduced
Chapter 4 – Data analysis and Discussion aims at analyzing the collected data Based on the analysis, some discussion on the use of compilation of theme-based lexical lists on primary students’ vocabulary retention was given
Chapter 5 provides the summary of the main issues and some recommendations for the effective use of the compilation of theme-based lexical lists in English teaching The limitations as well as some suggestions for further study are also included in this part.
LITERATURE REVIEW
Previous studies on theme-based teaching
There have been a lot of researchers carrying out studies on the use of theme- based teaching in the world
A longitudinal quasiexperimental study by Alptekin, Ercetin, and Bayyurt (2007) examined the effectiveness of a theme-based syllabus compared to a primarily grammatical syllabus with functional elements for young Turkish learners of English aged 10 to 11 over two academic years The findings revealed that young learners utilizing a theme-based syllabus demonstrated greater improvement in their English proficiency than those following a grammatical syllabus.
A study conducted by Indonesian researcher Fathimal (2014) explored the responses of 32 fifth-grade students in a primary school in Bandung towards theme-based teaching for English vocabulary Utilizing classroom action research, the study employed observations, field notes, and questionnaires as instruments The results indicated that students had a highly positive response to theme-based teaching, which significantly enhanced their interest in the learning process, particularly through the selected themes.
In a 2017 case study, Jiang examined the effects of a theme-based advanced Chinese intensive program at a university The research utilized pre- and post-proficiency test results, along with self-reported surveys from learners regarding the themes and topics, as well as the reading strategies taught in the program Findings indicated that the theme-based approach significantly enhances language proficiency among participants.
Despite the limited research on theme-based teaching's impact on vocabulary retention in Vietnam, the significance of creating theme-based lexical lists in vocabulary instruction is recognized Consequently, the researcher conducted a study to explore how these compiled lists affect primary students' retention of vocabulary.
Vocabulary in English teaching and learning
Many different definitions of vocabulary have been given by linguists
Vocabulary is a crucial element of language learning and communication, as highlighted by Wilkins (1972), who emphasized its importance for successful interaction Defined as the collection of words relevant to a language or subject, vocabulary serves as the foundation of language proficiency, significantly influencing learners' speaking, listening, reading, and writing skills (Richards & Renandya, 2002) Furthermore, Richards (2000) noted that vocabulary is one of the most apparent components of language, drawing the focus of applied linguistics early on.
According to Hornby (2006) in the Advanced Learners Dictionary of Current English, vocabulary encompasses all the words a person knows or uses, the entirety of words in a specific language, the words utilized in conversation, and lists of words with definitions, particularly in language learning resources A well-developed vocabulary is essential for effective communication and knowledge acquisition However, building a broad vocabulary remains one of the most significant challenges faced by individuals learning a second language.
Teaching vocabulary involves more than simply introducing new words, as highlighted by Hamer (1991: 151 – 161) While presentation has its role, it is essential to recognize that not all vocabulary can be acquired through interaction and discovery techniques, especially for beginners This limitation arises because learners need a foundational vocabulary to effectively engage with these methods.
From the above definitions, it can be concluded that vocabulary is all about words – the words in language or a special set of words
According to Hatch and Brown (1995), vocabulary can be categorized into five types: word classes, word families, word formation, collocation, and homonyms Gruneberg and Sykes (1991) further differentiate vocabulary into two types: the vocabulary that students are taught and expected to use, and the words that students may recognize but struggle to pronounce Building on the classifications of Carter (1987), Nation (2001), and Schmitt (2000), vocabulary can be further divided into various types based on different criteria.
Words can be classified into two main categories: native words and loan words Native words are those that have evolved from earlier forms of the language, such as "foot" and "hand." In contrast, loan words are terms borrowed from one language and used in another without translation, examples being "cookie" and "kindergarten."
Vocabulary is divided into two main categories: function words and content words Function words, which include determiners, conjunctions, and auxiliaries, have minimal lexical meaning and serve to express grammatical relationships or convey the speaker's attitude In contrast, content words, such as nouns, verbs, adjectives, and adverbs, are rich in meaning, naming objects, qualities, actions, or states.
2.2.2.3 Classification by the part of speech
The eight main parts of speech include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections Nouns represent things and can be either common or proper, functioning as subjects, objects, or possessives Pronouns replace nouns to avoid repetition and simplify sentences Verbs indicate actions and vary in tense and form, while adjectives describe nouns and typically precede them Adverbs modify verbs, enhancing their meaning Prepositions illustrate relationships between words, often initiating prepositional phrases Conjunctions connect clauses, phrases, or items, and interjections express immediate emotions, usually standing alone and followed by an exclamation mark.
2.2.2.4 Classification by the concept of morpheme
Morphemes form the foundation of word structure, categorizing words into three main types: simple, derived, and compound Simple words contain a single root morpheme, while derived words include one root morpheme along with one or more derivational morphemes In contrast, compound words are formed by combining at least two root morphemes, which may or may not include derivational morphemes.
2.2.2.5 Classification by level of usage
Vocabulary can be categorized based on usage into five main types: common, literacy, colloquial, slang, and technical words Common words are the foundation of everyday language, encompassing basic terms related to ordinary activities Literacy words, often found in formal writing, have an elevated style, such as "purchase" instead of "buy." Colloquial words are typically used in casual conversations and informal writing among friends or colleagues Slang consists of vibrant, often taboo expressions created for specific contexts, sometimes diverging from standard vocabulary Lastly, technical words are specialized terms used in specific fields, often unfamiliar to those outside the discipline, even educated native speakers.
2.2.2.6 Classification by the usage of the word
Vocabulary is categorized into two types: productive and receptive Productive vocabulary encompasses the words that an individual can recall and utilize appropriately in various contexts In contrast, receptive vocabulary includes all the words that a person can comprehend, whether they are spoken, written, or manually signed.
Linguistic studies have explored various facets of vocabulary knowledge, with Schmitt and Meara (1997) examining how English learners expand their vocabulary size alongside affix and association knowledge over a year Their research revealed a correlation between vocabulary size and these two aspects, highlighting their interrelationship Similarly, Shimamoto (2000) conducted a cross-sectional study that identified four components of receptive vocabulary knowledge—spoken form, written form, paradigmatic, and syntagmatic knowledge Her findings indicated that these aspects were interconnected and correlated with learners' overall vocabulary size.
Nation (2001) presents a comprehensive perspective on vocabulary knowledge by emphasizing three crucial aspects: form, meaning, and use The form of a word encompasses its pronunciation (spoken form), spelling (written form), and the components that constitute it, including prefixes, roots, and suffixes Understanding these elements is essential for effective vocabulary acquisition and application.
The term "unsuccessful" combines the prefix "un-" (indicating negation), the root word "success," and the suffix "-ful" (meaning full of or having), collectively describing someone or something that fails to achieve success According to Nation (2001), meaning involves the interplay between form and significance, encompassing the concept a word represents and the associations it evokes Additionally, use refers to the grammatical roles, common collocations, and constraints related to frequency and level of a word or phrase Nation further emphasizes that understanding form, meaning, and use entails both receptive and productive dimensions, resulting in 18 distinct types of lexical knowledge for each word or phrase.
Table 2.1 What is involved in knowing a word Source: Nation (2001: 27)
Aspect Component Receptive knowledge Productive knowledge
Form spoken What does the word sound like?
How is the word pronounced? written What does the word look like?
How is the word written and spelled? word parts What parts are recognizable in this word?
What word parts are needed to express the meaning?
What meaning does this word form signal?
What word form can be used to express this meaning? concepts and referents
What is included in this concept?
What items can the concept refer to? associations What other words does this make people think of?
What other words could people use instead of this one?
In what patterns does the word occur?
In what patterns must people use this word? collocations
What words or types of words occur with this one?
What words or types of words must people use with this one? constraints on use (register, frequency…)
Where, when, and how often would people expect to meet this word?
Where, when, and how often can people use this word?
The researcher aligns with Nation (2001) in emphasizing that vocabulary knowledge encompasses three critical components: form, meaning, and use Understanding a word involves a multifaceted process that requires the acquisition of various interconnected aspects of that word.
2.2.4 The role of vocabulary in English teaching and learning
According to Nation (2001), vocabulary knowledge and language use are interdependent; a strong grasp of vocabulary is essential for effective language use, while engaging in language use helps individuals expand their vocabulary Essentially, one cannot effectively communicate in a language without possessing a foundational knowledge of its vocabulary.
Teaching English to young learners
To effectively teach English in primary schools, it is crucial for teachers to grasp the unique characteristics, instincts, and interests of young learners, focusing on their cognitive, linguistic, and emotional development.
Clark (1990: 6-8) gives a list of the characteristics which young learners share:
1 Children are developing conceptually: they develop their way of thinking from the concrete to the abstract thing
2 Children have no real linguistics, different from the adult learners that already have certain purpose in learning language, for instances, to have a better job, children rarely have such needs in learning a foreign language They learn subject what school provide for them
3 Children are still developing; they are developing common skill such as turn talking and the use of body language
4 Young children very egocentric, they tend to resolve around themselves
5 Children get bored easily Children have no choice to attend school The lack of the choice means that class activities need to be fun interesting and exciting as possible by setting up the interesting activities
Young learners engage with language based on its practical applications rather than viewing it as an abstract concept, as noted by Phillips (1995) Brewster (1991) reinforces this idea, emphasizing that effective learning theories for children necessitate a transition from abstract concepts to concrete experiences, facilitated through active participation Therefore, it is essential for children to engage in hands-on activities that are tangible and relatable to enhance their language acquisition effectively.
Children come with diverse experiences and knowledge, leading to unique learning styles even when engaging in the same activity Young learners tend to grasp concepts more effectively through hands-on experiences, connections to their daily lives, and topics that spark their curiosity and interest.
2.3.2 Teaching English vocabulary to young learners
It is clear that children have learned their native language with apparent ease
Children can acquire their native language unconsciously, as highlighted by Philips (1993), who notes that various factors like environment, culture, sex, and experience affect their development For effective English language instruction, teachers must thoroughly understand the unique characteristics, goals, and motivations of their students.
Rixon (1999) emphasizes the significance of the conditions under which young learner programs are delivered, highlighting both classroom and external factors such as the social, cultural, and economic value of the language Read (2003:7) further clarifies these conditions, suggesting that young learners thrive in environments where learning is engaging and relevant.
Contextualized and part of a real event
Has a purpose for the child
Builds on things the child knows but also challenges thechild
Designed to provide for personal, divergent responses and multiple intelligences
Offered in a relaxed and warm learning atmosphere
Young students often struggle to retain new vocabulary, as they can quickly forget words despite their ability to learn them rapidly To enhance retention, it's essential to introduce new words repeatedly in various contexts throughout subsequent lessons Since traditional practice methods can be tedious for young learners, teachers should incorporate engaging activities such as games, role plays, and songs to make learning enjoyable and effective.
Methods in vocabulary teaching
Lê Văn Canh (2003) emphasizes the necessity of a new approach to English language teaching, recognizing English as a global language To effectively equip students with extensive vocabulary, it is crucial for educators to implement diverse methods and techniques in their teaching practices This article briefly outlines several key foreign language teaching approaches.
The Grammar-Translation Method (GTM), rooted in traditional approaches to Latin and Greek, dominated 19th-century European language education This method emphasizes grammar instruction through explicit rules and vocabulary lists translated into the student's native language GTM aims to enable students to read and appreciate foreign literature, fostering an understanding of their native grammar through the study of the target language A typical lesson involves presenting a grammatical rule, followed by vocabulary lists and translation exercises, with minimal focus on pronunciation.
The Direct Method is an English teaching approach that emphasizes instruction solely in the target language, avoiding the use of the first language and translation According to Stern (1983), this method prioritizes correct pronunciation and oral skills, reflecting the belief that speaking is more crucial than writing It focuses on everyday vocabulary and sentences, utilizing demonstrations, objects, and pictures, while abstract concepts are taught through associative ideas River (1968) highlights that the Direct Method offers an engaging way to learn a foreign language through active participation, effectively helping students overcome the common fears associated with speaking a new language, especially in the early stages.
The Audio-Lingual Method, also known as the Army Method or Aural Oral Approach, was developed by the U.S Army after World War II to create proficient speakers in various languages According to Thornbury (2000), this method views language as a behavior that can be learned through the establishment of correct speech habits Audio-Lingualists emphasize the separation of the four language skills: listening, speaking, reading, and writing This approach employs techniques such as mimicry, memorization, pattern practice, and language laboratories, promoting the use of dialogues and substitution tables Unlike the Direct Method, which focuses on vocabulary, the Audio-Lingual Method prioritizes grammar drills while teaching a language without relying on the students' native language.
Communicative Language Teaching (CLT) is a language teaching approach that prioritizes communication as both the means and the goal of learning It encourages learners to discuss personal experiences, while instructors focus on topics beyond traditional grammar to enhance language skills in various contexts Unlike previous methods that emphasized grammatical competence, CLT aims for learners to effectively communicate in the target language This approach positions the teacher as a facilitator rather than a traditional instructor and avoids a strict textbook-based curriculum, emphasizing the development of oral skills before reading and writing Recognized as a leading method in English Language Teaching (ELT), CLT fosters communicative ability among learners (Power, 2003).
Compilation of theme-based lexical lists in English vocabulary teaching and
In order to help students learn the important part of a language, which is vocabulary, many researchers have been researching for more efficient teaching methods to apply in English classes
Theme-based teaching is an innovative language instruction method that focuses on creating learning activities centered around specific themes, allowing for the integration of various subjects This approach, which has its roots in general primary education, has been utilized in UK primary classrooms since the 1960s, where students benefit from spending the entire day with the same teacher (Cameron, 2001:181).
Theme-based teaching, as defined in 2001, is an approach to language instruction where the entire course is organized around specific themes or topics This method aligns with content-based instruction (CBI), focusing on immersing students in a contextualized second language environment through subject matter In a theme-based course, various activities are interconnected by their content, with the overarching theme serving as a cohesive thread that unites both students and teachers throughout the learning experience.
The theme-based teaching approach offers significant advantages by connecting language skills through engaging and meaningful activities, which enhance learner motivation and understanding According to Cameron (2001), this method facilitates easier vocabulary acquisition by providing context and encourages the natural use of diverse discourse types Additionally, it aids in identifying individual learner challenges as they encounter new content When learners engage with meaningful material, they can often infer the meanings of unfamiliar language and are inspired to communicate their knowledge Vale and Feunteun (1995) argue that language education should not be viewed in isolation but rather as part of a broader educational framework, advocating for a balanced integration of various subjects through thematic instruction Halliwell (1992) supports this perspective, emphasizing the importance of a cohesive educational approach.
“learning other things in English will help children to learn English” Thus, it is considered to be very helpful to bring meaning to language learning
Theme-based teaching is an effective method that enables students to memorize vocabulary by connecting words through a common theme This approach encourages learners to organize their vocabulary visually, such as in a spider diagram or within designated sections of their notebooks, enhancing their understanding and retention.
2.5.2 Planning vocabulary teaching using compilation of theme-based lexical lists
Effective theme-based teaching requires language teachers to creatively plan and implement a diverse range of activities and resources Even experienced educators must carefully prepare themes and sub-themes while identifying language learning goals This approach enables teachers to act as coordinators or facilitators, maintaining an overarching vision of the skills students need to acquire through classroom activities.
Based on the viewpoints of Cameron (2001), Mumford (2000) and Michael
(1999), the writer offers three steps of planning theme-based vocabulary teaching which should be carried out by language teachers
When planning theme-based teaching, it is essential for teachers to consider key decision points regarding activities and time allocation (Cameron, 2001) Involving students in the selection of themes enhances their engagement and makes learning more meaningful, fostering a model of lifelong learning within the classroom (Mumford, 2000) Additionally, collaborating with colleagues to share ideas can further enrich the planning process and improve educational outcomes (Mumford, 2000).
Cameron (2001) identifies two essential planning tools: brainstorming and creating webs These tools aid in gathering ideas and establishing connections beyond a linear framework, allowing for the easier development of themes and sub-themes.
Brainstorming, as defined by Michael (1999), involves the free exchange of ideas among all participants in a group setting to solve problems or generate new concepts A web serves as a creative tool for organizing thoughts and connections, allowing for a non-linear representation of ideas rather than a traditional list format The accompanying figure illustrates the use of brainstorming and webbing in the context of planning theme-based language instruction.
Figure 2.1 Brainstorming and making webs
To effectively transition from content to foreign language classroom activities, it is essential to incorporate a language learning perspective after identifying sub-themes and guiding questions This approach ensures that the planning process is guided by discourse types and language use, allowing for the development of language learning tasks that have clear objectives and structured stages.
This chapter provides a comprehensive overview of the relevant literature that underpins the study, beginning with a review of previous research related to the topic It addresses the definition, types, and key aspects of vocabulary, followed by an exploration of theme-based lexical lists for effective vocabulary teaching and learning The upcoming Chapter 3 will outline the research methodology employed in this study.
RESEARCH METHODOLOGY
Experimental research
Experimental research is a method conducted in a controlled environment to identify cause-and-effect relationships between specific variables (Kerry, 2018) It involves formulating a hypothesis, manipulating one variable, and measuring others for comparison Researchers gather data to either support or reject the hypothesis, a process known as hypothesis testing or deductive research.
Experimental research offers researchers significant control over their study environment, enabling them to manipulate conditions and isolate variables that could influence outcomes This controlled setting facilitates a clearer understanding of the relationships between variables, subjects, and the surrounding environment, ultimately leading to insightful results that clarify cause-and-effect dynamics in the phenomena being investigated.
Experimental research is susceptible to errors, including design flaws and methodological mistakes, as well as unpredictable random errors that can significantly impact results Additionally, there are scenarios where experimental research is not feasible due to the inability to manipulate variables or potential violations of human rights and ethical considerations.
The setting of the study
A study was conducted at Khanh Nhac A Primary School in Ninh Binh Province, which comprised 634 students across 17 classes, spanning from grade 1 to grade 5, and a faculty of 36 teachers specializing in various subjects during the 2018-2019 academic year.
The four English teachers involved in the study each have a minimum of three years of teaching experience and graduated from various universities in Vietnam Prior to pursuing a Master's degree at the University of Language and International Studies, Vietnam National University, Hanoi, the researcher served as an English teacher at the same primary school The research was conducted with the principal's permission and the support of fellow English teachers.
English is optional for grades 1 and 2, but becomes compulsory from grades 3 to 5, highlighting its significance as an international language To enhance English proficiency, the school has established a weekly English club where students can collaborate and support each other's learning Additionally, in partnership with the Venus English Center, students engage in conversations with native speakers every Wednesday afternoon The school also organizes various extracurricular activities, including an English Festival, English Speaking Contest, and The Olympiad of Talent in English, to motivate students and foster an immersive English environment for both learners and teachers.
Khanh Nhac A Primary School utilizes the Tieng Anh 4 textbook, part of the standard syllabus published by the Ministry of Education and Training (MOET), as the official English material for 4th grade students This textbook features 20 units covering various topics, with each unit divided into three lessons that integrate speaking, listening, writing, and reading skills.
Participants
Eighty 4th grade students from classes 4A and 4B at Khanh Nhac A Primary School participated in the study These students have been learning English as a compulsory subject since grade 3, with four periods of English each week, totaling 140 periods in a school year The selection of 4th grade students was intentional, as they have had one year to familiarize themselves with the English program, which emphasizes vocabulary acquisition through sentence patterns.
The participants were consistently divided into two classes since grade 1, with minimal changes in class distribution over the years In the experimental class, 4A, there were 19 girls and 21 boys, while the control class, 4B, consisted of 20 girls and 20 boys Students in the experimental class received vocabulary lessons utilizing a compilation of theme-based lexical lists, whereas those in the control class were taught without these thematic resources.
Data collection instruments
According to Brown (2004), a test is a method for measuring an individual's knowledge or performance in a specific area In this study, the researcher employed tests to evaluate the effectiveness of theme-based lexical lists in vocabulary teaching, utilizing pretest and posttest results from students before and after participating in English lessons Both tests, derived from the Ministry of Education and Training's Tiếng Anh 4 – Sách Bài Tập, maintained the same format and difficulty level, ensuring their validity as standard assessments designed by experts The tests were tailored to the English proficiency level of 4th-grade students, who, after completing Tiếng Anh 3, were assessed at an A1.1 level according to the Common European Framework of Reference for Languages (CEFR) Consequently, the vocabulary tasks were short and straightforward Each test consisted of two tasks: the first, worth 5 points, involved a matching exercise to assess vocabulary retention, while the second task, also worth 5 points, required students to identify and write words based on provided pictures, totaling 10 points.
A classroom observation is the purposeful examination of teaching and/or learning events through the systematic processes of data collection and analysis
Classroom observation involves systematically recording a teacher's instructional methods and student interactions to assess the effectiveness of teaching and ensure alignment between the curriculum plan and its actual implementation in the classroom.
This study involved eight classroom observations to evaluate the application of theme-based lexical lists in English vocabulary lessons The researcher closely examined lesson procedures, student participation, and teacher instruction to understand the effectiveness of this approach An observation checklist was developed based on specific criteria to gather insights into vocabulary teaching practices The findings highlight the importance of aligning materials with student expectations and suggest modifications to enhance vocabulary instruction using theme-based lexical lists These insights aim to improve teaching strategies and outcomes in vocabulary education.
A questionnaire is defined as a document containing questions and other types of items designed to solicit information appropriate to analysis (Babbie, 1990:
In this study, the researcher utilized questionnaires as the primary method for data collection due to several advantages This approach allows for the efficient gathering of extensive information from a large number of participants in a short timeframe Additionally, respondents can freely express their opinions without disclosing personal information, leading to more accurate and objective results.
The research utilized a bilingual questionnaire comprising 10 questions in both English and Vietnamese, ensuring that all students could comprehend the inquiries clearly and provide honest responses.
The initial five questions aimed to gather data addressing the first two research inquiries, concentrating on students' perspectives regarding the acquisition of English vocabulary through the creation of theme-based lexical lists The subsequent five questions were intended to capture students' expectations for vocabulary instruction utilizing these thematic lexical compilations.
Data collection procedure
The researcher carried out the following steps to collect the data from classroom observations, pretest, posttest and questionnaire:
Eighty fourth-grade students participated in a pretest administered by the researcher to assess their vocabulary retention The collected test scores were analyzed to determine the students' vocabulary levels prior to the implementation of theme-based lexical lists.
In a four-week study, the experimental class utilized theme-based lexical lists to enhance vocabulary instruction, while the control class received traditional teaching methods without these lists Throughout this period, the researcher conducted classroom observations in the experimental class to gain insights into the teaching methods employed and to assess student participation and engagement in learning.
At the conclusion of the fourth week, both the experimental and control groups underwent a posttest The collected posttest scores were analyzed to assess the differences in performance between the two classes following the experimental phase.
After the treatment, the students of experimental class were asked to fill in the questionnaire to get their opinions of teaching vocabulary through compilation of theme-based lexical lists
The collected data was analyzed to draw out conclusions and suggestions for futher studies.
Data analysis procedure
The pretest and posttest scores were analyzed to evaluate the effectiveness of the treatment on vocabulary retention The researcher graded all tests, calculating the mean, median, minimum, maximum, and standard deviation (SD) to determine improvements in vocabulary retention among students in both the control and experimental classes after the experimental period For detailed calculations, refer to Appendix 4 for the formulas used.
The results of classroom observations were analyzed and presented in order to investigate the current situation of using compilation of theme-based lexical lists in experimental class
The questionnaire data gathered insights from experimental students regarding their views on vocabulary teaching through theme-based lexical lists The results were analyzed and converted into corresponding percentages.
Summary
This chapter provides a comprehensive overview of the research methodology employed in the study, detailing the research design and the data collection instruments used, such as tests, classroom observations, and student questionnaires Additionally, it thoroughly outlines the data analysis procedures implemented throughout the research process.
DATA ANALYSIS AND DISCUSSION
Data analysis
To evaluate the impact of theme-based lexical lists on students' vocabulary retention, pretests and posttests were conducted for both the experimental and control classes on the same day Each test lasted 15 minutes and included matching and word writing tasks The scores from the pretests and posttests were then compared and analyzed to determine the effectiveness of the treatment.
4.1.1.1 Comparison between pretest scores of experimental class and control class
Before participating in English lessons featuring theme-based lexical lists, students in both the control and experimental classes completed a pretest (see Appendix 1) The test scores were categorized into three assessment grades based on the primary school grading scale outlined in Circular No 22/2016/TT-BGDĐT, issued on September 22, 2016, by the Minister of Education and Training The three grades are as follows: good accomplishment (marks 9-10), accomplishment (marks 5-8), and insufficient accomplishment (marks below 5).
8), and unaccomplishment (mark 0-4) The results of pretest are shown in the following figure
The pretest results indicated that all students in both the experimental and control classes were assessed as accomplished; however, only a small percentage achieved a high level of accomplishment (5% in the experimental class and 7.5% in the control class) The majority of students demonstrated moderate vocabulary retention, with 95% in the experimental class and 92.5% in the control class falling into this category This suggests that most students faced challenges in vocabulary learning prior to the treatment.
4.1.1.2 Comparision between posttest scores of experimental class and control class
To assess the impact of the treatment on students' vocabulary retention following the experimental period, both the experimental and control classes underwent a posttest The findings from the posttest are illustrated in the subsequent figure.
Figure 4.2 Results of posttest scores of experimental class and control class
Figure 4.2 indicates a significant enhancement in the number of experimental students who achieved a good level of accomplishment, with 37.5% of these students demonstrating improved results in the posttest.
The experimental class demonstrated a notable increase in vocabulary retention compared to the control class, which initially had only a 5% success rate before treatment Following the intervention, the control class showed a slight improvement, with 10% of students scoring 9 or 10 on the posttest, up from 7.5% in the pretest Overall, the posttest results indicate a significant enhancement in vocabulary retention for students in both classes.
The experimental class demonstrated significantly better vocabulary retention compared to the control class, with 15% of students achieving scores of 9 or 10 after engaging in theme-based lexical lessons, while only 10% of the control class reached similar marks This indicates that the innovative teaching approach effectively enhanced the students' vocabulary skills during the experimental period.
4.1.1.3 Comparison between pretest and posttest scores of experimental class and control class
Table 4.1 Descriptive statistics for the pretest and posttest scores of experimental class and control class.
Descriptive statistics Experimental class (N@) Control class (N@) pretest posttest pretest posttest
Both classes demonstrated an overall increase in vocabulary retention after the course, as shown in Table 4.1 While both started at the same retention level, a greater number of students in the experimental class achieved higher scores compared to the control class Following the treatment, the experimental class's posttest mean score rose significantly from 6.8 to 8.23, with scores ranging from 7 to 10, up from 5 to 9 prior to treatment In contrast, the control class's mean score increased slightly from 6.88 to 7.13, with scores ranging from 6 to 9, maintaining the same range as before Additionally, the median score for the experimental class improved from 7 to 8, while the control class's median remained unchanged at 7.
In short, concerning all the statistical values, using compilation of theme- based lexical lists in vocabulary lessons had a significance impact on students’ vocabulary retention.
4.1.2 Analysis of classroom observations 4.1.2.1 Lesson procedure and students’ participation Table 4.2 Lesson procedure and students’ participation in the classroom
Lesson procedure and students’ participation
The percentage of periods (%) Needs improvement Satisfactory Excellent
The teacher encourages the students to recall what they have learnt in previous lessons
The teacher links students’s prior knowledge to the content of the new lesson
The teacher leads the students into the topic of the lesson by a clear introduction
Compilation of theme-based lexical lists is used in combination with other activities
5 The students volunnteer to do the tasks given by the teacher 0 25 75
6 The students are engaged, on task, and not disruptive most of the time 12.5 37.5 50
7 The students take notes of the content 12.5 50 37.5
8 The students ask questions about the lesson content 37.5 50 12.5
9 The students discuss the tasks in groups/ in pairs 0 0 100
Table 4.2 highlights the lesson procedures and student participation in the observed classes, with all sessions receiving satisfactory to excellent evaluations The teacher effectively encouraged students to recall previous lessons, which contributed to the positive feedback Additionally, a significant portion of the classes was well-received due to the clear introductions provided by the teacher, along with the use of theme-based lexical lists integrated with various activities Notably, 87.5% of the sessions garnered satisfactory and excellent comments, as the teacher adeptly connected students’ prior knowledge to the new lesson content.
Classroom observations revealed that 100% of the periods were rated as excellent, with all students actively discussing tasks in pairs or groups This percentage dropped significantly, with only half of the periods achieving an excellent rating due to students being engaged, on task, and non-disruptive However, a notable portion of the periods showed a need for improvement, as students did not ask questions about the lesson content Overall, both lesson procedures and student participation were found to be considerably good in the observed lessons.
Table 4.3 Teacher’s instruction in the classroom
The percentage of periods (%) Needs improvement Satisfactory Excellent
The teacher gives clear instructions for the tasks to the students
11 The teacher gives examples for the tasks 37.5 37.5 25
12 The teacher provides opportunities to students to check the tasks 12.5 37.5 50
13 The teacher gives feedback to the students 0 62.5 37.5
14 The teacher interacts respectfully and friendly with students 0 50 50
15 The teacher goes around to help
Table 4.3 highlights the effectiveness of vocabulary instruction using theme-based lexical lists, revealing that 50% of the lessons were rated excellently due to the teacher's clear task introductions Additionally, the same percentage reflects the positive feedback received when the teacher fostered student engagement and maintained a respectful, friendly interaction The feedback provided by the teacher in eight observed lessons was rated satisfactorily to excellently, achieving a 100% positive evaluation However, there is room for improvement in the teacher's examples for the tasks, which received a 37.5% rating for needing enhancement.
The analysis of the observed periods indicates that textbooks were effectively utilized throughout, with the teacher also incorporating supplementary materials like worksheets and dictionaries in 75% of the lessons Notably, 87.5% of the periods garnered excellent or satisfactory feedback, particularly when students showed interest in the themes presented in the textbooks.
Figure 4.3 Materials in the classroom
The students are interested in the theme introduced in the material.
Textbooks are used in the lesson.
Other materials (worksheets, dictionaries) are used.
4.1.3 Analysis of questionnaire for students 4.1.3.1 The teachers’ frequency of applying compilation of theme-based lexical lists in English classes
The study aimed to assess how often teachers at Khanh Nhac A Primary School utilize theme-based lexical lists in their English classes The findings are presented in Table 4.4, summarizing the collected data on this practice.
Table 4.4 The teachers’ frequency of applying compilation of theme-based lexical lists in English classes
How often do your teachers use compilation of theme-based lexical lists in English classes?
Table 4.4 reveals that approximately 34% of students consistently learned vocabulary through theme-based lexical lists, while nearly 50% occasionally engaged in this method during English classes About 25% of students reported that their teachers rarely utilized this approach, with no students indicating that it was never used These findings indicate that teachers at Khanh Nhac A Primary School frequently employ theme-based lexical lists for vocabulary instruction, though the application frequency varies among different educators.
4.1.3.2 Students’ comments on English lessons using compilation of theme-based lexical lists
A survey revealed that 55% of students found lessons utilizing theme-based lexical lists engaging, while 11% felt they were quite interesting and 30% considered them somewhat interesting Only 4% reported feeling bored during these lessons Overall, the findings indicate a positive attitude among the majority of students towards the use of theme-based lexical lists in vocabulary instruction.
Figure 4.4 Students’ comments on English lessons using compilation of theme- based lexical lists
4.1.3.3 Students’ involvement in English classes using compilation of theme- based lexical lists
Figure 4.5 Students’ involvement in English classes using compilation of theme- based lexical lists
A Participate actively in all activities
B Only pay attention to the part I like
C Find it difficult to concentrate on the activities
D Not participate in any activity
Discussion
Based on the results of the above data analysis, some main recommendations are suggested for the teachers to apply compilation of theme-based lexical lists in in teaching vocabulary
Effective lesson planning should prioritize familiar themes, as a questionnaire revealed that students show greater interest in materials related to topics they recognize, such as hobbies, toys, and food This suggests that educators should not solely depend on textbooks but should create customized materials that resonate with students' experiences, enhancing engagement and learning outcomes.
To effectively introduce challenging and unfamiliar themes, teachers must provide clear instructions To facilitate student understanding, educators should incorporate relevant vocabulary and utilize supportive tools such as pictures and flashcards.
Analysis of classroom observations and questionnaires reveals that clear and detailed instructions significantly enhance students' ability to effectively compile theme-based lexical lists Effective instruction should encompass explicit task descriptions and illustrative examples to help students grasp the process and successfully complete the task.
The analysis of classroom observations and questionnaire results highlights the significance of selecting and designing appropriate tasks when implementing theme-based lexical lists in vocabulary lessons Engaging tasks, such as odd-one-out, matching, listing, and sorting, not only capture students' interest but also encourage active participation Many students found these tasks both useful and enjoyable, underscoring the importance for teachers to incorporate interesting and suitable activities into their lesson planning.
Using compilation of theme-based lexical lists in combination with other activities
Classroom observations reveal that integrating theme-based lexical lists with diverse activities enhances vocabulary retention in students By combining these lists with games, songs, chants, and visual aids, educators can create successful lessons that promote vocabulary expansion and review This multifaceted approach is essential for effective vocabulary teaching.
Pronunciation is a significant challenge for students, often leading to a lack of confidence when expressing ideas in English This insecurity can result in reduced participation in classroom activities To address this issue, teachers should emphasize pronunciation alongside spelling and meaning when compiling theme-based lexical lists Incorporating audio recordings and encouraging students to practice repeated pronunciation can help improve their confidence and engagement in lessons.
Letting students work in groups
Research indicates that students favor group work over individual tasks, as it fosters idea sharing and collaborative discussions This collaborative approach enhances vocabulary retention, allowing students to learn from each other's insights Therefore, teachers should incorporate group activities in vocabulary lessons to maximize student engagement and learning outcomes.
To effectively organize group activities, the teacher should first clarify the task requirements and provide examples of expected answers Following this, students should engage in a brief discussion in their groups for two to three minutes to formulate their responses Finally, each group presents their answers, allowing peers to offer feedback and comments.
Finally, the teacher corrects and summarizes their answers.
Summary
This chapter presents data collected from tests, surveys, and classroom observations to evaluate the effectiveness of vocabulary teaching through theme-based lexical lists The analysis reveals that students experienced improved vocabulary retention after lessons utilizing these lists Additionally, students suggested creating a comfortable classroom environment, incorporating language exercises and games, and presenting familiar themes to enhance learning Based on the findings, recommendations for teachers include selecting appropriate materials, providing clear instructions, designing engaging tasks, integrating theme-based lexical lists with other activities, focusing on pronunciation, and encouraging group work among students.
CONCLUSION
Recapitulation
Vocabulary is crucial in language education, and primary school teachers increasingly recognize the significance of effective teaching methods to enhance students' vocabulary retention This awareness has prompted a study to explore the use of theme-based lexical lists at Khanh Nhac A Primary School and to assess how this approach affects students' ability to retain vocabulary.
The study involved 80 fourth-grade students from classes 4A and 4B at Khanh Nhac A Primary School, utilizing three data collection methods: tests, classroom observations, and a questionnaire Initially, a pretest assessed the students' vocabulary retention prior to engaging in vocabulary lessons that featured theme-based lexical lists The experimental group then participated in English lessons using the "Tiếng Anh 4" textbook, which incorporated these lexical lists Classroom observations were conducted by the researcher to gather relevant data Following the instructional treatment, a posttest was administered to evaluate its effectiveness Additionally, a questionnaire consisting of 10 questions was distributed to the experimental group to gather their feedback on learning vocabulary through theme-based lexical lists, addressing three specific research questions.
The data collected from tests, classroom observations and questionnaire were analyzed and concluded in order to lead the researcher to the findings of the study.
Concluding remarks
This study investigates the effectiveness of theme-based lexical lists on vocabulary retention among primary students, providing recommendations for their use in vocabulary classes The analysis of collected data leads to significant conclusions regarding the impact of these lexical lists on enhancing students' vocabulary skills.
Recent analysis of vocabulary teaching methods highlights the effectiveness of using theme-based lexical lists in language classes Questionnaire responses and classroom observations indicate that students find these tasks engaging, leading to active and enthusiastic discussions in pairs and groups The use of theme-based lexical lists not only enhances classroom dynamics but also encourages students to independently discover and retain new vocabulary As a result, this approach significantly improves vocabulary retention in a natural and effective manner.
The study on the effectiveness of theme-based lexical lists in enhancing students' vocabulary retention revealed significant progress among participants after engaging in vocabulary lessons utilizing this method Students acknowledged the clear benefits of using theme-based lexical lists, which made the lessons more engaging and facilitated better comprehension Overall, the implementation of these lexical lists resulted in a marked improvement in students' ability to retain vocabulary.
To effectively implement theme-based lexical lists in vocabulary lessons, it is essential to select appropriate materials tailored to students' needs Clear and detailed instructions should be provided to guide students in compiling these lists Engaging and relevant tasks are crucial for motivating students and enhancing their learning experience Additionally, integrating theme-based lexical lists with other activities, emphasizing pronunciation, and encouraging group work can further enhance student participation and involvement in lessons.
Limitations and suggestions for further study
The study is a small-scale research project carried out with the 4 th grade students at Khanh Nhạc A Primary School There are some limitations that should be considered
The study involved fourth-grade students, with classroom observations conducted exclusively in the experimental class, limiting the generalizability of the findings to the broader primary school population.
The study primarily examines the effectiveness of using a theme-based lexical list in teaching English vocabulary However, it is important to note that there are various other techniques available for educators to enhance students' vocabulary retention.
The study highlights the need for further research on the application of theme-based lexical lists in vocabulary teaching, as it does not address other influencing factors Engaging teachers and stakeholders in discussions can provide valuable insights and critical perspectives on this topic.
For future research, it is recommended to investigate the effectiveness of using compilation of theme-based lexical lists to improve students’ other skills such as listening, and speaking
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APPENDICES APPENDIX 1A: PRETEST Task 1: Match a Tom’s birthday is on the fifteenth of January b He goes to the zoo on Sunday c He is from America d He can play badminton
Task 2: Complete the sentences with the suitable phrases
Source: Tiếng Anh 4 – Sách bài tập
1.swimming 2.reading book 3.watching TV 4.studying
Task 2: Complete the sentences with the suitable phrases
Source: Tiếng Anh 4 – Sách bài tập
Write one number in the evaluation column
Lesson procedure and students’ participation Evaluation Observation notes
1 The teacher encourages the students to recall what they have learnt in previous lessons
2 The teacher links students’s prior knowledge to the content of the new lesson
3 The teacher leads the students into the topic of the lesson by a clear introduction
4 Compilation of theme-based lexical lists is used in combination with other activities
5 The students volunnteer to do the tasks given by the teacher
6 The students are engaged, on task, and not disruptive most of the time
7 The students take notes of the content
8 The students ask questions about the lesson content
9 The students discuss the tasks in groups/ in pairs
Teacher’s instruction Evaluation Observation notes
10 The teacher gives clear instructions for the tasks to the students
11 The teacher gives examples for the tasks
12 The teacher provides opportunities to students to check the tasks
13 The teacher gives feedback to the students
14 The teacher interacts respectfully and friendly with students
15 The teacher goes around to help students during the lesson
16 The students are interested in the theme introduced in the material
17 Textbooks are used in the lesson
18 Other materials (worksheets, dictionaries) are used
APPENDIX 3A: QUESTIONNAIRE (ENGLISH VERSION) Using compilation of theme – based lexical lists on primary students’ vocabulary retention
This survey aims to explore how theme-based lexical lists impact vocabulary retention among 4th grade students at Khanh Nhac A Primary School Your participation is crucial, and all information collected will be used solely for research purposes Thank you for your cooperation!
1 How often do your teachers use compilation of theme – based lexical lists in English classes?
2 What do you think about the English lessons using compilation of theme – based lexical lists?
3 What do you often do in English lessons using compilation of theme – based lexical lists?
A Participate actively in all activities
B Only pay attention to the part I like
C Find it difficult to concentrate on the activities
D Not participate in any activity
4 How do you find it to understand words when learning English vocabulary through compilation of theme – based lexical lists?
5 To what extent does compilation of theme – based lexical lists affect your vocabulary retention?
6 What would you like your teachers to do in English lessons using compilation of theme – based lexical lists? (You can choose more than one)
A Create a comfortable environment for students to learn
B Provide many examples of word use
C Instruct how to pronounce words correctly
D Explain the word meaning in Vietnamese
7 Which way of presenting the meaning of new words do you like? (You can choose more than one)
A Use visual aids (pictures, flashcards, etc.)
B Translate the words into Vietnamese
C Explain the meaning of the words in English
8 What kinds of tasks in theme – based lessons would you like to be involved in? (You can choose more than one)
9 Which theme would you like your teacher to present in English lessons implementing compilation of theme – based lexical lists? (You can choose more than one)
10 What is your favorite kind of activity organization in English lessons using compilation of theme – based lexical lists?
APPENDIX 3B: QUESTIONNAIRE (VIETNAMESE VERSION) Phiếu khảo sát về việc dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm
Phiếu khảo sát này được thiết kế để nghiên cứu việc áp dụng phương pháp sưu tập từ theo nhóm trong việc dạy học từ vựng cho học sinh lớp 4 tại Trường Tiểu học Khánh Nhạc A Thông tin mà các em cung cấp sẽ được sử dụng chỉ cho mục đích nghiên cứu.
Vì vậy, rất mong các em trả lời trung thực các câu hỏi trong phiếu này
Xin chân thành cảm ơn các em!
1 Giáo viên của em có thường xuyên sử dụng phương pháp sưu tập từ theo nhóm trong các giờ học không?
2 Em thấy thế nào về các giờ học tiếng Anh với phương pháp sưu tập từ theo nhóm?
3 Em thường làm gì trong các tiết học tiếng Anh với phương pháp sưu tập từ theo nhóm?
A Tham gia vào tất cả các hoạt động
B Chỉ chú ý đến phần em thích
C Cảm thấy khó tập trung vào các hoạt động
D Không tham gia vào hoạt động nào
4 Em có cảm thấy dễ hiểu bài khi được học các tiết học với phương pháp sưu tập từ theo nhóm?
5 Khả năng nhớ từ của em cải thiện thế nào sau các tiết học này?
D Không tốt hơn chút nào
6 Em muốn giáo viên làm gì trong các tiết học với phương pháp sưu tập từ theo nhóm? (Em có thể chọn nhiều đáp án)
A Tạo môi trường thoải mái cho học sinh
B Đưa ra nhiều ví dụ về cách sử dụng từ
C Hướng dẫn cách phát âm từ chính xác
D Giải thích nghĩa của từ bằng tiếng Anh
E Thường xuyên kiểm tra từ vựng của học sinh
F Đưa ra nhiều bài tập ngôn ngữ
7 Em thích cách dạy từ mới nào sau đây? (Em có thể chọn nhiều đáp án)
A Dùng các công cụ như tranh ánh, flashcard
B Dịch từ sang tiếng Việt
C Giải thích nghĩa của từ bằng tiếng Anh
D Chơi các trò chơi ngôn ngữ
8 Em thích loại bài tập nào trong các tiết học này? (Em có thể chọn nhiều đáp án)
9 Chủ đề nào em thích giáo viên giới thiệu trong các tiết học với phương pháp sưu tập từ theo nhóm? (Em có thể chọn nhiều đáp án)
B Đồ ăn và đồ uống
10 Em thích cách tổ chức hoạt động nào trong các bài học với phương pháp sưu tập từ theo nhóm?
APPENDIX 4: THE FORMULA OF MEAN, MEDIAN AND
Definition: Mean is the average of a set of students’s scores
Excel formula: AVERAGE (number1, number2,…) Note: number1, number2,… are 1 to 255 number corresponding to a sample of population
For example, to calulate the mean of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell C2 – where the mean will be entered Enter the formula
=AVERAGE(B2:B41) to find the mean of the set of pretest scores
3 Press "Enter" to complete the formula and the mean of pretest scores will appear in the cell
Definition: Median is the number which would have the same amount of numbers both above and below it in the specified data group
The notation ∑f0 denotes the total frequency of scores up to the median's interval, while fw indicates the frequency of scores specifically within the median's interval Additionally, i represents the size or range of this interval.
Excel formula: MEDIAN(number1, number2,…) Note: number1, number2,… are 1 to 255 number corresponding to a sample of population
For example, to calulate the median of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell D2 – where the median will be entered Enter the formula
=MEDIAN(B2:B41) to find the median of the set of pretest scores
3 Press "Enter" to complete the formula and the median of pretest scores will appear in the cell
Definition: Standard Deviation (SD) is a statistical measure that captures the difference between the average and the outliers in a set of data
Here, n represents number of scores represents the sample mean
Excel formula: STDEV(number1, number2,…) For example, to calulate the standard deviation of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell E2 – where the standard deviation will be entered Enter the formula =STDEV(B2:B41) to find the standard deviation of the set of pretest scores
3 Press "Enter" to complete the formula and the standard deviation of pretest scores will appear in the cell.