Statement of the problem and rationale for the study
―I’m sure that I have seen this word before but…I do not remember its meaning Sorry teacher.‖
To effectively learn vocabulary and retain word meanings, it's essential to employ various strategies Start by engaging in active learning techniques, such as using flashcards and mnemonic devices, which can enhance memory retention Additionally, incorporating new words into daily conversations and writing exercises helps reinforce understanding Regularly reviewing previously learned vocabulary and utilizing digital tools or apps designed for language learning can also aid in solidifying your knowledge Finally, immersing yourself in reading diverse materials will expose you to new words in context, making them easier to remember.
Initially, I could easily remember all the words you taught us, but after a few days, recalling their meanings became quite challenging, even though they still seem familiar.
“I can’t remember all things about a word, like how to pronounce it, whether it is a verb or a noun, when I can use it…”
“Teacher, how can I remember the words that I have learnt?”
Students frequently express their frustration with learning vocabulary, despite understanding its importance This frustration is evident in their confused expressions while speaking English, their gestures of scratching their heads when encountering unfamiliar words, and their low scores on vocabulary tests Consequently, a significant challenge arises for English teachers, including myself: "How can we effectively help students retain vocabulary?"
As a student, I often struggled with remembering vocabulary, despite initially grasping their meanings and pronunciations This difficulty led to poor performance in reading comprehension tests and challenges in using appropriate words during class presentations However, a pivotal moment occurred when my teacher introduced a new approach to learning vocabulary, which significantly transformed my retention and understanding of words.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies, as demonstrated in an action research study For instance, the word "embarrassed" can be illustrated by a relatable scenario: imagine spilling coffee on an important person's clothes at a restaurant, leading to a strong feeling of embarrassment This method of associating words with vivid experiences proves to be both simple and impactful, allowing for lifelong retention of vocabulary After graduating from university and becoming an English teacher, I delved into the foundational literature on vocabulary and vocabulary learning to enhance my teaching methods.
Vocabulary plays an important part in language learning as Schmitt (2010) stated,
Learning vocabulary is crucial for mastering a second language, as emphasized by McCarthy (1990), who stated that without a sufficient vocabulary, effective communication in a second language (L2) is impossible Learners often struggle to communicate in English due to a lack of essential vocabulary, which can hinder their reading, listening, speaking, writing, and grammatical skills Therefore, vocabulary acquisition is a vital component of L2 learning However, it is not enough to simply learn vocabulary; students must also be taught strategies for remembering and recalling words when needed To achieve successful vocabulary retention, learners should be encouraged to engage in deep processing of information.
For many years, psychologists, linguists, and language educators have shown a keen interest in Vocabulary Learning Strategies (VLS) Numerous studies have explored the effectiveness of VLS in vocabulary acquisition, with researchers striving to establish a comprehensive framework for categorizing these strategies Notable contributions to this field have been made by O'Malley and Chamot (1990), Oxford (1990), Stoffer (1995), Gu and Johnson (1996), Schmitt (1997), and Nation (2001), among others.
At the University of Languages and International Studies, Vietnam National University, Hanoi, there is a noticeable lack of focus on vocabulary learning and teaching Vocabulary is frequently incorporated into other communicative skills, leaving the responsibility of vocabulary acquisition primarily to students Furthermore, it appears that both faculty and students have shifted their research interests away from this important area (Ngo, 2009).
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing these memory strategies, learners can significantly boost their language skills and retention rates, leading to more effective communication in English The findings of this research highlight the importance of incorporating memory techniques into vocabulary learning for better outcomes.
The author highlighted a concerning trend in post-graduate research, noting that research papers on vocabulary were scarce in the library where English papers were archived Alarmingly, the number of graduation papers addressing vocabulary issues has significantly declined, with only 9 papers in 1998, dropping to 4 in 1999, and plummeting to just 1 in both 2002 and 2003.
In 2009, he conducted a study titled "Vocabulary Level and Vocabulary Strategies of ULIS First Year Mainstream English Majors," focusing on the vocabulary proficiency of first-year students The research aimed to identify the vocabulary levels of these students, the strategies they employed for vocabulary acquisition, and the challenges they faced in utilizing effective vocabulary learning strategies.
This research focused on implementing specific strategies for vocabulary learning and assessing their effectiveness, rather than attempting to address gaps in previous vocabulary learning strategies (VLS) identified by scholars or measuring students' vocabulary levels and the number of strategies they employed.
In conclusion, based on my personal experiences and observations in teaching and learning, coupled with the significant gap in Vocabulary Learning Strategies (VLS) at my university, I am committed to dedicating my time and effort to my thesis titled "Improving English Vocabulary Retention through Memory Strategies - An Action Research." This research aims to address the fundamental question of how to effectively assist my students in retaining vocabulary.
Aims of the study and research questions
The study focused on identifying vocabulary challenges faced by students and aimed to enhance their vocabulary retention through effective memory strategies such as grouping, associating, using imagery, and contextualizing new words It also sought to assess how well students adopted these memory techniques and to identify the most frequently used strategy among them Additionally, the research gathered students' attitudes towards the overall strategy training and the specific memory techniques, along with their suggestions for improving future teaching and learning programs.
In short, the study was conducted to answer the four following research questions:
1 What are the problems that the students encounter in their independent vocabulary learning?
Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research explores various techniques designed to enhance vocabulary learning and retention By utilizing specific memory strategies, learners can significantly boost their ability to remember and use new words The study emphasizes the importance of active engagement and practical application in the learning process Ultimately, adopting these memory techniques can lead to more effective and lasting vocabulary acquisition for English language learners.
2 How does learning the 4 sub-memory strategies help to improve students' vocabulary retention?
3 How much do the students obtain the memory strategies learned in their independent learning?
4 What are the students’ attitudes towards teaching and learning the 4 sub- memory strategies and their suggestions for future teaching and learning program?
Significance of the study
This study, while not the first to explore learning memory strategies for vocabulary retention, offers valuable insights for English learners, particularly those preparing for the TOEIC exam, as well as for their educators and researchers interested in this area.
The research aimed to provide students with an innovative approach to vocabulary learning, moving away from traditional rote memorization methods The recommendations offered not only assist students in overcoming vocabulary challenges for the upcoming TOEIC Test but also enhance their lifelong vocabulary acquisition, as learning vocabulary is a continuous process that persists even after mastering grammar (Thornbury, 2002, p 160).
TOEIC instructors and English vocabulary teachers can utilize the study's findings as a valuable resource to enhance their strategies for effectively expanding their students' vocabulary.
In conclusion, this study serves as a valuable resource for researchers focused on vocabulary, offering a comprehensive literature review and a solid reference point for their future endeavors.
Scope of the study
This study involved nine students aged 20 to 22 enrolled in a TOEIC class, representing various universities in Hanoi Initially, these students had a limited understanding of the TOEIC test, with their scores ranging from 220 to 395 at the start of the course.
According to Oxford's (1990) classification of learning strategies, this thesis introduces four key memory strategies: grouping, associating, using imagery, and contextualizing new words These strategies are designed to enhance memory retention and facilitate language learning.
In an action research project focused on enhancing English vocabulary retention, the teacher-researcher aimed to introduce innovative and effective memory strategies to improve students' vocabulary learning By implementing these techniques, the researcher sought to provide a fresh approach that would significantly benefit students in mastering new words and concepts.
This thesis utilized vocabulary from "600 Essential Words for the TOEIC" by Lougheed (2008), categorizing it into various topics for effective student delivery (refer to Appendix 1).
Methods of the study
The current action research combined both qualitative and quantitative approaches The action actually taken was a vocabulary learning strategy training scheme designed for the duration of nine weeks
Data was gathered through various methods, including a Vocabulary Knowledge Scale (VKS) test, interviews, learner diaries, tests, and questionnaires Initially, the VKS test and a group interview were conducted to identify students' vocabulary challenges Subsequently, a series of assessments—pre-test, post-test 1, and post-test 2—were implemented to evaluate improvements in vocabulary retention, both in the short and long term, after introducing four sub-memory strategies Additionally, weekly diary entries from students highlighted the most commonly used strategies during the treatment Finally, a questionnaire was emailed to students to assess their attitudes towards the teaching and learning of the four sub-memory strategies, along with their suggestions for future educational programs.
The gathered data was organized according to four research questions, with the VKS test and group interview addressing the first question, learners' diaries providing insights for the second, test scores contributing to the third, and questionnaire data answering the final question.
In the VKS test, students rated their knowledge of words on a scale from 1 to 5, which the teacher then quantified into percentages and displayed in a bar chart Additionally, during interviews, students articulated their vocabulary learning challenges in both Vietnamese and English This qualitative data was subsequently translated, generalized, and organized into a table for analysis.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing targeted memory strategies, learners can significantly boost their retention rates and overall language proficiency The study emphasizes the importance of practical applications and consistent practice in achieving lasting vocabulary improvements.
The mean scores of the pre-test and two post-tests were calculated and compared in pairs to assess the improvement in students' vocabulary retention over both short-term and long-term periods.
In response to the third question, the teacher gathered diary entries from all 144 learners and analyzed the frequency of each strategy utilized These counts were subsequently transformed into percentages and visually represented in a pie chart to highlight the most popular strategies employed by the students.
The data from the questionnaire was analyzed in three distinct sections The first section focused on three key questions regarding attitudes towards the strategy training scheme, specifically its importance, effectiveness, and enjoyment, with results illustrated through three pie charts In the second section, the researcher calculated the mean score for each strategy based on the marks given, identifying the most favored strategy The final section presented data in percentage form, organized in a table, allowing the researcher to draw conclusions and gather suggestions for the course as perceived by the students.
An overview of the rest of the paper
The rest of the paper is categorized into these following parts:
Part B: Development: is divided into three chapters:
LITERATURE REVIEW
Language Learning Strategies
―Give a man a fish and he eats for a day Teach him how to fish and he eats for a lifetime”
Education aims to equip individuals for a lifetime, not just to address immediate challenges While providing answers may offer short-term solutions, teaching students how to solve problems independently fosters lifelong learning Consequently, incorporating language learning strategies (LLS) is crucial in language education, as it empowers learners to take charge of their own learning journey.
To grasp the concept of Language Learning Strategies (LLS), it is essential to first define the term "strategy" and elucidate its relevance to this study This foundational understanding sets the stage for exploring how specific approaches and techniques enhance language acquisition and proficiency.
In military contexts, "strategy" refers to the art of war and the optimal management of troops, ships, or aircraft during planned campaigns (Oxford, 1990) In education, this concept evolves into "learning strategies," which encompass the methods learners use to acquire, store, retrieve, and utilize information (Rigney, 1978, cited in Oxford, 1990).
In his 2004 study, Griffiths identified several alternative terms related to "strategy," including "learning behaviors" as noted by Wesche (1977) and Politzer & McGroarty (1985), as well as "tactics" as defined by Seliger (1984).
―techniques‖ by Stern (1992) (p 1) As the fact that Rubin (1975) used ―strategy‖ ―in
Improving English vocabulary retention through memory strategies is a significant area of research This study, recognized as one of the earliest and most influential in the field, emphasizes the importance of effective strategies for enhancing vocabulary retention The term "strategy" has become the official designation for the methods explored in this research, highlighting its relevance in educational contexts By implementing these memory techniques, learners can significantly boost their vocabulary acquisition and retention.
The definition of Language Learning Strategies (LLS) remains a contentious topic, with no universally accepted definition to date Researchers often tailor their definitions based on their specific teaching contexts, leading to a variety of interpretations Singleton (2008) has compiled and presented several notable definitions of LLS in a comprehensive table.
Table 1: Definitions of Language Learning Strategies (Singleton, 2008, p 51)
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques designed to enhance learners' ability to remember and utilize new vocabulary By implementing these strategies, students can significantly boost their language skills and overall comprehension The findings underscore the importance of tailored memory techniques in fostering long-term retention of vocabulary, ultimately leading to greater success in language acquisition.
Early definitions of Language Learning Strategies (LLS) emphasized outcomes such as linguistic and sociolinguistic competence, as well as the regulation and facilitation of learners' learning processes In contrast, more recent definitions focus on the processes and characteristics of LLS While some definitions are broad, others are more specific, highlighting the diverse perspectives on what constitutes effective language learning strategies.
(1987) mentioned about all things learners do to help regulate their studying; whereas, Ellis
(1995) just acknowledged LLS in terms of mental and behavior activity
Language Learning Strategies (LLS) refer to the deliberate actions, behaviors, and techniques employed by learners to enhance their proficiency in a target language, as highlighted by Singleton (2008, p 52).
1.1.2 The importance of Language Learning Strategies
Training students in Language Learning Strategies (LLS) significantly enhances their language acquisition process According to Oxford, LLS serve as essential tools that make learning easier, faster, more enjoyable, self-directed, effective, and adaptable to new contexts By equipping learners with these strategies, they become more confident, motivated, and proactive in their education Furthermore, LLS can help address weaknesses in individual learning styles However, it is important to note that not all learners who utilize these strategies will achieve success in language studies, as Oxford (1990) points out that while strategies are crucial for language learning, their effectiveness varies among individuals.
―appropriate language learning strategies resulted in improved proficiency and greater self- confidence” (p 1) There have been many researchers studying the differences between
―good learners‖ and ―bad learners‖ in their ways of using strategies Chamot (2004) stated,
Effective learners distinguish themselves from less effective ones through their diverse range of strategies, the application of these strategies to tasks, and their appropriateness for specific tasks Students who employ strategic thinking are better equipped to navigate language skills successfully, while those who lack or misuse learning strategies often struggle academically This contrast is particularly evident when comparing the outcomes of strategic learners with those who do not engage in effective learning practices.
Language learning strategies significantly enhance learners' self-direction, fostering a sense of responsibility and active engagement in acquiring new languages (Oxford, 1990).
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques to enhance learners' ability to remember and utilize new vocabulary By implementing these strategies, educators can foster better language acquisition and retention among students The study emphasizes the importance of tailored memory techniques that cater to individual learning styles, ultimately leading to more successful language outcomes.
The traditional education system often leads to passive learning, where students wait for instructions and struggle to keep up with evolving knowledge Learning strategies (LLS) are essential in transforming these passive learners into self-directed individuals, fostering greater confidence, proficiency, and engagement in the learning process.
Obviously, LLS have played a very important part in language teaching and learning For more understanding about LLS, the nature and key features will be discussed in the next part
1.1.3 The features of Language Learning Strategies
Understanding the characteristics of Learning and Study Strategies (LLS) enables both teachers and learners to grasp the concepts of LLS more deeply and apply them effectively in their work.
This part briefly concerned about two approaches of Oxford (1990) and Singleton
(2008) when these two researchers presented the main features of LLS in their books
In her book titled Language Learning Strategies – What Every Teacher Should Know (1990), Oxford summarized some key features of LLS as follows:
Table 2: Features of Language Learning Strategies (Oxford, 1990, p 9)
To begin with, LLS were discovered to help learners gain knowledge better, thus have a function to orient learners to the target of learning language, communicative
Vocabulary and Vocabulary Learning Strategies
Vocabulary plays a crucial role in language acquisition, presenting significant challenges for L2 learners To understand its importance, we must first define vocabulary, which originates from the Medieval Latin term vocābulārium According to the Oxford Advanced Learner's Dictionary, vocabulary encompasses (1) all the words an individual knows or uses and (2) all the words within a specific language This highlights the fundamental relationship between vocabulary and words, as noted by McCarthy (1990), emphasizing that vocabulary is essential for effective communication and language proficiency.
Improving English vocabulary retention through memory strategies is a key focus of this action research Vocabulary, as defined in the Oxford Advanced Learner's Dictionary, is a single unit of language that conveys meaning and can be expressed in both spoken and written forms Essentially, words serve as the fundamental building blocks of vocabulary, representing the language we use in communication This study aims to enhance the retention of vocabulary by implementing effective memory techniques, ultimately supporting language acquisition and proficiency.
Vocabulary teaching and learning should emphasize that vocabulary is not merely a collection of individual words with fixed meanings Instead, it encompasses various combinations, including collocations (e.g., "make a complaint," "have breakfast"), multi-word units (e.g., "it's amazing how," "well and truly"), polywords (e.g., "at the weekend," "in his opinion"), institutionalized expressions (e.g., "I'll take it," "I got it"), and sentence frames (e.g., "there is," "there are") (Lewis, 1993, pp 92-94).
―…without grammar, very little can be conveyed, without vocabulary nothing can be conveyed‖
David Wilkins (1972, cited in Thornbury, 2002) highlighted the crucial role of vocabulary in language learning Thornbury (2002) reiterated this point in the course book Innovations, advising that focusing primarily on grammar will yield limited improvement in English skills Instead, he emphasized that expanding one’s vocabulary allows for greater expression, stating, "You can say very little with grammar, but you can say almost everything with words."
For many years, vocabulary was overlooked in second language teaching and learning, particularly during the dominance of the Direct Method and Audiolingualism, which prioritized grammatical structures However, the introduction of the Communicative Approach in the 1970s highlighted the importance of vocabulary instruction This shift has led to increased research focused on vocabulary, exploring the connections between learning strategies and language proficiency, as well as identifying factors that enhance vocabulary acquisition.
1.2.1.3 Vocabulary retention and memory systems’ process of working
Retention, as defined in the Oxford Advanced Learner's Dictionary (2005), refers to "an ability to remember things" (p 1297) Additionally, according to Wikipedia, retention in learning is described as "the ability to retain information over time."
Improving English vocabulary retention through memory strategies is a critical area of research While the literature lacks a specific definition of vocabulary retention, this study defines it as the ability to store vocabulary in memory, making it accessible for use when required By employing effective memory techniques, learners can enhance their capacity to remember and utilize new words, ultimately leading to better language proficiency.
Learning vocabulary is crucial for mastering a language, as it involves not only acquiring but also retaining a significant number of words According to Thornburry (2002), "learning is remembering," highlighting the importance of memory in vocabulary acquisition Unlike grammar, which follows a rule-based system, vocabulary knowledge is about accumulating individual words The relationship between language exposure and memory is significant; while memory pertains to the later storage and retrieval of information, language exposure focuses on the initial acquisition of that information These two elements are interdependent: effective learning occurs when information can be recalled, and retrieval is only possible if the information has been learned.
The relationship between language exposure and memory, along with the mechanisms of information storage, is crucial for understanding why certain pieces of information are retained while others are forgotten This insight is essential for both teachers and learners to enhance effective learning and improve the retention of new language elements.
Memory plays a vital role in all forms of learning, including vocabulary acquisition While we often refer to "memory" in everyday conversation, we are primarily discussing long-term memory However, it is essential to recognize the significance of short-term and working memory, as these types must be effectively utilized before long-term memory can be formed.
Short-term memory is the brain's ability to retain a limited amount of information for brief periods, typically lasting a few seconds This type of memory is essential for tasks such as remembering a phone number long enough to dial it or repeating a word after hearing it from a teacher.
Improving English vocabulary retention can be effectively achieved through the use of targeted memory strategies This action research focuses on identifying and implementing techniques that enhance the ability to remember new vocabulary By utilizing various memory strategies, learners can significantly boost their retention rates, leading to a more robust understanding of the English language The findings suggest that incorporating these methods into regular study routines can foster long-term vocabulary acquisition and improve overall language proficiency.
Working memory refers to the capacity to simultaneously remember and process information, serving as a crucial cognitive function where tasks like reasoning, learning, and understanding occur (Thornbury, 2002, p 23) It typically retains a limited amount of information—around 7 items or fewer—in an active state for a brief duration, usually lasting from 10 to 15 seconds, and occasionally up to a minute (http://www.human-memory.net).
Long-term memory has a vast capacity for storing information over extended periods, unlike working memory, which has a limited ability to retain words However, Thornburry (2002) notes that while learners may remember new vocabulary for the duration of a lesson, they often forget it by the next session This indicates that long-term memory may not be as enduring as desired, existing instead on a continuum of retention.
To ensure language learners retain information effectively, it is essential to transition knowledge from being "quickly forgotten" to "never forgotten." This process can be significantly enhanced by employing specific techniques In his book, *How to Teach Vocabulary*, Thornburry outlines several principles derived from extensive research to aid in this retention.
METHODOLOGY
The background of the study
A study was conducted at an English center in Hanoi, Vietnam, focusing on beginners preparing for the TOEIC test The center offers three primary courses: (1) a Foundation course that covers essential skills in listening, speaking, reading, and writing, along with basic vocabulary and grammar; (2) a TOEIC A course that introduces students to TOEIC test concepts through reading and listening practice, while enhancing their vocabulary and grammar; and (3) a TOEIC B course that equips students with effective test strategies The research involved a TOEIC A class, where students, having completed the Foundation course, met twice a week on Tuesday and Friday evenings from 6 p.m to 8 p.m for their lessons.
In terms of the course schedule, it took learners 22 sessions (11 weeks) to finish the course Each session was about two hours
The TOEIC A course is designed to familiarize students with the format of the TOEIC Test, focusing on Listening and Reading sections It provides a structured approach to learning 12 essential grammar points and fundamental vocabulary necessary for success in the TOEIC exam Utilizing the Starter TOEIC textbook, each session includes targeted instruction on one grammar topic, one reading or listening exercise, and vocabulary enhancement, as outlined in the course schedule.
The study room, measuring approximately 15 square meters, accommodates 12 to 15 students and is equipped with modern amenities, including tables, desks, a whiteboard, an air conditioner, and a projector Students are organized in two rows of desks, all facing the teacher.
This action research focuses on enhancing English vocabulary retention through effective memory strategies A small aisle was maintained to allow the teacher to navigate easily while delivering lectures and engaging in group activities with students By implementing these memory techniques, the study aims to improve students' ability to retain and utilize new vocabulary in their learning process.
This study involved nine participants aged 20 to 22, comprising three boys and six girls, all from various universities in Hanoi United by their goal of obtaining a TOEIC certificate for future employment, these students initially had limited knowledge of the test, resulting in entrance test scores ranging from 220 to 395 The accompanying table provides a summary of the participants, including their coded names (X1 to X9) and their respective TOEIC input marks.
The researcher, who has been a lecturer at the University of Languages and International Studies, Hanoi National University, Vietnam for three years, also served as the teacher for this class where she worked part-time In this action research, she took on dual roles as both practitioner and researcher, overseeing the design and implementation of vocabulary-learning strategy training while also collecting and analyzing the data.
All the vocabulary being taught in this course was taken from the book entitled 600
In the third edition of "Essential Words for the TOEIC" by Dr Lougheed (2008), vocabulary instruction is emphasized as a distinct component within the course schedule This approach integrates vocabulary learning as supplementary material, enhancing the overall educational experience for learners.
Improving English vocabulary retention can be achieved through effective memory strategies, as demonstrated in an action research study The research focused on essential TOEIC vocabulary, encompassing four major topics: General Business, Personnel, Purchasing, and Financing & Budgeting Each of these topics was further broken down into three or four specific sub-topics, allowing for a structured approach to learning and retention By utilizing targeted memory techniques, learners can enhance their grasp of key vocabulary relevant to the TOEIC exam.
Personnel: Job advertising and Recruiting
W 6 11 Personnel: Promotions, Pensions and Awards
22 Revision and Tests Table 8: Schedule of Vocabulary Teaching for TOEIC A class
The course schedule required the teacher to create in-class and at-home handouts to support student learning In-class activities introduced new vocabulary through four memory strategies, while at-home handouts reinforced vocabulary revision and encouraged self-practice with Vocabulary Learning Strategies (VLS) Students documented this process in their diaries for later reference (see Appendix 7 for a sample of handouts).
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing targeted memory strategies, learners can significantly boost their retention rates, leading to more effective language acquisition The findings emphasize the importance of practical applications of these strategies in educational settings, ultimately fostering better communication skills in English.
The TOEIC test, or Test of English for International Communication, is administered by ETS (Educational Testing Service) and focuses on assessing English proficiency in real-world work scenarios Questions are designed around practical situations encountered in international environments, such as meetings, travel, and telephone conversations.
The TOEIC test serves a dual purpose: for organizations, it assesses employees' English proficiency for recruitment, promotion, and deployment, while also evaluating the effectiveness of English training programs For individuals, TOEIC scores reflect their English language capabilities, aiding in job applications and helping to establish and track personal English learning goals.
The TOEIC test comprises three main types: the TOEIC Listening and Reading test, the TOEIC Bridge test, and the TOEIC Speaking and Writing test Currently, the TOEIC Listening and Reading test is the most commonly used in Vietnam When combined with the TOEIC Speaking and Writing test, these assessments offer a comprehensive evaluation of proficiency across all four essential English language skills.
The TOEIC Listening and Reading test is a comprehensive two-hour assessment featuring 200 multiple-choice questions, split evenly between listening comprehension and reading comprehension Candidates receive separate scores for each section, ranging from 5 to 495 points, with a total score calculated on a scale from 10 to 990 points The TOEIC certificate is categorized into five color-coded levels based on performance: orange (10-215), brown (220-465), green (470-725), blue (730-855), and gold (860-990).
To excel in the TOEIC test, it is essential for test-takers to develop a robust English vocabulary, as every question assesses their understanding of vocabulary words Enhancing vocabulary can significantly boost exam scores, highlighting the importance of a strong vocabulary foundation for TOEIC success Many individuals often question what constitutes TOEIC vocabulary, whether it differs from general vocabulary, and if it includes specialized terms Understanding these aspects is crucial for effective preparation.
Implementation of the Action Research
Teachers have a responsibility to address problems that arise in their classrooms, and action research is a widely adopted method for finding effective solutions, particularly among English teachers.
Action research involves systematic inquiries by teacher researchers to understand the functioning of their school, their teaching methods, and student learning outcomes This process aims to gain insights, foster reflective practices, drive positive changes in the school environment and educational practices, and ultimately enhance student performance.
A typical action research needs to go from one step to another As suggested by Eileen Ferrance (2000), one action research cycle will be as follows:
Improving English vocabulary retention can be effectively achieved through the application of various memory strategies This action research explores innovative techniques that enhance learners' ability to remember and utilize new vocabulary By implementing these strategies, students can experience significant improvements in their language skills, leading to greater confidence and proficiency in English communication The study emphasizes the importance of tailored memory techniques to cater to individual learning styles, ultimately fostering a more engaging and productive learning environment.
Action research involves five essential steps: first, identifying the problem; second, collecting data through interviews and questionnaires; third, analyzing the data to uncover issues; fourth, designing an action plan to implement changes; and finally, evaluating the effects of the intervention to determine its effectiveness If the results are not satisfactory, alternative methods should be explored to enhance the situation.
When dealing with the question that what kind of method would be the appropriate one for this study, after numerous considerations, action research was chosen for some reasons:
Action research is highly situational, providing tailored solutions to specific problems within distinct contexts This approach is particularly relevant in a teacher's environment, focusing on her students and workplace Consequently, it allows for the effective utilization of time, enhances students' natural performance, and fosters improvements in the teacher's instructional methods.
Many students in former TOEIC classes face significant learning challenges, prompting teachers to seek effective solutions to enhance their classroom experiences Implementing action research is a beneficial approach due to its focus on addressing specific problems, as noted by Wallace (2001).
Action research is distinct in that it typically originates from specific problems or issues encountered in professional practice Its approach is highly problem-focused, aiming for practical outcomes that address these challenges directly.
Furthermore, action research also gave the researcher a good chance to evaluate the intervention and find out the rising problems so that timely decision for changing could be given
While action research offers several advantages, it also has limitations when compared to experimental research The situational nature of action research, although beneficial, restricts its applicability in broader contexts.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research focuses on various techniques that enhance the learning process, enabling learners to better remember and utilize new vocabulary By implementing targeted memory strategies, individuals can significantly increase their retention rates, leading to improved language proficiency The findings of this research highlight the importance of systematic approaches in vocabulary acquisition, offering valuable insights for educators and learners alike.
The research program may work well in one class but in different contexts, it might make no sense Thus, there is no generalization in an action research.
Data collection instruments
To ensure the validity of the research, five data collection instruments were utilized: a Vocabulary Knowledge Scale (VKS), interviews, learners' diaries, pre-test/post-tests, and a questionnaire.
2.3.1 Vocabulary Knowledge Scale What is Vocabulary Knowledge Scale test?
The Vocabulary Knowledge Scale (VKS), created by Wesche & Paribakht in 1996, is a 5-point self-report tool designed for students to assess their familiarity with vocabulary items This scale enables learners to self-evaluate their knowledge of specific words by selecting from a range of options.
1 I don’t remember having seen this word before
2 I have seen this word before but I don’t know what it means
3 I have seen this word before and I think it means…………
4 I know this word; it means …
5 I can use this word in a sentence, e.g………
What was the purpose of VKS test in the study?
This thesis presents the inaugural Vocabulary Knowledge Scale (VKS) designed to assess students' retention of essential vocabulary learned in the Foundation course, a prerequisite for those aiming to take TOEIC A & B.
To address the research question regarding the challenges students face in independent vocabulary learning, relying solely on interviews may not provide sufficient reliability due to the subjective nature of responses As Wallace (1998, p 127) noted, "when we ask someone a question, we have very often no way of asserting the truth of the reply." Therefore, incorporating the VKS test as a supplementary tool enhances the validity of the findings The combination of results from the VKS test and subsequent interviews allows for a clearer identification of the vocabulary learning difficulties students encounter.
This research focused on enhancing English vocabulary retention through effective memory strategies The study involved assessing students' responses during interviews and comparing them with their performance on vocabulary tests By analyzing these results, the researcher aimed to identify the consistency in students' understanding and application of vocabulary retention techniques.
The study included two additional VKS tests: a pre-test and two post-tests, designed to evaluate the effectiveness of four sub-memory strategies in vocabulary acquisition While these tests adhered to the VKS format, they featured distinct content Further details regarding these assessments will be provided in the subsequent section.
How was the first VKS test designed in the study?
The test paper began with a section for the student's name, followed by the test title and comprehensive instructions for proper completion To enhance motivation among respondents, the source of the test was acknowledged immediately after these requirements (Wesche & Paribakht, 1996).
The main section of the test featured a table with three columns, where the first column presented a list of fifty words sourced from the book "New Vocabulary in Use" by Stuart.
In 1999, Redman & Ellen Shaw's book was utilized as a supplementary vocabulary resource for the Foundation course at the center, ensuring that students encountered a diverse range of vocabulary The vocabulary was selected from ten topics, including weather, appearance, emotions, illnesses, architecture, character traits, cooking, family, marketing, and environmental issues Students were given twenty-five minutes to complete the test, with marking details to be elaborated on in the data analysis section (refer to Appendix 4 for the first VKS test).
2.3.2 Interview Why was a semi-structured interview?
The first VKS was accompanied by a semi-structured interview, which was deemed an effective method for identifying common challenges students face in vocabulary learning This approach offers the interviewer significantly more flexibility compared to structured interviews and questionnaires According to Dowsett (1986), semi-structured interviews provide rich interactions and valuable data, producing insights about life that structured interviews or questionnaires cannot achieve, regardless of how open-ended they may seem.
Improving English vocabulary retention can be significantly enhanced through the use of effective memory strategies Research highlights that qualitative techniques provide deep insights into social relationships, offering a profound understanding of language acquisition processes By implementing targeted memory strategies, learners can effectively strengthen their vocabulary retention, leading to improved language proficiency This approach not only aids in learning but also fosters a deeper connection with the language, making it easier to recall and use in various contexts.
How was this semi-structured interview conducted?
The semi- structured interview was carried out within the group, the group interview
As Michael J Wallace stated in his book Action Research for Language Teacher (1998),
While most interviews are conducted one-on-one, group interviews can also serve as a structured discussion format Despite the risk of participants echoing each other's answers and not sharing their own opinions, this approach was preferred for its time efficiency Additionally, a more relaxed, conversational interview style encouraged participants to feel comfortable, allowing the researcher to uncover genuine insights and issues faced by the students.
The interview comprised two types of questions: open-ended and semi-structured The open-ended question, "How do you often learn vocabulary at home?" aimed to initiate discussion and gather insights about the respondents' learning methods To maintain focus, the follow-up question, "What difficulties do you encounter when learning vocabulary?" included additional prompts to address specific vocabulary challenges The contributions from participants were highly valued, and the teacher's note-taking proved crucial for subsequent data analysis.
2.3.3 Pre-test and post-tests
Why were pre-test and two post tests?
According to Mertens (2005), test-retest is a key method for assessing reliability This study utilized one pre-test and two post-tests to evaluate vocabulary retention before and after the treatment By analyzing and comparing the results from these assessments, the research aimed to measure students' improvement in vocabulary learning through memory strategies, addressing the question of how the four sub-memory strategies enhance vocabulary retention.
How were the tests operated?
The three tests utilized the VKS format, previously detailed, but differed from the initial VKS by focusing on identifying vocabulary issues.
Data collection procedure
The data collection procedure followed the steps of one circle in an action research and could be illustrated into this following chart:
Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research focuses on various techniques that enhance the ability to remember and utilize new vocabulary By employing these memory strategies, learners can significantly boost their retention rates, leading to a more robust command of the English language.
Phase 1: The very first task in this phase was to investigate the problems that students often encounter when they deal with vocabulary To fulfill this task, both a VKS test and a semi- structured group interview were carried out
The VKS was delivered in the first session of week 1 to check out students‘ ability to retain given words in the previous course
The group interview commenced at the start of the second session, aiming to foster a comfortable and friendly environment for students to freely discuss and share ideas To keep the discussion focused, two main questions were posed, supplemented by follow-up questions and prompts to guide the interviewees and minimize irrelevant information This format allowed students to express their concerns while the teacher engaged with detailed inquiries and took notes The entire group interview lasted approximately 20 minutes.
The pre-test was administered immediately after the interview, and its results will be compared with those from the immediate post-test and the delayed post-test This comparison aims to assess the students' vocabulary retention and evaluate the effectiveness of the intervention.
From weeks 2 to 11, the researcher implemented a treatment focused on teaching students four memory strategies through detailed instruction and in-class handouts These handouts featured various activities and exercises aimed at helping students grasp and apply the memory strategies equally After each lesson, students received home handouts that included exercises such as multiple-choice questions, gap-filling, and word formation to reinforce vocabulary learned in class Additionally, a self-learning component required students to document their use of the memory strategies in a notebook, which they submitted at the course's conclusion Weekly diary discussions further facilitated the learning process, allowing the teacher to engage with students on their progress.
In an effort to enhance English vocabulary retention, an action research study was conducted that involved students sharing their methods for learning new words This collaborative approach allowed students to learn from one another and discover effective strategies for vocabulary acquisition Additionally, it provided the teacher with an opportunity to assess whether the students were applying the techniques taught in class This process served as a valuable means of validating the research findings and ensuring their reliability.
The study utilized two post-tests to assess students' vocabulary retention: an immediate post-test (post test 1) conducted after the treatment in week 11, and a delayed post-test (post test 2) administered two weeks later in week 13 These tests aimed to evaluate the effectiveness of four sub-memory strategies on both short-term and long-term vocabulary retention.
In week 14, three weeks post-treatment, a questionnaire was distributed to assess students' attitudes and gather suggestions for future learning and teaching Students were requested to submit their responses within a three-day timeframe.
2.5 Data analysis methods and procedures
The collected data were organized according to four research questions: the semi-interview and VKS test results addressed the first question, test scores provided insights for the second, learners' diaries contributed to the third, and questionnaire data informed the final question.
In the VKS test, students rated a given word on a scale from 1 to 5, which the teacher then quantified as percentages and represented in a bar chart Data collected from interviews was translated and categorized into various difficulty groups, allowing the teacher to compile this information into a table This method enabled both the researcher and readers to clearly identify the key vocabulary challenges faced by students.
Data from the tests were systematically recorded, and mean scores for each test were calculated By comparing the mean scores of the total group and individual students between the pre-test and two subsequent post-tests, we were able to reveal improvements in students' vocabulary retention over both the short term and long term.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research focuses on various techniques that enhance the ability to remember and utilize new vocabulary By implementing these strategies, learners can significantly boost their retention rates and overall language proficiency The study highlights the importance of active engagement and consistent practice in mastering vocabulary Through targeted memory techniques, individuals can create lasting connections with new words, leading to improved communication skills in English.
In addressing the third research question, a total of 144 diary entries from nine students were collected and analyzed Each entry was reviewed by the teacher, who calculated the frequency of various strategies used, converting these figures into percentages presented in a pie chart Additionally, data from an extra column in post-test 1 was analyzed to answer the second research question, focusing on the four sub-memory strategies employed during the test The researcher compared these results with the diary entries for a comprehensive analysis.
The questionnaire data was analyzed in three distinct parts The first part comprised three questions focusing on attitudes towards the strategy training scheme, specifically its importance, effectiveness, and enjoyment, with results illustrated through pie charts In the second part, the mean scores for each strategy were calculated to identify the most favored strategy Finally, the third part presented data in percentages within a table format, enabling the researcher to draw conclusions based on students' ideas and opinions regarding the course.
The chapter provides a comprehensive overview of the research methodology, integrating both qualitative and quantitative approaches It begins with a clear description of the research context, participants, and materials, followed by an explanation of the rationale for selecting action research The chapter then details the data collection instruments and outlines the procedures for data collection Finally, it concludes with a thorough account of the methods and procedures used for data analysis.
Methods and data analysis procedures
This chapter analyzes the data gathered from interviews, VKS tests, learner diaries, and questionnaires to address the four research questions The findings will be discussed in detail, highlighting the issues, performances, and any improvements observed post-treatment, in conjunction with relevant literature.
3.1 Research question 1 (Identifying the problems): What are the problems that the students encounter in their independent vocabulary learning?
The VKS test, outlined in Appendix 4, served as the initial tool to address the first research question by assessing students' ability to recall previously learned vocabulary and identifying challenges faced in their independent vocabulary learning.
The students' vocabulary proficiency was assessed across five levels, from mark 1 to mark 5 The teacher recorded the number of marks each student received, which was then converted into percentages These results are visually represented in the chart below.
Figure 5: Results from VKS test
The chart clearly illustrates that mark 2 and mark 3 have the highest rankings, whereas mark 5 remains at the lowest level This trend highlights the significant disparity in the distribution of marks, with mark 2 and mark 3 leading the statistics.
2 was about 44%, which meant 44% of the students confirmed to have experienced the
FINDINGS AND DISCUSSION
Research question 1
The VKS test, outlined in the previous chapter, served as the initial tool to address the first research question by assessing students' ability to recall previously learned vocabulary and identifying the challenges they faced in independent vocabulary acquisition.
The students' vocabulary knowledge was assessed on a scale from mark 1 to mark 5 The teacher recorded the number of marks each student received, which was then converted into a percentage The results are visually represented in the chart below.
Figure 5: Results from VKS test
The chart clearly indicates that marks 2 and 3 have the highest rankings, whereas mark 5 remains at the lowest level.
2 was about 44%, which meant 44% of the students confirmed to have experienced the
A study on improving English vocabulary retention through memory strategies revealed that many students struggle with word meanings Approximately 36% of students recognized words but were uncertain of their definitions, while 18% could confidently state meanings without contextual understanding Only 13% demonstrated full comprehension, knowing both the meaning and how to use the words in context This highlights the need for effective memory strategies to enhance vocabulary retention among learners.
The chart results indicate that students struggled to retain learned vocabulary, recognizing words but failing to confidently interpret their meanings A subsequent semi-interview was conducted to compare students' test performance with their verbal responses, providing deeper insights into the vocabulary learning challenges they faced This approach allowed the teacher to better understand the specific issues hindering students' vocabulary acquisition.
The researcher employed a semi-structured interview to address the first research question, revealing students' challenges in learning vocabulary, primarily expressed in Vietnamese Teachers assisted in translating and summarizing these difficulties to ensure coherent communication of similar ideas All student responses in Vietnamese were subsequently translated into English for analysis.
Self-study plays a crucial role in academic success, especially in learning English After attending classes, students should dedicate time at home to review and reinforce their understanding of the material The more effort students invest in studying English, particularly in expanding their vocabulary, the greater their achievements will be Given the limited classroom time, self-study becomes essential for effective learning However, interviews reveal that many students struggle to prioritize this important aspect of their education.
Many students express the challenge of balancing major subjects with the importance of learning English for their future careers One student noted the difficulty in finding time for English amidst their studies, while another admitted to a lack of motivation, preferring socializing and browsing the internet over memorizing vocabulary This highlights a common struggle among students to prioritize language learning in their busy lives.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing targeted memory strategies, learners can significantly boost their retention rates and overall language proficiency The findings indicate that a structured approach to vocabulary learning not only aids in memorization but also fosters long-term recall, making it an essential component of effective language education.
Many students recognize the significance of learning English and expanding their vocabulary; however, they often demonstrate a lack of effort This issue may stem from poor time management, a natural tendency towards laziness, or a general indifference towards their studies.
Over 66.7% of students reported dedicating time to studying vocabulary, yet many struggled to recall the words when necessary This indicates that their approach to learning may be ineffective, contributing to their difficulties in word retention.
The perception that a lack of time hinders English learning often stems from poor time management or a lack of passion for the language Ultimately, the quality of your learning approach is far more crucial than the amount of time spent studying.
Many students (55%) express concerns about their teachers' lack of attention to vocabulary instruction, highlighting a need for more active engagement in vocabulary learning Teachers often prioritize grammar during class, relegating vocabulary practice to homework, which fosters a passive learning environment This approach is ineffective, especially in large classrooms where individual attention is limited To enhance their mastery of vocabulary, students must take initiative in their learning, while teachers should adopt a supportive role, guiding students in developing effective study strategies.
Many students experience confusion when using dictionaries to understand vocabulary For instance, X9 noted, "I often use my dictionary to look up a new word; however, sometimes I still couldn’t understand the meaning of the sentence." This issue was highlighted in a study by Rahimi and Sahragard (2008), which found that learners often only check the first meaning listed, which can be misleading and unhelpful Thornbury (2002) further emphasized that words with multiple meanings can complicate understanding, as students may hesitate to accept a second, entirely different meaning after learning the first.
Improving English vocabulary retention can be achieved by utilizing effective memory strategies, as highlighted in action research Understanding that words can have multiple meanings is crucial, and context clues play a significant role in selecting the appropriate interpretation By focusing on these strategies, learners can enhance their vocabulary retention and comprehension skills.
Research question 2
To evaluate the enhancement of students' vocabulary retention, the researcher will compare the outcomes of the immediate post-test (post-test 1) with the pre-test, followed by a comparison of the delayed post-test (post-test 2) with the pre-test, and ultimately analyze all three tests against each other Initially, the overall results for each group will be assessed, followed by an examination of individual performances.
3.2.1 Results from the immediate post-test (post-test 1)
The immediate post-test was administered at the conclusion of the course, as detailed in Appendix 5 Following data collection, the researcher calculated scores ranging from 1 to 5 for both the pre-test and immediate post-test, and subsequently presented the results in a comprehensive table.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing targeted memory strategies, learners can significantly boost their retention rates, leading to more effective language acquisition The findings highlight the importance of integrating these strategies into language learning practices for better outcomes.
Score Pre-test Immediate post-test
Table 10: Mean scores gained by the group in the pre-test and immediate post-test
The findings indicate a significant decrease in the number of participants scoring 1 (indicating unfamiliarity with the word) and score 2 (indicating prior exposure without understanding) between the two tests, dropping from 217 to 14 and from 81 to 0, respectively.
The line chart illustrates a significant increase in the number of participants achieving scores of 3, 4, and 5, indicating varying levels of word knowledge This improvement is evident in the total group's performance following the immediate post-test.
Figure 6: The whole group’s performance in the pre-test and the immediate post test
Students' vocabulary retention has significantly improved, with mean test scores rising from 2.17 to 3.75, reflecting a notable increase of 1.58 points between the pre-test and immediate post-test This enhancement indicates that students' short-term vocabulary retention has progressed Throughout the course, the teacher introduced four sub-memory strategies, allowing students to practice these techniques effectively and improve their vocabulary acquisition.
This action research study focuses on enhancing English vocabulary retention through effective memory strategies The findings demonstrate a significant improvement in vocabulary retention, as evidenced by the comparison of results from two tests Implementing these memory techniques has proven to be beneficial for learners in retaining and recalling new vocabulary more effectively.
This section shifts focus to whether the observed improvements are consistent across individuals within the group The data collected from each member, as illustrated in the accompanying table, will provide insights into the variations in improvement among individuals.
Table 11: Individuals’ performance in the pre-test and the immediate post-test
Table 12: Mean scores gained by individuals in the pre-test and the immediate post-test
Figure 7: Individuals’ performance in the pre-test and the immediate post-test
The results of the pre-test and post-test assessments demonstrate significant improvements across multiple evaluations Each test iteration shows a marked increase in scores, indicating effective learning and retention of knowledge The consistent upward trend in post-test results highlights the effectiveness of the instructional methods employed Overall, the data suggests a positive impact on student performance following the intervention.
Pre-test Post-test 1 Dif
Improving English vocabulary retention can be effectively achieved by utilizing various memory strategies This action research highlights the significance of employing techniques that enhance memory, ultimately leading to better language acquisition By integrating these strategies into learning practices, students can significantly boost their vocabulary retention and overall language proficiency.
The analysis of the data indicates that all nine students demonstrated improvement, with their progress being relatively uniform across the group Notably, X9 secured the top position in the ranking based on mean scores, while X1 ranked lowest, showing only a 1.4-point gain between the pre-test and immediate post-test Among the students, X5 exhibited the most significant improvement, achieving a mean difference of 1.76 points between the pre-test and post-test results.
In conclusion, the analysis of data from the pre-test and immediate post-test revealed that implementing four sub-memory strategies significantly enhanced students' short-term vocabulary retention While the improvement varied slightly among the nine students, with an average difference of 1.5, the overall results indicated that the strategy training was initially successful as anticipated.
3.2.2 Results from the delayed post-test
Two weeks after the course concluded, a delayed post-test (post-test 2) was administered to assess students' long-term vocabulary retention This test mirrored the format and content of the immediate post-test (post-test 1) The results were meticulously calculated and are presented in the table below.
Score Pre-test Post-test 2 (Delayed-test)
Table 13: Mean scores gained by the group in the pre-test and the delayed post-test
The results from the above table illustrated the maintenance of improvement of students‘ retention between the delayed post-test and the pre-test The number of score 1
The study on improving English vocabulary retention through memory strategies revealed significant results Despite an initial decline in scores, the majority of students demonstrated varying levels of understanding of vocabulary The difference in mean scores between the pre-test and both the immediate and delayed tests increased from 1.58 to 1.75, indicating that 88.9% of students performed better on the delayed test compared to the immediate test This outcome highlights the effectiveness of memory strategies in enhancing both short-term and long-term vocabulary retention among students.
Figure 8: The whole group’ performance in the pre-test the delayed post test
After the two post-tests, the data about the whole group‘s performance can be combined and illustrated in the following line chart:
Figure 9: The whole group’ performance in the pre-test, post-test 1 and post test 2
Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research explores various techniques that enhance learners' ability to remember and utilize new vocabulary By focusing on practical memory strategies, students can significantly boost their retention rates and overall language proficiency The findings of this study highlight the importance of tailored approaches to vocabulary learning, making it easier for learners to grasp and recall new words.
Score Pre Post 1 Post 2 Pre Post 1 Post2 Pre Post 1 Post 2 Pre Post 1 Post 2 Pre Post 1 Post 2 Pre Post 1 Post 2 Pre Post 1 Post 2 Pre Post 1 Post 2 Pre Post 1 Post 2
RECOMMENDATIONS
Strategy training
The need for strategy training
According to Oxford (1990), while learning is inherent to humanity, developing conscious self-directed learning skills requires training Effective strategy training is essential in foreign language education, as learners must understand how to learn, and teachers must know how to facilitate this process However, for strategy training to be effective, it must be delivered in a practical and engaging manner rather than through abstract theories.
Before implementing any strategy training, it is crucial to consider two key factors: the researcher's understanding of learning strategies and their attitudes toward the necessary role changes.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing these strategies, learners can significantly boost their retention rates and overall language proficiency The study emphasizes the importance of tailored memory techniques to meet individual learning needs, ultimately leading to more effective language acquisition.
Before conducting strategy training, researchers should enrich their knowledge of Learning and Language Strategies (LLS) by exploring a variety of resources, including books, articles, internet documents, professional conference talks, and scholarly research While ample information on LLS is available, the key lies in how effectively it is accessed and utilized It's not necessary to wait until one becomes an expert in strategies; instead, gradually applying existing knowledge of learning strategies can significantly enhance students' language learning abilities.
The implementation of learner-centered strategies necessitates a transformation in the traditional roles of teachers and students As students assume greater responsibility for their learning, they engage more actively in the process, shifting from passive recipients of information to proactive participants Consequently, teachers transition from authoritative figures to facilitators, guiding and supporting students in their educational journey.
Effective strategy training is essential for researchers, as it varies based on specific objectives The main types include awareness training, one-time strategy training, and long-term strategy training, each serving distinct purposes to enhance research effectiveness.
Awareness training One time strategy training Long-term strategy training
- is known as conscious- raising or familiarization training Participants become aware of and familiar with general idea of LLS but do not have to use the strategies in practice
- should not be used in the lecture format as it only helps to introduce the
- involves learning and practicing one or more strategies with actual language tasks
- helps to give learners information on the value of the strategy: when to use, how to use, how to evaluate the success of the strategy
- involves learning and practicing strategies with actual language tasks
- helps students learn the significance of particular strategies: when to use, how to use, how to monitor, how to evaluate their performance
Improving English vocabulary retention can be effectively achieved through the use of memory strategies, as highlighted in recent action research The concept of language learning strategies (LLS) emphasizes that these techniques are not part of a long-term training sequence but are instead suitable for learners seeking specific, identifiable strategies These targeted strategies can be taught in just one or a few sessions, making them ideal for those who require immediate and focused assistance in enhancing their vocabulary retention.
Effective language programs should align with specific tasks and objectives, incorporating a variety of strategies for enhanced learning Extended training in these strategies is often more beneficial than isolated, one-time sessions.
Table 20: Types of strategy training (adapted from Oxford, 1990, pp 202-203)
This model focuses on teaching of LLS for long-term strategy training; however, it
Training can be customized for one-time sessions by choosing specific units, allowing for flexibility in the execution of steps The sequence of these steps is not rigid; they can be conducted simultaneously or in a varied order to suit the training needs.
Figure 15: A model for strategy training (adopted from Oxford, 1990, p 204)
Look at the following summary from Oxford (1990, pp 204-209) for more details:
Step 1: Determine the Learners’ Needs and the Time Available
Prioritizing the diverse needs of learners is essential for effective education Learners, ranging from children to adults and college students to professionals, have varying requirements based on their second language proficiency, which can be advanced, intermediate, or beginner Teachers should assess each learner's strengths and weaknesses, as well as their current and preferred learning strategies, to tailor instruction effectively Understanding these elements is crucial for fostering an engaging and supportive learning environment.
The research focuses on enhancing English vocabulary retention through effective memory strategies It emphasizes the importance of allowing students to voice their opinions and share the challenges they face in learning new vocabulary By incorporating these insights, educators can tailor their teaching methods to better support students' needs and improve their overall vocabulary acquisition.
When planning strategy training, it's crucial to consider the time available for both the teacher and students Insufficient time can lead to pressure on the teacher and a lack of cooperation from students, ultimately hindering the effectiveness of the training.
According Oxford (1990, pp 204-205), there are some reminders that a researcher cannot neglect when choosing suitable strategies for teaching
When selecting teaching strategies, it is essential to align them with the needs and characteristics of learners While it is ideal for chosen strategies to match students' preferences, there are instances where educators may need to implement strategies that differ from what learners enjoy In such cases, teachers should gradually introduce these new strategies while still incorporating the students' preferred methods to ensure a smooth transition and maintain engagement.
Second, ―choose more than one kind of strategy to teach (by deciding the kinds of compatible, mutually supporting strategies that are important for your students)‖ (p 205)
Third, ―choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks‖ (p 205)
When selecting strategies, it’s essential to incorporate a mix of easy-to-learn techniques alongside valuable ones that may demand more effort This balanced approach ensures a diverse range of strategies, enhancing effectiveness and engagement.
Step 3: Consider Integration of Strategy Training
Integrating strategy training with regular language training tasks, objectives, and materials enhances the learning experience When strategy training is closely aligned with language learning, it allows learners to grasp how these strategies can be applied in meaningful contexts, leading to a deeper understanding and more effective language acquisition.
Suggested activities for introducing and practicing memory strategies
This section offers effective activities for teachers aiming to introduce four key memory strategies—imagery, association, grouping, and contextualization—to enhance vocabulary retention in students These activities can take the form of speaking exercises, writing tasks, or vocabulary games, all designed to familiarize learners with effective learning strategies while reinforcing their vocabulary skills.
All the activities are selected from two books: Vocabulary of two authors John
Morgan and Mario Rinvolucri (1991) and Steven J Molinsky and Bill Bliss (n.d.) provide straightforward and easily comprehensible vocabulary teaching strategies Their books clearly outline essential elements such as students' proficiency levels, time requirements, teacher preparation, classroom activities, and illustrative examples In this thesis, several of these activities have been implemented, yielding positive outcomes for both teachers and learners (refer to Appendix 9 for detailed descriptions of these activities).
Other recommendations for teachers
―Success in learning very much depends on learners having a responsible attitude‖
Scharle and Szabo (2000) highlight the importance of student autonomy in the learning process, emphasizing that mere instruction in strategies is insufficient without motivating students to engage actively The researchers found that effective learning occurs only when students are willing participants, underscoring the need for teachers to foster a supportive classroom environment By creating a friendly atmosphere, teachers can encourage students to ask questions and share ideas, making the learning experience more enjoyable Additionally, it is crucial for teachers to assign meaningful activities and exercises with clear expectations to promote responsibility in students' learning at home.
Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research focuses on various techniques that enhance the learning process, allowing learners to better remember and utilize new vocabulary By incorporating specific memory strategies, students can significantly boost their ability to retain and recall English words, leading to improved language proficiency.
In the initial stages of learning, it is essential for students to engage seriously with strategies to familiarize themselves with effective study techniques As they gain control over their own learning process, the amount of homework assigned can be gradually reduced.
Effective strategy training for students requires not only the introduction of new methods but also a clear understanding of their purpose, context, and application Without this knowledge, students may struggle to use the strategies effectively It is crucial for educators to offer opportunities for students to master and reflect on these strategies Wenden (1986) highlights the difference between informed training, which fosters comprehension, and blind training, which lacks context and understanding.
Blind training refers to the process where learners acquire strategies without understanding their significance, while informed training explicitly communicates the purpose and timing of these strategies to learners (Logan and Moore, 2004, p 2).
Teachers should focus on the varying levels of students in the classroom, as those who struggle with effective Vocabulary Learning Strategies (VLS) or have difficulty remembering language items may not absorb as much information as their more proficient peers Just because some students can quickly grasp learning strategies doesn't mean all students can do the same in a short timeframe Therefore, it's essential for teachers to take a more gradual approach with students who are at a lower proficiency level.
From the learners’ writing diaries
Encouraging cooperative learning empowers students and fosters learner autonomy Recognizing its significance, the researcher provided an opportunity for students to share their diary entries, aiming to create a community where they can freely ask questions and discuss ideas with both their peers and the teacher.
This thesis examines four diary discussions that exemplify cooperative learning, demonstrating how these interactions significantly aid students in learning from one another and reflecting on their understanding before progressing to new concepts.
In her book "Language Learning Strategies - What Every Teacher Should Know" (1990), Oxford proposes the creation of a "successful strategies" handbook to aid teachers in introducing and implementing effective language learning strategies for students.
To enhance English vocabulary retention, students should collaboratively create a "Successful Strategies" handbook that compiles effective memory techniques This resource will include practical tips, examples of strategies tailored to specific tasks, feedback from strategy training sessions, and excerpts from learners' diaries reflecting on their experiences Developing this handbook throughout the language course encourages continuous contribution and knowledge sharing among students Utilizing a loose-leaf notebook format will facilitate easy access and expansion of the content, making it a dynamic tool for vocabulary improvement.
Based on insights gathered from students and her own experiences during the study, the researcher aims to share valuable recommendations for teachers regarding the practical application of Vocabulary Learning Strategies (VLS) in educational settings These insights and lessons learned from the current study are expected to assist future researchers in saving time and enhancing the effectiveness of their research efforts.
Improving English vocabulary retention can be significantly enhanced by employing effective memory strategies This action research focuses on various techniques that aid learners in retaining new vocabulary more efficiently By integrating memory strategies into their study routines, students can experience increased retention rates and improved language skills Implementing these methods not only fosters a deeper understanding of vocabulary but also boosts overall confidence in using the English language.
In conclusion, this chapter summarizes the key findings from Chapter 4, highlights the study's limitations, and offers recommendations for future research.
The researcher employed a VKS test and a semi-structured group interview to explore the challenges students faced in independent vocabulary learning Key issues identified included insufficient time dedicated to learning words, lack of teacher engagement in vocabulary instruction, improper dictionary use, inadequate output, ineffective memory techniques, and limited word knowledge Notably, students expressed the greatest concern regarding their memory techniques for retaining vocabulary.
Following the identification of problems, the teacher-researcher developed a teaching plan that introduced four sub-memory strategies: grouping, associating, using imagery, and placing a word into context These strategies were integrated into both in-class activities and at-home assignments, where students were tasked with maintaining diaries to document their experiences using the strategies Analysis of the diary entries revealed that all four strategies received similar attention from students, with "using imagery" being the most favored at 29.4%, followed closely by "placing a word into context," "associating," and "grouping," which ranked third and fourth, respectively The percentage differences among the strategies were minimal, indicating a balanced interest in all methods.
Limitations of the study
There must be a number of limitations discerned in the study due to the time constraints and the researcher‘s limited ability and experience
The research involved a small sample size of only nine students, which posed challenges for generalizing the results However, the positive attitudes and contributions of all participants during the treatment helped to mitigate these limitations.
To identify the challenges students face in independent vocabulary learning, the researcher conducted a group interview, fostering a friendly environment for open discussion and idea sharing However, this method had limitations, including instances of students copying each other's ideas and occasional loss of teacher oversight.
Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research focuses on various techniques that enhance the ability to remember and utilize new vocabulary By employing specific memory strategies, learners can significantly increase their retention rates, leading to better language proficiency The study emphasizes the importance of these methods in facilitating a more robust understanding of English vocabulary, ultimately aiding learners in their language acquisition journey.
One significant limitation of this study is the absence of a control group, which could enhance the persuasiveness of the test results and simplify data management for the teacher.
Despite its limitations, the dedication of the researcher and participants, along with meticulous data collection efforts, ensures the research's reliability and validity.
Suggestions for further study
Other researchers who develop interest in the same topic may find the following recommendations useful for their future works
To enhance the validity and reliability of research findings, it is essential to broaden the participant pool by increasing the number of students or including teachers who can observe responses across different skill levels simultaneously Additionally, incorporating a control group into the study design can streamline the research process, allowing for more accurate data interpretation and fostering greater confidence in the results obtained from various tests.
In the initial phase of the study, the researcher identified significant obstacles students face in vocabulary learning, focusing primarily on the major issue of inadequate techniques for remembering words due to time constraints This limitation suggests that future research could explore other challenges such as time management, teacher engagement, dictionary usage, insufficient practice, and overall vocabulary knowledge Additionally, implementing collaborative action research involving fellow teachers could enhance the depth of investigation and yield more effective strategies for improving vocabulary instruction and learning outcomes.
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the retention of new vocabulary among learners By implementing targeted memory strategies, students can significantly boost their ability to remember and utilize new words in context The findings suggest that consistent application of these strategies leads to improved vocabulary acquisition and overall language proficiency.
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Improving English vocabulary retention can be effectively achieved through the implementation of memory strategies This action research focuses on various techniques designed to enhance the memorization of new words By utilizing specific methods tailored for vocabulary acquisition, learners can significantly boost their retention rates The study emphasizes the importance of consistent practice and the application of these memory strategies in real-world contexts to reinforce learning outcomes Ultimately, adopting these approaches not only aids in vocabulary retention but also contributes to overall language proficiency.
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Improving English vocabulary retention can be effectively achieved by employing various memory strategies This action research explores the impact of these techniques on learners' ability to remember and utilize new vocabulary By integrating specific memory strategies, students can enhance their retention rates and overall language proficiency The findings suggest that targeted approaches not only aid in memorization but also foster a deeper understanding of vocabulary usage in context.
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Improving English vocabulary retention can be achieved through effective memory strategies This action research focuses on various techniques that enhance learners' ability to remember and utilize new vocabulary By implementing these strategies, students can significantly boost their retention rates and overall language proficiency The study highlights the importance of tailored memory techniques in facilitating long-term vocabulary acquisition.
APPENDIX 1: VOCABULARY TEACHING SCHEDULE APPENDIX 2: SCHMITT’S TAXONOMY OF VLS APPENDIX 3: OXFORD’S TAXONOMY OF LLS APPENDIX 4: VKS TEST
APPENDIX 5: PRE-TEST/ POST-TEST 1/ POST-TEST 2 APPENDIX 6: QUESTIONNAIRE
APPENDIX 7: SAMPLES IN-CLASS AND AT-HOME HANDOUTS APPENDIX 8: SAMPLE LEARNERS’ DIARIES
APPENDIX 9: SUGGESTED ACTIVITIES FOR EMPLOYING MEMORY
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing these memory strategies, learners can significantly boost their retention rates and overall language proficiency The study emphasizes the importance of practical applications of these techniques in real-life contexts to foster deeper learning and long-term recall.
At home: Supplementary exercises Diary: Entry 1
At home: Supplementary exercises Diary: Entry 2
At home: Supplementary exercises Diary: Entry 3
At home: Supplementary exercises Diary: Entry 4
Diary discussion 1 Personnel: Job advertising and Recruiting
At home: Supplementary exercises Diary: Entry 5
At home: Supplementary exercises Diary: Entry 6
At home: Supplementary exercises Diary: Entry 7
At home: Supplementary exercises Diary: Entry 8
W e e k 6 11 Personnel: Promotions, Pensions and Awards
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research highlights various techniques that enhance the learning process, making it easier for learners to remember and utilize new words By implementing these strategies, individuals can significantly boost their vocabulary retention, leading to improved communication skills in English.
At home: Supplementary exercises Diary: Entry 9
At home: Supplementary exercises Diary: Entry 10
At home: Supplementary exercises Diary: Entry 11
At home: Supplementary exercises Diary: Entry 12
At home: Supplementary exercises Diary: Entry 13
At home: Supplementary exercises Diary: Entry 14
At home: Supplementary exercises Diary: Entry 15
At home: Supplementary exercises Diary: Entry 16
Post-test 1 Week 13 added Post-test 2
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember new words, ultimately leading to better language acquisition By implementing these memory strategies, learners can significantly boost their vocabulary retention and overall language proficiency.
APPENDIX 2: SCHMITT’S TAXONOMY OF VLS
Strategy Group Strategies for discovering the meaning of a new word DET Analyze part of speech
DET Analyze affixes and roots DET Check for L1 cognate DET Analyze any available pictures or gestures DET Guess from textual context
DET Bilingual dictionary DET Monolingual dictionaries DET Word lists
Utilize DET flashcards to enhance vocabulary retention Engage with your teacher to obtain translations in your first language (L1) for better understanding Request paraphrases or synonyms of new words to deepen comprehension Ask for example sentences that incorporate the new vocabulary, and collaborate with classmates to discuss meanings, fostering a supportive learning environment.
SOC Discover new meaning through group work activity Strategies for consolidating a word once it has been encountered SOC Study and practice meaning in a group
SOC Teacher checks students‘ flash cards word lists for accuracy SOC Interact with native-speakers
MEM Study word with a pictorial representation of its meaning MEM Image word‘s meaning
MEM Connect word to a personal experience MEM Associate the word with its coordinates MEM Connect the word to its synonyms and antonyms MEM Use semantic maps
MEM Use ‗scales‘ for gradable adjectives MEM Peg Method
MEM Loci Method MEM Group words together to study them
Improving English vocabulary retention can be effectively achieved through the use of memory strategies This action research explores various techniques that enhance the ability to remember and utilize new vocabulary By implementing specific memory strategies, learners can significantly boost their retention rates, leading to greater proficiency in English The study highlights the importance of tailored approaches to vocabulary learning, emphasizing the role of active engagement and repetition in the retention process.
MEM Group words together spatially on a page MEM Use new word in sentences
MEM Group words together within a storyline MEM Study the spelling of a word
MEM Study the sound of a word MEM Say new word aloud when studying MEM Image word form
MEM Underline initial letter of the word MEM Configuration
MEM Use Key word Method MEM Affixes and roots MEM Part of speech MEM Paraphrase the word‘s meaning MEM Use cognates in study
MEM Learn the words of idiom together MEM Use physical action when learning a word MEM Use semantic feature grids
COG Verbal repetition COG Written repetition COG Word lists
COG Flash cards COG Take notes in class COG Use the vocabulary section in your textbook COG Listen to tape of word lists
COG Put English labels on physical objects COG Keep a vocabulary note book
MET Use English-language media (songs, movies, newscast, etc.) MET Testing oneself with word tests
MET Use spaced word practice MET Skip or pass new word MET Continue to study over time
Improving English vocabulary retention can be effectively achieved through the use of memory strategies, as highlighted in recent action research By implementing specific techniques, learners can enhance their ability to remember and utilize new vocabulary more efficiently This approach not only aids in long-term retention but also boosts overall language proficiency Utilizing memory strategies tailored to individual learning styles can significantly impact vocabulary acquisition and retention outcomes.
APPENDIX 3: OXFORD’S TAXONOMY OF LLS
STRATEGIES GROUP SUB- STRATEGIES GROUP SPECIFIC STRATEGIES
M E M O R Y S T R A T E G IE S 1 Creating mental linkage a Grouping b Associating/ Elaborating c Placing new words into a context
2 Applying images and sounds a Using imagery b Semantic mapping c Using keywords d Representing sounds in memory
4 Employing actions a Using physical response or sensation b Using mechanical techniques
1 Practicing a Repeating b Formally practicing with sounds and writing systems c Recognizing and using formulas and patterns d Recombining e Practicing naturalistically
2 Receiving and sending messages a Getting the idea quickly b Using resources for receiving and sending messages
3 Analyzing and reasoning a Reasoning deductively b Analyzing expressions c Analyzing contrastive across languages d Translating e Transferring
4 Creating structure for input and output a Notes-taking b Summarizing c Highlighting
1 Guessing intelligently a Using linguistic clues b Using other clues
2 Overcoming limitations in speaking and writing a Switching to the mother tongue b Getting help c Using mine and gesture d Avoiding communication partially or totally e Selecting the topic f Adjusting or approximating the
Improving English vocabulary retention can be effectively achieved by employing various memory strategies This action research explores techniques such as coining new words and utilizing circumlocution or synonyms to enhance understanding and recall By integrating these methods, learners can strengthen their vocabulary skills and improve their overall language proficiency.
1 Centering your learning a Overviewing and linking with already known material b Paying attention c Delaying speech
2 Arranging and planning your learning a Finding out about language learning b Organizing c Setting goals and objectives d Identifying the purpose of a language task e Planning for your task f Seeking practice opportunities
3 Evaluating your learning a Self- monitoring b Self- evaluating
1 Lowering your anxiety a Using progressive relaxation deep breathing or meditation b Using music c Using laughter
2 Encouraging yourself a Making positive statements b Taking risks wisely c Rewarding yourself
3 Taking your emotional temperature a Listening to your body b Using checklist c Writing a language learning diary d Discussing your feelings with someone else
1 Asking questions a Asking for clarification or verification b Asking for correction
2 Cooperating with others a Cooperating with peers b Cooperating with proficient users of the new language
3 Empathizing with others a Developing cultural understanding b Becoming aware of the others‘ thoughts and feelings