Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS AN INVESTIGATION INTO METHODS OF STUDYING VOCABULARY OF ENGLISH MAJOR STUDENTS AT HAI DUONG CAMPUS OF HUNG YEN UNIVERSITY OF TECH
INTRODUCTION
Rationale
English has emerged as a vital international language, serving as the official medium in various fields such as aviation, commerce, and science In Vietnam, its significance is growing, with English being a mandatory subject in schools Learning vocabulary is akin to laying the foundation of a house, essential for mastering the language While there are numerous methods to acquire vocabulary, developing an effective strategy for vocabulary enrichment remains a challenge, as many existing approaches lack efficacy.
Despite years of English learning, many learners struggle with effective communication, often resorting to simple vocabulary instead of utilizing their acquired knowledge Vocabulary usage plays a crucial role in assessing the quality of writing, yet students frequently face challenges in selecting words that are both accurate and logical The curriculum is designed to enhance comprehensive skills through the integration of listening, speaking, reading, and writing However, vocabulary remains a fundamental skill that supports the development of these areas, and students continue to encounter significant obstacles in expanding their English vocabulary.
At Hung Yen University of Technology and Education, particularly within the Faculty of Foreign Languages, students face challenges due to limited vocabulary This limitation significantly impacts their future career opportunities, especially when working in foreign companies, as a strong vocabulary is essential for understanding academic materials and performing well in exams Several factors contribute to this difficulty, including a lack of continuous vocabulary development during high school and insufficient knowledge of grammar Additionally, misconceptions about learning English skills hinder regular vocabulary improvement.
This research aims to assist students in enhancing their vocabulary skills, specifically targeting English major students at Hai Duong Campus who are already familiar with the university learning environment By implementing the methods outlined in this study, the researcher anticipates that students will achieve mastery in vocabulary.
The researcher conducted a study titled "An Investigation into Methods of Studying Vocabulary of English Major Students at Hai Duong Campus of Hung Yen University of Technology and Education" to identify key factors and effective strategies for vocabulary acquisition among English majors.
Aims of the study
The study is aimed at ways of study vocabulary encountered by major students of English at UTEHY
The main aims of this study are:
Investigating the current situations of learning vocabulary among the English major students Hai Duong campus at Hung Yen University of Technology and Education
Finding out the difficulties the English major students at Hung Yen University of Technology and Education face in learning vocabulary
Providing some methods to improve the students’ vocabulary
Researcher question
In order to reach the aims of the study, the following research questions were proposed:
1 What are students’ attitudes towards vocabulary learning?
2 What are their main difficulties in learning vocabulary?
3 What are effective ways of learning vocabulary?
Scope of study
The author employs both quantitative and qualitative methods to gather data for the research, designing questionnaires and interview questions aligned with the study's primary objectives Upon obtaining the results, the author will utilize tables and charts to effectively present the collected data This research focuses on exploring the challenges faced by English major students at Hai Duong Campus of Hung Yen University of Technology and Education in learning vocabulary, along with proposing potential solutions.
Methods of the study
The author employs a combination of quantitative and qualitative research methods, utilizing questionnaires and interviews tailored to the study's objectives Upon analyzing the results, the author will present the collected data using tables and charts for clarity and visual impact.
Design of the study
The study has four chapters which conclude introduction, literature review, the study and conclusion
Chapter 1: Introduction – gives the general introduction of the study and presents the rationale, the aims, research questions, the methods and design of the study
Chapter 2: Literature review – provides overview of oral presentation and gives the basic knowledge of the concepts related to the study
Chapter 3: The study- shows the result of the study and suggests some tips to solute and improve vocabulary
Chapter 4: Conclusion – summarizes the study and suggests some ideas for further study.
LITERATURE REVIEW
Definitions of vocabulary
Vocabulary refers to the collection of words that an individual knows and uses, as well as the complete set of words within a specific language or subject area, according to the Cambridge Dictionary.
According to Richards (2002:255) vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write
Vocabulary encompasses the complete set of words within a language, including all words recognized by an individual or utilized in specific contexts, such as books or subjects It can also refer to a compilation of words along with their definitions, particularly those that accompany educational materials like textbooks.
Pyles and Alges (1970) emphasize that words are the fundamental elements of language, serving as the crucial links between sound and meaning that facilitate communication Furthermore, words are organized into sentences and dialogues, highlighting the importance of vocabulary in language acquisition.
These definitions show that vocabulary is the first element that English learners should learn in order to master English well besides the other English components and skills.
Classifications of vocabulary
There are many ways to classify vocabulary according to different criteria, characteristics, and functions
Based on semantics, words are classified into content words and words with grammatical functions
Based on grammar, words are divided into words of different categories They can be nouns, verbs, adjectives, adverbs, prepositions, articles, or conjunctions
In English language usage, words can be categorized into three groups based on their frequency: high usage words, low usage words, and specialized vocabulary A significant study identified lists of the 1000, 2000, and 3000 most commonly used words in English, which greatly influence both English teachers and learners.
According to Nation (2001), vocabulary can be categorized into two types: perceptive and productive Perceptive vocabulary includes words that both native speakers and foreign learners can recognize and understand, but rarely use actively, functioning passively in listening and reading contexts In contrast, productive vocabulary consists of words that individuals actively employ in speaking and writing.
2.2.2 High-frequency, low-frequency, technical and academic vocabulary
Stuart Webb (2008) classifies vocabulary based on its frequency in various discourse types, distinguishing between high-frequency and low-frequency words Technical and academic vocabulary are terms that denote words frequently used within specific contexts Understanding these categories is essential, as they highlight important words to learn High-frequency words, in particular, are prevalent in both spoken and written communication; lacking knowledge of these words can result in misunderstandings and hinder effective communication.
The conditions for vocabulary learning
Each of four major kinds of tasks draw on the same conditions for vocabulary learning If these conditions are present, then vocabulary learning has a good chance of occurring
The learners are interested and attentive Motivation is a prerequisite for attending Tseng and Schmitt (2008) see the motivation of various kinds as being central to vocabulary learning
Learners encounter the world multiple times, which enhances their understanding of language Research indicates that frequent exposure to a word increases the likelihood of it being recognized and retained (Webb, 2007).
Learners have the chance to engage with vocabulary through noticing, retrieving, and generative use, which enhances memory retention According to the levels of processing hypothesis by Craik and Lockhart (1972), the depth of mental processing significantly influences memory Deliberate attention is crucial for effective learning, as retrieval requires recalling various aspects of a word, including its form, meaning, and usage Baddeley (1990) emphasizes that retrieval is a powerful mechanism for improving memory Generative use, as described by Joe (1998), occurs when a word is encountered or utilized in a novel context, strengthening memory through increased engagement.
Learning is enhanced when structured within a knowledge framework that aids in storage and recall Items that are opposites, near synonyms, or part of a lexical set—like furniture, days of the week, or fruit—are harder to learn when presented in the same lesson This is because such relationships create a list-like association Conversely, meaning relationships that reflect the connections found in sentences positively impact learning outcomes (Nation, 2000).
The role of vocabulary
Research by Laufer and Nation (1999), Maximo (2000), Gu (2003), Marion (2008), and Nation (2011) highlights the critical role of vocabulary acquisition in successful second language use, impacting both spoken and written communication In ESL and EFL contexts, vocabulary is essential across all language skills—listening, speaking, reading, and writing (Nation, 2011) Rivers and Nunan (1991) emphasize that having an adequate vocabulary is crucial for effective communication, as a limited vocabulary hinders the use of learned structures and functions As Krashen noted, "When students travel, they don’t carry grammar books, they carry dictionaries" (as cited in Lewis, 1993, p 25) Many scholars argue that vocabulary is one of the most vital components of foreign language learning, and curricula should prioritize this aspect (Wilkins, 1972).
Effective communication relies heavily on both grammar and vocabulary; while grammar structures our sentences, a rich vocabulary is essential for expressing our thoughts clearly Without sufficient vocabulary, the ability to convey meaningful messages is severely limited, emphasizing the importance of both elements in successful language use.
Vocabulary is essential in language learning, serving as the foundation for effective communication, much like the base of a house While there are various methods to enhance vocabulary, developing an effective strategy can be challenging Research has explored numerous aspects of vocabulary, including word usage, material design, assessment, and learning strategies A limited vocabulary hampers conversational ability, highlighting the need for learners to actively seek language acquisition both inside and outside the classroom.
Vocabulary learning methods
The techniques for teaching vocabulary are divided into four categories: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable Decontextualizing techniques involve isolating words from any communicative context, which can hinder learners' ability to remember and understand how these words are used in actual language.
The three techniques that seem to be the most decontextualizing are word lists, flashcards, and conventional dictionary use
Word lists are a common method for teaching vocabulary to students, often without direct teacher instruction While empirical data on the prevalence of word lists in L2 textbooks is lacking, anecdotal evidence suggests they are widely used This approach assumes that learners require minimal context for vocabulary acquisition and that rote memorization suffices Typically, students encounter paired lists at the start or conclusion of chapters in traditional L2 textbooks, contrasting with the unpaired lists that lack contextual support.
Traditional paired lists for vocabulary learning are often ineffective, as they provide minimal context, leading students to focus on rote memorization rather than understanding Researchers like Carrell (1984) and Swaffar (1988) argue that such lists fail to foster the development of new cognitive frameworks necessary for language acquisition While some, like Carter (1987) and Cohen and Aphek (1980), suggest that paired lists may benefit lower-level learners, our experiences as language learners and educators indicate their limited utility Without adequate context, learners may struggle to apply new vocabulary in meaningful communication, highlighting the need for more effective teaching strategies.
Flashcards are a favored tool among students for vocabulary self-testing, as highlighted in our research on L2 learning strategies This technique typically involves writing the target language (L2) word on one side of a card and its first language (L1) meaning on the other However, empirical evidence regarding the effectiveness of flashcards is lacking Our assessment suggests that their value can be enhanced with contextual elements For instance, learners can categorize flashcards by word types, associate them with physical objects, or use visuals to create a richer context Additionally, arranging flashcards in a semantic map or incorporating new words into meaningful sentences can further enhance their learning experience.
A common technique for understanding new vocabulary is the traditional "dictionary lookup." This method is based on the belief that using a reference book to find word meanings aids learners who may not have prior knowledge of those terms Additionally, the process of physically searching for a word is thought to enhance memory retention of its meaning.
According to Swaffar (1988), multiple studies suggest that using dictionaries or glosses does not enhance reading performance, which implies that these methods may not effectively increase vocabulary It appears that extracting words from their context does not foster the interactive engagement necessary between the learner and the text.
Glossing may lead to word-for-word reading, hindering conceptual understanding (Swaffar, p 133) Relying solely on a dictionary to enhance vocabulary is ineffective, as proficient readers do not focus on individual word definitions while reading (Hague, 1987) An alternative to bilingual dictionaries is the monolingual (L2-L2) dictionary, which, although typically created for native speakers, can be too complex for beginner and intermediate learners While most dictionaries lack contextual support and may not aid in vocabulary retention, newer monolingual dictionaries offer enhanced context and could be beneficial for learners across various proficiency levels, particularly those at lower levels.
Several semi-contextual techniques are effective for learning second language (L2) vocabulary, including word grouping, visual imagery, aural imagery, keyword methods, and physical responses These techniques create context through associations with other words or sounds, particularly in word grouping and aural imagery, while visual imagery and physical sensations provide a more extralinguistic context.
Word grouping is a technique that organizes longer word lists into shorter, more meaningful sets by classifying terms based on key attributes This method creates context, allowing for the establishment of new groups of words that share a common theme or characteristic Unlike disorganized word lists, word grouping enhances understanding by providing a structured approach to vocabulary organization.
Vocabulary can be organized into various groups based on several criteria, including word type (nouns or adjectives), grammatical form (irregular verbs), thematic topics (weather-related words), practical functions (terms related to car mechanics), language functions (such as apologies or requests), and semantic relationships (similarity or opposition) Language textbooks frequently categorize new vocabulary into thematic sets, and educators often utilize word grouping strategies in the classroom to enhance learning.
Visual imagery serves as an effective semi-contextual aid for learning L2 vocabulary by facilitating associations between images and words This technique is grounded in the idea that learners can connect new information to existing memory concepts through meaningful visual representations, enhancing the learning process Additionally, the integration of pictorial and verbal elements engages multiple brain regions, resulting in increased cognitive capacity Research indicates that a significant number of learners are visual learners, with approximately 94% of individuals possessing moderate skills in utilizing visual imagery, although it is not always employed in their learning strategies.
The connection between verbal and visual symbols is evident in various public signs, such as no-smoking signs on airplanes and stop and yield signs on highways These familiar associations can be beneficial for second language (L2) learners, aiding their comprehension and learning process.
Despite the benefits of visual imagery in enhancing vocabulary learning by providing essential context for new words, many language teachers overlook its potential Leveraging visual imagery can significantly improve L2 vocabulary acquisition and should be more actively encouraged in educational settings.
L2 words can be represented in memory by using aural imagery rather than visual imagery
Aural imagery enhances verbal learning by connecting new sounds to existing knowledge, making the process more efficient This technique utilizes associations between acoustically and semantically linked words, such as the Russian "brat" (brother) and the English "brat" (annoying person) Additionally, learners can employ phonetic spelling, accent marks, or rhymes to aid in memorizing new vocabulary in a target language.
The "technologizing of the word" (Ong, 1982) has shifted learning from an oral-aural focus to a predominantly visual mode, with writing and printing playing a key role Ong argues that even modern electronic media, such as TV, movies, and computer games, are fundamentally literate and visual, relying on scripts and programming that are visibly written Consequently, visual imagery dominates the delivery of content, making purely aural imagery less popular and effective in our culture compared to a blend of visual and aural elements.
Difficulties in learning vocabulary
The first steps in successful teaching vocabulary are to identify the difficulties faced by the students Thornbury (2004: 27) proposes some factors that make some words more difficult as follows: a Pronunciation
Research shows that difficult to pronounce words are more difficult to learn b Spelling
Spelling discrepancies in English often lead to pronunciation and spelling errors, making certain words challenging to master Although English spelling generally follows rules, it also features notable irregularities, particularly with words that include silent letters, such as "foreign," "listen," "headache," "climbing," "bored," "honest," "cupboard," and "muscle."
Long words are generally not harder to learn than short ones; however, high-frequency words in English are typically shorter, making them more commonly encountered by learners This frequent exposure enhances their "learnability."
Understanding the grammar of certain verbs can be challenging, particularly when their usage differs from their first language equivalents For instance, remembering whether to use an infinitive (to swim) or an -ing form (swimming) after verbs like enjoy, love, or hope can complicate the learning process.
When words have overlapping meanings, learners often confuse them, as seen with "make" and "do." For instance, we "make breakfast" and "make an appointment," while we "do housework" and "do a questionnaire." Understanding the range, connotation, and idiomatic usage of these verbs is essential for mastering their correct application.
Words with broader contexts are often perceived as easier than their more specific synonyms For instance, the verb "put" is more versatile than alternatives like "impose" or "position." Similarly, "skinny" is less universally understood than "slim" or "slender." Additionally, the connotations of certain words can lead to misunderstandings; for example, "propaganda" carries a negative implication in English, while its equivalent in other languages might simply mean "publicity." Conversely, "eccentric" is neutral in English, but its closest translation in other languages could be "deviant." Lastly, idiomatic expressions, such as "make up your mind" or "keep an eye on," tend to be more challenging than straightforward terms like "decide" or "watch."
THE STUDY
This section outlines the research methodology employed to address the study's research question It includes a detailed presentation of the research questions, an overview of the interview process, and a description of the participants involved Furthermore, it elaborates on the instruments and procedures utilized for data collection.
The study conducted at Hai Duong Campus UTEHY involved 62 randomly selected English major students from the Foreign Language Department, primarily aged 19 to 22, hailing from surrounding provinces such as Hung Yen, Hai Duong, and Thai Binh The students had previously focused mainly on listening, reading, and writing skills during high school, which resulted in challenges with vocabulary acquisition at the university level.
The two data collection instruments used in the study are survey questionnaire and interview
Survey questionnaires are a highly effective and commonly utilized tool for research, prompting the researcher to select this method for data collection They facilitate easy summarization and reporting of gathered information, allowing researchers to save time and streamline their analysis process.
The survey questionnaire can be divided into three main parts:
Part I of the study addresses the current vocabulary learning situations of English major students at the Hai Duong Campus of Hung Yen University of Technology and Education, focusing on the first four questions (1-6) to assess their experiences and challenges in acquiring new vocabulary effectively.
Part II explores the challenges faced by English major students at the Hai Duong Campus of Hung Yen University of Technology and Education in mastering vocabulary The section presents seven specific questions that highlight the difficulties encountered in vocabulary acquisition, shedding light on the unique learning obstacles these students experience.
• Part III consist of the last questions (8-10) presenting some solutions and suggestions to improve vocabulary
An interview was conducted with three students from the Faculty of Foreign Languages at Hai Duong Campus The researcher meticulously analyzed the interview data, which was carefully recorded and transcribed in the appendices The analysis integrates the interview results with data collected from questionnaires, presenting a comprehensive overview of the findings.
3.6 Procedure of the data collection
To collect the information for the study, 62 copies of survey questionnaires were handed out to English major students In addition, 3 students were interviewed to complete the interview for students
Following the analysis of the collected data, three English major students were selected for semi-structured interviews These interviews were recorded to enable the interviewer to engage naturally in the conversation and facilitate a thorough review of the content At the start of each interview, the participants were clearly informed about the study's objectives Throughout the interview process, the researcher adapted the questions and procedures based on the responses of the subjects.
This chapter has presented the methods of the study which conclude participants, data collection instrument as well as procedure of data collection
This chapter presents the data collected from questionnaires distributed to English major students at Hai Duong Campus, UTEHY A total of 62 questionnaires were completed, and the findings will inform suggested solutions to enhance students' current abilities The analysis includes tables and charts that illustrate the responses to the questionnaire items.
62 students were randomly selected from the Foreign Languages at Hai Duong Campus in the study They are 19-22 years old They have 9 to 12 years of experience learning English
3.8.1 The current situations of learning vocabulary among the English major students at Hung Yen University of Technology and Education
There are 6 questions (from question 1 to question 5) discussing about the current situations of learning vocabulary among the English major students at Hung Yen University of Technology and Education
Question 1: How do you find learning vocabulary?
Chart 3.1 Students’ perception toward learning vocabulary
The pie chart presents unexpected findings that challenge the author's initial assumptions about students' feelings toward vocabulary learning According to the survey data, a significant 65.5% of students found vocabulary learning to be both interesting and understandable Additionally, 18.11% expressed interest but found it not understandable, while 11.39% described it as boring yet understandable Only 5% of students reported a neutral stance on their experience with learning vocabulary.
In conclusion, most of students felt interested and understandable in learning vocabulary
Question 2: Do you have vocabulary lesson in class?
Chart 3 2 The frequency of having vocabulary lesson in class
The column chart illustrates student responses regarding vocabulary lessons in class, revealing that 85.11% of students believe they receive vocabulary instruction Additionally, students learn new words in each lesson and have the opportunity to take notes on vocabulary while acquiring various skills in the classroom.
In short, most of students consider that they have vocabulary in the class
Question 3: Do you learn any vocabulary in other subjects like listening, speaking, reading, writing, etc?
A lot Quite a lot Not much Normal
Chart 3 3 How students learn vocabulary
The column chart illustrates the results of a survey on vocabulary learning among students across various subjects, including listening, speaking, reading, and writing Notably, 55.51% of students reported learning a significant amount of vocabulary, while 23.11% indicated they learn a limited amount, and 16.38% stated they acquire a lot of vocabulary Additionally, only 5% of students feel they learn a normal amount of vocabulary.
To sum up, most of the students learn quite a lot of vocabulary
Question 4: Do you spend time studying vocabulary at home? how many hours a day do you spend learning vocabulary?
Chart 3 4Do you spend time studying vocabulary at home?
The pie chart illustrates the results of a survey on students' vocabulary learning habits It reveals that a significant majority, 81.67%, of students dedicate time to learning vocabulary at home, while only 18.33% do not engage in this practice This indicates a strong preference among students for studying vocabulary in a home environment.
Chart 3 5 The time students spend learning vocabulary
The pie chart illustrates the results of a survey on the daily vocabulary learning habits of students According to the data, a significant majority, 63.22%, reported spending less than one hour on vocabulary study, while 36.78% indicated that they dedicated more than one hour to this activity.
In general, most students spend less than an hour learning vocabulary
Question 5: The ways you learn vocabulary
Chart 3 6 The ways students learn vocabulary
The column chart illustrates the various methods students use to learn vocabulary, with the most popular approach being the keyword method, chosen by 57.11% of respondents Other significant strategies include word lists (50%), dictionary use (41.67%), flashcards (35%), word or concept association (18.33%), and word grouping (16.67%) In contrast, visual and aural methods are the least favored, with only 6.67% and 5% of students selecting these options, respectively Additionally, students reported learning vocabulary through reading, English song lyrics, watching English films, using English apps, communicating with foreigners, and viewing TV shows on English channels.
In conclusion, most students learn vocabulary through keywords
3.8.2 The difficulties that the English major students at Hung Yen University of Technology and Education face in learning vocabulary
This part is analyzed with the question (6) discussing about the difficulties in learning vocabulary
Question 6: What are the difficulties that face you when you learn vocabulary?
Table 3 1 The difficulties that students face in learning vocabulary
6 Lack of supports from teachers
7 Not enough time to learn 16.67% 50% 28.33% 5%
8 Lack of course books/references books for learning
A survey revealed varied student perceptions regarding vocabulary challenges in learning Approximately 43.33% of students identified vocabulary usage as a significant difficulty, while 35% disagreed Similarly, 53.33% expressed challenges with vocabulary forms, with 23.33% disagreeing The understanding of vocabulary meanings echoed this sentiment, with 53.33% in agreement and 21.67% in disagreement Pronunciation issues were noted by 35% of students, with only 2.33% disagreeing Over half of the respondents acknowledged spelling difficulties, while 18.33% strongly disagreed, and 9.9% strongly agreed Regarding support from teachers, nearly half disagreed with the notion of insufficient assistance, while 36.67% agreed The perception of limited learning time was not a major concern, as half of the students disagreed with this difficulty, and only 28.33% agreed Additionally, the lack of course materials was not seen as a significant hurdle, with 40% of students agreeing it was not a major challenge.
It can be concluded that all the difficulties mentioned affect somewhat students’ learning
3.8.3 Solutions to improve vocabulary of the English major students at Hung Yen University of Technology and Education
This part is analyzed with 3 questions (7,8,9) discussing about the solutions in learning vocabulary
Question 7: How much do you like the following activities in learning vocabulary? Table 3 2 Students’ assessment about activities they like in learning vocabulary
5 Pair work or group work 18.33% 25% 45% 11,67%
CONCLUSION
Summary of the study
This thesis investigates the vocabulary learning challenges faced by English majors at UTEHY Based on the findings, the study provides valuable implications to enhance students' vocabulary skills, benefiting both their academic performance and future career opportunities.
In a survey research involving 62 students from the English Department at UTEHY, the researcher investigated their current vocabulary learning, encountered difficulties, and suggested solutions The findings revealed that students faced significant challenges in learning vocabulary, including issues with usage, forms, meanings, pronunciations, and spellings, as well as inadequate teaching techniques, insufficient support from educators, limited learning time, and a lack of reference materials Notably, students identified vocabulary forms and meanings as the most difficult aspects of their vocabulary acquisition.
Participants provided valuable strategies for overcoming language challenges, including reading background materials, analyzing English song lyrics, and watching English films They emphasized the importance of engaging with foreigners, tuning into English-language TV shows, and listening to and singing along with favorite English songs Additionally, reading preferred English books and enjoying beloved English movies were highlighted as effective methods for improving language skills.
Limitation of the study
Despite the researcher's diligent efforts to conduct this study through the triangulation of data collection methods, including survey questionnaires and interviews with learners, certain limitations such as time constraints, resource availability, and the researcher's capabilities have made it impossible to avoid shortcomings.
One key limitation of the study is the limited generalizability of the findings due to the small sample size of student participants, which restricts the ability to apply the results to a broader population.
Secondly, subjects of the study were only English major students, not at all the students in the university Therefore, further studies should also investigate students studying other subjects
Despite its limitations, the study has effectively offered valuable suggestions for English major students at Hai Duong Campus, UTEHY, on enhancing their vocabulary presentation and learning techniques.
1 Students’ perception toward learning vocabulary
The pie chart reveals unexpected findings that challenge the author's initial assumptions about students' feelings toward vocabulary learning According to the survey data, a significant 65.5% of students found vocabulary learning to be both interesting and understandable Additionally, 18.11% expressed interest but found it difficult to grasp, while 11.39% described the experience as boring yet understandable Only 5% of students reported feeling neutral about their vocabulary learning experience.
In conclusion, most of students felt interested and understandable in learning vocabulary
Question 2: Do you have vocabulary lesson in class?
2 The frequency of having vocabulary lesson in class
The column chart illustrates the survey results regarding vocabulary lessons among students According to the data, 85.11% of students report having vocabulary lessons in class, where they also learn new words for each lesson Additionally, students are encouraged to take notes on vocabulary while learning various skills in the classroom.
In short, most of students consider that they have vocabulary in the class
Question 3: Do you learn any vocabulary in other subjects like listening, speaking, reading, writing, etc?
A lot Quite a lot Not much Normal
3 How students learn vocabulary
The column chart illustrates students' vocabulary acquisition across various subjects, including listening, speaking, reading, and writing The survey results indicate that a significant 55.51% of students report learning a substantial amount of vocabulary In contrast, 23.11% of students feel they learn a limited amount, while 16.38% believe they acquire a considerable vocabulary Additionally, only 5% of students perceive their vocabulary learning as average.
To sum up, most of the students learn quite a lot of vocabulary
Question 4: Do you spend time studying vocabulary at home? how many hours a day do you spend learning vocabulary?
Chart 3 4Do you spend time studying vocabulary at home?
The pie chart illustrates the results of a survey regarding students' vocabulary learning habits According to the data, a significant 81.67% of students reported that they spend time learning vocabulary at home, while only 18.33% indicated that they do not engage in vocabulary study outside of school This indicates a strong preference among students for learning vocabulary in a home environment.
Chart 3 5 The time students spend learning vocabulary
The pie chart illustrates the time students dedicate to learning vocabulary, based on survey results It reveals that a significant majority, 63.22%, of students spend less than one hour on vocabulary study, while 36.78% allocate more than one hour to this activity.
In general, most students spend less than an hour learning vocabulary
Question 5: The ways you learn vocabulary
Chart 3 6 The ways students learn vocabulary
The column chart illustrates various methods students use to learn vocabulary, with 57.11% preferring the keyword technique Other popular methods include word lists (50%), dictionary use (41.67%), flashcards (35%), word or concept mapping (18.33%), and word grouping (16.67%) Conversely, visual and aural learning methods are the least favored, with only 6.67% and 5% of students respectively Additionally, students reported learning vocabulary through reading background knowledge, analyzing English song lyrics, watching English films, using English learning apps, communicating with foreigners, and watching TV shows on English channels.
In conclusion, most students learn vocabulary through keywords
3.8.2 The difficulties that the English major students at Hung Yen University of Technology and Education face in learning vocabulary
This part is analyzed with the question (6) discussing about the difficulties in learning vocabulary
Question 6: What are the difficulties that face you when you learn vocabulary?
Table 3 1 The difficulties that students face in learning vocabulary
6 Lack of supports from teachers
7 Not enough time to learn 16.67% 50% 28.33% 5%
8 Lack of course books/references books for learning
A survey revealed varied student perspectives on vocabulary-related difficulties Notably, 43.33% of students identified vocabulary usage as a challenge, while 35% disagreed Similarly, 53.33% faced difficulties with vocabulary forms, and 53.33% also struggled with vocabulary meanings, with 21.67% disagreeing Regarding pronunciation, 35% of students agreed it was a challenge, while 2.33% disagreed More than half acknowledged spelling difficulties, with 18.33% strongly disagreeing The findings indicated that nearly half of the students disagreed with the notion of insufficient support from teachers, while 36.67% agreed, and 15% strongly disagreed “Not enough time to learn” was less of a concern, as half disagreed and only 28.33% agreed Additionally, the lack of course books was not perceived as a major challenge, with 40% agreeing it was not a significant issue.
It can be concluded that all the difficulties mentioned affect somewhat students’ learning
3.8.3 Solutions to improve vocabulary of the English major students at Hung Yen University of Technology and Education
This part is analyzed with 3 questions (7,8,9) discussing about the solutions in learning vocabulary
Question 7: How much do you like the following activities in learning vocabulary? Table 3 2 Students’ assessment about activities they like in learning vocabulary
5 Pair work or group work 18.33% 25% 45% 11,67%
According to the data, the most favored activity among students was a word guessing game, with 81.67% expressing high enjoyment Following closely, 76.66% appreciated vocabulary self-study activities Additionally, 66.67% of students enjoyed activities involving pictures, as well as learning through reading, writing, and speaking Other notable activities that contributed to their vocabulary learning included information-gap activities (48.34%), pair or group work (43.33%), and learning via listening (45%).
In conclusion, students like word-guessing games most
Question 8: Which of the following activities may help you better your vocabulary?
Chart 3 4 Activities help students better their vocabulary
The column chart illustrates the results of a survey on activities that enhance students' vocabulary The data reveals that the most effective activity, chosen by three-fourths of the respondents, is using social media platforms such as the Internet and TV Additionally, students believe that gaining knowledge in various fields, including culture, economy, and sports, along with communicating with native speakers, significantly contributes to vocabulary improvement Conversely, only 30% of the students found participating in English clubs or contests beneficial for learning vocabulary.
It can be concluded that most students thought that using social media: Internet,
TV, etc may help them better their vocabulary
Question 9: What should teachers do to help you improve your vocabulary?
Chart 3 5 Teachers’ solution to help students improve their vocabulary
The column chart illustrates students' perspectives on how teachers can enhance vocabulary improvement According to the survey, 55% of students believe that increased practice is essential Additionally, students emphasized the need for clearer instructions prior to vocabulary activities, the incorporation of games, and the use of technology such as videos and PowerPoint presentations They also expressed the importance of class discussions Meanwhile, only 25% of students favored updating teaching methods, providing timely feedback on vocabulary usage, and offering more suggestions for improvement.
To sum up, students thought that teachers should give them more practice
In order to check the validity and reliability of the questionnaire, especially the more extract answer to the research questions, the researchers also conducted interviews for students
A recent survey revealed that all students recognize the significance of vocabulary acquisition, primarily through the four essential skills: listening, speaking, reading, and writing Students reported that they enhance their vocabulary in class and through self-study methods, such as word lists, flashcards, keywords, and word grouping For instance, one student noted, "I learn a lot of vocabulary from the four skills in class, but I also study independently using flashcards." To ensure the validity and reliability of the findings, the researchers supplemented the questionnaire with student interviews.
Learning vocabulary presents various challenges for students, as each learner faces unique difficulties Common issues include a lack of vocabulary, grammar challenges, and correct pronunciation Many students find English vocabulary particularly tough due to the abundance of words with multiple definitions, leading to potential misunderstandings Additionally, memorizing various definitions for a single word can be overwhelming Another significant hurdle is the non-phonetic nature of English spelling, where many words do not sound as they appear, complicating the learning process.
Effective ways to enhance vocabulary include reading English newspapers, which not only broadens vocabulary but also improves sentence structure and grammar While grammar is essential for language correction, it is not the sole focus of language learning Context clues are crucial for understanding word definitions, as they help identify meaning through surrounding words and sentences Additionally, recognizing parts of speech can aid in distinguishing different definitions of a word Tools like FluentU offer valuable resources for learning English pronunciation and other skills through real-life videos transformed into personalized lessons Overall, these strategies are beneficial as students can tailor their learning to address their specific weaknesses and challenges.
The part discusses the study's findings to answer three research questions in the introduction
3.10.1 The current situations of learning vocabulary among the English major students at Hung Yen University of Technology and Education
Most students indicate that they acquire vocabulary through the four essential skills: listening, speaking, reading, and writing Additionally, many students utilize personal strategies for vocabulary learning, including word lists, flashcards, and keywords.
3.10.2 The difficulties the English major students at Hung Yen University of Technology and Education face in learning vocabulary
Students face numerous challenges in learning vocabulary, as revealed by a statistical questionnaire and interviews Key difficulties include understanding vocabulary uses, forms, meanings, pronunciations, and spellings, as well as employing inappropriate learning techniques Each of these obstacles significantly affects vocabulary acquisition Nevertheless, students actively identify these challenges in their learning process to seek effective solutions for improvement.
3.10.3 The effective ways of learning vocabulary
A recent survey and interview revealed that students believe their vocabulary improves significantly through word guessing games and social media platforms like TV and the Internet To enhance vocabulary acquisition, teachers should provide more opportunities for practice Additionally, utilizing word lists, keywords, and dictionaries can greatly support students in expanding their vocabulary.
The researcher analyzes data to understand students' perceptions and challenges in vocabulary acquisition The author aims to provide recommendations to enhance vocabulary learning for students at FFL, UTEHY.