ABSTRACT The study aims to investigate the effect of task-based reading activities on vocabulary retention of students at a high school.. The two objectives set to reach the aim consist
INTRODUCTION
Rationale
Language learning is an ongoing process that necessitates constant vocabulary acquisition on the side of the learners To enable the learners to effectively operate in a particular setting, it is essential to acquire sufficient words to construct a personal library of the lexicon Every day, both within and outside of the classroom, vocabulary importance is highlighted The high achievers in the classroom have the most extensive vocabulary
Traditional English language teaching methods prioritized grammar instruction, neglecting vocabulary development This approach focused on teaching grammatical structures, considering vocabulary a mere component of the "structure of the day." However, this method limited students' acquisition of new words, as vocabulary was only illustrated within the context of grammar lessons Grammar, perceived as a rule-based system, was deemed more efficient in generating sentences, while vocabulary was viewed as a collection of objects This belief emphasized the expansion of grammatical knowledge over vocabulary acquisition.
Thankfully, the notion that grammar should take precedence over vocabulary has changed over time The function of lexical chunks and the lexical syllabus, a syllabus that focuses on terms used often in spoken and written English, were two major advances that challenged grammar's hegemony The importance of vocabulary in language learning has become more widely recognized as a result of these two developments Vocabulary is no longer viewed as an "add-on," despite the fact that the majority of coursebooks already adhere to a grammar syllabus
Vocabulary is crucial for academic success and communication Limited vocabulary hinders academic achievement (Anderson & Naggy, cited by Mackay, 2007) Vocabulary teaching is a highly debated aspect of English language teaching, with teachers facing challenges in finding effective methods Teachers must adapt to differences in students' native languages and utilize up-to-date techniques to enhance vocabulary instruction.
For the above issue, English teachers should find out an appropriate way to teach vocabulary to stimulate the students to actively use English vocabulary actively both inside and outside classes However, based on the preliminary observation in the classes of a high school, the writer found that the teachers tried using many different ways to teach vocabulary in order to attract students to learn to use English vocabulary correctly However, the writer still found a lot of students who seemed not to be interested in participating in the lesson For those reasons, the teachers need some techniques for teaching vocabulary which can make the students more interested and motivated to learn English vocabulary
Besides, teaching reading skills is one of the most important processes of teaching a language When students have to read the passages, there are some vocabularies that they may not know, and using the reading context to infer the meaning of a word is a basic technique that students should know Using reading activities like inferring is one of the useful techniques that teachers can use to introduce vocabulary to students Given the significance of vocabulary in language learning, numerous researchers have offered insightful recommendations for efficient vocabulary learning and teaching In light of this, Harmer (2007) specifies the best way to teach new terms is through a variety of situations that can assist learners comprehend how the words are used, such as reading texts or listening to audio files Moreover, according to Nagy (2005, p.28), "extensive exposure to rich language, both oral and written; and generating generative word knowledge" as the elements of successful vocabulary gain Moreover, several scholars stress the value of meaningful context for enhanced vocabulary learning since seeing words in relevant situations can help learners form meaningful associations (e.g Bolger, Balass, Landen, & Perfetti, 2008; Harmer, 2007; McCarten, 2007; Stahl, 2005; Takac, 2008) The National Reading Panel's (2000) findings also highlight the importance of context—in the form of a diversity of reading texts—for successful vocabulary learning Similarly to this, other scholars (such as Stahl, 2005; Stahl & Nagy, 2006; Xu, 2009) have argued that repeatedly encountering terms when reading texts has a significant impact on vocabulary acquisition However, according to Stahl and Nagy (2006, p.173), "even for those words that are expressly taught, much of students' knowledge of them ultimately derives from subsequent encounters with those words in text" This might be the case because, compared to experiencing words outside of texts, words in texts sound more realistic for both linguistic and psychological terms (Schouten-van Parreren, 1989)
Those are the reasons why the author would like to conduct the research
“The effect of task-based reading activities on students’ vocabulary retention at a high school.”
Aims and Objectives
The study aims to investigate the effect of task-based reading activities on vocabulary retention of students at a high school
To achieve the above aim, there were two objectives of the research:
- Identifying the extent to which task-based reading activities improve the vocabulary retention of students at a high school
- Determining the students’ attitudes toward using task-based reading activities to improve their vocabulary retention.
Research Questions
The research was conducted with the hope to find out the answers to the following research questions:
1) To what extent do task-based reading activities improve the vocabulary retention of students at a high school?
2) What are the students’ attitudes toward using task-based reading activities to improve their vocabulary retention?
Scope of the Study
This was quasi-experimental research, with the main focus on 66 students at a high school and 10 high school teachers The study aimed to find out the effect of task-based reading activities on the vocabulary retention of students at the high school Therefore, the study dealt with the reading activities which affect the students’ vocabulary retention only Other language abilities were not involved in the research.
Significance of the Study
As the research aimed to investigate the effect of task-based reading activities on vocabulary retention of students, the findings of the research were expected to be significant for students, teachers, and other researchers
Learning vocabulary through games and activities proves beneficial for students, as it offers an engaging and interactive alternative to traditional methods By actively participating in games and activities, students expand their vocabulary size, gaining confidence in their English proficiency This enhanced vocabulary foundation further supports the development of other language skills, enabling students to comprehend and express themselves more effectively in English.
Task-based reading activities provide educators with an effective approach to enhance students' vocabulary acquisition Research suggests that incorporating these activities into English language teaching offers valuable insights By utilizing task-based reading, teachers can promote meaningful comprehension and facilitate the development of a robust vocabulary among their students.
Finally, researchers with similar interests can use this study as information for further research or additional knowledge about teaching and learning vocabulary based on task-based reading activities.
Organization of the study
Chapter I: Introduction: The chapter presents the rationale for conducting the study Besides, the aims and objectives, the scope, the research questions, the significance, and the organization of the study are also illustrated
Chapter II: Literature Review The chapter consists of the background knowledge of vocabulary including definitions of vocabulary, vocabulary retention, teaching vocabulary, and learning vocabulary Besides, the theories of task-based language teaching are also reviewed in terms of the definition of tasks, the task- based learning framework, and the advantages of task-based learning Finally, the researcher summarizes some previous studies
Chapter III: Research Methodology This chapter gives information on the research design, the respondents of the study, the data collection instrument, and the data collection procedure
Chapter IV: Researching Findings The chapter includes an analysis and discussion of the research findings
Chapter V: Conclusions and Recommendations In this chapter, the researcher summarizes the findings and gives the conclusions of the study The limitations of the study and recommendations for further research and relevant parties were also provided.
LITERATURE REVIEW
Vocabulary
The Oxford dictionary listed vocabulary as the overall number of words in a language as well as the body of words used in a given field In addition to this definition, as in Longman Dictionary (1995), all the words that a person knows, learns, or uses are referred to as vocabulary According to Hornby (1995), vocabulary is the total amount of words used in all languages
A new word or expression that students learn and use both before and after each term is referred to as their vocabulary Since vocabulary is one of the elements that connects the four skills of communicating: listening, reading, and writing, there are many different perspectives on its meaning and use A language's vocabulary is made up of all of its words (Hornby, 1995)
It is important to make an effort to comprehend, create, and manipulate the target words because learning a language is difficult Many students are motivated and assisted by games to comprehend the target language more quickly They aid teachers in thinking of relevant and useful ways to employ the target words Also, they make learning and remembering new words more enjoyable for students, which helps them comprehend and assimilate new words more quickly When students have studied and used new vocabulary through games, they may use words in a stress-free way (Uberman, 1998)
Vocabulary retention, Mohammed (2009, p.16), is defined as “the ability to keep the acquired vocabulary and retrieve it after a period of time to use it in different language contexts.” Retention of learned knowledge is defined by Bennette and Rebello (2012) as having the information stored in long-term memory in a way that makes it easy to recall, for example, in response to routine cues Different methods are used in EFL contexts to aid in vocabulary retention Based on the approaches used for vocabulary teaching, Oxford and Crookall (1990) categorized the strategies into four categories The first one is de-contextualizing, which contains word lists, flashcards, and the conventional use of a dictionary The second one is semi-contextualizing, including word grouping, association, visual imaginary, keyword, physical response, physical sensation, and semantic mapping The third one is fully contextualizing which involves four skills: listening, speaking, reading, and writing The final one is adaptable: structured reviewing Vocabulary is supposed to be one of the key areas of concentration during language training because learning a new language's vocabulary is undoubtedly a difficult undertaking for language learners to complete Sadly, this is not always the case in language classes since students must manage terminology independently without any formal teaching The fundamental issue is that second language learners are typically required to memorize the target words that are provided to them in lists, leaving them with little opportunity to practice the words they have just encountered (Oxford & Crookall, 1990)
Given the significance of vocabulary in language learning, numerous academics have offered insightful recommendations for efficient vocabulary learning and teaching In light of this, Nagy (2005, p.28) identifies the elements of effective vocabulary growth as “extensive exposure to rich language, both oral and written; and building generative word knowledge” Additionally, many researchers (e.g Bolger, Balass, Landen, & Perfetti, 2008; Harmer, 2007; McCarten, 2007; Stahl, 2005; Takac, 2008) stress the significance of meaningful context for improved vocabulary learning since learners can form meaningful connections when they see words in meaningful contexts (Stahl, 2005) According to Harmer (2007), the best way to teach new terms is through a variety of contexts (e.g reading texts or listening tracks) that might aid students in understanding how the words are used The National Reading Panel's (2000) findings also highlight the importance of context—in the form of a diversity of reading texts—for successful vocabulary learning Similar to this, (e.g Stahl, 2005; Stahl & Nagy, 2006; Xu, 2009) many experts contend that exposure to words repeatedly when reading texts has a significant impact on vocabulary growth In addition, Stahl and Nagy (2006, p.173) believe that “even for those words that are explicitly taught, much of students' knowledge of them ultimately comes from further encounters with those words in text” This may be because words encountered within writings sound more realistic for both linguistic and psychological terms than when encountered outside of texts (Schouten-van Parreren, 1989)
It is more effective to encounter words repeatedly in a range of texts than to simply repeat them one at a time (Stahl, 2005) Because there are no set standards for learning words, vocabulary is more likely to be forgotten than phonology and grammar, so permanent learning is essential in this situation (Schmitt, 2010) Thornbury (2002) emphasizes that successful vocabulary development requires the transfer of words from short-term memory to long-term memory According to Stahl and Nagy (2006), context can be useful for helping words be stored in long- term memory Furthermore, learning new words successfully requires repeated exposure to them (Kamil & Hiebert, 2005; McCarten, 2007; Nation & Meara, 2002; National Reading Panel, 2000; Schmitt, 2000; Stahl & Nagy, 2006; Thornbury 2002) The fact that these repetitions result in more efficient learning when they are meaningful to the learners must also be kept in mind (Oxford & Crookall, 1990; Schmitt, 2010; Stahl, 2005) In other words, as Oxford and Crookall (1990, p.23) state, “sufficient exposure to the new target language word in meaningful, communicative, oral or written contexts is no doubt essential” In a similar vein, Schmitt (2010, p.257) suggests that “A learner must read enough so that a new lexical item will be met again before its memory trace disappears” For this reason, Schmitt (2010) recommends multiple encounters with words in a variety of contexts for permanent learning of second language vocabulary
Effective vocabulary instruction requires teachers to carefully select approaches, strategies, exercises, and practices that align with their students' unique needs Additionally, teachers should evaluate the resources they utilize to ensure they support the learning objectives, maintain motivation, and engage students' interest.
There is more to vocabulary instruction than simply introducing new words Giving students access to the language they can use to communicate their feelings and thoughts also falls under this category One of the most difficult aspects of learning a foreign language for many students is learning vocabulary, particularly for those whose mother tongue writing is the same as their spoken language because they are used to writing a word the same way they say it When speaking of a language like English, however, this reasoning is altered because words are not always typed or pronounced exactly as they are written
According to Thornbury (2002), students can learn words effectively by participating in activities that make them think about and choose the words New information must be combined with previously learned content in order to guarantee long-term retention and recall This calls for storing both sets of data in working memory, which can be accomplished by comparing, matching, combining, sorting, visualizing, and rearranging them, as well as repeatedly storing and retrieving them Students must be exposed to a range of activities that stretch their thinking and encourage decision-making A vocabulary study couldn't be done in isolation According to Nunan (1998), we should begin by introducing new vocabulary words in context before giving students the opportunity to use the words independently later on Kang (1995) asserts that one of the best ways to enhance vocabulary learning in a second language is to employ a context-embedded technique, in which new terms are taught in context In the study, learners were taught target English words together with their explanations and one or more example sentences using computer audio The learners' need for repetition of the target words may vary
Engaging in frequent exposure to new words is crucial for students to expand their vocabulary in a foreign language While traditional drill-based approaches can be effective, research suggests that incorporating fun and engaging activities enhances retention By utilizing games, puzzles, or other interactive methods, students are more likely to remember and apply new vocabulary in meaningful contexts (Cameron, 2001).
When teaching vocabulary, a number of lexis-related factors must be taken into consideration The following list is based on Gairns and Redman's (1986) research: a Boundaries between conceptual meaning: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g cup, mug, bowl) b Polysemy: distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organization) c Homonymy: distinguishing between the various meaning of a single word form that has several meanings which are not closely related (e.g a file: used to put papers in or a tool) d Homophony: understanding words that have the same pronunciation but different spellings and meanings (e.g flour, flower) e Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g extend, increase, expand) f Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speaker’s attitude or the situation A Socio-cultural association of lexical items is another important factor g Style, register, dialect: Being able to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation h Translation: awareness of certain differences and similarities between the native and the foreign language (e.g false cognates) i Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g sleep, slept, sleeping; able, unable; disability) j Pronunciation: the ability to recognize and reproduce items in speech
Ur (1996, p 60) also believed that the following items need to be taught in to be considered when teaching vocabulary: a Form: Pronunciation and spelling
A learner needs to be aware of both the word's appearance and pronunciation as well as its spelling These traits are clear, and when a student comes into contact with the object for the first time, they will either notice one or the other Both of these characteristics need to be appropriately presented and acquired in order for teachers to effectively impart their knowledge b Grammar
If a new concept is not clearly covered by general grammatical rules, it will be necessary to teach its grammar It is crucial to tell students of this knowledge concurrently with professors who are instructing based on the form because an item may exhibit an unpredictably changing form in specific grammatical situations and may have some peculiarities with other items in sentences If a new verb is irregular, for instance, teachers must also teach its past form (think, thought) Similarly, to this, while teaching a noun, teachers must either point out that the noun has no plural form at all or provide its plural forms if they are regular (mouse, mice) (advise, information) Teachers must also discuss several forms of the verb that comes after verbs like wish and pleasure (want to, enjoying) c Collocation
Another aspect that determines whether a particular combination is "right" or
"wrong" in a particular context is the normal collocation of specific components Word partners are called collocations Take the phrases "do homework" and "make mistakes" as examples As a result, this is yet another fact about a novel thing that might be instructive The teacher may not imply that he or she takes or creates one when introducing phrases like decision and conclusion In dictionaries, collocations are frequently noted by placing the entire collocation under one of the headwords or by including a remark in parenthesis d Aspect of meaning: denotation, connotation, appropriateness
Denotation and connotation are the two parts of a word's meaning Denotation is the term used to describe a word's dictionary definition or its literal meaning For instance, the definition of a snake in a dictionary is any of the various scaly, legless, occasionally venomous reptiles with long, tapering, cylindrical bodies that are present in most tropical and temperate environments Connotation, on the other hand, describes the associations or emotional connotations attached to a specific term Together with their denotative counterparts, words can also have connotative meanings The meaning of the word snake may imply danger or evil Whether or not a specific thing is fit to use in a given situation is a more suitable component of meaning that frequently has to be taught For instance, students may be aware that the words cry and weep are nearly similar in meaning, but weep is more formal, more often used in writing than in speech, and less common overall e Aspect of meaning: meaning relationship
Task-based Language Teaching (TBLT)
Task-based language teaching has gained prominence in foreign language education, originating from the limitations of the conventional PPP approach Its constructivist foundation emphasizes communication and social interaction as integral components of language learning Exposure to substantial target language input enhances learners' proficiency, as illustrated by Skehan's (1996) research Understanding these principles is essential for effective task-based instruction, focusing on developing communicative skills rather than isolated linguistic components.
TBLT (Task-Based Language Teaching) emerged in the 1980s, emphasizing communicative tasks and encouraging learner interaction (Prabhu, 1987) It enhances communicative proficiency by providing relevant language input (Mckinnon & Rigby, 2004) Richards and Rodgers (2001) identify tasks as central to TBLT, creating a context for learning that surpasses form-focused activities By engaging learners in meaningful tasks, TBLT fosters language acquisition opportunities.
In TBLT, the tasks that students complete in class reflect what they encounter in real life; as a result, the importance of assignments cannot be overstated
The term "tasks" are defined by researchers and linguists in various ways According to Long (1985, as stated in Nunan, 2004), a task is any work that is completed, whether it is done voluntarily or in exchange for payment Therefore, examples of tasks include things like painting a fence, dressing a child, filling out forms, purchasing shoes, borrowing a book from the library, taking a driving test, typing a letter, weighing a patient, sorting letters, making a hotel reservation, writing a check, and more In other words, a task is something that can be completed for one's own advantage or the benefit of others, either without payment or in exchange for a benefit The definition of Nunan (1998) can help make the term
"task" more understandable The task is separated into two categories based on its syllabus: real-world tasks and pedagogic tasks While pedagogic tasks comprise various activities or exercises that students must perform in the classroom, real- world tasks relate to tasks that students may be required to complete in the real world Tasks are activities that require learners to communicate in the target language in order to accomplish a task, according to Willis (1996)
There are two definitions of task (Long, 1985): a Target task
According to Long (1985, p.89), a target task is work that is undertaken for oneself or for others, voluntarily or in exchange for compensation In the examples above, "task" refers to any of the activities that individuals engage in on a daily basis, including work, play, and in-between activities This definition's nontechnical and nonlinguistic nature should be noted right away Tasks take on a pedagogical quality when they are transferred from the actual world or the objective task to the classroom b Pedagogical task
A pedagogical task is an action or activity that is completed as a result of processing or understanding language Tasks include things like drawing a map while listening to a tape, following instructions and listening to commands
2.2.3 The Task-based Learning Framework
Willis (1996) in “A Framework for Task-Based Learning” states that tasks are always actions where the learner uses the target language for a communicative purpose (goal) to obtain a result
The task itself is at the core of task-based learning The lesson's goal is to complete the task, according to the underlying principle For instance, you might invite students to compose their own English recipe (task-based learning emphasizes reading, writing, speaking, and listening equally)
Getting learners to complete one assignment after another is not the only goal of task-based learning If such were the case, learners would most likely gain fluency at the expense of accuracy while also becoming highly adept at doing tasks and resourceful with their language The framework consists of three phases: pre- task, task cycle, and language focus:
1) The pre-task phase introduces the class to the topic and the task, activating topic-related words and phrases;
2) The task cycle gives students the chance to complete the task using any language they already know while also giving them the opportunity to develop that language while planning their task reports with the help of the teacher When they need it most, during the planning phase and after the report, teachers provide feedback Task-based Learning provides three basic conditions for language learning, exposure, use, and motivation There are three components of the task cycle: a Task: learners use whatever language they can master, working simultaneously, in pairs, or in small groups to achieve the goals of the task b Planning: comes after the task and before the report, forming the central part of the cycle The teacher’s role here is that of a language advisor Learners plan their reports effectively and maximize their learning opportunities c Report: is the natural condition of the task cycle In this stage, learners tell the class about their findings Therefore, the report stage gives students a natural stimulus to upgrade and improve their language It presents a very real linguistic challenge to communicate clearly and accurately in language appropriate to the circumstances
3) The language focus allows a closer study of some of the specific features naturally occurring in the language used during the task cycle The learners are now prepared to concentrate on the specific language forms that convey that meaning because they have already worked with the language and processed it for meaning
The ultimate objective defines the context for examining language forms, providing coherence and direction for the study The final stage incorporates analysis and practice, meeting the fourth essential criterion for effective language form learning through explicit study.
Task-based learning is advantageous to the student because it is more student-centered Although the teacher may present language in the pre-task the students are free to use what they want This allows them to use all the language they know and are learning, rather than a single construct Furthermore, as the tasks are supposed to be familiar to the students, students are more likely to be engaged, which may further motivate them in their language learning
In task-based learning, the teacher is generally a facilitator, always keeping the key conditions for learning in mind Facilitating learning involves balancing the amount of exposure and use of language, and ensuring they are both of suitable quality
In a task-based learning framework, most of the emphasis is on learners doing things, often in pairs or groups, using language to achieve the outcomes and guided by the teacher The teacher is involved in setting tasks up, ensuring that learners do tasks independently; the teacher still has overall control and the power to stop everything if necessary
2.2.4 The Advantages of Task-based Learning
Willis and Willis (2001) described task-based learning as a two-stage process Engaging learners in communicative tasks is the initial step The second step is to carefully examine the language used to complete a task and take notes from that language
Previous Studies
Kalukar, Syamdianita, and Kurniawan (2019) in the research entitled “The Effect of Task-based Reading Activity on Vocabulary Achievement of the Second Grade Learners at SMPN 24 Samarinda” looked into the vocabulary development of the students using task-based reading activities The researcher employed the T-test to see whether there was a significant difference in vocabulary achievement between before and after task-based reading activities were used to teach it The study's findings revealed that the mean score in the experimental class increased from 66.77 on the pre-test to 77.25 on the post-test The Ho was rejected and Ha was approved, according to the results of the two T-tests mentioned above It is clear from the analysis of the research findings that using task-based reading activities to teach vocabulary had a noticeable impact on vocabulary achievement
Kamalian, Soleimani, and Safari (2017) examined the impact of task-based reading exercises, such as text completion and student-generated questions, on Iranian intermediate EFL learners' vocabulary learning and retention The results of this study showed that task-based instruction (TBI), particularly information-gap, opinion-gap, reasoning-gap, and problem-solving activities, can improve reading comprehension It also demonstrates that there is a strong association between TBI and unintentional vocabulary learning and that TBI may significantly improve Iranian university students' vocabulary knowledge in ways that are similar to the specific findings of this study The study's findings also showed that those TBI participants who were given the activities to complete improved their performance
Gavell (2021) illustrated the possibilities for using authentic materials in a task-based lesson in the research “Task-Based Reading Activities Using Authentic Materials and Skills” The findings show that the technique always encourages students to investigate, make their own decisions, and use critical thinking while altering their physical environment It is a tactic that can be applied just once over a semester or more frequently The outcome will be an energetic, interesting, and productive reading class
Vietnamese researchers are also interested in using TBLT in teaching English Pham Trung Nghia & Nguyen Buu Huan (2018) examined the use of task- based language education in EFL classes along with teachers' perception about it The opinions of 68 university professors in the Mekong Delta were investigated through interviews and questionnaires The results showed that instructors' opinions and understanding of task-based language teaching are positive The implications for TBLT's practical uses are also discussed
Vo Thi My Xuyen & Nguyen Huynh Trang (2021) looked at how task-based speaking activities affect students who are not English majors as well as how they feel about the implications of such activities The participants' speech performance was assessed using pre- and post-tests, and the experimental group's attitudes toward the usage of task-based speaking activities were investigated using a questionnaire The results show that EFL students in the experimental group gained more development in speaking than those in the control group.
RESEARCH METHODOLOGY
Research design
The study aims to investigate the effects of task-based reading activities on vocabulary retention of students at a high school The research objectives consist of (1) identifying the extent to which task-based reading activities improve the vocabulary retention of students at a high school; and (2) determining the students’ attitudes toward using task-based reading activities to improve their vocabulary retention To achieve these research objectives, the researcher selected the quasi- experimental design for the study because quasi-experiments design can be perfect to determine what is best for the population and it gives the researchers power over the variables by being able to control them Researchers used experiments to examine the strength of connections between variables, according to Nunan (1992, p 24–25) Language researchers sometimes wish to examine the connections between several factors, such a teaching style and a second one, like test results on an official language competence test He also distinguishes quasi-experimental research from other types of experimental research Specifically, a quasi-experiment has both pre-and post-test and experimental and control groups but no random assignments of subjects (Nunan, 1992, p.41)
- Students were randomly assigned to experimental (task-based reading activities) and control (traditional methods) groups in a quasi-experimental design.- The effectiveness of task-based reading activities and traditional methods was evaluated by comparing test results between the two groups.
Respondents
The respondents of the study were 66 high school students and 10 English high school teachers The students were in the school year 2022-2023.
Data Collection Instrument
The questionnaires were designed using both close-ended and open-ended questions to provide enough space for the respondents to raise their voices and explain their ideas The questionnaire for teachers collected data on the techniques that the high school English teachers often use when teaching vocabulary to students, the frequency of using task-based reading activities in teaching vocabulary to their students, and how much they understand about applying task-based reading activities in teaching vocabulary to their students It may take teachers 5-10 minutes to complete the questionnaire b Student’s pre-questionnaire
The questionnaire for students focused on the techniques that their English teachers often use to teach vocabulary, how often their English teachers organize task-based reading activities to teach vocabulary, how the students feel if their teachers organize task-based reading activities to teach vocabulary, the topic of the reading text that they prefer and how long they would like each activity to last To avoid misunderstanding, all of the items in the questionnaires were translated into Vietnamese The students may have to spend no more than 15 minutes doing the questionnaire c Students’ post-questionnaire
The students’ post-questionnaire was used to collect information on students’ attitudes toward using task-based reading activities to improve their vocabulary retention There were 15 statements in the questionnaire, and students responded by specifying their levels of agreement by selecting the corresponding 4-Point Linkert Scale (1 – strongly disagree; 2 – disagree; 3 - agree; 4 – strongly agree) All of the statements were translated into Vietnamese to allow students to complete the survey more easily
The study used the school mid-term test as the pre-test and the school end-of- term test as the post-test The pre-test helps to identify the language abilities of the respondents and the post-test allows the researcher to see how much improvement the students made after 8 lessons Based on the test results, the researcher could conclude the effects of task-based reading activities on students’ vocabulary retention.
Data collection procedure
Firstly, the researcher developed a set of questionnaires to give to teachers and the students in the experimental group The questionnaires were reviewed by peer teachers before being given to the respondents Both sets of questionnaires for students were translated into Vietnamese
Next, the researcher chose the tests in accordance with the study's objectives based on the identification and formulation of the problem through a questionnaire given to the participants Then, the students in both groups were also let to take the pre-test The test helped the researcher determine the students’ vocabulary level
After collecting enough data, the researcher made an intervention plan which was carried out over 8 weeks
After 8-week intervention, the students of both groups took the post-test The results of the post-test were compared, analyzed, and synthesized by the researcher to draw conclusions on the effects of task-based reading activities on students’ vocabulary retention At the same time, the researcher let the students in the experimental group take the post-questionnaire survey to find out their attitude toward the use of task-based reading activities in vocabulary lessons.
Data analysis
After the data collection, the survey responses were input into an Excel spreadsheet for quantitative analysis Statistics from both questionnaires and tests are compared and analyzed to determine the effect of task-based reading activities on the vocabulary retention of students at a high school.
FINDINGS AND DISCUSSIONS
Findings of the questionnaires
To assess the frequency of task-based reading activities in vocabulary instruction, teachers were surveyed and asked to indicate their usage patterns The survey results revealed that teachers' responses ranged across a spectrum of frequencies, from "never" to "very often."
Figure 4.1 Teacher's use of task-based reading activities in teaching vocabulary
As shown in Figure 4.1, all the teachers used the activities in their teaching of vocabulary ranging from rarely to often (no teachers never used or used the activities very often); specifically, five teachers said that they sometimes used task- based reading activities in teaching vocabulary, two of them reported that they had often used and three teachers claimed that they had rarely used such activities
The second question asked was what task-based reading activities the teachers often used to help their students retain vocabulary
The activities answered by teacher varied but could be classified into three categories (Innaci and Praveen, 2017): word link (Students have to guess different words within the given letters), connections (students were exposed to a series of images placed in a particular order which implies a word or a phrase Students have to understand the images and also the sequence in with they are placed and identify the word or phrase they imply), and word association (a matching activity where students associate the words in column A with the words in column B) The following figure gives a summary of the activities teachers often used to improve their students’ vocabulary retention:
Figure 4.2 Task-based reading activities often used by teachers to teach vocabulary
Eight teachers used word link activity most frequently to teach vocabulary The second most used activity was word association which is used by seven teachers The least used activity was "connections" with the statistics frequently used by six teachers
The third question determined whether teachers understood how to apply task-based reading activities in teaching vocabulary to their students Collected teachers’ answers could be classified into four categories, ranging from "understand a little" to "understand clearly" The teachers’ responses were demonstrated in the figure below:
Figure 4.3 Teacher's understandings of how to apply task-based reading activities in teaching vocabulary
Figure 4.3 shows that most of the teachers understood and knew how to apply the task-based reading activities in teaching vocabulary, which was chosen by six teachers Two teachers claimed that they understood those activities at the average level Meanwhile, one teacher reported that he/ she understood the activities clearly, and the other said that he/ she understood such activities a little “Don’t understand” was selected by no teachers Two teachers claimed that they understood those activities at the average level Meanwhile, one teacher reported that he/ she understood the activities clearly, and the other said that he/ she understood such activities a little “Don’t understand” was selected by no teachers
Question 1 aimed at determining what activities their English teachers often used to teach vocabulary Students listed many different activities but the same as teachers’ opinions, the activities could be classified into three types: word link, connections, and word association The figure 4.4 below shows the opinion of students on the teachers’ frequently used activities to teach vocabulary
Figure 4.4 Students' opinions on task-based reading activities often used by teachers to teach vocabulary
Statistics from figure 4.4 shows that the most used activity was “word link”, which was mentioned by twenty-eight students Twenty-five students claimed that
“word association” was often used by their teachers “Connections” was the least frequently used activities, which was chosen by twenty students
Data presented in Figure 4.4 was in line with those in Figure 4.3, in which
“world link” was the most frequent activities used by teachers, followed by “word association” and “connections”
Questions 2 identified the students’ opinions on whether their English teachers organized task-based reading activities to teach vocabulary The results were summarized in Figure 4.5 below:
Figure 4.5 Students’ opinions on teacher’s use of task-based reading activities in teaching vocabulary
As demonstrated in the figure above, fifteen students claimed that their teacher sometimes used task-based reading activities in teaching vocabulary, making it the most frequent choice Nine students reported that their teachers often used those activities, and eight students said their teachers rarely used such activities Only one student reported that their teachers used the activities very often
In comparison with Figure 4.1, “sometimes” was the most frequently chosen choice which was claimed by both teachers and students when talking about the frequency of use of task-based reading activities in teaching vocabulary However, there was a difference in the frequency of "Often" and "Rarely" selections; while teachers chose “Rarely” as the second and “Often” as the third frequently used, students chose the adverse The final difference is that teacher didn’t think they applied the activities very often, the option was still selected by one student
Questions 3 clarified students’ interests in the task-based reading activities, used by teachers to teach vocabulary The interests could range from uninterested to very interested, as illustrated in the following figure:
Figure 4.6 Students' interests in using task-based reading activities to teach vocabulary
As illustrated in Figure 4.6, nearly half of the students (fifteen students), showed that they were very interested in the activities used in their teachers’ teaching vocabulary Ten students said that they were interested Meanwhile, seven students claimed that their interest was at the average level However, there was one student declared that he/ she was not interested in the task-based reading activities used to teach vocabulary
Question 4 aimed to identify the favourite reading topics chosen by students The following figure presents the results:
Figure 4.7 Students' favourite reading topics
As stated in Figure 4.7, the topics of Love and Hobbies were chosen by twenty-eight and twenty-five students, respectively, making them the two most favourite chosen topics; followed by Fashion and Friendship, which were chosen by twenty-two and twenty students correlatively At the average level, Travelling and Adventure were chosen by seventeen and fifteen students correspondingly Festivals topic was chosen by six students, making it the least frequently chosen one
The aim of question 5 was to identify the length a task-based reading activity should last, ranging from 3-5 minutes to more than 20 minutes Figure 4.8 below illustrates the students’ responses:
Figure 4.8 Students' opinions on how long a task-based reading activity should last
As presented in Figure 4.8, over half of the students (twenty of them), thought that the most suitable length of an activity should be between 10-15 minutes Eight students preferred spending 10-15 minutes on these activities; especially, there were three students even wanted more than 20 minutes to be used for these types of activities However, there were no students who chose the length of 5-10 minutes, which should be spent on the activities
Students' attitudes towards task-based reading activities were assessed using a post-questionnaire The questionnaire used a Likert scale (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree) to measure students' levels of agreement with statements about the effectiveness of task-based reading activities for vocabulary retention.
Table 4.1 The results of the students’ post-questionnaire
Task-based activities help me:
Levels of agreement Unit: students
2 remember the meaning of the words longer 3 5 18 7
3 apply vocabulary correctly in speaking and writing
5 remember the spelling of the words 2 2 14 15
6 improve my knowledge of collocations 3 6 16 8
7 understand many different meanings associated with a word
9 know how to pronounce words 0 0 14 19
10 express the meaning of the words in English 2 6 15 10
11 become more interested in learning vocabulary
12 learn vocabulary in an interesting way 0 0 13 20
13 remember the form of the word 2 3 13 15
All surveyed students agreed that using task-based reading activities in their vocabulary learning helped increase their vocabulary size In which, eleven students agreed, and the remaining twenty-two students strongly agreed with this statement They also claimed that the application of reading task-based activities helped them know how to pronounce words as well as helped them learn vocabulary in an interesting way None of the students expressed objections to these two views
Findings of the tests
In order to find out the students’ abilities before the intervention, the researcher let the students in both groups take the pre-test The pre-test results of both groups were summarized in the table below:
Table 4.2 Pre-test results of both groups
The results were rounded to one decimal place, as shown in the above table Both groups had the same English level before the intervention, with the same average score of 5.4 They also had the same minimum score (1.0) and maximum score (9.0)
The number of students who scored under 5.0, between 5.5 to 7.5, and between 8 and 10 were also compared and presented in the following table:
Table 4.3 Pre-test score classifications of both groups
As illustrated in Table 4.3, the English ability of both groups before the intervention was almost the same range of scores Specifically, the number of students scoring under 5, from 5.5 to 7.5, and between 8 and 10, was almost the same
The post-test was administered to both the control and experimental groups following the intervention.* The post-test results were compared between the control and experimental groups to determine the effectiveness of task-based reading activities in vocabulary retention.* Table 4.4 displays the post-test results for both experimental and control groups.
Table 4.4 Post-test results of both groups
As seen from the data presented in the above table, the experimental group had higher results than the control group in terms of average score, minimum score, and maximum score Specifically, the average score of the experimental group was 6.8 (0.6 higher than that of the control group); the minimum score was 3.0 (1.0 higher); and the maximum score was 10 (0.5 higher).
The classifications of the post-test scores of both groups were also compared in the following table:
Table 4.5 Post-test score classifications of both groups
Score range Control group Experimental group
As presented in Table 4.5, there was a great difference in the score range of both groups In the experimental group, there were only 4 students having 5 or fewer while the number was 13 in the control group However, the experimental group had more students with scores between 5.5 to 7.5 (16 students), or 8 to 10 (13 students), compared to the control group.
Discussions
4.3.1 Research question 1: To what extent do task-based reading activities improve the vocabulary retention of students at a high school?
Firstly, task-based reading activities were not applied frequently and at the same levels of frequency The findings from both teachers’ questionnaire and students’ pre-questionnaire show that most of the teachers used task-based reading activities to improve the students’ vocabulary retention occasionally In terms of activities used to help students’ activities, both teachers and students’ responses related to word link, word connection, and word association “Word link” is the most common activities used by teachers Besides, the teachers’ understandings of how to apply the task-based reading activities in teaching vocabulary were not similar Six out of ten teachers claimed to understand Although no teachers selected “Don’t understand”, only one teacher claimed to have clear understanding of using task-based reading activities to teach vocabulary
Concerning ways to learn vocabulary, most students expressed their interest in using task-based reading activities in vocabulary lessons Only one student claimed to be uninterested In addition, students claimed to enjoy the topics of Love, Hobbies, Fashion, Friendship, Traveling, Adventure, and Festivals, in which Love and Hobbies are the two favorite topics Over 50% of the students preferred the activities to last between 10 and 15 minutes
After eight lessons, students’ vocabulary retention improved considerably, demonstrated by the improvement in the test score Students in both experimental and control groups had higher test results However, a score comparison within each group showed that students in the experimental group had a greater development in terms of average score (1.4 points higher), maximum score (1 point higher), and minimum score (2 points higher) compared to the pre-test The results were 0.8 points, 0.5 points, and 1 point for the control group, respectively The classifications of post-test results between the two groups also showed that the experimental group made better progress The experimental group had fewer students with low scores but more with higher results
Therefore, it can be concluded that using task-based reading activities can improve students’ vocabulary retention The findings of the study are consistent with studies by Kalukar, Syamdianita, and Kurniawan (2019) and Kamalian, Soleimani, and Safari (2017), which also claim that vocabulary reading activities are helpful to enhance students’ achievement
The second graders at SMPN 24 Samarinda participated in Kalukar, Syamdianita, and Kurniawan (2019)’s study to determine the impact of task-based reading activities (TBRA) on vocabulary development The study's objectives were to look into how well learners learned vocabulary through task-based reading activities The purpose of the study was to compare task-based reading activities with and without vocabulary learning to see if there were any notable differences in vocabulary achievement This study's design was essentially experimental The population consisted of all 222 students enrolled in eighth grade at SMPN 24 Samarinda, which had 7 (seven) classrooms Eighth-grade students were drawn from two classes: class 8F, which served as the experimental class, and class 8E, which served as the control class 30 students in the experimental class used TBRA during the teaching and learning process in the classroom, while 30 students in the control class used the traditional method By administering tests with 40 multiple- choice items, pre-test, and post-test data were gathered T-test was used to examine the data using SPSS version 25 The researcher employed the T-test to see whether there was a significant difference in vocabulary achievement before and after task- based reading activities was used to teach it The study's findings revealed that the mean score in the experimental class increased from 66.77 on the pre-test to 77.25 on the post-test Additionally, it demonstrated that the outcome of the two-tailed sign test was less than significant (0.000 0.05) To determine the significant difference between the control class and the experimental class, another T-test calculation was performed The experimental class's post-test mean score was 77.25, while the control class' was 69.03 Additionally, it demonstrated that the outcome of the two-tailed sign test was less than significant (0.001 0.05) The Ho was rejected and Ha was approved, according to the results of the two T-tests mentioned above
It is clear from the analysis of the research findings that using task-based reading activities to teach vocabulary had a noticeable impact on vocabulary achievement
According to Kamalian, Soleimani, and Safari (2017), task-based reading activities are extremely valuable, thus learners' skill is more significant than their general understanding of grammatical principles It appears that students' comfort level with task-based reading exercises may improve students’ performance This study evaluated how Iranian intermediate EFL learners learned and retained vocabulary through task-based reading activities like text completion and student- generated questions Three full classes of students from an English language institute who had already completed Top Notch Fundamental A and B (Saslow & Ausher, 2011) in prior semesters were chosen as the study's participants Those who received an OPT score between 30 and 47 out of a possible 60 were chosen as the study's main participants (NG), to maintain participant homogeneity One- way ANOVA and repeated measure ANOVA were used for the statistical analysis of the study because the data were normally distributed The results showed that task-based reading exercises like text completion and student-generated questions significantly and meaningfully affect Iranian EFL learners' vocabulary learning and retention The study's implementations are discussed
4.3.2 Research question 2: What are the students’ attitudes toward using task- based reading activities to improve their vocabulary retention?
The results of the post-questionnaire showed that all students found themselves more developed in terms of broadening their vocabulary size They also evaluated using task-based reading activities as an exciting way to learn vocabulary
Task-based reading activities foster student interest in vocabulary acquisition, as evidenced by the positive outcomes in the present study and the findings of Kamalian et al (2017) Furthermore, students' pronunciation improved due to the interactive nature of task-based language teaching, which encourages communication and active participation.
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The study aimed at investigating the effect of task-based reading activities on vocabulary retention of students at a high school The study involved 10 English teachers and 66 students at a high school Based on the quasi-experimental design, the students were divided into two groups, with 33 students in each group The experimental group learned vocabulary through task-based reading activities while the control group learned it through traditional methods Questionnaires and tests were used as data collection instruments to answer the following research questions:
1) To what extent do task-based reading activities improve the vocabulary retention of students at a high school?
2) What are the students’ attitudes toward using task-based reading activities to improve their vocabulary retention?
Firstly, the greater performance of students in the experimental group compared with those of the control group showed that task-based reading activities were powerful in improving students’ vocabulary retention The deviation of 1.4 points from the experimental group’s post-test score compared to that of the pre-test score proved the significance of the method
In addition, students had positive attitudes toward applying task-based reading activities to learn vocabulary They claimed to get many benefits from the use of task-based reading activities, especially for broadening their vocabulary size and pronouncing words They also affirmed that this new teaching method helped them become more interested in learning vocabulary and that this is an exciting way to learn it
In sum, the findings of the study showed positive perspectives on teaching and learning vocabulary, bringing more choices to learners and teachers to facilitate the vocabulary learning process.
Limitations
There were some limitations of the study Firstly, due to the lack of time, the intervention could last for eight weeks only If the intervention were longer, the study might find out more information, such as students’ development or weaknesses in other aspects Secondly, due to the lack of resources and experience, the researcher could conduct the study with a small population sample Therefore, the solutions proposed by the researcher might not radically solve the problems of the study Also, the study could only deal with the vocabulary aspect while there are still other aspects of the English language.
Recommendations
Firstly, to teachers, task-based reading activities can be used as a powerful method to enhance students’ vocabulary retention It is advisable for the teachers to identify students’ backgrounds (language proficiency, hobbies, interests, etc.) before making plans for vocabulary lessons to improve their effectiveness
Secondly, to students, the use of task-based reading activities can improve their vocabulary knowledge so they should be willing and active to participate in them Students should also be open to their teachers and classmates to discuss possible challenges to find out optimal solutions
Thirdly, to institutions, it is recommended to facilitate English teachers with favorable conditions to implement new teaching methods They should also organize workshops, conferences, or meetings to give teachers chances to exchange, share, and improve their teaching methods
Finally, to further researchers, they should conduct a larger-scale study on this matter or on other aspects of the English language This study can serve as a trustworthy reference to help them develop theirs.
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With the hope to find a good way to improve students’ vocabulary retention,
I have been conducting a study “The Effects of Task-Based Reading Activities on Vocabulary Retention of Students at a High School.” To complete the study, I would like to collect your opinions on certain matters
All of the information you provide will be kept confidential and served research purposes only
Thank you very much for your help!
1 How often do you use task-based reading activities in teaching vocabulary for your students?
2 What task-based reading activities do you often use to help your students retain vocabulary?
3 Do you understand how to apply task-based reading activities in teaching vocabulary to your students?
I have been carrying out the research “The Effects of Task-Based Reading Activities on Vocabulary Retention of Students at a High School” in order to find an effective way to develop your vocabulary achievement I really expect you to help me accomplish my research by doing this survey
All of the information you provide will be kept confidential and served research purposes only
Thank you very much for your help!
Cô giáo đang tiến hành nghiên cứu "Tác động của các hoạt động đọc theo nhiệm vụ đối với việc bồi dưỡng từ vựng cho học sinh tại một trường THPT" nhằm mục đích tìm kiếm một phương pháp hiệu quả để phát triển vốn từ vựng cho các em.
Cô rất mong nhận được sự hỗ trợ từ các em, bằng việc hoàn thành khảo sát này
Tất cả các thông tin mà em cung cấp sẽ được bảo mật và chỉ phục vụ mục đích nghiên cứu mà thôi
Cám ơn sự hỗ trợ của các em rất nhiều!)
1 What activities do your English teachers often use to teach vocabulary?
(Giáo viên Tiếng Anh của các em thường thực hiện hoạt động gì để dạy từ vựng?)
2 Do your English teachers organize task-based reading activities to teach vocabulary?
(Giáo viên Tiếng Anh của các em có tổ chức hoạt động đọc theo nhiệm vụ để dạy từ vựng cho các em không?)
Very often/ Rất thường xuyên
3 How do you feel if your English teachers organize task-based reading activities to teach vocabulary? (Khi được giáo viên Tiếng Anh tổ chức hoạt động đọc theo nhiệm vụ để bồi dưỡng từ vựng, các em cảm thấy thế nào?)
Rất không thích/ Very uninterested
4 If your English teachers organize task-based reading activities to teach vocabulary, what topic would you like the text is about?
(Nếu được giáo viên Tiếng Anh tổ chức hoạt động đọc theo nhiệm vụ để bồi dưỡng từ vựng, các em muốn được tìm hiểu văn bản về chủ đề gì?)
5 If your English teachers organize task-based reading activities to teach vocabulary, how long do you think each activity should last?
(Nếu được giáo viên Tiếng Anh tổ chức hoạt động đọc theo nhiệm vụ để bồi dưỡng từ vựng, các em muốn hoạt động diễn ra trong bao lâu?)
more than 20 minutes/ hơn 20 phút
After eight weeks applying task-based reading activities, I would like to identify your attitude toward using task-based reading activities on your vocabulary retention
For each of the following statements, please put a tick () in the response on the answer sheet that best corresponds to your position, according to the following response scale
All of the information you provide will be kept confidential and served research purposes only
Thank you very much for your help!
Task-based activities help me:
2 remember the meaning of the words longer
3 apply vocabulary correctly in speaking and writing
5 remember the spelling of the words
6 improve my knowledge of collocations
7 understand many different meanings associated with a word
9 know how to pronounce words
10 express the meaning of the words in English
11 become more interested in learning vocabulary
12 learn vocabulary in an interesting way
13 remember the form of the word
I Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions
1 A study shows that obesity in school children has a number of complex determinants, driven by the acquisition of habits that could either be risky or beneficial to their health
12 You may think that your genes determine your longevity, but the truth is genetics account for a maximum of 30 percent of your life expectancy
II Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions
3 Scientific information can be translated to strengthen the capacity of parents and students to choose healthy foods and beverages as well as to encourage physical activity and discourage sedentary behaviors
4 Citizens engage with smart city ecosystems in a variety of ways using smartphones and mobile devices, as well as connected cars and homes
A get involved in B stay away from C take part in D get out of III Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that best fits each of the numbered blanks
If you see someone who's looking blue, just reach out and offer a kind word, a smile, a hug Sometimes people just feel (5) _ they need someone to care Maybe they're confused and not sure what's going on just in the moment, or in a bigger picture such as where their lives are (6) _ The purpose of our lives is to love, laugh, be happy and to grow together, sharing with one another If we are all too busy (7) _ someone who is in emotional need, it can leave the person wondering what's the real point of everything By reaching out and smiling, showing compassion, listening, offering a (8) _ of gentle advice, you remind both yourself and the (9) _ what the bigger picture is, and bring a little burst of more light and happiness into the world Enough of those bursts and lights contribute to the tipping point towards a more compassionate and joyful world
7 A to notice B notice C noticing D noticed
IV Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions
I spend my days fighting poverty in New York City, so this time of year I get asked a lot at holiday parties what people can do to help the poor I like the question At the Robin Hood Foundation, we’ve spent 27 years trying to answer it
As with any complex social issue, there are myriad reasons that people are poor
So we break down the problem to create short and long-term change We aim to make life better for people who are poor while at the same time attacking the root causes of poverty Once we’ve identified the various needs, we use empirical data to identify and support programs that create real results