using short stories to enhance english vocabulary for secondary school students

PHAM THI HAO USING SHORT STORIES TO ENHANCE ENGLISH VOCABULARY FOR SECONDARY SCHOOL STUDENTS MASTER THESIS THAI NGUYEN - 2023... FACULTY OF FOREIGN LANGUAGES PHAM THI HAO USING SHORT STO

PHAM THI HAO

USING SHORT STORIES TO ENHANCE ENGLISH VOCABULARY FOR SECONDARY SCHOOL STUDENTS

MASTER THESIS

THAI NGUYEN - 2023

FACULTY OF FOREIGN LANGUAGES

PHAM THI HAO

USING SHORT STORIES TO ENHANCE ENGLISH VOCABULARY FOR SECONDARY SCHOOL STUDENTS

Major: English teaching theories & methodologies Code: 8140111

MASTER THESIS

Instructor: Nguyen Thi Que, Ph.D

THAI NGUYEN - 2023

STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgements in the thesis This thesis has not been submitted for the award of any degree or diploma in any other

ACKNOWLEDGMENT

I would like to express my sincere gratitude to my supervisor, Mrs Nguyen Thi Que, Ph.D for her valuable instructions and encouragement Her help and guidance helped me at every level of the project's development

A special word of thanks goes out to my family for their constant support and tolerance as I performed my research and authored my project

Last but not least, I want to express my gratitude to all of the English faculty members at Thai Nguyen University of Education Your kind advice and support have helped me tremendously as a university student and have been really useful in finishing my study

ABSTRACT

Teaching vocabulary through short stories is an exciting strategy to enhance students’ interest in learning vocabulary and help them understand what they read However, to what extent short stories enhance students’ vocabulary in English is a topic worth studying—the research aimed to investigate the effects of short stories in enhancing English vocabulary for secondary school students The population samples consist of 33 secondary school students The action research design was selected to answer the following research questions: 1) What is the current situation of learning English vocabulary for secondary students? - 2) To what extent do short stories enhance vocabulary for secondary students? - 3) What are the students’ attitudes toward using short stories in vocabulary lessons? Data collected from the questionnaires and tests showed that after using short stories to teach vocabulary, the students became more interested in learning vocabulary, and their vocabulary was greatly improved

Keywords: vocabulary, short stories, teaching vocabulary

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATION ix

CHAPTER I: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and Objectives 3

1.2.1 Aims of the Study 3

1.2.2 Objectives 3

1.3 Scope of the Study 3

1.4 Research Questions 3

1.5 Significance of the Study 3

1.6 Organization of the study 4

CHAPTER II: LITERATURE REVIEW 5

2.1 Theoretical background 5

2.1.1 Vocabulary 5

2.1.1.1 Definitions of Vocabulary 5

2.1.1.2 Types of Vocabulary 6

2.1.1.3 Strategies for Enhancing Learners’ Vocabulary 10

2.1.1.4 Vocabulary Size of Language Learners 11

2.1.1.5 Top-down vs Bottom-up approach to Second Language Vocabulary Learning 11

2.1.2 Short stories 12

2.1.2.1 Definitions of short stories 12

2.1.2.2 Components of a short story 13

2.1.2.3 Benefits of short stories in teaching English 14

2.1.2.4 The role of short stories in vocabulary learning process 16

2.2 Attitudes towards the use of short stories in enhancing vocabulary for

3.2 Respondents and locale of the study 22

3.3 Data Collection Instrument 23

CHAPTER IV: FINDINGS AND DISCUSSIONS 31

4.1 Findings from the tests 31

4.1.1 Pre-Test 31

4.1.2 Post-Test 33

4.2 Findings from the questionnaires 36

4.2.1 Prequestionnaire 36

4.2.1.1 Students’ difficulties in learning vocabulary 36

4.2.1.2 Students’ methods of learning vocabulary 38 4.2.1.3 Current situations of learning vocabulary through short stories 40

5.1.3 The students’ attitudes toward using short stories in vocabulary lessons 50 5.2 Limitations and Recommendations 50

LIST OF TABLES

Table 2.1 True Mastery of a Word, Nation (2001, p.27) Table 3.1 Action plan

Table 4.1 Results of the Pre-Test Table 4.2 Results of the Post-Test

Table 4.3 Comparison between the results of Pre-Test and Post-Test

Table 4.4: Students’ difficulties in learning vocabulary Table 4.5: Students’ methods of learning vocabulary Table 4.6: Students’ attitudes toward using short stories in

LIST OF FIGURES

Figure 4.1 Students’ use of short stories to learn vocabulary Figure 4.2 Students’ interests in using short stories to learn

LIST OF ABBREVIATION

CHAPTER I: INTRODUCTION 1.1 Rationale

Learning vocabulary is an important aspect of academic study It is often observed that without grammar, little can be communicated, but without vocabulary, nothing can be communicated It is clear then that vocabulary is essential for any language learner

There is an association between reading interest, reading habits, and vocabulary Because of this, teachers should use the methods to assist students in improving their source of vocabulary Language learners can grasp some vocabulary items quickly, while others are harder to master There are various reasons for this: how much we 'need' the word, whether it is similar to a word in our language or makes sense to us somehow However, repetition is undoubtedly a crucial part of learning vocabulary If we keep coming across a word or phrase while reading, it will either make more and more sense to us because we see it in different contexts, or we may even be motivated to go away and look it up

However, even if we read a lot, only high-frequency words will keep coming up time after time This is where a concept called 'narrow reading' comes in The idea here is that learners are encouraged to read around the same topic for a while, thus increasing their chances of coming across the same, topic-related, lexical items repeatedly Language learners may find it challenging, nevertheless, when they read lengthy reading texts The challenges they encountered - they do not grasp some of the words in the reading passage, it is difficult for them to understand the words, but it makes them have to face reality if reading is complicated, so that is why they do not understand the reading passages On the other hand, it uses complex vocabulary and the way the teacher teaches it could be more fascinating Therefore, teaching vocabulary through short stories is an exciting strategy to enhance students' interest in learning vocabulary and help them understand what they are reading In order to motivate the learners, teachers need to apply what is needed to be learned to encourage the learners to study vocabulary more effectively

Students can enjoy learning reading comprehension through short stories, and it can help them develop their vocabulary They will be entertained by the short stories that the teacher provides It is also useful and suitable for the students to enhance their source of vocabulary because it provides an exciting and useful story to read It also has various interesting topics and pictures that can make students interested in reading and learning new vocabulary It has been suggested that students' vocabularies will grow in line with their reading habits (Blachowicz & Fisher, 2004) According to the study's authors, multiple exposures in varied contexts have been linked to stronger vocabulary memory Learners are more likely to retain new vocabulary if they encounter it in a variety of settings, including reading, writing, speaking, and listening (Rupley & Nicholas, 2005) Students are given a chance to combine vocabulary study with the development of other language skills through reading short stories Word-list education could be more effective (Dixon-Krauss, 2002), whereas contextualized vocabulary learning utilizing short tales has been shown to enhance word usage According to Vural (2013), pleasant short stories will motivate students and propose a fictional and exciting world

At Doan Thi Diem Ha Long School, secondary students know the importance of learning and improving their English skills However, many students still need help learning vocabulary They find it difficult to express their ideas, and it often takes them a long time to make sentences or speak out their ideas despite knowing the words and their meanings Moreover, their ability to use vocabulary in the proper contexts is limited, and they need to be more productive and creative in their English skills Though some techniques have been applied to raise their interests and improve their vocabulary, the results seem not to be acceptable Students still find using the words they have learned challenging Therefore, the author has chosen the research topic: Using Short Stories to Enhance English Vocabulary for Secondary School Students

1.2 Aims and Objectives

1.2.1 Aims of the Study

The study aimed at finding ways to enhance English vocabulary for secondary school students through the use of short stories in English classrooms

1.2.2 Objectives

More specifically, the study seeks to:

- Investigate the current situation of learning English vocabulary for secondary students at the secondary school in Ha Long

- Determine the effects of using short stories in enhancing English vocabulary for secondary school students

- Identify the students’ attitudes toward using short stories in vocabulary lessons

1.3 Scope of the Study

The study was implemented with the participation of 33 secondary school students There are many aspects of a language, but the study only focused on how short stories enhance students’ vocabulary Other aspects were not the concern of

3) What are the students’ attitudes toward using short stories in vocabulary lessons?

1.5 Significance of the Study

Firstly, the study provided secondary students an effective way to enhance their vocabulary Short stories were expected to be an exciting and helpful way to enrich students’ vocabulary

Secondly, the study would provide some fruitful ideas for teachers to teach vocabulary These ideas enable teachers to create a more relaxing environment and improve teaching effectiveness

Thirdly, for further researchers, the study could be a good reference source for using short stories and teaching vocabulary

Finally, the study is expected to be a valuable document for educational policymakers or school boards of managers who would like to make positive changes in English teaching and learning by introducing new approaches to improving students’ vocabulary in particular and English competence in general

1.6 Organization of the study

Chapter I: Introduction - This chapter discussed the rationale for selecting the research issue, the aims and objectives, the scope, the research questions, the significance of the study, and the study's organization

Chapter II: Literature Review - The chapter included the theoretical background of vocabulary (definitions of vocabulary, types of vocabulary, strategies for enhancing learners’ vocabulary, vocabulary size of language learners, and top-down vs bottom-up approach to second language vocabulary)

Chapter III: Research Methodology - The research design, study respondents, data collecting instrument, and data collection technique were all provided in this chapter

Chapter IV: Researching Findings - This chapter provided and discussed all of the research findings

Chapter V: Conclusions and Recommendations - This chapter summarized the study's findings and drew its conclusions In addition, the study's limitations and recommendations for future research and relevant parties were highlighted

CHAPTER II: LITERATURE REVIEW

This chapter includes the theoretical background of vocabulary (definitions, types of vocabulary, strategies for enhancing learners’ vocabulary) as well as short stories (components, benefits and the use of short stories in vocabulary teaching and learning)

2.1 Theoretical background

2.1.1 Vocabulary

2.1.1.1 Definitions of Vocabulary

Learning new words is one of the most crucial parts of learning any language, especially English As defined by Oxford (2008), vocabulary includes the words a person is familiar with and those that make up a language

According to Stahl (2005), knowing a term requires knowing its definition and how it applies to the context in which it is used Teaching students how to use terms in context is more effective than simply having them look them up in a dictionary According to Al-Dersi (2013), having a large vocabulary helps pupils in several areas, including reading and listening comprehension, word interpretation, and social communication However, they need clarification on its significance Teaching and mastering a new language ultimately leads to better communication between students and teachers Words should not be taught in isolation or by memorization without understanding He continues, as this contributes to a lack of lexical dimension According to Razali (2013), native speakers often use familiar expressions while communicating with those learning a new language He also argues that pupils' grammatical knowledge alone may not be enough to ensure effective communication

Having a baseline vocabulary in a second language is essential since it enables for communication of concepts even when grammatical constructions are lacking Although students may have a firm grasp of the language's grammatical rules and constructions, they often lack a firm grasp of how to apply those rules in the context of authentic, multifaceted, interpersonal communication

2.1.1.2 Types of Vocabulary

In his work, Schmitt (2000) divides vocabulary into two categories:

(1) organization and meaning types of knowledge: There is a link between words that are stored in the mind in an ordered fashion, not at random, when one is familiar with the definition of dictionary terms, its record constraints, and knowledge of lexicon and association words

(2) Non-meaning word knowledge: understanding of the grammatical aspects of words (including their creation, word class, and origin) and knowledge of the word form (spoken and written)

According to Montgomery (2007), there are four distinct categories of words: (1) Speaking Vocabulary: ordinary language; the language of the home and the office

(2) Listening Vocabulary: words that we can decipher when we hear them (3) Reading Vocabulary: comprises of all the text that our brains immediately process as words

(4) Writing vocabulary: the term or words used in reading and writing, such as those used in notes, letters, reports, etc

Words in a language can be sorted according to their function in a conversation Thornbury (2002) distinguishes the concept of content words and functional words Content words include nouns, verbs, adjectives, and adverbs This definition would make words like interjection and conjunction become examples of function words

a Noun

Nouns are words that are used to describe people, places, things, or ideas A noun can function as the subject or object of a verb

The term "adverb" can refer to either a predicate adjective or a verb phrase, or it can refer to an adverb

e Preposition

A preposition is a term that is used before a pronoun or pronoun to indicate location, position, time, or method

d Conjunction

Connecting phrases, clauses, and sentences is the function of the conjunction e Interjection

An interjection is a sudden word or phrase used to express a feeling

Word knowledge, as defined by Nation (2001), includes familiarity with the word's structure, meaning, and use

Table 2.1 True Mastery of a Word, Nation (2001, p.27)

Form

What word form can be used to express this meaning?

Concept and Referents

What other words does this make us think of?

P What other words could we use

instead of this one?

What words or types of words occur with this one?

use with this one?

(register, frequency)

we expect to meet this word?

use this word?

a Receptive and Productive Vocabulary

The distinction between passive and active vocabulary use was initially investigated by Lewis and Hill (1992) Most students of English as a foreign language have little trouble understanding and naming spoken words Receptive language is the primary type of language acquired by kids, as stated by Webb (2005) Similarly, receptive vocabulary consists of words that students know and can understand when they are employed in context, as Stuart (2008) describes

In addition, students of a foreign language can develop and employ what are called productive categories of vocabulary in their own reading, writing, and spoken communication Like Stuart (2008), productive vocabulary consists of terms that students know how to use correctly in both spoken and written communication

Vocabulary size, both receptive and productive, has been the primary focus of research in this area (Laufer & Paribakht, 1998) It has been observed that learners' receptive vocabulary size is typically larger than their productive vocabulary size (Webb, 2005) This is due to the fact that most vocabulary tasks practice and assess

receptive rather than productive vocabulary, such as asking students to look up words in dictionaries and match words with the same meaning

b Explicit and Implicit Vocabulary Learning

Learning that takes place naturally, simply, and without conscious operation is called implicit learning; learning that involves more conscious operation, in which the learner formulates and tests hypotheses in search of structure, is called explicit learning, as defined by Ellis (1994)

The ability to infer the meaning of words based on context is crucial for learning implicit vocabulary through reading, and this, in turn, requires prior knowledge of the terms in context Many methods, such as finding synonyms, memorizing, mnemonics, and guessing the meaning of words, can help language learners implicitly acquire new vocabulary, as stated by Nezhad et al (2015) One of the most efficient ways to increase one's vocabulary is to seek out terms that are semantically close to an unfamiliar one

Memorization is the process of repeating the term in the target language until you know it by heart Oxford (1990) emphasizes the role of memory strategy in acquiring a vocabulary The effect of storing words is a broad vocabulary that develops gradually over time There will likely be a lot of repetition involved Using flashcards for spaced repetition to learn new material is a tried-and-true method

A frequent mnemonic device is to associate the keyword with an image; doing so helps to illuminate the word's sense

Another strategy involves making educated guesses about a word's meaning based on its usage According to Laufer (1997), it is trickier than it seems to infer meanings from context and necessitates a wide peripheral vision

c Incidental and Intentional Vocabulary Learning

Acquiring new information by chance is referred to as "incidental learning." Concurrent learning also entails acquiring knowledge in more than one area at once (Richards & Schmidt, 2002) Furthermore, unlike implicit learning, which takes place without one's knowledge, the concept of incidental learning stands on its own

Unlike implicit learning, which can only occur accidentally, one can consciously or unconsciously engage in explicit learning While deliberate vocabulary learning is generally thought to be indicative of classroom practices and behaviors, Nezhad et al (2015) argue that accidental vocabulary learning is linked to more spontaneous language acquisition outside of formal classroom training

The use of idiomatic language enhances memory and processing abilities The pupils take an active role in deducing the meaning from the surrounding context All of the pupils' attention is focused on piecing together the meaning of the text from the hints provided They engage in a mental process—thinking and rethinking—that helps them remember the new words for a long time

According to Sokmen (1991), this strategy has pupils use a single-language dictionary to look up definitions of new words Words have meanings that can be inferred from their usage

2.1.1.3 Strategies for Enhancing Learners’ Vocabulary

Despite the conviction of many English language teachers that vocabulary

needs to be practiced in an actual situation (Hunt & Beglar, 2005), students have a strong tendency to search for the word's translation in their mother tongue when confronted with an unfamiliar word

Decarrico (2001) argues that this approach to learning new words encourages memory over understanding Therefore, studying words one by one prevents students from understanding their context and using them appropriately

According to Nation (2000), learning new words is a cumulative process in which learners' understanding of a term grows the more they encounter it in various contexts To help their pupils learn more words in English, EFL instructors use a variety of methods Two methods for expanding one's vocabulary include immersion in language activities and chance encounters The alternative method is to be given well-structured instructions in the target language A vocabulary diary in which children can write down and study the meanings of new words is one more strategy It has been shown that students who play word games improve their vocabulary (Parvareshbar & Ghoorchae, 2016) Some educators choose to introduce new words

to their students by having them read and discuss a book together When used in the classroom, these methods create an atmosphere that is conducive to learning and encourages students to expand their vocabulary

2.1.1.4 Vocabulary Size of Language Learners

A person's vocabulary size indicates how many words they can recognize and use effectively in conversation Here, we ask how much vocabulary is necessary for those learning English as a second or foreign language In response to this question, Nation (2001) offered the following three factors to think about: the number of words in each language, the vocabulary most frequently employed by native speakers, and the minimum set of words necessary for communication The native speakers of a language may not be familiar with all of its words since certain words are only common knowledge among specialists in fields like nuclear physics or computational linguistics According to Schmitt (2007), English language learners who want to acquire a broad vocabulary should focus on mastering a wide variety of multiword elements (such as idioms, playpen, proverbs, and fixed phrases like "here and there") Learners at a more advanced level will also be able to differentiate between the various idiomatic expressions for "to die," such as "kick the bucket" (informal), "pass away" (polite), and "put down to sleep" (euphemism), and use them appropriately

According to an analysis by Nation (2000), about 2,000 terms accounted for roughly 87% of the most frequent English words in two texts authored by native speakers at the secondary level and juvenile native speakers Eighty percent of the remaining terms were either part of the 'word list of universities' or were either technical or low-frequency words

2.1.1.5 Top-down vs Bottom-up approach to Second Language Vocabulary Learning

Researchers in vocabulary acquisition have been looking for ways to improve the efficacy of direct and explicit tactics for learning new words

Lewis (1993) argues that learning new words can happen either at random or by learning the words connected to a specific topic When a student learns a new

term by chance, such as when they hear it in class and ask their teacher to define it, they engage in random vocabulary acquisition This method of learning new words is a top-down one In contrast, direct exposure to new words is where the bottom-up method of vocabulary development shines The top-down strategy helps kids grasp the big picture of their reading without becoming bogged down in the details of individual words Conversely, the bottom-up method has the language learner focus on individual words and phrases before putting them together to form a meaningful whole (Harmer, 2007)

2.1.2 Short stories

2.1.2.1 Definitions of short stories

Short stories can be defined in a variety of ways Fictional prose that is shorter than a novel is called a short story Because of its unique characteristics, including their modernity, brevity, and variety (Ghasemi, 2011), language learners find short stories fascinating and entertaining To better convey the story's meaning, authors of short fiction often resort to literary devices Short stories are defined as narrative fiction with a focused message by Sumarjo and Saini (1997) Another distinction between a short story and a poem is that the former does not rely on rhyme, presentation, or verse to arrange its ideas (Upreti, 2012)

Short stories, as defined by Klarer (2004), are a form of prose fiction that share characteristics with folktales and mythologies The words "fairy tales" and "myth" are not interchangeable A myth is a widely held but erroneous belief or story, while a fairy tale is a type of short story that typically features European folkloric fantasy characters, as defined by Wikipedia According to the Cambridge Advanced Learners Dictionary, a narrative can also mean a story or a representation of a series of events

A short story, as defined by Bainbridge and Panteleo (2002), is a fictitious narrative of 500-15,000 words that goes beyond retelling an actual event Cahir (2006), on the other hand, states that a short tale is a prose narrative of no more than 2000 words, while large short stories can be up to 20,000 words in length

2.1.2.2 Components of a short story

Typically, a short story has an engaging introduction, a compelling narrative that is effectively developed, and an appropriate structure Tension, action, a distinct climax, and a satisfying conclusion are all present Word choice, narrative tone, and imagery are elements of effective language use

According to Klarer (2004), the important components of a short story are listed as follows:

1 Plot: the logical interaction of a text's numerous thematic components that result in a change to the initial situation as it was presented at the beginning of the narrative In its optimal state, a typical plot line consists of the following four strata in order:

A conflict or complication disrupts the initial situation's exposition or presentation, generating tension that develops into a climax, turning point, or crisis After the climax, the French term for the text's resolution of the difficulty, or denouement, is used Most conventional works of literature, theater, and film employ the fundamental narrative structure, commonly referred to as a linear plot, because its components are ordered chronologically

2 Character: A character is any depicted individual in a literary work, including both the protagonist and supporting characters

3 Narrative Perspective or Point of View: How a text depicts individuals, events, and environments is referred to as a point of view, also known as a narrative viewpoint The nuances of narrative points of view emerged simultaneously with the invention of the novel and can be reduced to three fundamental positions: the action of a text is either mediated by an external, unspecified narrator (omniscient point of view), by a person involved in the action (first-person narration), or it is presented without additional commentary (figural narrative situation)

4 Setting: Also applicable to analyses of other genres, the setting is a frequently discussed element in analyses of prose fiction The setting is the location, time period, and social context in which the action of a text occurs

2.1.2.3 Benefits of short stories in teaching English

One of the most crucial parts of learning English is expanding one's vocabulary; short stories are well-known for doing just that (Blachowicz & Fisher, 2000) Ariogul (2001) argues several benefits to using short stories in ESL/EFL classrooms Specifically, it:

compared with the other literary genres,

different groups of people,

exploration supported with prior knowledge for advanced-level readers,

attaining cultural knowledge of the selected community),

other because of its universal language,

meanings, and

themselves and others by transferring this gained knowledge to their own world Students can acquire new words and have fun reading short stories as part of their English language instruction Literature is a common way to introduce stories in the classroom because it is true to the target language, includes cultural elements, enhances language learning, captivates the attention of individual students, and

encourages them to continue studying the target language (Collie & Slater, 1990; Wright et al., 1984; Zahra & Farrah, 2016)

Kharaghani (2013) also provided various justifications for employing short stories in the classroom

(a) students are more likely to use language naturally outside of class because of the stories' authenticity and

(b) texts can be used for debates and articulating feelings

(c) literature and short tales together promote language awareness

In addition, having students evaluate complex or out-of-the-ordinary linguistic examples raises their awareness of linguistic conventions Collie and Slater (1991) claim that there are four ways in which short stories might help language instructors (1) Short stories are practical because they may be read and discussed in just one or two class periods

(2) Students can manage short stories independently because they are straightforward

(3) a wide range of short stories are available to suit various tastes

(4) All classes, all levels, and all ages (from young learners to adults) can benefit from reading short stories

Students' restricted vocabulary makes it difficult for them to converse in English, as reported by Ebrahimi et al (2015) Al-Dersi (2013) argues similarly, saying that poor vocabulary knowledge hinders both communication and linguistic skills Therefore, pupils must receive vocabulary instruction to address this persistent problem Reading short stories may also be a simple way for students to boost their reading comprehension Since it is short and intended to produce a "single effect," only one storyline and a small number of characters are featured, and the setting is rarely if ever, described, as stated by Ceylana (2016) Therefore, short stories can be used in every subject area by students of any age (from young children to adults) and at any proficiency level The short stories offer various options to cater to readers' tastes and pursuits According to Wright (2010), reading is a great way to get

intelligible material that aids in learning a second language Because of the many benefits to both teachers and students that reading aloud in class, especially short stories, can provide The use of short stories in language instruction has many advantages since they allow instructors to deal with real-world issues while still retaining the universality of literature (Purkalhor & Kohan, 2013) According to Al-Dersi (2013), short stories help students learn English in a fun and interesting way Stories promote a solid grasp of the English language fundamentals and aid pupils in internalizing vocabulary and grammatical structures Reading fiction is a great way to increase vocabulary Students are pushed to make an effort to learn in context when they are exposed to short stories

In conclusion, a mountain of evidence shows that using short stories to teach English is adequate The researcher decided to conduct this study because of the findings of similar investigations

2.1.2.4 The role of short stories in vocabulary learning process

Despite the fact that there are several ways and tactics for teaching and expanding vocabulary in EFL learners, substantial reading is critical to their development (Nagy & Anderson, 1984) In this regard, employing short stories to accomplish this goal may be the most successful technique This strategy can assist both EFL teachers and students Panthan and Al-dersi (2013) and Pigada and Schmitt (2006) present a review of these benefits to make reading comprehension skills simple, engaging, and entertaining Short stories are very important for boosting EFL students' vocabulary Reading more is expected to increase students' language understanding (Blachowicz & Fisher, 2004) To narrow the gap between vocabulary and comprehension, children tend to need to acquire new words and improve their knowledge of current ones during individual reading Teachers might benefit from adding vocabulary education in materials with context to boost EFL students' vocabulary through short stories This just encourages students to look for suggestions about the meaning of the term in question in the sentences The use of short stories allows students to blend vocabulary development with other linguistic

talents Numerous studies have indicated that contextualized vocabulary acquisition through the use of short stories can improve word usage (Dixon-Krauss, 2002) Researchers have seen the impact of verbal and visual signals on interpreting words in context Improved reading comprehension was made possible, according to Walters (2006), when students enrolled in an English language program were taught procedures for deducing the meanings of new words from context signals Language is also kept longer when it is used regularly in tasks, according to research The capacity to use words in a number of contexts, such as reading, speaking, writing, and listening, is critical for ensuring that students fully comprehend the terminology (Rupley & Nicholas, 2005) Another advantage of using short stories is the cultural weight of storytelling Meyer (2000) defines cultural load as the link between language and culture as well as the level of cultural awareness required to participate in an activity EFL students must study words in context in order to comprehend their meaning This may be accomplished by EFL teachers using a few properly selected short stories

2.2 Attitudes towards the use of short stories in enhancing vocabulary for students

In language teaching, attitudes toward the use of a method can be positive or negative Attitudes may change from negative to positive ones and vice versa They can either facilitate or hinder the learning process effectively

David Nunan (1991) pointed out that "if students can be encouraged to adopt the right attitudes, interests, and motivation in the target language and culture, as well as in the learning environment in which they find themselves, then successful learning will occur, and if these affective factors are not correct, then no set of techniques is likely to succeed, regardless of how carefully they have been devised or how solidly they based on the latest theory and research" (p 234) Students' positive attitudes toward language learning may encourage them to have better results All teachers use different new methods to bring positive attitudes to students so that they have interests, motivation, and confidence in the lessons They can apply

what they have learned to practice The use of short stories in enhancing students' vocabulary has the same purposes

Laili (2011) mentions that using short stories is a pleasing way of teaching young learners Al-Dersi (2013: 81-82) also states that learning vocabulary through enjoyable short stories helps build the students' motivation for further learning Therefore, teaching vocabulary to secondary students through short stories is very helpful to involve them in the class because it is joyful and fun In addition, Short stories are good for improving students' vocabulary mastery because they motivate them to learn more According to Donoghue (1990: 366), motivation is significant to achieve the goal of teaching and learning Not only did the pictures make the students motivated to learn, but also the story did Based on Astya (2011), the content of a realistic short story that reflects the real situation in daily life motivates learners to read more The shortness of the text is suitable for the students because they will see that they can read, understand and finish something in English, giving them a feeling of achievement and self-confidence Spack (1985) suggests the aspect of interest to be considered when selecting short stories According to him, the teacher needs to choose stories that interest students, that they most like to read and teach, and that have been made into a film to provide visual interpretation McKay (2001: 322) and Rivers (1968: 230) point out that students read and enjoy a text if the subject matter is relevant to their life experiences and interests Ismail's (2 019) study demonstrated the impact of reading regional folktales on second-year SMA Muhammadiyah Kalosi-Enrekang students' English vocabulary In another equally important study, Musleh, Ibrahim, and Altakhaineh (2020) looked at non-native speakers' opinions on Arabic stories in language schools The study's participants had clear ideas about using short stories to learn a language They found such an approach to be empowering and supportive Khamroeva (2021) also demonstrated the significance of vocabulary instruction and acquisition in a foreign language classroom EFL students used a variety of techniques to expand their vocabulary in English Students' interest and engagement were observed to rise when literature was

taught to them (Alkhodimi & Al Ahdal 2019) The desire of students to develop their comprehension of the tale is provided and supported by the use of stories Stories can help people create positive attitudes because they are inspiring, stimulating, and enjoyable (Brewster, Ellis, and Girard, 2002)

In conclusion, students' attitude plays a vital role in maximizing learning and teaching output, and it is one of the key factors influencing the success of second language learning It would be meaningful for the researcher to help her students develop and maintain positive attitudes in the language classroom

2.3 Previous Studies

More techniques can help in vocabulary acquisition, according to Schmitt (2000) Additionally, emphasis should be placed on more precise exercises as well as the volume of vocabulary that needs to be learned Language teachers can help students learn more vocabulary on their own Different vocabulary acquisition techniques are introduced by teachers, and students are then asked to put them to use (Schmitt, 2007) For instance, repetition and memorization are the most popular methods used by students to acquire new words For intermediate or advanced students, teachers can recommend deeper processing techniques like associations or keyword procedures (Zhang, 2010)

Numerous studies have attempted to pinpoint the methods employed by language learners in light of the significance of vocabulary development and its impact on language learning

Shen (2003) looked into the shortcomings of classroom vocabulary instruction This study made clear the importance of investigating the various dynamics and dimensions of individual approaches to vocabulary acquisition as well as the necessity of educating students about a variety of vocabulary learning tactics Ener (2003) conducted a study to look at the connection between Turkish EFL students' vocabulary size and their vocabulary acquisition approach According to the Turkish learners' perceptions, metacognitive tactics were used more effectively than

psycholinguistic Overall, a link between students' vocabulary size and vocabulary acquisition approach was discovered

Wen and Johnson (1997) collected data through interviews and diaries, which show that the students commonly employed metacognitive and psycholinguistic learning techniques

The association between vocabulary size and the vocabulary learning techniques employed by Iranian undergraduate EFL students was also examined by Hamzah et al (2009) The researchers discovered that in their first semester of study, Iranian EFL students were performing at a median level However, familiarity with the authors led to the conclusion that as students gain more exposure to vocabulary acquisition methodologies, vocabulary size can actually increase

Kafipour and Naveh (2011) discovered that Iranian EFL students most commonly employed metacognitive methods while using social strategies less frequently

Oktaviani (2019) studied how to teach vocabulary to tenth-grade students in MAN 2 Cilegon through short stories 30 students took part in this investigation as participants The results showed that some students lacked vocabulary knowledge, which may be demonstrated by pre-test results Nevertheless, the researcher utilized a short story as a remedy Students in the tenth grade performed better on the follow-up exam

Hopkins and Davis (1982) looked at how short stories affected Hispanic English language learners Short stories have been shown to play a significant impact in the growth of general English competence based on the findings of this study

The impact of short stories on reading ability, particularly comprehension, and speed, was examined by Bell (2001) Data collected from 26 elementary school students divided into two control and experimental groups revealed a substantial difference between the two groups, with the experimental group using short stories outperforming the control group in terms of speed reading Iranian EFL learners'

vocabulary size was studied by Ajideh et al (2013) The findings show that the experimental group outperformed the control group in terms of vocabulary learning All of the studies mentioned above investigated deeply the process of vocabulary development for students However, the researcher would like to conduct this study to know how possible it was to apply short stories in enhancing vocabulary for secondary students By implementing a formal study, the researcher could have a closer look into the use of short stories in developing students’ vocabulary

2.4 Summary

The chapter has presented the relevant literature that helps form the theoretical and conceptual framework for the study First, a set of concepts of vocabulary according to some leading authors is given and then the types of vocabulary; strategies for enhancing learners’ vocabulary, vocabulary size of language learners as well as approach to SL vocabulary learning Second, short stories are discussed, including components, benefits and the use of short stories in vocabulary learning and teaching Finally, an overview of previous studies related to the research area of the dissertation is given to give the readers an overview and research gap between the study and the previous ones

CHAPTER III: RESEARCH METHODOLOGY

The research design, study respondents, data collecting instrument, and data collection technique were all provided in this chapter

3.1 Research design

In order to investigate the current situation of learning vocabulary of secondary students, the effects of short stories in enhancing English vocabulary for secondary school students and their attitudes toward using short stories in vocabulary lessons, the chosen research design for the study is action research

According to Nunan (1992) there are seven steps in the action research cycle Initiation: The teacher comes up with a problem His/her students do not seem interested or motivated What should be done?

Preliminary investigation: spending some time collecting baseline data through observation and recording classroom interaction

Hypothesis: After reviewing the initial data, he/she formed the hypothesis that the students are unmotivated

Intervention: The teacher devises a number of strategies for encouraging the students to relate the content of the lesson

Evaluation: After several weeks, the classroom is recorded again There is much greater involvement of the students, and the complexity of their language and student-led interactions is enhanced

Dissemination: The teacher runs a workshop for colleagues and presents a paper at a language conference

Follow-up: The teacher investigates alternative methods of motivating students The implementation lasted for 8 weeks

3.2 Respondents and locale of the study

The study involved Doan Thi Diem Ha Long which is in the North of Vietnam as its field site It was founded in 2011 and offers instruction at all three general educational levels (primary, lower secondary, and upper secondary) The school has

high- equipped facilities and provides a comprehensive educational experience In this school, English is taught to students from grade 1 to 12 I chose this private school as the research field location because it depicts a site that is typical rather than extraordinary Another factor was that this school is a familiar research location for me because that is where I have been working This familiarity helped my fieldwork and my participants

This study was conducted in the second semester of the academic year 2022-2023 with 33 eighth-grader students who are in a class where the researcher teaches them English The class includes 17 girls and 16 boys The participants formed a sample of the population of lower-secondary students in this school

3.3 Data Collection Instrument

3.3.1 Tests

The pre-test was used as the placement test to identify the students’ vocabulary level

The post-test was carried out in order to help the researcher draw a conclusion on whether the use of short stories is effective in enhancing students’ vocabulary

Both of the tests have the same format Each test was based on two stories adapted from the website of the British Council for Learning English All of the chosen stories were for students from elementary to pre-intermediate levels There were four types of questions in each test, including word definition, multiple choice, gap-filling, and cloze questions The maximum score for each test was 30

3.3.2 Questionnaire

The prequestionnaire was employed to collect information on the current situations of vocabulary learning of secondary students There were two parts to the pre-questionnaire In the first part, the students provided information on their full names, class, and the number of years studying English In the second part, there were three sub-sections:

Student's difficulties in learning vocabulary Students’ methods of learning vocabulary

Current situations of learning vocabulary through short stories

There were both closed and open-ended questions in order to provide enough space for students to add extra information if necessary The prequestionnaire consists of twenty questions, which took students no more than twenty minutes to finish

The postquestionnaire investigated the students’ attitudes toward using short stories in vocabulary lessons and how short stories helped enhance students’ vocabulary Besides the personal information section where students provided the information of their names, gender, and the number of years studying English In the second section, students had to specify their levels of agreement with eleven question items based on the Five-Point Linkert Scale: 1 = Strongly Agree; 2 = Agree; 3 = Neutral; 4 = Disagree; 5 = Strongly Disagree There was also room for students to provide extra opinions if they want It was estimated that the students spent no more than fifteen minutes completing the questionnaire

To make it easy for the respondents, all of the questions were translated into Vietnamese

3.4 Data collection procedure

3.4.1 Planning

In the first step, students were given the pre-test so that the researcher can identify their current level of vocabulary acquired by students Besides, the students were let to answer the questionnaire so that the researcher could collect data on the current situation of learning vocabulary of secondary students as well as students’ preferences in types of short stories they would like to read in classrooms

The teacher then prepared materials, and designed lesson plans using short stories in teaching vocabulary for secondary students

3.4.2 Acting

The intervention of using short stories in teaching vocabulary for secondary students was implemented in 8 weeks using different short stories The action plan for each week was carried out and summarized in the following table:

Table 3.1 Action plan

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

Teacher introduced the story, prepared students with necessary

vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

 to charge someone with something

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases

Exercises were available for

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

 dreamed of

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for

Teacher introduced the story, prepared students with necessary vocabulary and/ or reading skills Based on the text students learned more about the form, meaning, and use of the words/ phrases Exercises were available for practice