improving english vocabulary teaching for kindergarten students at my viet anh english center

Overview of English vocabulary teaching for kindergarten students at My-Viet-Anh English Center2.2.1.. Strategies for teaching English vocabulary to kindergarten students at My-Viet-Anh

MINISTRY OF FINANCEACEDEMY OF FINANCE

Student : Phạm Mai Hải Đăng

Group : CQ54/51.03

GRADUATION THESIS Topic:

IMPROVING ENGLISH VOCABULARY TEACHING FOR KINDERGARTEN STUDENTS AT MY-VIET-ANH ENGLISH

I hereby declare that the graduation thesis: “IMPROVING ENGLISH VOCABULARY TEACHING FOR KINDERGARTEN STUDENTS AT MY-VIET-ANH ENGLISH CENTER” is my own research work The

parts using references in the thesis have been clearly stated in the referencessection The data and results presented in the thesis are completely honest, ifanything is wrong, I will take full responsibility and bear all the discipline ofthe school and the department

Hanoi, August….,2023

This study provides valuable insights into the best practices for teachingEnglish vocabulary to kindergarten students in Viet-Anh-My English Centerand highlights the importance of using a combination of effective strategiesand technology tools in the classroom The study aimed to explore theeffectiveness of various strategies and technology in teaching Englishvocabulary to kindergarten students Through a comprehensive review ofrelevant literature and the implementation of a research design that includedparticipants, data collection methods, and analysis procedures

Internship at My-Viet-Anh English Center helped me get more experiencethat I want to become a future English teacher And I also want to convey mythanks to My-Viet-Anh Center for providing a professional and a competitiveenvironment for me to know how it is if I apply for future work My teachingskills have improved day by day

Here I have received a lot of help, guidance and encouragement from otherteachers, classmates and family while I was writing this I faced a lot ofdifficulties and pressures but thanks to the help of them, I have finished mygraduation paper

First, I would like to send my most sincere thanks to my supervisor for herinvaluable advice and generous assistance in completion of this study.Next, I would like to thank Mrs.Loan and Mr.King who allow me to be anintern at My-Viet-Anh English Center They always care and give advice,and confides in me if I have pressure at work

Also, I would like to express my gratitude to the teachers in the Academy ofFinance for passing on their valuable knowledge to me

Last but not least, I would like to give my thanks to my family members andfriends who have supported and encouraged me to complete the graduationpaper.

Three months of internship is not a very long time but I think it is enough for

me to have more experiences in future teaching, as well as get to know moreteachers and friends

LIST OF ABBREVIATIONS

****

LIST OF FIGURES AND TABLES

****

Table 1: How many word should your child know?

Table 2: Organization structure

Table 3: Overview of teacher that take survey

Table 4: What teachers think about English learning of 100 studentsTable 5: Information about English teaching

Table 6: Student’s English learning interest

Table 7: Student survey result

1 Rationale of the study

2 Aims of the study

3 Scope of the study

4 Methodology of the study

5 Organization of the study

CHAPTER 1: LITERATURE REVIEW

1.1 Overview of English vocabulary learning for kindergarten students1.1.1 Importance of vocabulary learning in Kindergarten

1.1.2 Effective vocabulary learning strategies

1.1.3 Assessment of English vocabulary learning

1.2 Theories of language acquisition

1.3.3 Repetition and reinforcement

1.3.4 Word meaning and contextual clues

1.3.5 Collaborative and cooperative leaning

1.4 Technology in English vocabulary learning for kindergarten students

1.4.1 Digital games and apps

1.4.2 Interactive whiteboards and smartboards

1.4.3 Multimedia resources

1.4.4 Vitual Reality (VR) and Augumented Reality (AR)

1.4.5 Digital flashcards and vocabulary apps

CHAPTER 2: THE STUDY

2.1 Overview of My-Viet-Anh English Center

2.1.1 The formation and development OF My-Viet-Anh English Center 2.2.1 Organization structure

2.2.1 Main courses at My-Viet-Anh English Center

2.2.1 Other programs

2.2 Overview of English vocabulary teaching for kindergarten students

at My-Viet-Anh English Center

2.2.1 Materials used in teaching English vocabulary to kindergarten students at My-Viet-Anh English Center

2.2.2 Strategies for teaching English vocabulary to kindergarten students

at My-Viet-Anh English Center

2.2.3 Technology in English vocabulary teaching for kindergarten students at My-Viet-Anh English Center

2.3 Overview of the current situation about of English vocabulary learning and teaching of kindergarten students at My-Viet-Anh English center

2.3.1 Data collection instruments

2.3.1.1 Research questions and Participants classroom observation2.3.1.2 Research instrument Questionnaires

a The questionnaires for the teachers

b The questionnaires for the students

A Classoom observation

B Survey

2.3.2 Data collection procedure

2.3.3 Results from the classroom observation

Results from survey

Data analysis and findings

2.3.1 Results from the classroom observation

2.3.2 Results from the questionnaires for the teachers

2.3.3 Results from the questionnaires for the students

2.3.4 Teachers part

Students part

Discussion about result

CHAPTER 3: RECOMMENDATIONS

3.1 Recommendations to My-Viet-Anh English Center

3.2 Recommendations to teachers at My-Viet-Anh English Center3.3 Recommendations to students at My-Viet-Anh English Center

CONCLUSION

APPENDIX

INTRODUCTION

1 Rationale of the study:

English language is considered a vital skill in today's increasingly globalized world It is important to learn second language from an early age, especially English, to ensure successful language development throughout a child's academic journey However, the teaching of English vocabulary for kindergarten students in Vietnam is often overlooked or less focused, leading

to poor language skills This study aims to address this issue by exploring

ways to improve English vocabulary teaching for kindergarten students at

My Viet Anh English center in Vietnam

2 Aim of the study:

The primary aim of this study is to analyze and propose effective strategies

to enhance English vocabulary teaching for kindergarten students in the given context Firstly, this research identifies the current approaches to vocabulary teaching at the English center Secondly, the research identifies the challenges faced by teachers and students in vocabulary acquisition Thirdly, the study proposes strategies to improve vocabulary teaching Finally, the study shares the practical implications for educators and parents for encouraging language learning of young learners

3 Scope of the study

This study will focus specifically on English vocabulary teaching for kindergarten students at My Viet Anh English center It will primarily examine existing teaching methods, materials, and the perspectives of teachers involved in delivering vocabulary lessons The research aims to provide insights and recommendations for improving vocabulary instruction

in this particular setting

4 Methodology of the study

The research will employ a mixed-methods approach, combining qualitative and quantitative data collection techniques In Classroom observations, several vocabulary lessons will be observed to gain insights into current teaching practices and strategies employed by teachers in addition, Surveys will be administered to teachers to gather data on the preparation, the interactivity and the management in classroom, the apparently, the method and the environment to understand about the center English vocabulary instruction At the same time, Surveys will be administered to kindergarten students to gather data on their attitudes, preferences, and experiences related

to vocabulary learning

5 Organization of the study

The research paper is divided into 3 chapters:

Field trips: Take students on educational field trips related to the vocabulary being taught For example, if teaching about animals, visit a local zoo or organize a petting zoo visit This experiential learning allows students to see the vocabulary words come to life

Family involvement: Encourage family involvement by providing parents with weekly or monthly vocabulary lists Encourage parents to practice thesewords with their children at home to reinforce learning and create a language-rich environment

Progress monitoring: Regularly assess students' progress in vocabulary learning Conduct informal assessments through games, quizzes, or one-on-one conversations Use the results to identify areas of improvement and adjust teaching strategies accordingly

Encourage language production: Create opportunities for students to use the newly learned vocabulary in meaningful ways Engage them in discussions, role-plays, or show-and-tell sessions to practice using the vocabulary words

My-Viet-Anh English center teach vocabulary through the use of educationalapps and software designed specifically for young learners These apps often include colorful visuals, interactive games, and audio to engage the children and make vocabulary learning more enjoyable Teachers use these apps on tablets or computers to introduce new words, demonstrate their

pronunciation, and provide opportunities for practice and reinforcement

Also, there are interactive displays allow teachers to project visuals, videos, and presentations that effectively demonstrate vocabulary concepts Childrencan actively participate in identifying and matching words, forming sentences, and practicing pronunciation.

By embracing technology alongside other teaching methods, My-Viet-Anh English Centers create a dynamic and engaging learning environment for young learners, especially kindegarten students

2.3 Research on the Overview of the current situation about

teaching of at My-Viet-Anh English center

Most of the students have been taught English vocabular effectively They have made remarkable progress and love learning English

Aside from that, kindergarten students and teachers also face several schallenges when in learning and teaching English vocabulary:

Limited vocabulary: Kindergarten students have a limited vocabulary base, making it difficult for them to understand and remember new words in English This can slow down their language development and hinder effective communication

Pronunciation difficulties: Young learners may find it challenging to accurately pronounce English words, as they are still developing their speechand articulation skills This can lead to misunderstandings and

miscommunication

Understanding abstract concepts: English vocabulary often includes abstract words and concepts that can be difficult for young learners to grasp For example, words like "happiness" or "responsibility" may be hard to comprehend without concrete examples or visual aids

Retaining vocabulary: Kindergarteners may struggle with retaining newly learned vocabulary over time Without consistent reinforcement or regular practice, they may quickly forget words and struggle to recall them in the future

Varying learning styles: Each kindergarten student has a unique learning style and preference Teachers need to employ different strategies and resources to cater to individual needs and ensure effective vocabulary learning for all students.

Attention span and engagement: Maintaining the attention and engagement

of young learners can be a challenge for teachers Young children tend to have shorter attention spans and may become easily distracted or

disinterested during vocabulary lessons

Limited time: a class would lass about 1 hour and a half, so teachers have to focus on the whole class and cannot focus on every single student

Diverse of technology equipment: teachers and students also have to learn know how to use them and some have difficuties of using it efficiently to help learning English vocabulary

2.3.1 Data collection

2.3.1.1 Research questions and Participants

The research will be conducted between 100 kindergarten students in

2023-2024 semester and 15 teachers The research form will be different for two individual target : teachers and students.s

A For teachers:

students

1 Do you have experience in teaching English vocabulary to children?

2 In your opinion, is learning English vocabulary in young age important forchildren? Why?

3 Do you have knowledge about methods of teaching English vocabulary to children?

4 In the process of teaching English vocabulary to children, what teaching methods have you applied?

5 Are students in the class interested in English and learn fast?

6 Are students in the class able to pronounce words correctly?

7 Do you teach vocabulary with movies or songs to help children remember words faster and longer?

8 Do you provide opportunities for students to use English in outdoor activities?

9 What rewards or forms of praise have you used to encourage students to learn English better?

10 How do you rate the effectiveness of English vocabulary learning of kindergarten students?

B For students:

1 What is your name?

2 How old are you?

3 Do you find learning English interesting?

4 Do you often watch movies or comics about English?

5 Do you like to sing English songs?

6 Tell me some English words that you remember learning?

7 Do you like to learn English through games?

8 Do you feel the atmosphere in the classroom is comfortable?

9 Do you prefer whiteboards or smart boards in the classroom?

10 Do you like outdoor activities?

3 Student interaction: The degree of interaction and cooperation among students in the classroom.

4 Classroom Management: The teacher's ability to maintain order and create

a positive learning environment in the classroom

5 Transparency: Teacher clarity and transparency in the interpretation of concepts, learning objectives, and assignment requirements

6 Teaching Methods: The creativity and diversity of teachers in the way of imparting knowledge and skills to students is based on the central facilities

7 Learning activities: The relevance and interest of classroom learning activities, including questions, exercises, discussions and practice

8 Evaluation: The extent to which accurate and equitable assessment methods are used to measure student progress and understanding (This part

is listening to the student's statement when his name is called to answer along with the reactions of the children around to see if they really understand what was taught or not.)

9 Motivation: A teacher's ability to motivate and engage students actively in the learning process

10 Learning environment (Facilities and environmental factors): Comfort and safety of the learning environment, including respect and consensus in the classroom The above criteria can be used to observe and evaluate the effectiveness of a classroom based on important factors in the teaching and learning process

B Survey

The survey will be conducted with question in Part 2.3.1.1

2.4 Data collection procedure

First, two form of the survey for teachers and students s will be print out andthe teacher will be asked to fill in the survey form, after that the teacher will

go and ask each student s since kindergarten in the center cannot write

recollected, check and signed by the English center and the author will convert into charts The author will also go to the other class to observe and get more data.

2.4.1 Results from the classroom observation

The author goes to observe 5 difference classes to get this data in average point The point is given as personal perspective

10 Learning environment (Facilities and environmental factors): 10/10

2.4.2 Results from survey

All survey forms are checked and and the result is as follow: