VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles ENGLISH VOCABULARY CONSOLIDATION STRATEGIES FOR SIXTH GRADERS AT
Research Questions 7
1) — What are the problems encountered by grade 6th students at a lower secondary school in learning English vocabulary after a period of online learning?
2) What is the effectiveness of adopting English vocabulary consolidation strategies in vocabulary teaching for grade 6th students at a lower secondary school?
3) What are the attitudes of these students towards the use of English vocabulary consolidation strategies in vocabulary teaching?
The scope of this research is limited to exploring the effectiveness of English vocabulary consolidation strategies in improving English vocabulary retention among 6th grade students at a lower secondary school in Hai Phong. The study will focus on the selected sample of 41 students at grade 6 from this specific lower secondary school It will examine the extent to which English vocabulary consolidation strategies contribute to enhancing students' vocabulary retention in English The geographical location is Hai Phong, Vietnam, and the study will be conducted within 8 weeks The research will be grounded in relevant theories and concepts related to English vocabulary consolidation strategies and vocabulary retention.
This thesis utilized both quantitative and qualitative methods.According to Creswell and Plano Clark (2017), combining quantitative and qualitative methods is a common practice in research that allows the researcher to gain a deeper understanding of the topic This approach involved the use of both numerical data (quantitative) and non-numerical data (qualitative) to answer research questions Quantitative data was collected through standardized methods including surveys and questionnaires, and analyzed using statistical techniques to produce numerical results such as percentages, averages, and standard deviations In contrast, qualitative data was collected through methods interviews, and analyzed through coding and categorizing responses to identify patterns and themes By combining these two methods, the researcher can triangulate their findings to gain a more comprehensive understanding of the topic This approach is particularly useful as it allows for a more nuanced and in- depth analysis (Creswell & Plano Clark, 2017).
The study is an attempt to shed light on English vocabulary consolidation strategies to Vietnamese young learner, an under-researched area in Vietnam The findings of this were expected to be useful to any contemporary teachers of the young learners to help them improve their performance in teaching vocabulary.
Theoretically, the study's results are expected to contribute to some extent to the existing literature of teaching English in general and teaching vocabulary for EFL learners in particular The application of vocabulary consolidation strategies are varied; however, the effectiveness of its applicaiton to teaching vocabulary for students at lower secondary school level in a non-English speaking country is still open for discussion Therefore, the researcher hopes that this study can make some contribution to enrich the methods to teach English vocabulary for non-native speakers.
Practically, the researcher anticipates that the results of this study will bring benefits to students, teachers, schools, and other researchers.
- For students, the study aims to improve their English vocabulary retention and help them increase their lacking vocabulary.
For educators, this study serves as a valuable resource for integrating English vocabulary consolidation strategies By utilizing these strategies, teachers can transform the teaching and learning experience into an innovative and engaging endeavor Furthermore, the study's findings can inform the development of effective vocabulary retention techniques and provide practical insights for enhancing the overall teaching and learning process.
- For schools, the study can become a resource for teaching and learning innovation, particularly in English vocabulary teaching.
- For other researchers, the study can provide a reference for those who wish to conduct further research in teaching English vocabulary.
The first chapter provides an overview of the study, including its rationale, aims and objectives, research questions, scope, methodology, significance, and design.
The second chapter, which is the literature review, covers important concepts that support the study, such as English reading skills, extensive reading, the concept of extensive reading, the benefits of extensive reading, and previous studies.
The third chapter details the methodology used in the study This section will provide the reader with an understanding of the methods used to complete the thesis.
In the fourth chapter, the researcher presents the findings and engage in discussions about the results obtained from the study.
Finally, the last chapter concludes the thesis by summarizing the main findings, highlighting the significance of the study, and _ providing recommendations for future research.
Besides mind to think, verbal language or speaking differentiates human from animals A child to first acquire speech is learning new words as well as the adult speaker with largest vocabulary has the best command of English So, what is vocabulary? A vocabulary is defined as "all the words known and used by a particular person" and "all the words which exist in a particular language or subject" (Cambridge Advanced Learners Dictionary).
In other words, vocabulary constitutes the knowledge of words and word meanings More complex, words are divided into two forms called oral and print Oral vocabulary helps us recognize and use in listening and speaking, whereas print vocabulary is relevant to reading and writing Second, there are two forms of word knowledge called receptive and productive. Receptive vocabulary supports us to recognize when we hear or see them; while productive vocabulary is to use when we speak or write Receptive vocabulary, which is typically larger than productive vocabulary may have some meanings, even sometimes we do not know their full definitions and connotations or ever use them ourselves as we speak and write (Kamil & Hiebert (2001).
Besides, as a component of language, vocabulary maintains all of information about meaning and using word in language (Kridalaksana, 1993, p 27) and also be one of the important factors in learning English besides sound system, grammar and culture Serving as a useful and fundamental tool for communication, vocabulary usually grows, evolves with age and determines one's cultural literacy, which all becomes very vital to his/her own success in the world.
2.1.2 The importance of vocabulary learning
The prominent role of vocabulary knowledge in second language learning has been increasingly recognized According to Bogaards, P and B. Laufer (2004: 1) much has been done in the field of vocabulary in the context of the acquisition of foreign or second languages The growth of interest in 12 vocabulary since the days of "a neglected aspect of language learning" (Meara, 1980) has also been reflected in authored and edited books specifically devoted to vocabulary"
Michael West (1930: 314) stressed that "the primary thing in learning a language is the acquisition of a vocabulary, and practice in using it"
McCarthy stated that "the biggest component of any language course is vocabulary" (McCarthy, 1990: vi) "No matter how well the student learns grammar, no matter how successfully the sounds of 12 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way."
Vocabulary plays a crucial role in language proficiency, as it enhances skills such as listening, speaking, reading, and writing A comprehensive vocabulary frees up learners' working memory, allowing them to concentrate on higher-level language aspects like sentence structure and appropriate expressions Paul Nation, a renowned linguist researcher, emphasizes that vocabulary is not merely an end in itself but a foundational pillar for language proficiency Therefore, vocabulary teaching should be incorporated systematically into language curricula to support students' overall language success.
To sum up, vocabulary is considered an important aspect of learning a foreign language Second language vocabulary acquisition become an increasingly interesting topic of discussion for researchers, teachers, curriculum designers, theorists, and others involved in second language learning and teaching
One of the significance in vocabulary learning process is not always students' comprehending word meaning or spelling, but vocabulary retention. Retention is defined as "the ability to retain facts and figures in memory". Vocabulary retention in a similar way, can be referred to as the storage of vocabulary in memory, which becomes available for usage when needed The efficiency of vocabulary learning can be measured by the extent to which students can remember the words that they have already learned to apply in the productive or receptive language learning Important as it is, it is worth spending time figuring out the factors that can affect students' vocabulary retention.
According to different researchers, retention of vocabulary is affected by three following factors: memory, language exposure and effective vocabulary learning strategies There is a close relationship among these three factors.
Memory Nation (1990) categorized memory into short-term and long-term memory According to this researcher, short-term memory is often referred to as the ability to process and remember information at the same time It holds a small amount of information, typically no more than 7 items in mind in an active, readily-available state for a short period of time (typically from 10 to
15 seconds, or sometimes up to a minute).
Significance of the 21
This study aims to elucidate vocabulary consolidation strategies for young Vietnamese English learners, an under-explored topic in Vietnam Its findings are intended to benefit contemporary teachers of young learners, assisting them in enhancing the effectiveness of their vocabulary instruction.
Theoretically, the study's results are expected to contribute to some extent to the existing literature of teaching English in general and teaching vocabulary for EFL learners in particular The application of vocabulary consolidation strategies are varied; however, the effectiveness of its applicaiton to teaching vocabulary for students at lower secondary school level in a non-English speaking country is still open for discussion Therefore, the researcher hopes that this study can make some contribution to enrich the methods to teach English vocabulary for non-native speakers.
Practically, the researcher anticipates that the results of this study will bring benefits to students, teachers, schools, and other researchers.
- For students, the study aims to improve their English vocabulary retention and help them increase their lacking vocabulary.
- For teachers, the study can be used as a resource to implement English vocabulary consolidation strategies and make the teaching and learning process more innovative and exciting Additionally, the results can be incorporated into the development of vocabulary retention and as input for the teaching and learning process.
- For schools, the study can become a resource for teaching and learning innovation, particularly in English vocabulary teaching.
- For other researchers, the study can provide a reference for those who wish to conduct further research in teaching English vocabulary.
Organization Of the thesis ceseeeccesseceseeeseecseceseeeseeesaeceaeeeseeesneeeeeeaes 5
The first chapter provides an overview of the study, including its rationale, aims and objectives, research questions, scope, methodology, significance, and design.
The second chapter, which is the literature review, covers important concepts that support the study, such as English reading skills, extensive reading, the concept of extensive reading, the benefits of extensive reading, and previous studies.
The third chapter details the methodology used in the study This section will provide the reader with an understanding of the methods used to complete the thesis.
In the fourth chapter, the researcher presents the findings and engage in discussions about the results obtained from the study.
Finally, the last chapter concludes the thesis by summarizing the main findings, highlighting the significance of the study, and _ providing recommendations for future research.
LITERATURE REVIEW HH 6 2.1 WVOCADUMAry 200 ae
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Besides mind to think, verbal language or speaking differentiates human from animals A child to first acquire speech is learning new words as well as the adult speaker with largest vocabulary has the best command of English So, what is vocabulary? A vocabulary is defined as "all the words known and used by a particular person" and "all the words which exist in a particular language or subject" (Cambridge Advanced Learners Dictionary).
In other words, vocabulary constitutes the knowledge of words and word meanings More complex, words are divided into two forms called oral and print Oral vocabulary helps us recognize and use in listening and speaking, whereas print vocabulary is relevant to reading and writing Second, there are two forms of word knowledge called receptive and productive. Receptive vocabulary supports us to recognize when we hear or see them; while productive vocabulary is to use when we speak or write Receptive vocabulary, which is typically larger than productive vocabulary may have some meanings, even sometimes we do not know their full definitions and connotations or ever use them ourselves as we speak and write (Kamil & Hiebert (2001).
Besides, as a component of language, vocabulary maintains all of information about meaning and using word in language (Kridalaksana, 1993, p 27) and also be one of the important factors in learning English besides sound system, grammar and culture Serving as a useful and fundamental tool for communication, vocabulary usually grows, evolves with age and determines one's cultural literacy, which all becomes very vital to his/her own success in the world.
2.1.2 The importance of vocabulary learning
The prominent role of vocabulary knowledge in second language learning has been increasingly recognized According to Bogaards, P and B. Laufer (2004: 1) much has been done in the field of vocabulary in the context of the acquisition of foreign or second languages The growth of interest in 12 vocabulary since the days of "a neglected aspect of language learning" (Meara, 1980) has also been reflected in authored and edited books specifically devoted to vocabulary"
Michael West (1930: 314) stressed that "the primary thing in learning a language is the acquisition of a vocabulary, and practice in using it"
McCarthy stated that "the biggest component of any language course is vocabulary" (McCarthy, 1990: vi) "No matter how well the student learns grammar, no matter how successfully the sounds of 12 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way."
A leading linguist researcher Paul Nation notes: "Vocabulary is not an end in itself A rich vocabulary makes the skills of listening, speaking, reading, and writing casier to perform When leamers working memory is not loaded with hesitation about the correct spelling, pronunciation and contextual use of the words, they can concentrate fully on higher level aspects of language such as using precise sentence structures and appropriate expressions for the type of conversation that is going on These all show that the success of a student in becoming proficient in any language depends in part on the extent and richness of his/ her vocabulary, so vocabulary teaching should be part of the syllabus, and vocabulary should be taught on a well- planned and regular basis.
Vocabulary is a crucial element in foreign language learning, making second language vocabulary acquisition a key area of interest for researchers, teachers, curriculum developers, and language learning professionals As a fundamental aspect of communication, vocabulary provides the building blocks for expressing and comprehending language.
Vocabulary learning emphasizes not only understanding and spelling but also vocabulary retention, which is crucial for language learning Retention refers to the ability to store information in memory, including vocabulary items The effectiveness of vocabulary learning is determined by students' ability to recall and use words in both receptive and productive language tasks Understanding the factors that influence vocabulary retention is essential to enhance the efficiency of language learning.
According to different researchers, retention of vocabulary is affected by three following factors: memory, language exposure and effective vocabulary learning strategies There is a close relationship among these three factors.
Memory Nation (1990) categorized memory into short-term and long-term memory According to this researcher, short-term memory is often referred to as the ability to process and remember information at the same time It holds a small amount of information, typically no more than 7 items in mind in an active, readily-available state for a short period of time (typically from 10 to
15 seconds, or sometimes up to a minute).
Long-term memory is intended for storage of information over a long period of time Unlike short-term memory, which is limited in capacity, long- term memory is seemingly inexhaustible and can accommodate any amount of new information Despite our everyday impressions of forgetting, it seems likely that long-term memory actually decays very little over time, and can store a seemingly unlimited amount of information almost indefinitely.
For optimal knowledge retention, foreign language learners must facilitate the transfer of learned information into long-term memory This process, known as consolidation, involves rehearsal and meaningful association Consolidation transforms short-term memories, which rely primarily on acoustic and visual cues, into long-term memories Notably, long-term memory utilizes semantic encoding, which establishes connections between new information and existing knowledge within the long-term memory.
(1990) proved that it is impossible to expect students to acquire a word only after one or two times seeing that word, but at least 5 to 16 times of exposure is needed to help students acquire a word In addition, Gairns and Redman
(1986) have concluded that for the first time of exposure to new words, students will take those words into their short-term memory The vocabulary will "fall into disuse if it is not activated regularly" Thornbury (2002) also shares the same opinion, claiming that 80% of materials are lost within 24 hours of initial learning This is true in both the short term (e.g from lesson to lesson) and in the long term (e.g after the whole course) In other words, if we do not revise and practice the knowledge that we learnt, it will soon disappear Therefore, it can be concluded that after being introduced to students, the vocabulary can only be restored in students’ short-term memory, and will soon fade away if the process of consolidation, involving rehearsal and meaningful association does not take place.
Language exposure While the term memory more often refers to later storage and retrieval of information, language exposure refers more to processes in the initial acquisition or encoding of information There are many situations that a learner can discover the meaning of a new word or phrase such as: through the written text, through hearing it used, or through other members’ explanations However, it can hardly be certain that those vocabulary items and their meanings will be remembered as getting to know the meaning of a new vocabulary item is not the same as remembering that meaning.
Effective vocabulary learning strategies Vocabulary learning strategies is the third factor contributing to vocabulary retention Language teachers have been placing great emphasis on teaching English vocabulary However, the results of mastering vocabulary are not desirable, because words sometimes can be forgotten very easily and won't last long Therefore, it is of great necessity to adopt effective vocabulary learning strategies Like general learning strategies, English vocabulary learning strategies include those techniques that help learners remember what they have learned - their storage and retention of new information.
Research approach nƯ£ÉỆẬNẠẬAẠAIẠỘộẠạAaađađ
The approach of action research offers me the framework to apply real intervention strategies, assess their effects, thereby gaining deeper insights into my teaching practice, empowering my professional growth in a meaningful way The definition, principles, model to conduct action research were specified below.
3.2.1 Definition of an action research
Action research, a methodology widely recognized in the field of social sciences, encompasses a range of definitions that emphasize its transformative nature and its potential to bring about meaningful change Scholars such as Lewin, Burton and Peter, Bradbury, and Hilary have contributed valuable
23 insights into the concept of action research This introduction explores the diverse perspectives on action research and provides an overview of its fundamental principles and objectives By examining these definitions, we aim to gain a comprehensive understanding of the essence and significance of action research as a dynamic and collaborative inquiry process.
Action research, as defined by Lewin (1946), is a comparative study that examines the effects of social actions with the aim of initiating social change Unlike traditional research that ends in publications, Lewin emphasizes the need for research that leads to practical actions Educators engage in action research by conducting inquiries within their own contexts (Efron & Ravid, 2013; Burton & Bartlett, 2005) to improve their teaching practices and enhance student learning.
Burns (2009) defines action research as the combination and interaction of action and research The action component involves implementing interventions and developments within specific social settings like classrooms, schools, or organizations to bring about improvement and change The research aspect involves systematically observing and analyzing these developments and changes to understand the reasons behind the actions and make further modifications This definition captures the core elements of action research and provides a comprehensive understanding of its nature.
Additionally, Peter, Bradbury, and Hilary (2001) assert that action research is an interactive inquiry process that involves collaborative problem- solving actions implemented within a specific context, accompanied by data- driven analysis and research This collaborative approach helps to uncover underlying causes and enables future predictions for personal and organizational changes.
In summary, action research entails comparative research on social
24 actions, aiming for social change It involves educators conducting an inquiry process in their specific context to enhance practice and improve student learning It combines action and research, with interventions and developments implemented to bring about change, followed by systematic analysis and research This collaborative approach balances problem-solving actions and data-driven analysis, leading to insights for personal and organizational change.
3.2.2 Principles of an action research
Action research is guided by a set of principles that shape its methodology and inform its practice These principles provide a framework for conducting research that is practical, collaborative, and focused on bringing about positive change By exploring these principles, we can gain a deeper understanding of the fundamental values that underpin action research and its potential for transformative impact.
Burns (2010) notes that an action research methodology is often subject to criticisms of low validity for inadequate rigour, weak replicability, generalizability, unpredictable initial design Proponents argue that these criticisms misinterpret the situational nature and the purpose of promoting the practitioner’s profession development and improving the problematic situation Besides, the term validity is complex and controversial so how to make judgements of the quality of action research is a matter of great concern.
In addition, Zeichner and Noffke (2001) propose “trustworthiness”, or the honesty and authenticity of the data analyses, reports and interpretations Bradbury and Reason’s (2001) “worthwhileness” refers to the values participants gain in the research.
Lastly, Greenwood and Levin’s (2007) clarified that credibility covers
25 internal credibility, the meaningfulness of the knowledge to participants and external credibility, the reliability of outcomes to the uninvolved in the research The term credibility obviously covers the concept of trustworthiness and worthwhileness in action research, so this study aims at satisfying the principle of credibility.
In summary, the principle of action resonated with the study's goals by driving the implementation of changes based on research findings to optimize the sixth graders' vocabulary retention.
3.2.3 Models of an action research
Action research models vary, but often incorporate a spiral of cycles involving planning, implementation, observation, and reflection (Kemmis & McTaggart, 1988) Somekh (1989) and McBride (1995) propose a process that encompasses identifying a problem, collecting and analyzing data, generating hypotheses, implementing action steps, monitoring change, and evaluating progress Burns (1999), drawing from language teachers' experiences, suggests that action research can be more fluid, with its stages often overlapping rather than being distinct.
(2010) shows that despite using the different terminology in each version, all models have the same purpose to conduct a systematic study to solve the classroom problems or to present change and improvement in teaching and learning process by following a dynamic process of planning, acting, observing,
Initial Problem an improvement to
ACT act to implement action the plan
OBSERVE to monitor & evaluate the action effects
Figure 2: The Two-Cycles Kemmis Classroom Action Research Spiral
These four-wide stages are in a cycle of research which may become a
An iterative process of reflection, action, and evaluation, known as the spiral of cycles, ensures that teachers-researchers thoroughly explore the nature of their practice and develop effective improvements This cyclical approach involves 27 iterations, culminating in satisfactory outcomes and a decision to conclude the inquiry Through this ongoing process, teachers-researchers deepen their understanding of action inquiry and its application in implementing meaningful changes to enhance teaching and learning practices.
In conclusion, the researcher applied action research designed by Burns’ model (2010) because it was appropriate and practical with her study This model includes four stages: plan, action or implementation, observation, and reflection However, when the researcher applied these stages, researcher combined the two stages: implementing and observing in order that researcher could carry out easily the project activities which were planned in the previous phase The expectation of the researcher using the action research model designed by Burns (2010) is to engage in a cyclical process of planning, acting, observing, and reflecting The goal of this model is to help the researcher systematically investigate a problem or issue, and to develop practical solutions or interventions that can be implemented in real-world settings Through the use of this model, the researcher can develop a better understanding of the problem or issue at hand, and can work collaboratively with stakeholders to implement and evaluate potential solutions By engaging in this iterative process of action and reflection, the researcher can make continuous improvements to their approach and refine their interventions to achieve the desired outcomes Ultimately, the expectation of using the Burns
(2010) action research model is to drive positive change in a particular context or setting.
The study lasted almost 2 months, including the administrations of pre- and post-tests The major grammar points embraced in the curriculum of
“Tiếng Anh 6” were in turn taken into the treatment as the normal curriculum.
The full description of study procedure was chronologically illustrated as the three phases of pre-training, while- and post-training, and training process.
Context of the Study G1 HH ng HH HH kg 34
As In 2010, the Vietnamese government implemented the project
"Teaching and learning foreign languages in the national education system for the period 2008-2020", which introduced English language education at the primary school level English is now taught throughout the country, from grade 3 through higher education Similarly, a lower secondary school in Hai Phong considers English to be a crucial and high-priority subject for their students All grade 6 students at the school take English classes with the same number of periods as Vietnamese and Math Each week, they have three English lessons, one of which is optional The English curriculum at this school covers five components: listening, speaking, reading, writing, and language The English textbook for grade 6 spans two semesters and consists of 12 units, with two topics per unit.
Table 3: 12 Units in the English textbooks of grade 6
2 My home 8 Sports and games
3 My friends 9 Cities of the world
4 My neighbourhood 10 Our houses in the future
5 Natural wonders of the world | 11 Our greener world
This study focuses on implementing vocabulary consolidation strategies in English vocabulary teaching using selected units from grade 6 English textbooks The units selected range from Unit 5: Natural Wonders of the World to Unit 12: Robots, providing an appropriate context for vocabulary acquisition.
In the study, the researchers selected 41 grade-6 students from a lower secondary school in Haiphong They are all studying in class 6A2, which the researcher is teaching and training students in.The collected data showed that the participants consisted of 18 males and 23 females, with an average age of 10 years old Most of the students were from Hai Phong city and had been learning English since grade 3 The reason for selecting grade
6 students as the subjects of the study was due to the researcher's experience in teaching secondary students and their willingness to participate in new methods Furthermore, the researcher believed that 6th graders were not taught vocabulary seriously in secondary school and were not under too much pressure from any tests All 41 students in the study were non-English gifted students.
The study used the following instruments: questionnaire, pre-test, post- test, and interviews in order to clarify and answer three research questions mentioned above.
Interviews provide a powerful means to elicit narrative data and allow researchers to delve into participants' perspectives in greater depth (Kvale, 1996;
2003) This qualitative approach is particularly valuable for exploring the construction and negotiation of meanings in a natural setting (Cohen et al., 2007).
To gain deeper insights into the problems encountered by grade 6th students at a lower secondary school in learning English vocabulary, interviews were conducted as a data collection method By conducting interviews to selected students, the researcher aimed to enable the students to speak in their own voice and express their thoughts and feelings regarding their difficulties in learning English vocabulary In this study, the interview to students helped the researcher to answer the first research question of the thesis “What are the problems encountered by grade 6th students at a lower secondary school in learning English vocabulary after a period of online learnng?” Prior to the interviews, the participants were provided with an overview of the interview's purpose and its relevance to learning English vocabulary The interviews were conducted in Vietnamese to ensure that students could freely and comfortably share their opinions and experiences The students were encouraged to discuss any challenges they faced while learning English vocabulary Ten students then were invited to participate in the interviews, and each interview lasted approximately five minutes due to the limited number of questions The interviews were recorded with the students' permission to ensure accurate capturing of their responses The two
Data collection 1nStTUIN€TIES - + 131131131 E9 vn ng 36
After the interviews, the recorded data will be transcribed and analyzed The researcher will carefully examine the responses, identifying recurring themes, patterns, and specific challenges expressed by the participants This analysis will contribute valuable qualitative data that will help address the first and last research question and provide insights into the specific problems faced by the students in learning English vocabulary and the solutions to the problems encountered by grade 6 students at a lower secondary school in learning English vocabulary By combining interview data with other research methods, the study aims to provide a comprehensive understanding of the issues surrounding English vocabulary learning and inform the development of effective teaching strategies and approaches.
3.6.2 Pre-test and Post- test
The second instrument employed in this study was pre-test and post-test. The researcher uses the test as an appropriate instrument to measure and compare students’ vocabulary retention and this second instrument will help the researcher to answer the second research question for this study “What is the effectiveness of adopting English vocabulary consolidation strategies in vocabulary teaching for grade 6th students at a lower secondary school?”.
Language assessment, a crucial aspect of language testing, serves as the theoretical foundation for the deployed test in this study It involves the systematic evaluation of language abilities and proficiency, providing insights into learners' linguistic competencies and their capacity to effectively communicate and comprehend in a given language.
37 understand and use language in different contexts The pre-test and post-test employed in this research study were designed to measure and compare the students' vocabulary retention before and after the implementation of English vocabulary consolidation strategies in vocabulary teaching The tests aimed to assess the students’ retention of vocabulary, aligning with the specific topics covered in the textbook The theoretical base for the test draws upon established principles and theories in language assessment and measurement.
It incorporates key concepts such as validity, reliability, and construct representation Validity refers to the extent to which the test measures what it intends to measure In this case, the test aims to measure students' vocabulary retention through English vocabulary consolidation strategies Reliability ensures consistency in the measurement of the students' vocabulary retention. The use of the same test format, length, and difficulty level for both the pre- test and post-test enhances the reliability of the measurements and facilitates a valid comparison of the students' progress.
To sum up, the use of a pre-test and post-test design in this study allows for the evaluation of the effectiveness of English vocabulary consolidation strategies in improving students' vocabulary retention By comparing the mean scores of the pre-test and post-test, the researcher can determine the extent to which English vocabulary consolidation strategies has impacted the students' vocabulary learning outcomes Additionally, analyzing the p-value helps determine the statistical significance of the results, indicating whether English vocabulary consolidation strategies has had a significant effect on the students' vocabulary retention The teacher who was familiar with the students’ levels and actively involved in their learning process served as the assessor of the tests This ensured a more accurate and reliable evaluation of the students' vocabulary retention The use of a consistent test format, length,
38 and difficulty level for both the pre-test and post-test enhances the reliability of the measurements and facilitates a valid comparison of the students’ progress.
According to Dérnyei (2003), questionnaires can provide three types of information including factual or demographic information like interviewees’ background, experiences; behavioral information or their actions; attitudinal information or their attitudes, opinions, beliefs, interests and values A questionnaire is also useful for collecting responses from a great number of people over a short period of time Furthermore, participants do not need to write their names so they can answer the questions in the modest way, and this strengthens the trusty of the result In this study, the participants are 41 6th graders, however As a consequence, questionnaire is an appropriate research instruments to collect data to analyze students’ opinions toward using English vocabulary consolidation strategies in learning vocabulary lessons and help the researcher to answer the third research question of this study “What are the attitudes of these students towards the use of English vocabulary consolidation strategies in vocabulary teaching?”.
The research procedure happened in the chronological order The data collection was conducted 8 weeks.
First, the researcher talked to the board and the principal of the school about the intention to carry out research on using English vocabulary consolidation strategies in teaching vocabulary for students and asked for their permission Once getting all agreement from the manager of the school and all the participants, the researcher started to conduct the interview for 10 of 41 participants at grade 6 at a lower secondary school — Hai Phong 10
39 students chosen deliberately were invited to participate in the interview They were asked to answer the questions in interview protocols Each student will have 5 minutes to answer the questions These interviews were recorded and then analyzed to collect data for the study.
Second, in order to obtain the reliability for the research as well as know the participants’ vocabulary retention before study, a pre-test was conducted in week 1 After implementing English vocabulary consolidation strategies for 8 weeks through 2 cycles with 4 projects followed by Kemmis
& McTaggart (2007) (see in the appendix), post-test was also carried out to assess students’ improvement in vocabulary retention In the post-test, Students were continuously invited to take part in post-test Once getting all agreement from the students, post-test was conducted in the 10th week and these tests were recorded and then analyzed to collect data for the study The test will have the same length, each test will have 30 minutes for students to complete.
Forty-one students were administered questionnaires containing specific options During distribution, the researcher clarified the study's intent and provided instructions for completing the items Adequate time was allocated (at least 20 minutes) for students to complete the questionnaire To ensure confidentiality and minimize bias, students were informed that their responses would remain anonymous and would not impact their academic performance, fostering a comfortable environment for honest completion.
Last, the collected data was sorted, analyzed to draw out conclusions and implications for further study.
According to Ivankova (2015), qualitative data in this action research were treated through inductive coding, a process of scanning the data
40 carefully over several times to see what categories, themes emerged from the data Then these codes, categories, or themes were quantitated by the act of counting their frequencies The frequencies and percentages on themes were calculated, which was more convenient for analysis.
In collecting the data, there were a number of research instruments that were used by the researcher in order to know the students’ ability in vocabulary retention, their attitudes toward the new learning approach Pre- test, post-test, survey questionnaire and interview were applied in this research.
At first, the quantitative data generated according to the results achieved from the students’ pre-test and post-test To carry out the calculations of such measures in students’ ability in pre- test and post-test, the ressearcher utilized SPSS v.20 software which would run the data input and release the descriptive statistics output The measure used in this research was mean which was obtained from counting up all the mean scores and P-value For the mean score, they were divided by the number of individuals The formula is used to analyze the data adapted from Djiwandono (2008): yu alk
M: mean score of the students’ achievement of each English skill xX: the sum of the total score
SUMMALY - (5E 1 1110 9011 im 43
In this chapter, the methodology employed for the research study was presented The chapter began by restating the research questions that guided the study The research approach chosen for this study was an action research methodology, which allowed for a _ systematic investigation and implementation of English vocabulary consolidation strategies in vocabulary teaching The principles and models of action research were discussed to provide a theoretical framework for the study.
The procedures of the study were outlined, highlighting the steps taken to investigate the impact of English vocabulary consolidation strategies in vocabulary teaching The context of the study, Nguyen Binh Khiem lower secondary School in Haiphong, was described, providing a clear understanding of the educational setting where the research was conducted. The participants of the study, grade 6 students, were identified, along with the rationale for selecting them as the target group.
Data collection instruments were carefully chosen to gather comprehensive data The interview was conducted with students to gain insights into their experiences and perceptions of learning English vocabulary Pre-tests and post-tests were administered to measure the effectiveness of English vocabulary consolidation strategies in improving students' vocabulary retention Questionnaires were used to obtain students’ opinions and attitudes towards learning English vocabulary through English vocabulary consolidation strategies.
The data collection processes and data analysis methodologies employed in the study were thoroughly documented The procedures for ethical data collection were outlined, emphasizing steps taken to obtain informed consent from participants Additionally, the data analysis methods were meticulously described, providing a comprehensive account of how the collected data underwent processing and analysis.
This chapter establishes a comprehensive methodology for the research study The research approach, procedures, participants, data collection instruments, data collection procedures, and analysis methods are meticulously outlined to align with the research questions This methodology ensures the meaningful exploration of English vocabulary consolidation strategies in vocabulary teaching The findings and discussions in subsequent chapters will be based on the data gathered using this robust methodology.