VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES USING HYPONYMY TO IMPROVE VOCABULARY RETENTION FOR FIRST-YEAR UNDERGRA
INTRODUCTION ỏ LH HH ngu 1 LL co
Aim and objectives of the S{UỈy 2G SH HH ng 2 1.3 Research qU€SLIOTS - - G3 SH TH HH Ho He 2 1.4 Scope of the Study
This study is conducted to study the impact of teaching vocabulary through hyponymy on improving first-year undergraduates’ retention and to find out the students’ attitudes towards the use of hyponymy in vocabulary lessons This study aims to help undergraduates overcome the problem of vocabulary retention and improve their English vocabulary retention.
This study aims at addressing the following questions:
(1) To what extent does hyponymy-based method improve the students’ English vocabulary retention?
(2) What are the students’ attitudes towards the use of hyponymy-based method?
The purpose of this study is to investigate the effect of using hyponymy on students’ vocabulary retention While tests gauge the objective results, questionnaires and interviews offer insights into student perceptions Designed as a small-scale action research project, the study primarily aims to improve the researcher's approach, involving 40 first-year students at a college in Hanoi The instructional content for this study was drawn from the "Topnotch 1" series.
Significance of the Study eccecseccssecesesseeesecesececeseeceseeececseeeseeeaesesesseeeaeseneeeeees 2 1 Theoretical Significance cece G6 + E111 9E TH TH HH ng 2 2 Practical S1ỉnIÍTCATC€ c3 1H HH ng 2 1.6 Methods of the SfUyy Ác HH HT TH HH TH HH nh 3 1.7 Structure of the Study - cv SH ng HH ng 4
This research offers valuable insights into the effectiveness of using hyponymy as a vocabulary learning strategy By analyzing student performance and retention rates, the study can shed light on how learners acquire and retain vocabulary through the hierarchical relationships between words.
It is believed that both teachers and students will benefit from this study.First of all, in addition to other approaches, the study can assist students in understanding the impact of employing hyponymy in vocabulary retention. With this knowledge, students are able to choose efficient method for enhancing their vocabulary Additionally, their efforts under the direction and support of their teachers can help them expand their vocabulary Furthermore, this study should serve as a resource for educators wishing to look into how hyponymy, a particular kind of lexical relation, can help pupils retain more vocabulary From there, teachers can identify the most effective teaching techniques to lessen language acquisition difficulties for their students.
Action research design was used to achieve the research aims Action research is a technique to systematic inquiry in which practitioners and researchers work together to solve real-world problems In order to ultimately effect positive change or improvement, it places a strong emphasis on the active participation of participants in problem identification, solution generation, and intervention implementation To enable ongoing learning and adaptation, this iterative process usually consists of cycles of planning, acting, observing, and reflecting Empowerment, democracy, and social justice are the cornerstones of action research, which seeks to provide information that can be put into practice as well as theory Action research, according paraphrase Kemmis and McTaggart (1988), is "research in action," where theory and practice converge to address urgent issues in a variety of domains This study combines quantitative and qualitative data with mixed approaches to reveal findings in order to meet the research objectives The pre-test and post-test are first used to collect quantitative data To find out how employing hyponymy affects the recall of vocabulary, 40 non-English majors participated in pre- and post-tests.Second, in order to gain an in-depth understanding of the issues under investigation and the attitudes of students concerning the use of the hyponymy approach, a questionnaire and interview are done Notably, in order to determine the effect of using hyponymy on students' vocabulary retention, the findings of the pre-test, post-test, questionnaire, and interview are examined in parallel and compared.
Chapter 1: Introduction — covers the rationale of the study, the aim and objectives, research questions, scope, method, significance, method and procedure as well as the organization of the study.
Chapter 2: Literature review — delves into existing research relevant to the study's central question, offering a critical analysis of past studies and establishing a solid theoretical foundation It explores key concepts related to vocabulary features and hyponymy, while also drawing connections to prior investigations into this teaching method.
Chapter 3: Research methodology — presents the hypothesis, study participants and research context, materials, research design, research procedures, data collection technique and data analysis procedures.
Chapter 4: Data analysis and findings — uncovers the key research results, prompting a close exploration of their implications and consequences through a detailed examination of the analyzed data
Chapter 5: Conclusion — presents the summary of the main issues and some pedagogical implications To advance understanding in this area, the chapter also identifies key areas for further investigation and proposes innovative research questions to guide future studies.
LITERATURE REVIEẨW Quà 5 /“ NÀ@vo an
The definition of VOCablaTY .- ôx3 39191 vn Hưng nh nh nàn 5 2.1.2 The importance of learning Vocabulary cece ô+ tk ngư 6 2.1.3 Types Of VOCADULATY 00 ceeceeecceseeceseeceseeesneceseeceaeecseeceseeceaeeceaeeeaeceaeeceaeeeeaeenaes 7 2.1.4 Difficulties of L2 vocabulary ẽearn1ng - ô+ + k*+svsssekseeersreeeeeee 8 2.1.5 vvi0i ái 2i c4
Vocabulary, in addition to grammar and pronunciation, is one of language elements considered necessary for language mastery Being one of the knowledge areas in language, vocabulary plays a great role for learners in acquiring a language (Cameron, 2001) Vocabulary has been viewed differently depending on different perspectives In general, vocabulary is defined as "all the words in a particular language" (Wehmeier, et al., 2005:1707) In terms of teaching, for Penny Ur (Penny Ur, 1996: 60), vocabulary is the words we teach in the foreign language; the words also can be made up of two or three words or more but express a single idea Having the same opinion, Ur (1998) states that “Vocabulary can be defined, roughly, as the words we teach in the foreign language” However, a new item of vocabulary may be more than just a single word: for example, post office, and mother-in-law, which are made up of two or three words but express a single idea A useful convention is to cover all such cases by talking about vocabulary "items" rather than "words".
From a communication perspective, vocabulary can be defined as "words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)" (Neuman&Dwyer,
Whereas vocabulary in teaching, as Furneaux (1999) states, deals with
"the selection and presentation of words (lexis) for learners" (p.367) Teaching vocabulary is a crucial aspect in learning a language as languages are based on words (Alqahtam, 2015) Vocabulary teaching aims at enabling learners to understand the concepts of unfamiliar words, gain a greater number of words, and use words successfully for communicative purposes.
From the definitions above, it can be concluded that vocabulary is the total number of words that are needed to communicate ideas and express the speakers’ meaning In this study, vocabulary will be observed from teaching.
2.1.2 The importance of learning vocabulary
As humans use language to comprehend all aspects of our daily lives, from simple tasks to complex concepts, words are the building blocks of language, and vocabulary is the foundation of effective communication It is essential for both understanding and producing language In other words, we use words to talk to each other, to read and write, and to think Without vocabulary, we would not be able to communicate effectively.
Nunan (1991) also says that “A large vocabulary cannot guarantee the learner's competence in learning English, but inadequacy of vocabulary will obstruct their chances to make success in learning English.” Furthermore, Cameron (2001) believes that building a useful vocabulary is central to the learning of a foreign language of the primary level Vocabulary is fundamental to using the foreign language as discourse, since it is both learnt from participating in discourse and is essential to participating in it.
To illustrate the critical role of vocabulary in teaching and learning,Bromley (2004) identifies several important functions of vocabulary in the educational process They are promoting fluency, boosting comprehension,improving achievement, and enhancing thinking and communication.
In conclusion, realizing that the knowledge of vocabulary 1s very important, learners have to pay attention to the vocabulary teaching The teacher must have a good, effective and efficient method in order that the teaching vocabulary is successful If someone can master vocabulary well, she or he will be able to promote fluency, boost comprehension, improve achievement, and enhance thinking and communication.
Given the above facts, it is essential for English teachers to identify effective techniques to make learning vocabulary easier and more enjoyable for students This will encourage students to participate in English classes. Students often have difficulty absorbing new vocabulary and their meanings during the learning process Michael J Wallace (1989) stated that "Another teaching problem arises with words which are in the same rough area of meaning or semantic field."
Specifically in Vietnam, Vietnamese students often find vocabulary lessons boring because they have not adapted their learning habits, such as copying words on paper, memorizing them, or passively absorbing the teacher's explanations.
This thesis will focus on using the hyponymy-based method to improve vocabulary retention, specifically for first-year undergraduates.
Scholars have classified language into many categories, such as active and passive vocabulary These two categories of vocabulary were separated by Gruneberg and Sykes (1991), who defined the first as terms that students have learned and are expected to use, and the second as words that students may identify but not be able to pronounce.
Additionally, Hatch and Brown (1995) also identified two categories of vocabulary: productive and receptive vocabulary Receptive vocabulary refers to words that students are unable to produce but can identify and comprehend when used in context The kind of language that readers identify when they see it or come across it in a text but do not employ it when they talk or write (Stuart, 2008) Conversely, learners who possess a productive vocabulary are able to articulate and utilize words both orally and in writing in a positive way It includes the skills required for receptive vocabulary in addition to the capacity to write or speak at the appropriate moment The development of productive vocabulary can be viewed as an active process since students are able to create words that articulate their ideas.
Vocabulary is widely considered to be the biggest challenge for second language learners (Meara, 1980) This suggests that the infinite nature of the vocabulary system may be a source of difficulty for learners.
Typically, language learners (LLs) encounter a number of challenges while acquiring L2 vocabulary The first problem is that there is a large number of words to learn The average native speaker of a language knows tens of thousands of words Learning even a fraction of this number of words in an L2 can be a daunting task Oxford (1990) further argues that vocabulary is "by far the most sizable and unmanageable component in the learning of any language," with tens of thousands of different meanings to be mastered The second challenge is word frequency Some words are used much more often than others This means that learners need to focus on learning the most common words first However, it can be difficult to identify the most common words in an L2, especially if the learner does not have a lot of exposure to the language Moreover, many words have multiple meanings, and the meaning of a word can change depending on the context This can make it difficult for learners to understand and remember the meaning of words The last difficulty is lack of exposure One of the best ways to learn new vocabulary is to be exposed to the language as much as possible However, learners who are living in a monolingual environment may not have a lot of opportunities to be exposed to the L2.
Despite these challenges, vocabulary is still a major component of language examinations, as Schmitt (1999) notes Additionally, many learners view second language acquisition (SLA) as primarily a matter of learning vocabulary, leading them to spend excessive time memorizing lists of L2 words and relying heavily on bilingual dictionaries for communication.
As a result, language teachers and applied linguists have increasingly recognized the importance of vocabulary learning and are exploring more effective ways to promote it Some of this research focuses on investigating the vocabulary learning strategies (VLS) that learners use, which is the focus of this thesis.
Learners typically do not memorize a new word as soon as they encounter it Rather, memorizing a new word is a process, which Nation and
Gu (2007) define in five stages (Kersten, 2010, p 63): encountering new words, acquiring their form, acquiring their meaning, consolidating their form and meaning in memory, and using them.
Methods in teaching Vocabulary <2 tk HH nhiệt 10 2.1.7 Strategies in teaching vocabullaTV -. 5s ng iệt 11 / ýằ san, II 2.2.1 The definition of HypOnyMy - Gv cư, 11 2.2.2 Advantages of using hyponymy in teaching vocabulary
Method is the plan of language teaching which is appropriate with the theories In other words, the method is procedural, it is theoretically related to an approach Herdayani (2019) pointed some effective methods in teaching English vocabulary They are demonstration, discussion, drill and practice, cooperative learning, gaming, and discovery Learners can directly observe real-life scenarios through demonstrations, potentially using videos for replaying Discussions allow students to exchange ideas in groups, solidifying their understanding and practicing new words in conversation Drill and practice exercises with feedback further improve memorization Cooperative learning fosters teamwork skills by emphasizing collaboration over competition, preparing students for future workplaces Gaming injects enjoyment into the learning process through following rules and achieving
10 goals in a fun environment Finally, the discovery method presents problems for students to solve through trial and error, encouraging them to actively engage with the material.
To aid the students in learning vocabulary, the learners should have a working knowledge of several word-related concepts The following is a list of the several fields of knowledge that a person needs master in order to know a word, as suggested by Nation as referenced by Nobert Schmitt: the meaning(s) of the word, the written form of the word, the spoken form of the word, the grammatical behavior of the word, the collocations of the word, the register of the word, the associations of the word, the frequency of the word
These are considered to as "types of word knowledge," and most or all of them are required in order to utilize a word in the various linguistic contexts that one encounters (Schmitt, 2000) As a result, we must impart to them a knowledge of words that encompasses more than just their form and meaning 2.2 Hyponymy
The concept of hyponymy has been a subject of scholarly inquiry for some time Over the years, diverse perspectives have emerged, leading to a range of definitions, some of which are presented below.
Lyons (1977) stated that: "Hyponymy is a relation between words whereby the meaning of the hyponym is more specific than the meaning of the hypernym, so that everything denoted by the hyponym is also denoted by the hypernym, but not conversely." (p 222)
Having the same opinion but more specific, Murphy (2008) in Lexical semantics also stated that: "Hyponymy is a semantic relation between words in which the meaning of one word (the hyponym) is included in the meaning of
11 another word (the hypernym) For example, the meaning of the word 'dog' 1s included in the meaning of the word ‘animal’ This means that every dog is an animal, but not every animal is a dog." (p 34)
Cruse (2015) had the same opinion but more general: “Hyponymy is a type of inclusion relation between word meanings, in which the hyponym stands to the hypernym as a subclass to a class Thus, if X is a hyponym of Y, then all Xs are Ys but not all Ys are Xs." (p 156)
These diverse definitions, while emphasizing different facets of the relationship, converge on the core notion that a hyponym occupies a more specific semantic scope relative to its hypernym Fundamentally, hyponymy denotes a semantic relation where the meaning of one term (the hyponym) is subsumed by the meaning of another (the hypernym) In simpler terms, a hyponym is a more specific word that falls under the category of a broader, more general word.
Below is an example for a group of vocabulary representing in hyponymy:
Another lexical relationship that defines the meaning of words is hyponymy, in which words such as banana, apple, orange, and lemon are all hyponyms of the superordinate term fruit Fruit is itself a hyponym of other terms in the food category This relationship can be expressed in the following diagram:
Figure 2.1 Example of hyponymy 2.2.2 Advantages of using hyponymy in teaching vocabulary
Using a hyponymy-based approach in my action research to enhance students' vocabulary retention offers distinct advantages over other methods such as semantic mapping or synonym-antonym exercises While semantic mapping aids in visualizing word connections and stimulates critical thinking, its focus on associations within a semantic field may lack the logical hierarchy inherent in hyponymy Similarly, synonym-antonym exercises contribute to vocabulary expansion and flexibility but may not adequately address hierarchical word arrangement or foster a sophisticated understanding of word meanings.
Hyponymy, however, provides a structured framework wherein students grasp broader concepts (hypernyms) encompassing more specific terms (hyponyms), facilitating comprehensive understanding of word relationships. This hierarchical approach not only aids retention but also cultivates transferable cognitive skills in categorization and conceptualization By adopting a hyponymy-based method, my aim is to furnish students with a sturdy foundation for vocabulary acquisition that transcends rote memorization, nurturing enduring linguistic competence.
Furthermore, research by Stahl (1999) underscores the efficacy of hyponymy in enhancing organization and memory in vocabulary development.
By organizing vocabulary in a hierarchical structure, hyponymy makes it easier for students to recall and retrieve specific words, mirroring the natural categorization process of the brain.
Moreover, adopting hyponymy in teaching deepens students' understanding of word relationships, as noted by Nation (2001) Focusing on hyponyms prompts students to analyze word relationships, discerning similarities and differences within a category, thus fostering a deeper comprehension of word meanings and nuances Consequently, this deeper understanding facilitates efficient vocabulary expansion, as learning one hypernym enables acquisition of multiple related hyponyms, particularly advantageous for beginners constructing their foundational vocabulary Active vocabulary engagement is also an advantage of using hyponymy in teaching This is because hyponymy-based activities like brainstorming, sorting, and categorizing encourage active participation and engagement with vocabulary. This fosters deeper processing and retention compared to passive memorization.
Because of the advantages above, incorporating hyponymy into vocabulary instruction, teachers can create a more structured, engaging, and ultimately more effective learning experience for students.
Disadvantages of using hyponymy in teaching vocabulary
Despite the numerous advantages of using hyponymy in vocabulary learning, there are also some potential drawbacks to consider.
Firstly, hyponymy-based activities can be time-consuming to prepare Stahl (1999) This is because hyponymy activities often involve discussion, brainstorming, and categorization therefore it can be more time-consuming to manage in class compared to a simple lecture format Teachers might need to differentiate instruction to cater to different learning styles and prior knowledge levels within the classroom And if the teacher is unable to effectively manage
14 and organize the classroom, these activities can lead to disruptions As the result, discipline issues may arise, as students may become overly noisy, at the same time passive students may abdicate their responsibility to active students, as group work is often involved in hyponymy-based activities.
Secondly, there is prior knowledge dependence when using hyponymy in teaching to students Cruse (2015) The effectiveness of hyponymy relies on students already understanding the hypernym (general term); if they lack this knowledge, the hyponyms (specific terms) may not be meaningful For instance, introducing the hypernym "amphibian" wouldn't be helpful if students don't know what that means Moreover, hyponymy primarily focuses on meaning and categorization so it may not fully address other aspects of word knowledge like grammar, collocations (words that frequently appear together), or register (formality level) Learning the hyponym "teacher" might not teach the verb form "to teach" or how it's used in different contexts Thus students might get limited depth of word knowledge.
The disadvantages of hyponymy-based activities mentioned above suggest that the noisy situation may arise because all students are engaged in the activity Therefore, teachers should be wise in managing the teaching- learning process by reducing the number of students in each group To address this issue, teachers should also be mindful of passive students and provide them with additional support.
2.2.4 Procedure of Teaching Vocabulary Using Hyponymy
Hyponymy offers a powerful tool for teaching vocabulary, there have been a lot of researches on procedures of teaching vocabulary using hyponymy.
Murcia (1991) pointed some steps in teaching vocabulary that can be applied by the teacher: The first step is to relate a new word with another word that has a relation and its meaning is already known by students Another way for students to define the meaning of the word is using hyponymy This activity
15 is mainly utilized to revise the words that students already know After that, teachers ask students to write down the word that they already know, not look up the new one After a set time, a student passes the paper to the next learner who will try to write down the word that is not listed And finally, the students will check the spelling with an online or offline dictionary after a set time. These sheets then become class dictionaries.
It can be said that there are some limitations in this procedure Firstly, the effect of hyponymy relies on students already understanding the hypernym (general term) If they lack this knowledge, the hyponyms (specific terms) may not be meaningful Moreover, this method might be a potential for misconceptions: Oversimplification or miscategorization during brainstorming hyponyms could lead to misunderstandings, therefore careful clarification and discussion are needed.
In order to equip students with practical methods for using hyponymy effectively, this procedure, informed by Murcia's (1991) suggestions, offers a step-by-step approach First, a broad category (hypernym) relevant to students' interests is chosen, like "fruit" (hypernym) with "apple," "banana," and
"orange" as its hyponyms Next, the hypernym is clearly introduced, ensuring students grasp its general meaning through visuals, real objects, or context. Following this, students brainstorm specific examples (hyponyms) that belong under the chosen hypernym Participation is encouraged, and a variety of answers are accepted, even if not entirely accurate Once a list is established, the hyponyms are then categorized based on relevant criteria, such as color, size, taste, or origin for fruits This helps students identify relationships and subcategories within the hypernym The process moves beyond simply listing hyponyms by delving into the characteristics that distinguish each hyponym from others and the broader hypernym category, solidifying their understanding
16 of specific meanings Finally, students apply their newfound knowledge of hyponymy through activities like creating sentences using both hypernyms and hyponyms, playing vocabulary games, or writing descriptions using the learned vocabulary.
Many studies have been conducted to investigate the effect of using homonyms in teaching vocabulary, not only in the world but also in Vietnam.
There is a quasi-experimental research designed to conduct a research named “Using homonyms to increase vocabulary mastery of grade eight students" (Sofiana) In the research, two groups of students are formed: an experimental group and a control group They are given pre-test and post-test. The experimental group was taught by hyponymy and the control group was taught by conventional methods This research utilized two techniques of data collection: observation and paper-and -pencil method It is concluded that pupils' mastery of language can be increased by using homonyms It is proved by evaluating students’ scores in pre-test and post-test The result showed that
“students’ vocabulary mastery is better after being taught using hyponymy. (Sofiana et al.,).
Researched from a different perspective, but revealed the same conclusion, Sotoudehnama and Soleimanifard (2013), had a research named
“The effect of teaching vocabulary through synonyms, semantically unrelated and hyponymy sets on EFL learners’ retention”, found out that hyponymy had positive effect towards students that learners from hyponymy sets gained the best long-term vocabulary retention The writer investigated the significant qualitative and quantitative difference between the short term vocabulary achievements of high and low language proficient level learners who learn new items through either synonyms, semantically unrelated sets, or hyponymy and
17 the short term and long-term retention of the learned items among the learners. The participants were 120 Iranian learners (16-25 years old) who were learning English as a foreign language in Abhar Shokouh Language Institute Their level is Intermediate level They are from six different classes and six teachers taught them the target words The targeted words were 40 nouns with the definitions, translations, and examples which were presented the same in all classes Two of the tests were used prior to the intervention, while the other two were provided to the students following it during this study.
In Vietnam, there is also a lot of research on hyponymy and the advantages of applying it in teaching languages.
"Ứng dung mối quan hệ hyponymy trong việc giảng day va hoc tập từ vựng tiếng Anh cho học sinh THCS" by Nguyen Thi Thu Hang (2016) This research determines the effect of using hyponymy in teaching and learning English vocabulary for middle school students, as the result proposes a method of teaching English vocabulary based on hyponymy The research was conducted with 7th grade students in a Secondary school This research experimented with two groups of students: experimental group (learning by hyponymy-based method) and control group (learning by traditional method), and tested the vocabulary knowledge of the two groups of students before and after applying the teaching method The result proved that applying the hyponymy-based English vocabulary teaching method in middle schools is effective This method helps students expand their vocabulary, remember vocabulary for a long time, and use vocabulary effectively in communication.
Therefore suggest organizing training courses for teachers on this teaching method.
Lê Thị Kim Oanh (2018): "Sử dụng mối quan hệ hyponymy trong việc phát triển vốn từ vựng tiếng Anh cho sinh viên đại học” This research investigates the effectiveness of using hyponymy in developing English
Study participants and research COI€XÍ .- - - 5c 2s 9v ng rey 21 3.3 Research n8 0n
The study participants were first-year undergraduates with English as a second language (ESL) students at a college in Hanoi The focus group of the study includes 40 students who are first-year undergraduates at a vocational
21 college in Hanoi Their major is Information Technology They are offered a course named English for Communication Purpose Students have to study English for four semesters from elementary to achieve level BI according to CEFR- V, a Vietnamese version of the Common European Framework of Reference for Languages The English course they are taking is English for Communication Purpose level 2 The course lasts for six weeks.
Action research is a research method that aims to simultaneously investigate and solve an issue In other words, as its name suggests, action research conducts research and takes action at the same time It was first coined as a term in 1944 by professor Kurt Lewin A highly interactive method, action research is often used in the social sciences, particularly in educational settings Particularly popular with educators as a form of systematic inquiry, it prioritizes reflection and bridges the gap between theory and practice Due to the nature of the research, it is also sometimes called a cycle of action or a cycle of inquiry.
Action research comes with advantages and disadvantages There are some reasons for the implementation of this action research project.
According to Denscombe (2007), there are four main advantages of action research:
(1) It addresses practical problems in a positive way, feeding the results of research directly back into practice.
(2) It has personal benefits for the practitioner, as it contributes to professional self development.
(3) It should entail a continuous cycle of development and change VIa on-site research in the workplace, which has benefits for the organization to the extent that it is geared to improving practice and resolving problems.
(4) It involves participation in the research for practitioners This can democratize the research process, depending on the nature of the partnership, and generally involves a greater appreciation of, and respect for, practitioner knowledge.
Action research also has some disadvantage Cohen, Manion and Morrison (2000:233) provide a list of several drawbacks and negative aspects of action research It is suggested that action research:
(1) Is utopian and unrealizable Denscombe (2007) mentions that the nature of the research is constrained by what is permissible and ethical within the workplace setting
(2) Is too controlling and prescriptive The setting for the research does not allow for the variables to be manipulated, because the research is conducted not alongside routine activity but actually as part of that activity (Denscombe, 2007)
(3) Is uncritical and self-contradicting in the sense that the action researcher is unlikely to be detached and impartial in his or her approach to the research
(4) Is naive in its understanding of groups and celebrates groups over individuals
I also believe that care needs to be taken over the reliability and validity of all forms of research including action research Caution should be exercised in making strong claims about the research outcomes The involvement of the practitioner limits the scope and scale of research Denscombe (2007) points out that the '‘work-site’ approach (of action research) affects the representativeness of the findings and the extent to which generalizations can be made on the basis of the results Action research also tends to involve an extra burden of work for the practitioners Nunan (1992: 18) mentions that collaboration should not be seen as a defining characteristic of action research
23 because many teachers are either unable, for practical reasons, or unwilling, for personal reasons, to do collaborative research.
Research Procedures - Q.1 E9 SH TH TH HH HH Hệ 24 3.5 Methods of the Study
The chosen action research model for this project is based on Mill’s comprehensive guide (2014) Mill's model's strong emphasis on getting students involved in the research process are a good fit It recognizes students as vital partners in determining the nature of the learning environment and assessing the efficacy of the hyponymy-based approach For educators using the hyponymy-based method, Mill's model offers practical and teacher-friendly assistance Because of its practicality, Mill's model guarantees that teachers and students work together in a way that promotes better language retention There are five phases in the action research model:
Phase 1: Identifying the problem: Determine challenges associated with students’ vocabulary retention.
Phase 2: Planning hyponymy- based method intervention: Create a thorough plan for implementing the hyponymy-based approach to overcome the obstacles that have been identified.
Phase 3: Implemeting the intervention: Actively introduce and integrate the hyponymy-based method in the classroom.
Phase 4: Collecting data: Compile information about how the hyponymy-based strategy is being used by pupils.
Phase 5: Analyzing and interpreting data: Analyze the gathered information with an emphasis on the experiences of the students to determine how effective the hyponymy-based application is.
Table 3.1 The procedures of the research
1 Identifying the | 15/12/2022- | - Determine particular challenges problem 15/1/2023 associated with students’ vocabulary retention.
2 |Planning 16/1/2023- | - Prepared a lesson plan, syllabus, hyponymy- 5/2/2023 teaching material based method - Conducted the pre-test intervention
3 Implemeting the | 6/2/2023- - Meeting 1,2,3,4,5,6: Vocabulary intervention 19/3/2023 lessons (with intervention)
4 Collecting data | 20/3/2023- - Conducted the post- test
26/3/2023 - Let students do the questionaire and interview them with 2 prepared questions
53 | Analyzing and | 20/3/2023- | - Analyzed and interpreting the interpreting data | 26/3/2023 data on student experiences
The researcher carefully examined and distinguished between several obstacles related to students' vocabulary retention, taking into account elements like vocabulary difficulty, individual learning preferences, and the efficacy of the instructional strategies used.
Phase 2: Planning hyponymy- based method intervention
In this phase, the researcher clearly defines the problem or issue to be addressed through action research; which was clearly presented in section 1.1 Rationale (Chapter 1) At the same time, a pre-test was conducted to determine the students' initial level of vocabulary knowledge This test was administered before the intervention using the traditional vocabulary teaching
25 method, served as a baseline measure and helped establish the reliability of the research study.
The researcher also prepared a lesson plan, syllabus, teaching material, and other things related to this preparation for the next phase: Intervention An action plan with time frame for each step was also built to have better overview of the process:
Pre-test: was given to students when they already finished Unit 1, 2 and 3 Intervention: was given to students within 6 weeks, when they studied Unit 4, 5 and 6
Post-test: was given to students in the beginning of week 7 Reporting: was conducted by the researcher in week 7
Firstly, the teacher primed students for relationship thinking by introducing the concept of hyponyms and hypernyms (broader and narrower words) with familiar examples, example as below:
Computing devices Audio devices Video devices
Smartphones Earphones | | Headphones Speakers | |Microphones Projectors
Gaming PCs n speakers speakers projectors
Figure 3.1 Sample hyponymy mapping for unit 4
Before introducing new vocabulary, students were asked to brainstorm related words which students already know This will help to create a semantic network to anchor new terms.
Next, the teacher introduced the hypernym relevant to the new vocabulary words by providing rich context through visuals, stories, or scenarios.
After that, hyponyms were introduced progressively: Introduce the new vocabulary words one by one, emphasizing their relationship to the hypernym Teacher used mind maps, diagrams, or Venn diagrams to visually illustrate the hierarchy.
During the intervention, the teacher implemented various active engagement strategies to facilitate students’ understanding and application of new vocabulary. Interactive sorting exercises involved distributing cards containing both familiar and unfamiliar hypernyms and hyponyms to students, who then collaboratively categorized them while discussing their reasoning In sentence building activities, students were challenged to construct meaningful sentences using the provided hypernyms and new hyponyms, thereby reinforcing their comprehension in context. Descriptive games such as "I Spy" and "Charades" were utilized to make learning enjoyable, with students describing hypernyms and guessing specific hyponyms. Additionally, creative activities encouraged students to express their understanding visually through drawings, diagrams, or short stories incorporating the vocabulary. Collaborative learning fostered discussion among students, enabling them to explore word relationships, brainstorm synonyms and antonyms, and collaborate on projects using the vocabulary.
Reinforcement and Practice was also applied during the process through three actions Games and quizzes, including bingo, crossword puzzles, and word searches, were used to reinforce vocabulary Real-world application involved encouraging students to use new vocabulary in daily conversations
27 and assignments, starting with familiar words and gradually progressing to more complex examples Frequent review sessions revisited vocabulary concepts, fostering analysis and understanding.
Simultaneously, the teacher promotes the integration of technology tools into the learning process, leveraging vocabulary games and activities centered around hyponymy Students are encouraged to utilize digital platforms for enhanced comprehension by creating digital flashcards featuring hyponyms and superordinates, they reinforce their understanding through interactive study aids Online concept mapping tools facilitate the visualization of hyponymy relationships, offering a dynamic approach to grasping conceptual connections within the vocabulary domain.
Phase 4: Collecting data a) Posttest Administration The teacher administered a posttest to measure the impact of the action plan on the variables of interest Format of post-test was kept the same as pre- test to ensure comparability.
Over the course of six weeks, vocabulary instruction will be delivered using the hyponymy-based method Students will be instructed to apply this method not only in the classroom but also during their independent study at home.
At the end of week six, a post-test will be administered using the same format as the pre-test to assess the students' vocabulary knowledge after exposure to the hyponymy-based method This comparison between pre-test and post-test scores will help evaluate the effectiveness of the hyponymy approach. b) Questionnaire Administration The teacher distributed questionnaires to participants to gather their perceptions about hyponymy in terms of ease of use, effectiveness, and future application of the implemented strategies.
28 c) Interview Sessions The teacher conducted individual interviews with participants to gain deeper insights into their experiences and perspectives Also semi-structured or open-ended interview questions were applied to encourage elaboration and discussion.
Phase 5: Analyzing and interpreting data
In the synthesis of findings, researchers meticulously merge the outcomes derived from extensive quantitative and qualitative data analyses. This process aims to uncover underlying patterns and themes embedded within the data, thus enabling a thorough evaluation of the action plan's efficacy in tackling the identified problem or issue Reflective practice extends beyond mere observation, prompting researchers to delve deeply into the intricacies of the entire action research journey This introspective examination encompasses not only acknowledging the project's strengths and weaknesses but also extracting invaluable lessons learned along the way Moreover, reflective practitioners conscientiously confront personal biases, navigate ethical dilemmas, and confront the inherent limitations of the study.
A comprehensive and multimodal data analysis technique will be used to assess how well the hyponymy-based method improves students’ vocabulary retention at a college in Hanoi To guarantee a thorough examination of the research findings, both quantitative and qualitative analyses will be included in the data analysis.
Quantitative Data: Tests and questionare The students’ pre- and post-test data have been entered into the SPSS program in order to do an analysis This procedure attempts to evaluate and contrast the variations in students’ test results at various phases.
O.L.TOSts oo
In pre-test, the students were asked to accurately fill in missing words within sentences, drawing upon the 15 vocabulary terms that had been introduced since the start of the school year (These vocabulary belongs to Unit
1 and 2) The time allocation of the test was 30 minutes.
(2) Post-test Format for post-test is kept the same as pre-test Vocabulary used in post- test was taken from Unit 4, 5 and 6, which were taught during 6 weeks of intervention.
In week sixth, a questionnaire was distributed to gather students' feedback on their experience with the hyponymy-based method Based on the students’ responses, the researcher understood the ease of use, effectiveness, and willingness to use this method in the future.
The questionnaire is structured into three distinct sections aimed at comprehensively evaluating the efficacy and perception of the hyponymy- based method for learning new vocabulary Firstly, the "Ease of use" section gauges participants’ perceptions regarding the simplicity and accessibility of utilizing the hyponymy-based approach in their vocabulary learning endeavors. Secondly, the "Effectiveness" segment delves into students’ perspectives on the method's efficacy in facilitating the acquisition of new vocabulary, assessing whether it contributes to a faster and more efficient learning process Lastly, the "Future application" component seeks to ascertain participants’ inclination towards employing the hyponymy-based method for future vocabulary learning tasks, providing insights into the method's potential long-term utility and adoption among learners Through these comprehensive sections, the questionnaire aims to capture a nuanced understanding of the perceived
31 usability, effectiveness, and future applicability of the hyponymy-based approach in vocabulary acquisition.
The suggestions were given under the form of four statements Students would share their ideas by ticking in the suitable categories There are five levels of agreements: strongly agree, agree, not sure, disagree and strongly disagree, with a scale of 1 to 5, where | represents "Strongly Disagree" and 5 represents "Strongly Agree." Students were carefully introduced to the aim of the questionnaire in Vietnamese Detailed instruction was given to the students so that they could understand and choose suitable answers.
Interviews Following the distribution of questionnaires, the researcher employed a randomized sampling technique to select a subset of students for in-depth interviews These interviews, ranging from five to ten minutes in duration, aimed to gather qualitative insights into the students' perceptions of the hyponymy-based method's effectiveness in enhancing their English vocabulary The interviewer meticulously documented the students’ responses to facilitate subsequent qualitative data analysis The accumulated data underwent a systematic organization and analysis process, ultimately yielding valuable conclusions and recommendations for future research endeavors.
This comprehensive approach, combining pre-test, post-test, questionnaire data and interview, will provide a thorough assessment of the hyponymy-based method's effectiveness in enhancing vocabulary acquisition 3.7 Data analysis procedures
The findings mainly focused on two issues: students' English vocabulary proficiency increased as a result of applying the hyponymy-based method and the usability towards usage of hyponymy in learning vocabulary The procedure of data analysis would undergo the following process.
First, test results for the participants’ test were evaluated using Microsoft
Excel, descriptive statistics with a primary focus on the mean, minimum and maximum was used to summarize pre-test and post-test scores for overall. Measurement for individual improvement is also taken into account by calculating the difference between pre-test and post-test scores for each participant.
Thus, questionnaires were also analyzed to find out students’ usability towards: ease of use, effectiveness and future application.
Finally, interviews were conducted to find out different insights All interview questions and answers are transcribed, ensuring accurate capture of participant responses.
At a deeper level, integration of data was conducted to better explain results to look for connections between the quantitative (pre-test/post-test) and qualitative (interview) data Interview data was used to explain or elaborate on the trends observed in the pre-test/post-test results.
In Chapter 3, the researcher detailed the research methodology employed in the study Firstly, the context of the research was established The research design adopted was action research, a methodology aiming to investigate and solve issues simultaneously The research procedures were outlined in detail, covering five phases: identifying the problem, planning the hyponymy-based method intervention, implementing the intervention, collecting data, and analyzing and interpreting data The chapter elucidates various instruments to collect data including vocabulary tests (pre- and post-tests), questionnaires, and interviews Data analysis procedures involved evaluating test results using descriptive statistics, analyzing questionnaire responses, and conducting thematic analysis of interview transcripts Integration of data aimed to explain trends observed in both quantitative and qualitative data Overall, the research methodology encompassed a systematic approach to address challenges in
33 vocabulary retention among students, utilizing action research principles and employing a range of data collection and analysis techniques to gather comprehensive insights.
This chapter ensures the rigor and validity of the research findings. Through careful consideration of methodological choices and strategies for data collection and analysis, Chapter 3 contributes to the reliability and trustworthiness of the study outcomes.
FINDINGS AND DISCUSSION cằeere 35
The effect of utilizing hyponymy on students’ vocabulary retention
To investigate the impact of using hyponymy on students’ vocabulary retention, the researcher use SPSS to analyze the results of the pre-test and the post-test:
Mean N Std Deviation | Std Error Mean
Mean Std Error |Interval of the Sided p|Sided p
Table 4.4 Paired Samples Effect Sizes
First, the descriptive statistics revealed a significant increase in mean scores from the pre-test (M = 5.855, SD = 1.7822) to the post-test (M = 7.137,
SD = 1.8727), indicating an improvement in vocabulary retention This improvement was further supported by a strong positive correlation (r = 812) between pre-test and post-test scores, suggesting a consistent pattern of improvement across the sample of 40 students The paired samples t-test confirmed the significance of this improvement, with a mean difference of - 1.2825 (95% CI [-1.6415, -0.9235]), a t-value of -7.226, and p < 001 for both one-sided and two-sided tests These results indicate that the observed improvement in vocabulary retention is unlikely to have occurred by chance.
Furthermore, the effect sizes calculated using Cohen's d and Hedges’ correction provide additional insight into the practical significance of the observed improvement Cohen's yielded a point estimate of -1.143 (95% CI[-1.538, -0.738]), while Hedges' correction yielded a slightly lower point estimate of -1.120 (95% CI [-1.508, -0.724]) These effect sizes indicate a large practical significance, suggesting that the improvement in vocabulary retention resulting from the hyponymy-based method is substantial and meaningful in educational practice.
Students’ attitude towards the use of hyponymy-based method
Students’ perspective attitude towards the use of hyponymy-based method was studied in a questionaire and an interview.
In this questionnaire, the researcher concentrated on three key areas while examining students' perspectives regarding hyponymy: easy of use, effectiveness and future application. a Ease of use
@ | found the hyponymy method easy to understand and use.
@ The instructions for using the hyponymy method were clear and concise.
Figure 4.1 Students' perspectives regarding hyponymy: easy of use
The data depicted in the chart above unveils a compelling correlation, indicating that students who perceived the hyponymy-based method as accessible and comprehensible also tended to rate the instructions accompanying it as clear and succinct This suggests a symbiotic relationship wherein the clarity of instructions likely facilitated the understanding and proficient application of the method, while successful utilization of the method might have reinforced comprehension of the instructions themselves.
Delving into the specifics, an overwhelming majority of students (70%) conveyed positive sentiments regarding the user-friendliness of the hyponymy- based method Within this majority, a significant portion (20%) expressed
37 strong agreement, while a larger segment (50%) indicated agreement. Nonetheless, a notable minority (20%) voiced disagreement or strong disagreement, indicating areas where instruction delivery could be refined for enhanced efficacy. b Effectiveness
@ The hyponymy method helped me learn new vocabulary more easily and quickly than other methods
BB | feel more confident in my understanding of new vocabulary after using the hyponymy method.
Figure 4.2 Students' perspectives regarding hyponymy: effectiveness
When examining the process of acquiring new vocabulary, a detailed breakdown of student responses reveals nuanced perspectives A significant portion of students, constituting half of the cohort, expressed strong agreement or agreement (50%) regarding the ease and expediency of learning new vocabulary Conversely, 35% of students maintained a neutral stance, while 20% strongly disagreed or disagreed with this notion.
However, when considering confidence levels in understanding newly learned vocabulary, the distribution of responses undergoes a shift Here, approximately 37.5% of students conveyed agreement or strong agreement,
38 contrasting with the 20% who expressed strong disagreement or disagreement.
This variance in perception between the ease of learning new vocabulary and confidence in understanding it underscores the complexity of students' cognitive processes Notably, while a sizable majority acknowledges the advantages of utilizing hyponymy for expedited learning (50%), a slightly smaller proportion (37.5%) exhibits comparable confidence levels in their understanding of the acquired vocabulary This discrepancy suggests a multifaceted relationship between the efficacy of learning methods and students’ subjective assessments of their comprehension levels, warranting further exploration into the underlying factors influencing these perceptions. c Future Application
Future Application Score © | would be willing to use the hyponymy method for future vocabulary learning.
@ | would recommend the hyponymy method to other students who are struggling to learn new
Figure 4.3 Students' perspectives regarding hyponymy: future application
The analysis of the presented data unveils an intricate interplay between students' inclination to employ the hyponymy-based method themselves and their propensity to endorse it to others A detailed examination reveals a robust positive correlation between these two variables, shedding light on the underlying dynamics of student perceptions and attitudes A substantial
39 majority of students, comprising 57.5% of the cohort, expressed either agreement or strong agreement regarding their willingness to utilize the hyponymy-based method in future learning endeavors This notable inclination towards personal adoption suggests a pervasive optimism among students, likely stemming from perceived advantages such as enhanced vocabulary acquisition and retention Furthermore, this high level of agreement underscores the method's perceived effectiveness and utility in the eyes of students, indicating a positive trajectory for its integration into their learning practices.
The significant proportion of students who are inclined to recommend the method to others adds depth to our understanding of their attitudes This endorsement not only reflects personal satisfaction and positive experiences with the method but also signifies a desire to share its potential benefits with peers This act of advocacy suggests a level of confidence and conviction in the method's efficacy, reinforcing its perceived value within the student community The convergence of students' willingness to utilize the hyponymy- based method themselves and their readiness to recommend it to others paints a comprehensive picture of positive student attitudes These findings underscore the method's potential as a valuable tool for facilitating effective vocabulary learning, fostering a culture of peer support, and encouraging the uptake of evidence-based learning strategies within educational contexts.
In this investigation, the interview functioned as the third instrument. Two questions were developed in order to supplement the findings from the student surveys and to collect additional information that might be absent from a questionnaire Five students agreed to participate in the interview.
40 a Question 1: How could hyponymy improve your vocabulary retention?
The collective feedback from students overwhelmingly supports the notion that the hyponymy-based method significantly contributes to enhancing their vocabulary retention Notably, two students articulated that hyponymy not only aids in the recall of individual vocabulary items but also facilitates the retention of new words within the same semantic domain They emphasized how this method enables them to discern connections between various vocabulary items within a given topic, thereby deepening their understanding and enhancing long-term retention Moreover, by elucidating the semantic relationships among words, hyponymy effectively fosters the acquisition of additional vocabulary within related topics, thereby enriching students’ linguistic repertoire comprehensively.
However, despite its evident benefits, concerns have been raised regarding the accessibility of hyponymy-based learning, particularly for students with limited vocabulary proficiency One student highlighted the challenges faced by individuals who possess a constrained vocabulary, suggesting that the complexity inherent in navigating hyponymy may pose obstacles to their comprehension and engagement This acknowledgment underscores the importance of addressing potential barriers to learning and ensuring inclusivity within educational practices, thereby enabling all students to fully harness the benefits of innovative pedagogical approaches like hyponymy-based instruction. b Question 2: How easy was it to learn new vocabulary using the hyponymy- based method?
When asked about their experience with the new method, each student provided detailed insights into their perceptions and challenges Student 1 remarked that "it’s a new method but it is not difficult to access," indicating a
4] positive initial impression of the method's accessibility despite its novelty In contrast, Student 2 expressed excitement, stating, "I didn’t find any difficulties with this method I feel so excited because I have never learned vocabulary through this method." This suggests a sense of novelty and enthusiasm stemming from the unconventional approach to vocabulary acquisition Student
3 shared a more nuanced perspective, recounting their initial hesitation followed by a positive transformation in attitude They revealed, "At first, I was a bit hesitant to try this new method, but after studying for 2 weeks, I was pleasantly surprised It's an engaging and effective way to learn vocabulary, building topics in a well-structured way that's also visually appealing." This narrative highlights the evolution from skepticism to appreciation, underscoring the method's effectiveness in engaging learners and facilitating structured learning experiences On the other hand, Student 4's reflection delved into personal challenges related to vocabulary proficiency and study habits They admitted, "Realizing that my vocabulary in particular and my English in general are not good, I found that it takes me a lot of time and is also quite difficult to approach this method Additionally, I struggle to maintain dedicated vocabulary study, which may stem from a lack of high self- awareness." This candid admission sheds light on the complexities of adapting to the new method, particularly for learners facing language proficiency barriers and self-awareness issues Similarly, Student 5 echoed the sentiments expressed by Student 4, indicating a shared experience of encountering difficulties in adapting to the method due to personal limitations and study habits Collectively, these diverse perspectives provide valuable insights into the multifaceted nature of the learning process and underscore the importance of addressing individual needs and challenges in educational settings.
In conclusion, the hyponymy approach fosters a supportive learning environment where students are better able to recall and retain new vocabulary.4.2 Discussion
The effect of utilizing hyponymy on students’ vocabulary retenfion
The results of this study offer robust evidence endorsing the efficacy of the hyponymy-based method in augmenting students' vocabulary retention Through meticulous analysis, the findings reveal a noteworthy surge in mean scores, indicating a tangible enhancement in students’ grasp of vocabulary Moreover, the robust positive correlation observed between pre- test and post-test scores signifies the consistency and reliability of the method's outcomes The substantial effect sizes further accentuate the practical significance of the observed improvement, underscoring the method's potency in fostering long-term retention of vocabulary among students.
These outcomes carry profound implications for educators and curriculum developers alike They provide concrete evidence supporting the adoption of hyponymy-based approaches in educational settings By leveraging such evidence-based strategies, educators can devise more effective teaching methodologies tailored to enhance students' vocabulary acquisition and retention skills Additionally, curriculum developers can integrate these findings into the design of instructional materials, ensuring the implementation of pedagogical practices that optimize students’ learning outcomes in the realm of vocabulary development Overall, this result contributes valuable insights to the pedagogical landscape, offering a promising avenue for enhancing students' linguistic proficiency and academic achievement.
4.2.2 Students’ attitude towards the use of hyponymy-based method
The findings illuminate the facilitative role of clear and concise instructions in conjunction with the hyponymy-based method, culminating in
43 effective vocabulary acquisition for the majority of students However, the presence of a minority encountering difficulty underscores the necessity for further exploration This might involve tailoring instruction to address diverse learning preferences or investigating complementary vocabulary-learning strategies to accommodate varying aptitudes and needs Such nuanced approaches could optimize the effectiveness of vocabulary instruction, ensuring equitable learning outcomes across a spectrum of learners.
The results of the effectiveness score suggest a complex relationship between the efficacy of learning methods and students' subjective assessments of their comprehension levels There are a number of factors that could influence these perceptions, such as the complexity of the learning materials, the students’ level of satisfaction with the learning methods, and their overall motivation For example, students may find a particular method to be easy to use but may not feel confident that they have truly understood the material This could be due to a number of reasons, such as the materials being too complex or not providing enough opportunities for practice It is important to consider these factors when evaluating the effectiveness of learning methods.
The comprehensive analysis of the data culminates in a robust affirmation of the hyponymy-based method's efficacy and user-friendliness, as perceived through a student-centered lens Through their responses, students conveyed a favorable evaluation of the method, highlighting its dual attributes of effectiveness in facilitating learning and ease of use This positive assessment is reinforced by students' expressed intentions to continue employing the hyponymy-based method in their future learning endeavors. Such intentions not only validate the method's perceived benefits but also signal a sustained commitment to integrating it into their learning repertoire, underscoring its perceived value and relevance in their academic pursuits.
However, while these findings provide valuable insights into studenfs' perceptions, they also beckon for deeper inquiry into the underlying mechanisms driving the observed outcomes Specifically, further investigation is warranted to elucidate the specific pathways through which the hyponymy- based method enhances vocabulary acquisition and engagement By delving into these intricacies, educators and researchers can gain a more nuanced understanding of how best to leverage the method's strengths and address any potential areas for refinement, thereby optimizing its effectiveness in facilitating student learning and academic success.
The results of the interviews paint a vivid picture of how effectively hyponymy can help kids retain more vocabulary The extremely positive responses highlight how this approach has the potential to have a big impact on kids' language development The analysis reveals two main themes: improving semantic understanding and facilitating recall Firstly, students unanimously expressed how hyponymy aids in the recall of vocabulary items Notably, they emphasized its efficacy in not only remembering individual words but also in retaining new vocabulary within the same semantic domain This finding suggests that hyponymy serves as a powerful mnemonic device, enabling students to create mental connections between related terms By organizing vocabulary in this manner, students can more effectively retrieve and retain words, thus enhancing their vocabulary acquisition Second, the interviewers emphasized how hyponymy helps them comprehend semantics more deeply. Hyponymy helps students make connections within a topic by clarifying the semantic relationships between words This improved comprehension promotes long-term memory and makes it easier to pick up new language relevant to the subject matter As a result, hyponymy becomes a useful teaching tool that fosters both overall language growth and improved vocabulary
45 retention However, amidst the enthusiasm for hyponymy-based learning, concerns have been raised regarding its accessibility One student pointed out the potential challenges faced by individuals with limited vocabulary proficiency Navigating the complexities of hyponymy may pose obstacles to comprehension and engagement for these students This acknowledgment underscores the importance of addressing barriers to learning and promoting inclusivity within educational practices.
The interview findings of the second question reveal a nuanced understanding of students’ experiences with the hyponymy-based method for enhancing vocabulary retention Each student's unique perspective offers valuable insights into the accessibility, novelty, engagement, and challenges associated with the new approach The positive initial impressions expressed by Students | and 2 highlight the method's accessibility and novelty Student 1's remark that the method is not difficult to access suggests that despite being new, students find it approachable and manageable Similarly, Student 2's excitement underscores the novelty and enthusiasm generated by the unconventional method, indicating its potential to captivate learners and foster engagement Student 3's narrative provides a more nuanced perspective, illustrating the evolution from initial hesitation to positive transformation in attitude This suggests that while some students may initially approach new methods with skepticism, structured and visually appealing learning experiences can effectively engage learners and ultimately garner their appreciation On the other hand, the reflections shared by Students 4 and 5 shed lights on the challenges faced by learners with limited vocabulary proficiency and study habits These students expressed difficulties in adapting to the method, citing personal limitations and struggles with maintaining dedicated vocabulary study Their candid admissions highlight the importance of
46 addressing individual needs and challenges in educational settings, particularly for learners facing language proficiency barriers and self-awareness issues.
In conclusion, the findings from the interview underscore the promising potential of hyponymy-based instruction in enhancing students’ vocabulary retention and semantic understanding While its benefits are evident, it is crucial to consider the accessibility of this approach and ensure that all students, regardless of their proficiency level, can fully harness its advantages By doing so, educators can create an inclusive learning environment that maximizes the benefits of innovative pedagogical strategies like hyponymy.
The results of the research study are explored in detail in Chapter 4, with a particular emphasis on two aspects: the effects of employing the hyponymy- based method on students' attitudes toward using it and their memory of the vocabulary.
Chapter 4 provides compelling evidence supporting the adoption of the hyponymy-based method as a valuable tool for enhancing students’ vocabulary acquisition and retention skills, while also highlighting the importance of addressing potential barriers to learning for diverse student populations.
SUMIMALY 2G 1 HH TH re 47
This chapter is divided into three main sections: a summary of the results, implications, and suggestions for further research The first section provides a summary of the findings Furthermore, in the second section, the pedagogical recommendations are discussed Finally, but just as importantly, the researcher points out shortcomings and offers ideas for more study.
A comprehensive analysis of the collected data yielded compelling conclusions Examining the primary research question, the results of two separate tests revealed a marked improvement in vocabulary retention for all participants This strongly suggests that hyponymy-based _ learning demonstrably enhanced student proficiency Scores across the board exhibited significant advancement, with participants achieving marked improvement after the six-week program utilizing this method Moreover, the findings from the questionnaire showed that it would be more beneficial for students to practice hyponymy techniques in class more regularly and are provided with a wider variety of tasks.
In response to the second research question, students thought using hyponymy was a good idea, according to both the questionnaire and the interview Nearly all of the students recognized the value of hyponymy and thought the new approach worked well Students who learned vocabulary with hyponymy also found it to be effective and user-friendly Additionally, students responded to some suggestions for future teaching and learning that would use hyponymy.
These findings demonstrated that the researcher had been successful in helping her students improve their vocabulary retention Her teaching would be much easier when students could recall what they had learned Also, the teacher
CONCLUSION - HH HH Hết 48 5.1 Recapitulations of main findings - - 5 + + * + ‡ + EEseeeeeerseeereeeeree 48 5.2 Pedagogical recommenafIOIIS - + + 3k3 9x19 1 1v ng ng rưệt 49 5.3 Limitations of the study and implication for future studIes
This chapter is divided into three main sections: a summary of the results, implications, and suggestions for further research The first section provides a summary of the findings Furthermore, in the second section, the pedagogical recommendations are discussed Finally, but just as importantly, the researcher points out shortcomings and offers ideas for more study.
A comprehensive analysis of the collected data yielded compelling conclusions Examining the primary research question, the results of two separate tests revealed a marked improvement in vocabulary retention for all participants This strongly suggests that hyponymy-based _ learning demonstrably enhanced student proficiency Scores across the board exhibited significant advancement, with participants achieving marked improvement after the six-week program utilizing this method Moreover, the findings from the questionnaire showed that it would be more beneficial for students to practice hyponymy techniques in class more regularly and are provided with a wider variety of tasks.
In response to the second research question, students thought using hyponymy was a good idea, according to both the questionnaire and the interview Nearly all of the students recognized the value of hyponymy and thought the new approach worked well Students who learned vocabulary with hyponymy also found it to be effective and user-friendly Additionally, students responded to some suggestions for future teaching and learning that would use hyponymy.
These findings demonstrated that the researcher had been successful in helping her students improve their vocabulary retention Her teaching would be much easier when students could recall what they had learned Also, the teacher
48 was inspired to prepare for more research because the studenfs' perception of hyponymy as user-friendly indicated that it was, at least partially, successful. The results of the study also imply that other educators might incorporate hyponymy into their lessons to assist students in overcoming obstacles related to vocabulary development.
Regular Integration of Hyponymy Techniques: Given the demonstrable effectiveness of hyponymy-based method in improving vocabulary retention, educators are encouraged to incorporate hyponymy techniques into their regular instructional practices By integrating hyponymy activities into daily lessons, teachers can provide students with consistent exposure to this effective vocabulary acquisition strategy.
Online Tools: Explore online tools and games that utilize hyponymy principles These interactive resources can make learning engaging and provide immediate feedback.
Increased In-Class Practice: The findings suggest that students perceive in-class practice of hyponymy techniques as beneficial for vocabulary retention Therefore, educators should prioritize providing ample opportunities for students to practice hyponymy-based activities during class time This can be achieved through structured practice sessions, interactive group activities, and collaborative learning tasks.
Promotion of Student Autonomy: To further enhance the effectiveness of hyponymy-based learning, educators should empower students to take ownership of their vocabulary acquisition process Encouraging students to explore hyponymy techniques independently, outside of class, can foster autonomy and self-directed learning habits, leading to enhanced vocabulary retention over time.
Ongoing Assessment and Feedback: Continuous assessment and feedback are essential components of effective vocabulary instruction. Educators should regularly monitor students’ progress in vocabulary retention and provide timely feedback on their performance This can help identify areas of improvement and inform instructional decisions to better support students’ learning needs.
Professional Development for Educators: As hyponymy-based learning gains recognition as an effective pedagogical approach, educators may benefit from professional development opportunities to deepen their understanding and implementation of hyponymy- based method in vocabulary instruction. Workshops, seminars, and online courses can provide educators with the knowledge and skills needed to effectively integrate hyponymy into their teaching practices.
5.3 Limitations of the study and implication for future studies
While the study demonstrates promising outcomes in achieving its research objectives, it is imperative to engage in a comprehensive discussion of its inherent limitations Firstly, the study's relatively small sample size raises concerns regarding the representativeness of the results and the generalizability of findings to a broader population This limitation is significant as it affects the external validity of the study, potentially restricting the applicability of its conclusions to diverse educational contexts Moreover, the small sample size may compromise the statistical power of the study, thereby undermining the reliability of the results and the robustness of any inferential analyses conducted.
Furthermore, the study's failure to adequately consider learners’ autonomy and English language proficiency levels poses a notable limitation. Autonomy and language proficiency are recognized as pivotal factors
50 influencing vocabulary acquisition and retention The oversight of these variables may limit the depth of understanding regarding the effectiveness of the hyponymy-based method in enhancing vocabulary retention Specifically, learners with varying degrees of autonomy and language proficiency may respond differently to instructional interventions, thereby influencing the observed outcomes of the study Consequently, the lack of consideration for these factors may introduce confounding variables and impede the attribution of observed effects solely to the hyponymy-based method.
The findings from the interviews conducted as part of the research further highlight the significance of individual learners' language abilities. Specifically, the challenges faced by two students with poor English language proficiency underscore the importance of considering learners' diverse linguistic backgrounds and competencies Failure to account for such individual differences may lead to skewed perceptions of the method's effectiveness and limit the generalizability of findings to heterogeneous learner populations.
Moreover, the reported lack of autonomy among students in vocabulary practice and related knowledge underscores the need for a more nuanced examination of the role of autonomy in vocabulary retention Autonomy is a multifaceted construct that encompasses learners’ ability to regulate their learning processes, make informed decisions, and take ownership of their learning outcomes The study's failure to delve deeper into this aspect may overlook potential interactions between autonomy and instructional strategies, thereby limiting insights into optimal pedagogical approaches for vocabulary instruction.
To address these limitations, future research endeavors should prioritize the recruitment of larger and more diverse samples, ensuring greater variability
51 in learner characteristics and enhancing the generalizability of findings. Additionally, researchers should employ comprehensive measures to assess learners' autonomy and language proficiency levels, enabling a more nuanced analysis of their impact on vocabulary retention outcomes By addressing these methodological constraints, future studies can contribute to a more robust understanding of the effects of the hyponymy-based method and its implications for effective vocabulary instruction in diverse educational settings.