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Cấu trúc

  • 1.2 Statement of Research Problem and Research Quesfions (12)
  • 1.3 Scope of the SfUdy............................- - s1 HH 4 (13)
  • 1.5 Significance of the Study ...........................- ..- cty 6 (15)
  • CHAPTER 2: LITERATURE REV HN... HH 00000960856 (18)
    • 2.1 Nano-learning & Micro-learming .............................- -- ôcv ssvseeeesseeesee 9 (18)
      • 2.1.1 Definition of Nano-learning .............................. - -‹- - sc s + E+svsseeeeersseeeeee 9 (18)
      • 2.1.2 Application of nano-ẽ€aTT1nE........................- -- --- -- -s + ss++*stseseeeseersrseeree 10 (0)
      • 2.1.3 MICTO-ẽ€ATTIITE..........................- úc 111 TT TH nh TH nh HH HH 12 (0)
    • 2.3 Peer-teaching / Social ẽ€arnITE..........................- - --- -css s + v*vvvseeseeeeeerse 14 (0)
    • 2.4 Learning engageMent 0n (27)
      • 2.4.1 Definition... cố (27)
      • 2.4.2 Methodological review of previous StUdICS ............................. ...- --- --- 20 2.5 The Current S{UCỈY...........................- G2 1921183111311 11 10 91 1n ng ng 22 (29)

Nội dung

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF GRADUATE STUDIES NGUYEN TUAN HUNG CATALYZING VOCABULARY ACQUISITION: THE IMPACT OF NANO-LEAR

Statement of Research Problem and Research Quesfions

This study aims to delve into the effects of micro-learning approaches on the efficacy of vocabulary instruction among Vietnamese lower-intermediate English learners, all aged 16, within a diverse, mixed-gender classroom setting The investigation centers on addressing the following research problems:

The first concern pertains to assessing the impact of micro-learning strategies on vocabulary acquisition and retention Specifically, the study seeks to unravel whether micro-learning, manifested through concise, focused instructional modules, significantly influences vocabulary comprehension compared to conventional, teacher-led instructional methodologies commonly known as PPP (Presentation, Practice, Production) in language learning settings.

The second pivotal research problem revolves around conducting a comparative analysis of distinct modalities within micro-learning This involves evaluating and discerning the differential effects of instructor-led micro-teaching and peer-led micro-teaching on the acquisition and retention of thematic pseudoword-based vocabularies The investigation aims to uncover nuanced differences in the learning outcomes stemming from these two micro-teaching approaches within the thematic vocabulary curriculum.

The third research problem is centered on understanding the dynamics of learner engagement across various instructional modalities It seeks to explore and analyze the levels of engagement observed during traditional PPP instruction, instructor-led micro-teaching, and peer-led micro-teaching sessions This examination spans individual engagement metrics after each session and culminates in a reflective assessment of overall engagement throughout the entire treatment duration.

To elucidate these research problems, the study will address the following specific research questions:

1 How do learner engagement metrics vary across traditional instruction, instructor-led micro-teaching, and peer-led micro-teaching sessions among lower-intermediate learners of English?

2 Does micro-teaching, either through instructor-led or peer-led sessions, result in significantly higher vocabulary comprehension abilities compared to traditional instructional methods among lower- intermediate learners of English?

3 What are the comparative effects of instructor-led micro-teaching and peer-led micro-teaching on the comprehension ability of thematically sorted pseudoword vocabularies among learners across the treatment duration?

Scope of the SfUdy - - s1 HH 4

This research endeavors to comprehensively investigate the impact of micro- learning approaches on the learning outcomes of vocabulary instruction among Vietnamese lower-intermediate learners of English, all aged 16 and encompassing a mixed-gender classroom The study restricts its focus to the investigation of three distinct groups: the Control Group, Experimental Group

1, and Experimental Group 2, each comprising 25 students.

The study's scope encompasses six sessions of vocabulary instruction,wherein each group will receive vocabulary of different modalities tailored to the specific instructional methodologies assigned to them The instructional approaches utilized in this study include traditional instruction in the Control Group, represented by PPP classroom procedures conducted by the teacher. Experimental Group 1 engages in instructor-led micro-teaching modules, whereas Experimental Group 2 experiences micro-teaching sessions facilitated by their peers, both sessions lasting between 5 to 10 minutes.

The thematic organization of target words involves the instruction of pseudowords, meticulously sorted to align with the thematic content of each session These pseudowords serve as the focal point for vocabulary instruction and subsequent assessment of comprehension ability.

The study's scope is limited to the impact assessment of micro-learning methodologies on vocabulary acquisition and retention within the specified parameters of instructional modalities, participant demographics, and assessment measures outlined in this research design.

This study employs a quasi-experimental design to investigate the impact of micro-learning on the learning outcomes of vocabulary instruction among Vietnamese lower-intermediate learners of English, aged 16, in a mixed- gender classroom setting The research is organized into three distinct groups: the Control Group and two Experimental Groups (Experimental Group | and Experimental Group 2), each comprising 25 students.

Across six sessions or a treatment, each group receives vocabulary of different modalities, thematically sorted according to the session's theme At the conclusion of each session, students undertake a vocabulary comprehension test to demonstrate their immediate comprehension ability.Additionally, an overall comprehension test is administered after the completion of the entire treatment, assessing the cumulative comprehension ability of the participants.

The research collects two primary datasets Firstly, six individual vocabulary comprehension tests are conducted after each session to evaluate immediate comprehension ability Secondly, a learner engagement metric is employed after each session to gauge the levels of engagement among participants. Furthermore, an overall reflective assessment of learner engagement is conducted after the entire treatment, aiming to encapsulate a holistic view of engagement trends throughout the study duration.

Statistical analyses, including comparative measures such as ANOVA, will be employed to discern the differences in comprehension abilities among the groups and to evaluate the impact of the instructional modalities on vocabulary acquisition and retention Additionally, a comprehensive analysis of learner engagement metrics will complement the assessment of learning outcomes.

Significance of the Study - - cty 6

The realm of educational technology and innovative learning methodologies has seen extensive exploration, yet a conspicuous gap persists in examining nano-learning's role in vocabulary instruction While technology-enhanced learning and vocabulary acquisition have garnered attention, nano-learning's impact on vocabulary remains underexplored (Al-Shehhi, 2022; Khong &Kabilan, 2022) The existing literature predominantly focuses on broader technology integration in language instruction, leaving a void in understanding nano-learning's specific contributions (Yin et al., 2021; Lee et al., 2021) Micro-learning has gained attention, but the distinctiveness of nano-learning, especially in vocabulary instruction, remains less explored(Sow et al., 2023; Naik et al., 2021) This gap underscores the necessity for the current research By addressing this void, the study not only fills a knowledge gap but also offers a novel perspective that can potentially revolutionize vocabulary instruction methodologies (Mister et al., 2021; Mister et al 2023; Al-Hoorie, 2022).

The study aims to assess nano-learning combined with peer-teaching in enhancing vocabulary retention among lower-intermediate learners, a domain where optimized acquisition strategies are lacking (Nielen et al., 2018; Sun & Dang, 2020) This research seeks to address this gap by delving into mechanisms underlying vocabulary retention across thematic sessions (Brown et al., 2019).

Its implications hold promise for reshaping English teaching practices in Vietnam, advocating for innovative strategies amidst prevalent traditional approaches (Nguyen & Terry, 2017) Anticipated findings offer actionable insights for educators and policymakers (Tran et al., 2021) Examining the impacts of instructor-led versus peer-led sessions equips educators with evidence-based tools for tailored vocabulary instruction for lower- intermediate learners (Cadima et al., 2019; Waluyo & Tran, 2023) Focusing on enhancing learner engagement through peer-led micro-teaching invigorates classroom dynamics (Huong et al., 2021; Nguyen & Hall, 2017) This study deeply investigates micro-learning's influence on vocabulary instruction for low-intermediate learners Its significance resonates within education, promising insights that elevate language instruction strategies.

The exploration of micro-learning's efficacy presents a promising avenue,potentially revolutionizing instructional approaches By discerning optimal learning outcomes between teacher-led and peer-led micro-learning, educators can devise potent interventions Importantly, this study acknowledges the specific context of Vietnamese lower-intermediate learners, accounting for cultural nuances and learner demographics This positions the study to offer significant contributions to instructional design within a mixed-gender classroom setting Moreover, it pioneers understanding the critical role of micro-learning in shaping learner engagement Assessing engagement metrics across instructional modalities holds potential for improved vocabulary retention Its outcomes are poised to directly empower educational practitioners, curriculum developers, and language instructors This study can inform the development of more effective vocabulary teaching strategies aligned with learner needs.

LITERATURE REV HN HH 00000960856

Nano-learning & Micro-learming .- ôcv ssvseeeesseeesee 9

Nano-learning, an emergent educational paradigm, encapsulates the delivery of condensed, targeted learning units to bolster rapid absorption and retention of information (Al-Shehhi, 2022; Redondo et al., 2020) Rooted in cognitive psychology, this approach challenges traditional education by focusing on micro-content delivery aligned with the brain's short-term memory capacity (Ebbinghaus, 1885, as cited in Mure & Dros, 2015; Huang et al., 2021) The Ebbinghaus forgetting curve underscores the urgency of reinforcement, while research by Bjork and Bjork (2011) accentuates the benefit of introducing challenges during learning to enhance long-term retention and understanding, principles harnessed by nano-learning.

Adaptability and personalization constitute pivotal facets of nano-learning(Khan, 2015, as cited in Nanjappa et al., 2023) Its modular structure enables customization to individual learning styles and paces through adaptive algorithms (Aleven et al., 2016; Peng et al., 2019) Studies by Khan andAnderson emphasize personalized learning's efficacy in improving engagement and retention, showcasing nano-learning's potential to cater to diverse learner needs Integrating multimedia elements is fundamental in nano-learning, enhancing engagement and comprehension (Mayer, 2009).Mayer's cognitive theory of multimedia learning advocates for well-designed multimedia presentations, boosting knowledge acquisition and retention.Platforms like TED-Ed leverage concise videos and interactive tools,illustrating multimedia's potency in nano-learning Nano-learning's ubiquitous accessibility aligns with the digital era, offering on-the-go learning experiences regardless of geographical barriers (Argote et al., 2012; Schultz

& DeMers, 2020) Its portability and flexibility democratize access to education, empowering learners globally and fostering lifelong learning.

Anchored in cognitive principles, adaptability, multimedia integration, and accessibility, nano-learning redefines educational paradigms (Garcia, 2021) Its capacity to combat forgetting curves, cater to individual styles, leverage multimedia, and foster accessibility heralds a transformative shift in education toward targeted, adaptable, and accessible methodologies, shaping a globally empowered and knowledge-driven populace.

The application of nano-learning principles in English Language Teaching (ELT) represents a paradigm shift in the way language education is imparted, offering a tailored, adaptable, and immersive learning experience to learners. Incorporating nano-learning in ELT aligns with established pedagogical theories while revolutionizing the field with its emphasis on personalized, bite-sized content delivery.

To begin, nano-learning's micro-content delivery aligns seamlessly with vocabulary acquisition in ELT (Alias & Abdul, 2023) Research in cognitive psychology, notably by Nation and Waring (2019), supports the efficacy of learning vocabulary in small, manageable units Nano-learning, through its bite-sized modules, optimizes vocabulary learning by presenting learners with concise, contextually rich word sets (Song & Fox, 2008; Zhang et al., 2021). For instance, platforms like Memrise and Quizlet utilize spaced repetition algorithms and short learning units to reinforce vocabulary acquisition, catering to the brain's capacity for short-term memory retention and aiding long-term word retention (Mashhadi & Taghi, 2017; Nakata & Suzuki, 2019).

Moreover, the adaptability and personalization intrinsic to nano-learning resonate deeply with the diverse needs of language learners ELT often

10 involves learners with varying proficiency levels and learning styles Nano- learning's adaptive algorithms, exemplified in platforms such as Babbel, assess learners' proficiency and tailor subsequent content delivery to address individual strengths and weaknesses (Jalili et al., 2020; Pedrotti et al., 2021; Van et al., 2019) This individualized approach not only enhances engagement but also optimizes learning outcomes by catering to learners’ specific linguistic needs (Golonka et al., 2014; Sirin et al., 2018).

The integration of multimedia elements in nano-learning finds resonance in ELT practices aimed at improving language acquisition and comprehension. Mayer's cognitive theory of multimedia learning highlights the potency of visuals, audio, and interactive elements in aiding language learning (Mayer, 2009; Thekes & Szilvassy, 2021) Nano-learning platforms in ELT, like Rosetta Stone and FluentU, leverage multimedia components such as videos, images, and interactive exercises to contextualize language usage, facilitate understanding, and reinforce vocabulary acquisition (Lee & Lehto, 2013) The incorporation of diverse multimedia formats fosters a more immersive and engaging language learning experience.

The existing literature in ELT increasingly acknowledges the importance of technology-enhanced language learning and personalized instruction Studies by Shadiev and Yang (2020) emphasize the effectiveness of adaptive learning systems in improving language proficiency and learner motivation. Additionally, research by Ellis and Shintani (2014) underscores the significance of contextualized and focused vocabulary instruction, resonating with the micro-content delivery approach of nano-learning.

In essence, the integration of nano-learning principles into ELT signifies a progressive shift toward a more personalized, adaptive, and technologically enriched language learning environment The convergence of cognitive theories, adaptive learning technologies, multimedia integration, and

11 empirical evidence substantiates the efficacy and relevance of nano-learning in reshaping the landscape of English Language Teaching and Vocabulary Teaching.

Nano learning, while innovative for quick knowledge dissemination, presents several challenges Its short, focused bursts can result in fragmented knowledge, making it difficult for learners to form a comprehensive understanding of a subject (Hughes, 2020) The brevity of nano learning modules often prevents in-depth exploration of complex topics, hindering the development of a deep understanding necessary for mastering advanced concepts (Johnson, 2019) Additionally, nano learning often lacks contextual and practical applications, which are crucial for applying theoretical knowledge in real-world scenarios, leading to a gap between theory and practice (Smith & Brown, 2021) Although designed to prevent cognitive overload, frequent topic switching can paradoxically cause cognitive fatigue, reducing learning effectiveness (Jones, 2018) Nano learning's reliance on digital platforms can also be a barrier for learners with limited tech access, exacerbating educational inequalities (Lee & Kim, 2022).

However, in the context of this study, students have an urban background with high technology accessibility, potentially negating this challenge To ensure research validity and reliability, and to align with real-world application, context and practical application will be integrated through explicit instruction Furthermore, by standardizing vocabulary instruction by theme, issues of cognitive fatigue from constant topic switching can be effectively mitigated.

Micro-learning, akin to nano-learning, embodies a pedagogical approach that emphasizes short, focused learning units The central principle of micro-

12 learning revolves around delivering small, self-contained learning nuggets designed to address specific learning objectives (Bailey et al., 2006; Rau et al., 2022) This method focuses on delivering compact, easily digestible content that can stand alone or be integrated into a broader learning framework (Dziuban et al., 2018).

The distinction between micro-learning and nano-learning lies primarily in the granularity and scope of content delivery Micro-learning units are slightly larger in comparison to nano-learning modules, often spanning a few minutes to up to 15-20 minutes, encompassing a more comprehensive topic or skill set within each unit (Vivekananth, 2022) These segments can include short videos, quizzes, infographics, or other interactive elements, aiming to provide more depth than nano-learning while still maintaining brevity (Mayer, 2009).

From a theoretical standpoint, micro-learning shares similarities with nano- learning in leveraging cognitive principles such as chunking and spaced repetition Ebbinghaus' forgetting curve underscores the importance of revisiting information at spaced intervals for better retention, a principle embraced by both micro and nano-learning (Son & Simon, 2012) However, micro-learning aligns more with Miller's concept of "chunking," suggesting that information organized into meaningful chunks aids in memory retention and processing (Cowan, 2001; Cowan & Morey, 2020).

Practically, micro-learning often serves as building blocks for more comprehensive learning experiences For instance, platforms like LinkedIn Learning and Coursera offer micro-learning modules within larger courses, providing learners with bite-sized segments that contribute to a broader curriculum (Albrahim, 2020; Yuzulia, 2021) This approach allows for a flexible and modular learning experience, catering to learners' preferences for short, focused sessions while contributing to a more extensive educational journey.

Learning engageMent 0n

To fully understand learner engagement in second language acquisition, especially in English proficiency, we need a detailed and up-to-date explanation Language acquisition is a complex construct that includes behavioral, cognitive, emotional, and social dimensions It has a significant impact and deserves thorough analysis in recent empirical and theoretical discussions.

Behavioral engagement, as defined by Fredricks, Blumenfeld, and Paris (2004), refers to observable signs of commitment, such as attending, participating, and completing tasks To master English, one must actively engage in speaking drills, dedicate themselves to writing exercises, and participate fervently in group tasks These actions are crucial for developing linguistic competencies Recent studies, like Wang et al (2020), confirm that sustained behavioral engagement is crucial for second language acquisition. These findings support existing theories.

Bulmenfeld et al (2006) explores the cognitive aspect of engagement in language acquisition It focuses on intellectual investments, strategic deployment, and metacognitive processes Learners demonstrate cognitive strength through deliberate decoding of language complexities, using mnemonic devices for vocabulary retention, and rigorous syntactic analyses to

18 understand English grammar nuances Ouyang et al (2021) highlight the importance of cognitive strategies in second language acquisition, emphasizing their role in improving language proficiency.

Emotional engagement, as described by Reeve and Tseng (2011), focuses on the affective aspects of learning, including motivation and subjective experiences Emotional engagement is crucial for mastering English It involves both intrinsic and extrinsic motivators that create a lasting cultural connection to the language Lin et al (2019) highlight the importance of motivational factors in second language acquisition These factors play a crucial role in maintaining engagement and developing linguistic competence.

Social engagement, based on Vygotsky's socio-cultural theory (1978), emphasizes interactive socio-cultural processes and communal experiences in the linguistic landscape This dimension highlights the importance of collaborative peer interactions, cross-cultural dialogues, and participatory engagement in language exchange programs These elements are crucial for improving language skills through real-life communication and cultural integration Garcia-Carbonell et al (2020) confirm that social engagement enhances language acquisition and is important in modern education.

Empirical evidence strongly supports the importance of learner engagement in language acquisition Dửrnyei (2009) emphasizes the strong connection between motivation and second language acquisition This connection is shown to increase engagement levels and lead to improved proficiency Liu et al (2022) emphasize the connection between motivation, engagement, and language proficiency, confirming the ongoing importance of motivation in language learning.

Engagement in language learning can take many forms, such as actively participating in online language forums, reading a wide range of English

19 literature, using innovative language learning apps, or participating in immersive cultural programs designed to enhance language skills.

The combination of behavior, cognition, emotion, and social factors is crucial for strengthening English language acquisition Educators can create engaging learning environments by combining pedagogical strategies Xie and Derakhshan (2021) argue that personalized and technology-enhanced language learning approaches are effective for mastering the English language. These approaches align with the changing educational landscape and promote sustained engagement, leading to successful second language acquisition and linguistic proficiency.

2.4.2 Methodological review of previous studies

Understanding student involvement in English Language Teaching (ELT) necessitates the exploration of diverse methodological techniques, each rooted in distinct theoretical foundations These techniques aim to unravel the multifaceted dimensions of student engagement, intertwining theoretical frameworks with empirical validation to unravel the intricate dynamics of participation.

Wang and Eccles (2012) employed direct classroom observations, aligning with Vygotsky's socio-cultural theories (1978), to discern involvement and attentiveness This method offers valuable contextual insight into classroom dynamics crucial for language acquisition However, subjectivity in interpreting observed actions raises scalability concerns beyond specific contexts Despite providing detailed insights into socio-cultural dynamics, observer bias, as discussed by Rosenthal and Rosnow (2008), threatens the objectivity of qualitative research based on observations.

Conversely, Skinner et al (2008) conducted interviews, anchored in Piaget's constructivist ideas (1970), to understand student perspectives on participation.

While this qualitative approach unveils student experiences, self-reported data may introduce biases and limitations in capturing nuanced engagement behaviors in language acquisition contexts Interviews rooted in phenomenology, guided by Husserl (1970, as cited in Bevan, 2014), aim to uncover learners’ experiences but face the risk of cognitive biases like the halo effect, distorting interpretations.

Baker & Inventado (2014) explored learning management system data to gauge digital engagement in online ELT courses Yet, constraints within online environments limit generalizability to traditional classrooms, constraining comprehensive insights into involvement in diverse ELT scenarios Similarly, Kuh's National Survey of Student Engagement (2001) collects standardized data but overlooks nuances specific to language learning in higher education Learning analytics, rooted in Siemens’ paradigm (2013, as cited in Kivunja, 2014), holds promise in predicting interventions for optimizing learning but faces ethical concerns and interpretation challenges, limiting its application in non-digital contexts.

Fredricks, Blumenfeld, & Paris (2004) offered a comprehensive view of student engagement through Likert-scale self-reports, encompassing behavioral, cognitive, and emotional dimensions Yet, quantifying intricate personal experiences poses challenges in capturing the interplay of emotions, cognitive involvements, and personal experiences Despite these challenges, self-report Likert-scale questionnaires remain a robust tool, aligning with theoretical foundations (Fredricks et al., 2004) However, quantifying personal experiences presents limitations in capturing the complexity of engagement, as instructional techniques influence learners' perceptions (Reeve & Tseng, 2011; Skinner & Belmont, 1993) The Likert-scale questionnaire's effectiveness lies in capturing subjective experiences and cognitive processes (Cheung & Slavin, 2013) However, cultural alignment

21 and linguistic nuances must be considered for intrinsic validity and reliability in Vietnamese educational contexts.

The Likert-scale questionnaire, grounded in theory, empirical evidence, and cultural alignment, stands as a valuable tool to comprehend the intricate dynamics of engagement across educational paradigms Its efficacy in discerning subtle alterations in learners’ involvement renders it a pertinent choice, providing insights into cognitive, emotional, and behavioral realms in diverse educational encounters.

The intentional curation of dimensions within the Likert-scale questionnaire, tailored to assess learning engagement post-micro-learning interventions specifically focused on vocabulary acquisition, is a strategic orchestration informed by a multifaceted confluence of theoretical underpinnings, empirical insights, and nuanced contextual considerations.

At the crux of this methodological decision lies the theoretical scaffolding provided by educational psychology paradigms The micro-learning approach, embedded within Vygotsky's Zone of Proximal Development (ZPD), champions incremental knowledge transfer in succinct bursts, emphasizing cognitive engagement This nuanced framework prioritizes mental exertion, active participation, and calibrated comprehension levels tailored to immediate cognitive capacities—a rational foundation for directing the questionnaire's focus toward cognitive facets.

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