USING HIGHLIGHTING OF HYPERLINKED ANNOTATIONS TO IMPROVE STUDENTS’ INTENTIONAL VOCABULARY LEARNING

Ketnooi.com chia se DANG VAN TOAI USING HIGHLIGHTING OF HYPERLINKED ANNOTATIONS TO IMPROVE STUDENTS’ Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu INTENTIONAL VOCABULARY LEARNING M.A THESIS Major: Principles and Methodology in English Language Education Course Code: 601410 Supervisor: NGUYEN BUU HUAN Can Tho October, 2008 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CẦN THƠ KHOA SƯ PHẠM ĐẶNG VĂN TOẠI USING HIGHLIGHTING OF HYPERLINKED ANNOTATIONS TO IMPROVE STUDENTS’ Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu INTENTIONAL VOCABULARY LEARNING LUẬN VĂN THẠC SĨ Chuyên ngành: Lí luận Phương pháp giảng dạy tiếng Anh Mã số: 601410 Giáo viên hướng dẫn: NGUYỄN BỬU HUÂN Cần Thơ, tháng 10 năm 2008 Luận văn Thạc sĩ với đề tài: “USING HIGHLIGHTING OF HYPERLINKED ANNOTATIONS TO IMPROVE STUDENTS’ INTENTIONAL VOCABULARY LEARNING” học viên Đặng Văn Toại thực báo cáo Hội Đồng Chấm Luận Văn thông qua Thư ký Ủy viên (Ký tên) (Ký tên) ……………………………… ……………………………… Trung tâm Học Cần Thơ @ Tài liệu học Phảnliệu biện ĐH Phản tập biện nghiên cứu (Ký tên) (Ký tên) ……………………………… ……………………………… Cần Thơ, ngày …… tháng …… năm 2008 Chủ tịch Hội Đồng (Ký tên) ……………………………… iii DECLARATION This thesis entitled “Using Highlighting of Hyperlinked Annotations to Improve Students’ Intentional Vocabulary Learning” is constructed under the supervision of Nguyen Buu Huan, a senior lecturer of English of Center of Foreign Languages, Can Tho University I declare that the information reported in this thesis is the results of my own work, except as cited in the references The thesis has not been accepted for any degree and is not concurrently submitted in any candidature for any other degree or diploma Signature:……………………… Đặng Văn Toại Trung tâm Học liệu ĐH Cần Thơ @Name: Tài liệu học tập nghiên cứu Date: October 24, 2008 iv ACKNOWLEDGEMENTS This thesis has been completed with the help and support of many persons Therefore, I am particularly grateful to the following teachers and colleagues First and foremost, I would like to express my special thanks to my supervisor Nguyen Buu Huan, Deputy Director of Center of Foreign Languages (CFL), Can Tho University, who spent time and energy counseling me and correcting my thesis My deep gratitude goes to Dr Trinh Quoc Lap, Deputy Dean of School of Education and the teacher in Research Methods at Can Tho University, and Associate Professor Dinh Ngoc Thanh, the Vice Rector of Mekong University, who all shaped me to be an independent researcher and helped me gain insights into how to conduct an empirical study I would like to acknowledge Mr Nguyen Cao Dat, Rector of Mekong University, who created the opportunity for me to work on this study Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu I would like to express my thanks to Dr Nguyen Thu Huong for his useful advice and valuable lessons I sincerely appreciate the helpful comments from the senior lecturers Mr Huynh Trung Tin and Ms Truong Thi Kim Lien I am very thankful to Mr Ly Hong Thai, a CFL instructor, who helped me find useful reference sources for my thesis I would like to express my sincere thanks to Mr Huynh Minh Hien for his generous support during my study I highly acknowledge Mr Nguyen Duy Nhat an IT teacher at Mekong University, who helped design software for my teaching I would like to thank all my colleagues and students at Mekong University, who helped me collect data Finally, I would like to give special thanks to my family, especially my wife and daughters, who shared with me the difficulties and provided me with best conditions and mental support to complete my thesis v TABLE OF CONTENTS Declaration Page iv Acknowledgements v Tables of contents vi List of tables and Figures ix Tóm lược x Abstract xi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Research hypothesis and aims 1.2.1 Research hypothesis 1.2.2 Research aims Organization and significance of the thesis 1.3.1 Organization of the thesis 1.3.2 Significance of the thesis 1.3 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu CHAPTER 2: LITERATURE REVIEW 2.1 The definition of highlighting of hyperlinked annotations and intentional vocabulary 2.2 The role of hyperlinked annotations on intentional vocabulary learning 2.3 Required conditions for intentional vocabulary learning 2.3.1 Conditions of successful intentional vocabulary learning 2.3.2 Hyperlinked annotations in language learning 2.4 2.3.3 The effects of hyperlinked annotations in language learning 10 2.3.4 The value of hyperlinked annotations in intentional learning 11 Possible problems 12 2.4.1 Intentional vocabulary learning 12 2.4.2 Limitations of hyperlinked annotations in language learning environments 12 vi CHAPTER 3: RESEARCH METHOD 14 3.1 Research questions 14 3.2 Research design 14 3.3 Participants 14 3.4 Research instruments 15 3.4.1 The Vocabulary test 15 3.4.2 Questionnaire on students’ motivation and attitudes 16 Materials 16 3.5 3.6 Procedures 3.6.1 The procedure of data collection CHAPTER 4: RESULTS 4.1 17 17 19 Analysis of students’ vocabulary knowledge 19 4.1.1 Students’ vocabulary knowledge before the study 19 4.1.2 Students’ vocabulary knowledge after the study 20 Analysis of students’ attitudes and motivation 22 4.2.1 Students’ attitudes and motivation towards the use of HHA 23 4.2.2 The level of motivation 24 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên 21 cứu 4.1.3 Comparison of students’ vocabulary knowledge 4.2 CHAPTER 5: DISCUSSION, CONCLUSION, LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 5.1 26 Discussions 26 5.1.1 Theoretical framework of the study 26 5.1.2 Discussion of the findings gained by using questionnaires 26 Conclusion and Implications 27 5.2.1 Conclusion 27 5.2.2 Implications 27 5.3 Limitations of the research 28 5.4 Suggestions for further research 28 5.2 vii References 30 Appendices 35 Appendix 1: Pre-test 35 Appendix 2: Post-test 37 Appendix : Lesson plan 39 Appendix : Lesson plan 41 Appendix 5: Lesson plan 43 Appendix 6: Lesson plan 45 Appendix 7: Questionnaire 47 Appendix 8: Raw calculation of questionnaire 49 Appendix 9: The importance of the use of HHA 50 Appendix 10: The enjoyment of the use of HHA 51 Appendix 11: The objection or pressure of the use of HHA 52 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu viii LIST OF TABLE AND FIGURES List of tables Table 3.1: Procedures of the research 17 Table 4.1: Descriptive statistics of pre-test 19 Table 4.2: Comparison mean pre-test with the expected mean score (Test value = 7.5) Table 4.3: Descriptive statistics of post-test 20 21 Table 4.4: Comparison mean post-test with the expected mean (Test value = 7.5) 21 Table 4.5: Comparison between pre-test and post-test 22 Table 4.6: Descriptive statistics of questionnaire 23 Table 4.7: Comparison of mean questionnaire to the expected mean (Test value = 3) 24 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu List of Figures Figure 4.1: Mean score of pre-test and post-test in comparison with the test value 22 ix TÓM LƯỢC Trong nghiên cứu trình bày kết nghiên cứu mà thực truờng Đại học Cửu Long Mục đích đề tài nhằm nghiên cứu (1) tính hiệu việc dùng liên kết có thích (HHA) việc học từ vựng có chủ ý, (2) thái độ động sinh viên việc học từ vựng Nghiên cứu tiến hành với nhóm thực nghiệm đối tượng ba mươi sinh viên không chuyên năm thứ hai ngành kế toán trường Đại học Cửu Long Công cụ để thu thập liệu nghiên cứu kiểm tra từ vựng bảng câu hỏi thái độ động học tập sinh viên Việc dùng kĩ thuật làm bật liên kết có thích mang lại kết có ý nghĩa Những kết tìm thấy nghiên cứu cần nghiên cứu thêm để ứng dụng rộng rãi việc học tiếng Anh Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu x The phrase “trend of” in line is closest in meaning to A reluctance of B drawback to C movement toward D extraction from The word “seeking” in line could best be replaced by A examining B avoiding C seizing D pursuing The word “plush” in 11 is closest in meaning to A legal B satisfactory C fancy D dependable The word “cutting” in line 17 could best be replaced by A wounding B reducing C dividing D carving The word “struggling” in line 19 is closest in meaning to A evolving B plunging C staring D striving The word “harder” in line could best be replaced by A tough B rigid C firm D strong The word “ substantial” in line is closest in meaning to A noticeable B remarkable C measurable D considerable A admit B connect C conclude D outcome Trung tâm10.Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu The word “enrollments” in line could best be replaced by 11 The word “receiving” in line refers to A agree B accept C acquiesce D getting 12 The word “management” in line 13 could best be replaced by A manage B control C handle D administer 13 The word “major” in line 17 is closest in meaning to A specialist B specialty C expert D professional 14 The word “payrolls” in line could best be replaced by A allowance B extra pay C pay-sheet D penalty 15 The word “demand” in line 20 could best be replaced by A petition B expect C request D ask 40 Appendix Lesson plan A pilot cannot fly a plane by sight alone In many conditions, such as flying at night and landing in dense fog, a pilot must use radar, an alternative way of navigating Since human eyes are not very good at determining speeds of approaching objects, radar can show a pilot how fast nearby planes are moving The basic principle of radar is exemplified by what happens when one shouts in a cave The echo of the sounds against the walls helps a person determine the size of the cave With radar, however, the waves are radio waves instead of sound waves Radio waves travel 10 at the speed of light, about 300,000 kilometers in one second A radar set sends out a short burst of radiation waves Then it receives the echoes produced when the waves bounce off objects By determining Trung tâmthe Học ĐH Thơ @ Tài liệu nghiên cứu timeliệu it takes for Cần the echoes to return to the radarhọc set, atập trained technician can determine the distance between the radar set and other 15 objects The word "radar," in fact, gets its name from the term "radio detection and ranging." "Ranging" is the term for detection of the distance between an object and the radar set Besides being of critical importance to pilots, radar is essential for air traffic control, tracking ships at sea, and for tracking weather systems and storms The word “ dense” in line refers to A cola B wet C dark D thick The word “shouts” in line could best be replaced by A eavesdrops B yells C confesses D whispers The word “a burst” in line 11 is closest in meaning to A an attachment B a discharge C a stream D a ray 41 The word “it” in line 11 could best be replaced by A a radar set B a short burst C a radiation wave D speed of light The word “bounce” in line 12 is closest in meaning to A overturn B groove C extend D rebound The word “tracking” in line 19 could best be replaced by A repairing B searching for C glancing at D fighting The word “pilot” in line is closest in meaning to A chair B control C direct D aviator The word “plane” in line could best be replaced by A spacecraft B airplane C spaceship D space-shuttle The word “ alternative” in line is closest in meaning to A changeable B replace C supersede D vary 10 The word “show” in line could best be replaced by A express B repesent C manifest D present A grant B illustrated C witness D evidence Trung tâm11.Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu The word “exemplified” in line refers to 12 The word “light” in line 10 could best be replaced by A morning B shining C bright D brilliant 13 The word “echoes” in line 12 is closest in meaning to A resounds B baritone C bass D drumbeat 14 The word “detection” in line 16 could best be replaced by A notice B remark C find D realization 15 The word “storm” in line 19 could best be replaced by A tempest B haboob C cyclone D typhoon 42 Appendix Lesson plan Martin Luther King, Jr., is well known for his work in civil rights and for his many famous speeches, among them is his moving "I Have A Dream" speech But fewer people know much about King's childhood M.L., as he was called, was born in 1929 in Atlanta, Georgia, at the home of his maternal grandfather M.L.'s grandfather, the Reverend A.D Williams, purchased their home on Auburn Avenue in 1909, twenty years before M.L was born The Reverend Williams, an eloquent speaker, played an important role in the community since so many people's lives centered around the church He allowed his church and his home 10 to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks M.L grew up in this atmosphere, with his home being used as a community gathering was ĐH no doubt influenced by it.Tài M.L.'s childhood was not Trung tâmplace, Họcandliệu Cần Thơ @ liệu học tập vàespecially nghiên cứu eventful His father was a minister and his mother was a musician 15 He was the second of three children, and he attended all- black schools in a black neighborhood The neighborhood was not poor, however Auburn Avenue was the main artery through a prosperous neighborhood that had come to symbolize achievement for Atlanta's black people It was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other black-owner 20 black-operated businesses and services Even in the face of Atlanta's segregation, the district thrived Dr King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a seemingly insurmountable barrier that kept black Atlantans from mingling with whites The word “ eloquent” in line refers to A powerful B active C romantic D fascinating 43 The word “gathering” in line 12 could best be replaced by A picking B learning C exciting D meeting The phrase “eventful” in line 15 is closest in meaning to A valued B memorable C admirable D emotional The word “it” in line 19 could best be replaced by A achievement B neighborhood C segregation D services The word “tailors” in 19 is closest in meaning to A tower arranging B shoe making C garment making D book biding The word “thrived” in line 22 could best be replaced by A achieved B surrendered C flourished D held The word “seemingly” in line 24 is closest in meaning to A apparently B inevitably C inexplicably D hastily The word “mingling” in line 23 could best be replaced by A interfering B gargling C consuming D associating A accents B words C voices D tones Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu The word “speeches” in line is closest in meaning to 10 The word “purchased” in line could best be replaced by A prepared B bought C bring D bite 11 The word “community” in line refers to A ward B village C hamlet D area 12 The word “organizations” in line 10 could best be replaced by A arrangement B hold C order D tidy 13 The word “atmosphere” in line 12 is closest in meaning to A air-conditioner B air-gauge C gas D air 14 The word “prejudice” in line 23 could best be replaced by A opposition B préconception C bias D resist 15 The word “barrier” in line 23 could best be replaced by A obstacle B stumbling C block D obstruction 44 Appendix Lesson plan Surrealism was a movement in graphic art and literature that was founded in Paris, in 1924, by Andr Breton Inspired by another movement in art called Dadaism, the Surrealist movement has been one of the most influential art movements in the 20th century It eventually had a worldwide audience, flourishing notably in the United States during World War II Surrealism focused on the role of the unconscious in the creative process In a nihilistic protest, it rejected all aspects of Western culture Surrealist writers, such as Aragon and Soupalt, believed in directly transcribing onto paper anything their 10 unconscious mind wished them to They never altered or revised what Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu they wrote because that would have interfered with the purity of their creation Surrealist painters, a group that included such famous names as Miro, Dali, and Ernst, displayed a wide variety of style and content Though Breton was the founder of this movement, his 15 strong leadership style brought about dissent, which resulted in several of the painters officially breaking away from the movement The phrase “ a movement” in line refers to A a trend B an action C an exercise D a gesture The word “inspired” in line could best be replaced by A excited B influenced C stifled D created The word “it” in line is closest in meaning to A protest B the unconscious C surrealism D the creative process 45 The word “altered” in line 10 could best be replaced by A changed B forgot C believed D allowed The word “purity” in 11 is closest in meaning to A integrity B fragility C dignity D simplicity The word “dissent” in line 15 could best be replaced by A disagreement B distress C distraction D discouragement The word “breaking” in line 16 is closest in meaning to A escaping B separating C defecting D passing The word “influential” in line could best be replaced by A hold B effective C authority D affect The word “worldwide” in line is closest in meaning to A anywhere B wide C broad D large 10 The word “notably” in line could best be replaced by A noticeable B remarkable C considerable D particularly 11 The word “process” in line refers to Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học D tập nghiên cứu A treat B improve C mode progress 12 The word “transcribing” in line could best be replaced by A copying B write-down C record D register 13 The word “creation” in line 12 is closest in meaning to A make up B form C constitute D invention 14 The word “included” in line 12 could best be replaced by A involved B encompassed C consist D comprised 15 The word “variety” in line 13 could best be replaced by A multiform B diversified C abundance D plentiful 46 Appendix Gender: • Male • Female Age: ……… Student code: ………… QUESTIONNAIRE (Students’ attitude and motivation towards the use of highlighting of hyperlinked annotations on intentional vocabulary learning) For each of the following statements, please indicate how true it is for you Tick (P) the suitable box Statements Strongly agree Agree Neutral Disagree Strongly disagree I thought the highlighting of hyperlinked annotations were useful I thought the instruction of highlighting of hyperlinked annotations were clear The highlighting of hyperlinked annotations helped me enhance my intentional vocabulary learning The Học highlighting hyperlinked Trung tâm liệuofĐH Cần Thơ @ Tài liệu học tập nghiên cứu annotations helped me remember vocabulary very well I would prefer the teacher to tell me what to with the highlighting of hyperlinked annotations It was not a waste of time to learn vocabularies because I clicked the highlighting of hyperlinked annotations for the meaning of the words I thought It was a waste of time because students followed the highlighting of hyperlinked annotations all the time Most words in English are learned through highlighting of hyperlinked annotations in the reading text Memorizing meaning of words in the highlighting of hyperlinked annotations is a useful way to improve intentional vocabulary learning 47 10 I did not need a dictionary when I read in English because I used highlighting of hyperlinked annotations in the hypertext 11 Words with highlighting of hyperlinked annotations were not enough meaning, so I had to use dictionary to look up more meanings 12 When I read something in English, I pay attention to the highlighted words 13 When I read something in English, I did not pay attention to the highlighted words 14 If I not know the meaning of a word in English, I like looking up the annotations for words’ meaning 15 If I not know the meaning of a word in English, I usually look at context the word appears in I ignore hyperlinked annotations 16 If I not know the meaning of a word in English, I look up the dictionary for its meaning 17 If IHọc not know meaning word in@ Tài liệu học tập nghiên cứu Trung tâm liệuthe ĐH Cầnof aThơ English, I often look for a synonym 18 If I not know the meaning of a word in English, I often look at the definition of the word in the reading 19 I learned new words best when I used the highlighting of hyperlink annotations If you have any comments, please write them here Thanks for your cooperation! 48 Appendix Raw calculation of questionnaire QUEST1 QUEST2 QUEST3 QUEST4 QUEST5 QUEST6 QUEST7 QUEST8 QUEST9 QUEST10 QUEST11 QUEST12 QUEST13 QUEST14 QUEST15 QUEST16 QUEST17 QUEST18 QUEST19 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation Alpha if Item Deleted 79.2000 79.2667 79.2333 79.2333 79.2333 79.2667 79.2000 79.2667 79.2333 79.2667 79.3667 79.2000 79.3333 79.2333 79.8667 79.3667 80.8667 79.4000 79.3667 45.8207 39.9954 44.9437 41.3575 40.8747 43.0989 45.8207 41.0989 40.6678 41.9954 37.7575 40.3724 38.4368 40.8747 42.1195 39.7575 43.9126 39.0759 41.8954 -.0061 8998 1228 6812 7602 4009 -.0061 7180 7943 5740 7570 8539 8434 7602 2065 6253 1075 7101 5944 8934 8696 8903 8757 8735 8832 8934 8746 8726 8786 8698 8711 8676 8735 9002 8757 9001 8723 8780 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 19 8857 49 Appendix The importance of the use of highlighting of hyperlinked annotations Mean Std Dev Cases Q3 Q4 Q8 Q10 Q12 Q19 4.5667 4.5667 4.5333 4.5333 4.6000 4.4333 5040 5040 5074 5074 4983 5040 30.0 30.0 30.0 30.0 30.0 30.0 N of Cases = 30.0 Statistics for Scale Item Means Variance 1.0376 Mean 27.2333 Variance 4.5299 Std Dev 2.1284 N of Variables Mean Minimum Maximum Range 4.5389 4.4333 4.6000 1667 0033 Reliability Coefficients Alpha = Max/Min items 7959 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 50 Appendix 10 The enjoyment of the use of highlighting of hyperlinked annotations Mean Std Dev Cases Q1 Q2 Q5 Q6 Q9 Q14 4.6000 4.5333 4.5667 4.5333 4.5667 4.5667 4983 5074 5040 5074 5040 5040 30.0 30.0 30.0 30.0 30.0 30.0 N of Cases = 30.0 Statistics for Scale Item Means Variance 1.0147 Mean 27.3667 Variance 4.7920 Std Dev 2.1891 N of Variables Mean Minimum Maximum Range 4.5611 4.5333 4.6000 0667 0006 Reliability Coefficients Alpha = Max/Min items 8180 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 51 Appendix 11 The objection or pressure of the use of highlighting of hyperlinked annotations Mean Std Dev Cases Q7 Q11 Q13 Q15 Q16 Q17 Q18 3.6667 4.4333 3.6333 3.9333 4.4333 2.9333 4.4000 1.0613 8172 1.0981 1.0483 7279 9072 7240 30.0 30.0 30.0 30.0 30.0 30.0 30.0 N of Cases = 30.0 Statistics for Scale Item Means Variance 1.5114 Mean 27.4333 Variance 12.9437 Std Dev 3.5977 N of Variables Mean Minimum Maximum Range 3.9190 2.9333 4.4333 1.5000 Max/Min 3129 Reliability Coefficients items AlphaHọc = 6280 Trung tâm liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 52 Descriptive statistics of pre-test N PRETEST 30 Valid N (listwise) 30 Minimum 4.00 Maximum 9.00 Mean 6.4000 Std Deviation 1.19193 Comparison mean pre-test with the expected mean (Test value=7.5) One-Sample Statistics N PRETEST Mean 6.4000 30 Std Deviation 1.19193 Std Error Mean 21762 One-Sample Test Test Value = 7.5 95% Confidence Interval of the Difference t PRETEST df -5.055 Sig (2-tailed) 29 Mean Difference 000 -1.1000 Lower -1.5451 Upper -.6549 Descriptive statistics of post-test Trung tâm Học liệu ĐH Cần Thơ Maximum @ Tài liệu học Std tậpDeviation nghiên cứu N Minimum Mean POSTEST Valid N (listwise) 30 7.00 9.00 8.1667 69893 30 Comparison mean post-test with the expected mean (Test value=7.5) One-Sample Statistics N POSTEST Mean 30 Std Deviation 8.1667 Std Error Mean 69893 12761 One-Sample Test Test Value = 7.5 95% Confidence Interval of the Difference t POSTEST 5.224 df Sig (2-tailed) 29 000 Mean Difference 6667 Lower 4057 Upper 9277 53 Comparison between pre-test and post-test Paired Samples Statistics Pair PRETEST Mean 6.4000 POSTEST 8.1667 N 30 Std Deviation 1.19193 30 69893 Std Error Mean 21762 12761 Paired Samples Test Mean Std Deviation Paired Differences Std Error 95% Confidence Interval Mean of the Difference Lower Pair PRETEST POSTEST -1.7667 97143 17736 -2.1294 t df -9.961 29 Sig (2-tailed) Upper -1.4039 000 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 54 [...]... _ they failed in vocabulary tests To help non- English majors at Mekong University (MU) improve their vocabulary knowledge, the researcher carried out the research Using the Highlighting of Hyperlinked Annotations to improve students’ intentional vocabulary learning. ” Highlighting of Hyperlinked Annotations (HHA) is a computer program (software) Using highlighting of hyperlinked annotations, students... based on (1) analysis of students’ vocabulary knowledge, (2) students’ attitudes and motivation towards the use of highlighting of hyperlinked annotations 4.1 Analysis of students’ vocabulary knowledge As mentioned earlier, the research was conducted in order to determine whether the use of the highlighting of hyperlinked annotations (HHA) improved students’ intentional vocabulary learning The following... learn vocabulary and increase their vocabulary 2 knowledge Particularly, the highlighting of hyperlinked annotations would help enhance students’ attitudes and improve the quality of intentional vocabulary learning 1.2.2 Research aims The aims of the research are (1) to investigate the effectiveness of using highlighting of hyperlinked annotations applications in vocabulary learning, and (2) to observe... the results of the study on the use of highlighting of hyperlinked annotations in Mekong University The study aims to examine (1) effectiveness of using highlighting of hyperlinked annotations in vocabulary learning, and (2) students’ attitudes and motivation in vocabulary learning The study was performed by one experimental group design in which the use of highlighting of hyperlinked annotations was... used to evaluate their improvement in learning vocabulary by using the highlighting of hyperlinked annotations Step 2 To help the participants familiarize with using the highlighting of hyperlinked annotations in vocabulary learning, the researcher designed the vocabulary tests The researcher also gave the students clear instructions on how to use the highlighting of hyperlinked annotations After each... cứu of vocabulary learning via computer The researchers found that using the highlighting of hyperlinked annotations was beneficial to several aspects of language learning (Brett, 1998; Chun & Plass, 1996, 1997; Reidanus, 1996; Lomicka, 1998) For all reasons stated, the researcher carried out the research Using the highlighting of hyperlinked annotations to improve students’ intentional vocabulary learning ... score of pre-test and post-test in comparison with the test value Figure 4.1 revealed students’ improvement in using highlighting of hyperlinked annotations in vocabulary learning after the experiment (Mpre = 6.4, Mpost=8.17) 4.2 Analysis of students’ attitudes and motivation To measure the degree of students’ attitudes and motivation toward learning vocabulary through using the highlighting of hyperlinked. .. presented the comparative results of the effectiveness of using the highlighting of hyperlinked annotations in intentional vocabulary learning based on analysis of students’ vocabulary knowledge and students’ attitudes and 24 motivation towards the use of highlighting of hyperlinked annotations The following chapter will discuss the implications of the findings, the conclusion of the research, and directions... dictionary on the computer 1 Vocabulary learning is probably the most important component in comprehending the reading texts Consequently, using highlighting of hyperlinked annotations in vocabulary learning is very essential to improve students’ intentional vocabulary learning The main research trend investigates the factors contributing to efficient vocabulary learning Recent vocabulary learning research has... procedures 3.1 Research questions This study aims to answer two following questions: 1 To what extent does the highlighting of hyperlinked annotations improve students’ intentional vocabulary learning? 2 What are students’ attitudes toward learning vocabulary through using the highlighting of hyperlinked annotations? 3.2 Research design The research design of the study was an experimental group with 30