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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LÊ THỊ TUYẾT HẠNH THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2018 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LÊ THỊ TUYẾT HẠNH THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 62.14.01.11 SUPERVISOR: Assoc Prof Dr LÊ PHẠM HOÀI HƯƠNG HUE, 2018 STATEMENT OF AUTHORSHIP I certify my authorship of the PhD thesis submitted today entitled: “THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS” for the degree of Doctor of Education, is the result of my own research, except where otherwise acknowledged, and that this thesis has not been submitted for a higher degree at any other institution To the best of my knowledge, the thesis contains no material previously published or written by other people except where the reference is made in the thesis itself Hue, ……… …, 2018 Author‟s signature Lê Thị Tuyết Hạnh i ABSTRACT This study was an attempt to explore EFL university students‟ use of vocabulary learning strategies to discover, memorize and practise new words, and then find out the relationship between students‟ Multiple Intelligences (MI) scores and their vocabulary learning strategy (VLS) use To this end, 213 EFL university students were invited to take part in the study The quantitative phase utilized Schmitt‟s (1997) VLS questionnaire and McKenzie‟s (1999) Multiple Intelligences survey as the two main research tools Besides, the qualitative phase collected data from 35 diarists and 65 interviewees out of the total number of all the participants The findings from questionnaires, interviews, and students‟ diaries revealed that using a bilingual dictionary was reported to be the most frequently used strategy to find out the new word knowledge, followed by analyzing parts of speech, guessing from textual context and asking classmates for meaning For memorizing new words, participants reported a high frequency in using soundrelated strategies, and then put new words in contexts, including conversation, paragraphs or stories In addition, vocabulary notebooks and word lists were also preferred by university students For evaluating new words, both quantitative and qualitative findings showed a medium use of these strategies The results indicated a receptive practice of new words by doing word tests by students The study also found that textbooks and media were two main resources on which students relied to expand vocabulary size The second aim of the study was to find out the correlation between students‟ MI scores and their vocabulary learning strategy use Before analyzing the correlation, it was found that Intrapersonal intelligence was the most dominant type among participants, while Mathematical Intelligence was the least used one Pearson correlation was performed to see the potential relation between two variables The findings showed that different intelligences correlated with different types of VLS use frequency The highest significant correlation was found between Musical intelligence and Determination (DET) strategies and the lowest correlation between Spatial Intelligence and DET strategies Surprisingly, Interpersonal and Verbal-linguistic intelligences had no relationship with any types of VLS Positive relationships were found between Musical Intelligence and DET, memory (MEM) strategies; Spatial intelligence and DET strategies Negative relationships were found ii between Naturalist intelligence and Cognitive (COG) strategies; Mathematical intelligence and Social (SOC) #2 and COG strategies; Existentialist intelligence and COG strategies; Kinesthetic intelligence and SOC#1 strategies; Intrapersonal intelligence SOC#1, SOC#2 and COG strategies Moreover, it was found that different MI groups have different favorite VLS On the basis of the findings, pedagogical implications were recommended for vocabulary teaching and learning in EFL classrooms ACKNOWLEDGEMENTS Many people have helped me make this thesis possible First, I would like to express immense gratitude to my supervisor, Assoc.Prof.Dr Le Pham Hoai Huong, who has generously supported my work by giving directions and priceless advice to fuel my continued involvement in the research, and from whom I have learnt a lot for my future research career She has always helped me stay on track whenever I was about to change direction She has also showed a great sense of patience with a busy-with-everything student like me I would also like to thank Assoc Prof Dr Ngo Dinh Phuong, Vice-Rector of Vinh University, for introducing me to my supervisor and providing a great number of relating documents since my MA program, which inspired me to this PhD thesis He has supported me from the beginning until the end of my PhD study My special thanks to Assoc Prof Dr Tran Van Phuoc, the former Rector of Hue University of Foreign Languages and Assoc Prof Dr Pham Thi Hong Nhung, Vice- Rector of Hue University of Foreign Languages, and other committee members from Hue University, who gave me many insightful comments and feedback on my three PhD projects They have always supported PhD students in many ways My thanks also to Dr Tran Ba Tien, the former Dean of Foreign Languages Department, and Dr Vu Thi Ha, the former Vice Dean, who gave me the chance and the time to come to the end of this study Without their support, I am sure that my thesis would not have been completed in time I would like to express my sincere appreciation to Prof Dr Tran Dinh Thang and Assoc Prof Dr Luu Tien Hung, Dr Le Cao Tinh, who have stayed by my side and empowered me during the program Special thanks to my two sisters, Dr Truong Thi Dung and Dr Nguyen My Hang, from whom I gained a lot of experience for managing time to complete the thesis Moreover, I highly appreciate the time s they cheered me up when I felt stressed I am grateful to all the participants who took the time to take part in the questionnaire surveys, interviews, diaries and other activities related to this research Without their involvement and assistance, the thesis would not have been possible I would like to thank my family, who have always provided me with unconditional love and support during my course, and my lovely daughter, Bui Thao My, who offered me time by being independent My thanks also come to all the teachers who taught me during the PhD program and my students, my friends who helped me in different ways TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT .ii ACKNOWLEDGEMENTS iv LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES AND PICTURES xi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Research objectives 1.3 Research questions .4 1.4 Research scope .4 1.5 Significance of 1.6 Structure of the the study thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Vocabulary learning strategies .6 2.2.1 Language learning strategy 2.2.2 Vocabulary learning strategies 2.3 Multiple Intelligences 16 Theory 2.3.1 Concepts of intelligence 16 2.3.2 Gardner and Multiple Intelligences theory 18 2.3.3 Multiple Intelligences Theory and Culture 21 2.3.4 MI theory in education 23 2.3.5 English Teaching and Learning in the Vietnamese context 29 2.3.6 Adoption of MI theory 33 2.4 Previous studies on MI theory and vocabulary learning strategies 35 2.4.1 Previous studies on vocabulary learning strategies 35 2.4.2 MI theory and vocabulary learning 37 2.4.3 MI Theory and vocabulary learning strategies 41 2.5 Summary 43 CHAPTER 3: METHODOLOGY 45 3.1 Introduction 45 3.2 Rationale for the mixed methods approach 45 3.3 Participants 46 3.3.1 Participants‟ background and English proficiency 48 3.3.2 Criteria for sampling 49 3.3.3 The researcher‟s role 49 3.4 Data collection tools 50 3.4.1 Study tools 50 3.4.2 Pilot testing 55 3.5 Data collection procedure 59 3.6 Data analysis 61 3.7 Research reliability and validity 62 3.8 Ethical considerations 63 3.9 Summary 63 CHAPTER 4: FINDINGS AND DISCUSSION 65 4.1 Introduction 65 4.2 EFL university students‟ VLS use .65 4.2.1 Findings 65 4.2.2 Discussion 81 4.2.3 Summary 88 4.3 The relationship between EFL university students‟ MI scores and VLS use 89 4.3.1 Findings 90 4.3.2 Discussion 118 4.3.3 Summary 127 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 128 5.1 Summary of key findings 128 5.2 Limitations of the study 131 5.3 Implications for vocabulary teaching and learning 132 5.4 Suggestions for further study 135 5.5 Conclusion 136 AUTHOR’S WORKS 137 REFERENCES 138 APPENDICES APPENDIX A: VOCABULARY LEARNING STRATEGY QUESTIONNAIRE 151 APPENDIX B: MULTIPLE INTELLIGENCES INVENTORY 155 APPENDIX C: INTERVIEW QUESTIONS 160 APPENDIX G AN EXAMPLE FROM A STUDENT’S DIARY 169 APPENDIX H A SAMPLE OF STUDENTS’ CREATIVENESS IN THE DIARY WRITING 170 APPENDIX I A SAMPLE OF GENERAL INTERVIEW ON FACEBOOK 171 172 173 174 175 APPENDIX J VLS QUESTIONNAIRE CRONBACH’S ALPHA RELIABILITY Relia bility Statis N C o ro n 910 o Item-Total Statistics S c a l e q1 q2 71 q3 81 q4 81 q5 81 S c al e V5 95 96 15 96 C o rr e C ro n b a 910 241 413.908 - 914 5.231.910 253.909 q6 71 q7 71 06 05 185.910 q8 71 q9 71 q1 81 95 95 292.909 95 95 341.909 85 86 509.907 05 85 408.908 85 85 550.907 75 86 514.907 05 85 493.907 95 529.907 0q1 1q1 81 71 2q1 3q1 81 71 4q1 5q1 71 71 6q1 7q1 81 71 8q1 9q2 71 71 0q2 1q2 71 81 230.910 366.909 482.907 172.910 454.908 624.906 248.910 352.909 176 q2 3q2 81 4q2 81 5q2 6q2 81 81 7q2 8q2 71 81 9q3 0q3 71 81 1q3 2q3 71 71 3q3 4q3 71 71 5q3 6q3 81 81 7q3 8q3 71 81 9q4 0q4 71 71 1q4 2q4 81 81 3q4 4q4 81 81 5q4 6q4 71 71 7q4 8q4 71 71 9q5 0q5 71 71 1q5 2q5 81 71 3q5 4q5 71 71 5q5 6q5 81 81 7q5 81 85 406.908 95 85 452.908 95 85 597.907 85 95 426.908 86 05 213.910 96 05 080.911 95 85 420.908 85 75 627.906 96 05 202.910 95 85 529.907 85 85 536.907 86 05 235.910 95 95 353.909 85 95 366.909 96 05 205.910 75 96 340.909 05 86 484.908 05 86 500.907 418.908 308.909 448.908 471.907 237.910 391.908 516.907 424.908 453.908 507.907 459.908 317.909 534.907 412.908 678.905 144.910 167.910 913 177 APPENDIX K MI QUESTIONNAIRE CRONBACH’S ALPHA RELIABILITY C r Reli abil N o Item-Total Statistics S S C c c o a a rr l l e e e N 94 at 50 M 90 us 17 L 92 og 07 E 94 xi 57 In 89 ter 08 Ki 86 ne 92 V 91 er 72 In 94 tra 04 Sp 90 ati 31 C ro n b ac 500.815 593.805 567.808 527.813 501.816 628.800 567.808 434.823 509.815 178 APPENDIX L DESCRIPTIVE STATISTICS OF VLS GROUPS Q6 21 3.9 Q1 213 3.65 Q5 21 3.6 Q8 21 3.5 Q7 213 3.43 Q2 21 2.9 3 Q4 21 2.9 Q9 21 2.8 Q3 21 2.6 To 21 tal D e D Sip M e1.0 t 01 1.0 51 0.9 38 1.0 28 1.1 96 1.0 66 1.1 02 1.1 34 1.3 19 De Q1 21 Q1 21 Q1 21 Q1 21 3 Q1 21 To 21 tal M S e1.0 t 75 31.0 48 21.1 60 91 31.0 83 De Q1 Q1 Q1 Q1 To tal 21 21 21 21 M S e 31.0 t 12 21.1 78 31.3 303 21 21 21 M S e t 99 31.0 33 21.0 21 98 De Q1 Q2 Q2 Q2 Q2 3 21 21 01 97 21.1 89 179 Q2 Q2 Q2 Q2 Q2 Q2 21 21 21 21 21 21 21.0 58 21.0 87 21.1 48 99 21.1 355 Q3 Q3 Q3 Q3 Q4 Q4 21 21 21 21 21 21 39 21.1 50 31.1 36 31.0 45 98 98 21.0 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 To tal 21 21 21 21 21 21 88 21.0 39 41.0 05 96 94 31.0 05 21.3 21 21 21 21 45 31.0 71 21.0 82 21.0 84 De Q4 Q4 Q4 Q4 Q4 Q5 Q5 Q5 Q5 To tal 21 21 21 21 M S e 31.0 t 38 95 31.0 42 31.1 21 21 21 21 21 21 M S e t 93 94 21.0 78 21.1 85 31.0 3.1 63 21 21 21 21 21 3.5 21 74 90 92 22.3 01 31.2 19 96 De Q5 Q5 Q5 Q5 Q5 Va lid 180 APPENDIX M MEAN OF VLS IN MI GROUPS V Na M M Ex Int Ki Li Int Sp LS t us at i er n n a 3 4 3 2 3 2 2 2 2 2 3 2 3 2 3 3 3 3 4 3 3 3 3 3 3 3 2 2 3 2 3 3 33 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 2 3 3 3 1 2 2 4 3 3 3 2 2 3 3 3 3 3 3 3 3 2 2 2 3 3 3 3 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 3 3 3 3 2 2 181 V Na LS t 3 3 3 3 4 3 3 3 4 4 3 5 M M us at 4 4 4 3 3 33 3 3 2 2 2 3 Ex Int Ki Li Int Sp i er n n a 4 3 3 2 2 4 4 4 4 4 3 3 3 2 2 2 1 3 4 3 3 3 3 3 3 33 2 3 2 3 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 2 3 3 4 4 3 2 2 2 3 3 3 3 3 182 APPENDIX N CORRELATION BETWEEN STUDENTS’ MI SCORES AND VLS USE nat ur ali st Pe ars on S i g N Mu sic al Pe ars on S i g N Lo gic al Pe ars on S i g N Exi Pe st ars on S i g N Int Pe er ars on S i g N Ki ne s Ve rb al Pe ars on S i g N Pe ars on S i g N Int Pe ars on S i g N D S S E O- O- 0 5 5 21 21 21 3 - 0 M E- 21 C O 21 e M E 21 0 21 - 21 - 21 - 21 0 21 0 21 - 21 - 21 21 0 21 21 21 21 - 0 21 21 21 21 21 - 21 21 - 0 21 1 21 - 21 8 21 21 21 0 21 - 21 21 21 21 21 - 21 - 21 21 21 0 21 21 21 21 21 3 3 Sp Pe - - ati ars 1 0 al on 7 S i g N 21 21 21 21 21 3 3 ** Correlation is significant at the 0.01 level (2-tailed) * Correlation is significant at the 21 21 0.05 level (2-tailed) 183