the effectiveness of extensive reading on elementary students’ vocabulary development at north america international school in viet nam

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH ĐẶNG HỒNG BÍCH TRÂM THE EFFECTIVENESS OF EXTENSIVE READING ON ELEMENTARY STUDENTS’ VOCABULARY DEVELOPMENT AT NORTH - AMERICA INTERNATIONAL SCHOOL IN VIET NAM LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ GIẢNG DẠY TIẾNG ANH BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH THE EFFECTIVENESS OF EXTENSIVE READING ON ELEMENTARY STUDENTS’ VOCABULARY DEVELOPMENT AT NORTH - AMERICA INTERNATIONAL SCHOOL IN VIET NAM Chuyên ngành : Lý luận và giảng dạy tiếng Anh Mã số chuyên ngành : 60140111 LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ GIÀNG DẠY BỘ MÔN TIẾNG ANH Người hướng dẫn khoa học Dr Huỳnh Công Minh Hùng STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The effectiveness of Extensive Reading on elementary students’ vocabulary development at North - America International School in Viet Nam” is my own work I hereby declare that I am the sole author is this work, except for the reference is made in the texts of the thesis, this thesis contains materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree No other person’s work has been used without due acknowledgement in the main text of the thesis I further declare that I have not submitted this thesis at any other institution for the award of any degree or diploma Ho Chi Minh, 2019 ACKNOLEDGEMENT Firstly, I would like to show my gratitude toward Dr Huynh Cong Minh Hung, my thesis advisor, for the great advice and valuable guidance he offered in the process of completing this thesis Secondly, I want to thank the manager of North America International School at Tan Phu Branch - for the support and assistance during the preparation of this study The second person I really want to appreciate is Mr Waring Rob for his advices and support Thirdly, from the bottom of my heart I would like to appreciate my students for their enthusiastic cooperation in the study Finally, I owe special thanks to my parents, my younger brother who are always by my side to encourage and take care of me Without their support, I could have never finished the biggest challenge in my life – the thesis ABSTRACT How to develop English learners’ vocabulary has always held educators and teachers’ attention Still, vocabulary teaching is deployed in a traditional way – explicit teaching, many teachers in Viet Nam are taken into account other approaches to help the students acquire the vocabulary implicitly On the other hand, reading is described as a receptive skill which means vocabulary learning is likely to be happened if students read intensively in class and extensively at home; thus, this insight leads to the idea of employing Extensive Reading in teaching and discover its benefits on students’ vocabulary development This study is a quasi – experimental study which was conducted to find out the effectiveness of Extensive reading on students’ vocabulary development The participants were 60 teenage students at North America International School who were divided into groups One was the experimental group (n = 30) and the other was the control group (n = 30) The study was carried out by experimenting the population with reading extensively graded readers within months A pre - test, while and post - test were designed so as to evaluate the vocabulary development of the students The findings reveal that the experimental group (EG) outperformed the control group in the vocabulary test results Besides, the experimental group’s vocabulary size was found to be increased more than the control group (CG) The results also give the teachers at North - America International School a new insight in teaching English, especially in Vocabulary TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKNOLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES 10 LIST OF FIGURES 13 LIST OF CHARTS 14 LIST OF ABBREVIATIONS 15 Chapter 1: INTRODUCTION 16 1.1 Background of the study 16 1.2 Statement of purposes 16 1.3 Research Question 17 1.4 Significance of the study 17 1.5 Research gaps 18 1.6 Rationale for the study 18 1.7 Scope of the study and organization 19 1.8 Organization of the study 20 Chapter 2: LITERATURE REVIEW 21 2.1 Reading 21 2.1.1 2.2 The roles of reading in L2 learning 22 Extensive Reading 22 2.2.1 Principle of Extensive Reading 24 2.2.2 Extensive Reading Benefits and its benefits into Vocabulary 26 2.2.3 Intensive reading versus Extensive reading 27 2.2.4 What is Vocabulary 29 2.2.5 How the Vocabulary is acquired 30 2.2.6 What is vocabulary development? 32 2.2.7 What vocabulary need to be learnt 33 2.3 Theoretical Framework 34 2.3.1 Comprehensible Input Hypothesis 34 2.4 Graded Readers 39 2.5 Previous Studies 40 Chapter 3: METHODOLOGY 47 3.1 Research site 47 3.1.1 Teaching programs and textbooks 48 3.1.2 The library 50 3.2 Research design 50 3.2.1 3.3 Pilot study 56 3.3.1 3.4 Settings 51 Pilot study findings 56 14th 1000 words Vocabulary Level Test 57 3.4.1 How to interpret the 14th words vocabulary level test result 58 3.4.2 Validating the 14th words vocabulary level test 59 3.4.3 The reliability of the tests 60 3.5 Procedures 60 3.6 Data collection 63 3.6.1 Instruments to collect data 63 3.6.2 Data Analysis 64 Chapter 4: RESULTS AND DISCUSSIONS 65 4.1 Findings 65 4.1.1 Reading diary 65 4.1.2 Book report 68 4.1.3 Pre – test and Post – test analysis of NIS test 69 4.1.4 Comparing the test results of the EG on the 14th words vocabulary level test 74 4.1.5 Comparing the test results of the CG on the 14th words vocabulary test 78 4.1.6 Comparison between the post-test of the first, second and third 1000 words vocabulary level test of the EG and CG 81 4.2 Discussion of findings 82 4.3 Interpretation of the findings 82 Chapter 5: CONCLUSION AND IMPLICATION 85 5.1 Conclusion 85 5.2 Limitations 86 5.3 Delimitations 86 5.4 Implications 87 5.5 Recommendations 87 References 88 APPENDICES 92 Appendix 1: Reading diary 92 Appendix 2: Book report 93 Appendix 3: The course syllabus 94 Appendix 4: Contents of the units of the course outline 101 Appendix 5: Test of the previous course at NIS test of the EG 104 Appendix 6: The final test of the school on the EG 105 Appendix 7: The GRs titles 107 Appendix 8: The 14th 1000 words level test 109 Appendix 9: The school final test 134 Appendix 10: Sample of reading diary and book reports 141 LIST OF TABLES Table Characteristics of Extensive Reading and Intensive Reading 28 Table Vocabulary size and text coverage in the Brown corpus 34 Table The previous study on the benefits of ER 40 Table NIS class timetable 48 Table The gender of participants in the EG and the CG 51 Table The age of the participants 52 Table Years of learning English 52 Table The number of words at each level of Macmillan Readers 54 Table Reliability Statistics 60 Table 10 The core elements of the study 62 Table 11 The reading hours (RH) within 12 weeks 67 Table 12 The number of words the EG write in their book report of the first and the final week 69 Table 13 The pre-test of CG and EG on NIS test 69 Table 14 The pre and post vocabulary mean score of NIS test of the EG 70 Table 15 The pre and post-vocabulary score of NIS test of the EG 70 10 B space in the back of a car for bags C metal piece in middle of a bicycle wheel D cage for small animals 109 EMIR: We saw the emir A bird with long curved tail feathers B woman who cares for other people's children in Eastern countries C Middle Eastern chief with power in his land D house made of blocks of ice 110 HESSIAN: She bought some hessian A oily pinkish fish B stuff producing a happy state of mind C coarse cloth D strong-tasting root for flavouring food Twelfth 1000 [Go 13] 111 HAZE: We looked through the haze A small round window in a ship B unclear air C strips of wood or plastic to cover a window D list of names 112 SPLEEN: His spleen was damage A knee bone B organ found near the stomach C pipe taking waste water from a house D respect for himself 113 SOLILOQUY: That was an excellent soliloquy A song for six people B short clever saying with a deep meaning C entertainment using lights and music D speech in the theatre by a character who is alone 114 REPTILE: She looked at the reptile A old hand-written book B animal with cold blood and a hard outside C person who seels things by knocking on doors D picture made by sticking many small pieces of different colours together 115 ALUM: This contains alum A a poisonous substance from a common plant B a soft material made of artificial threads C a tobacco powder put in the nose D a chemical compound involving aluminium 116 REFECTORY: We met in the refectory A room for eating B office where legal papers are signed C room for several people to sleep in D room with glass walls to grow plants 117 CAFFEINE: This contains a lot of caffeine A a substance that makes you sleepy B threads from very tough leaves C ideas that are not correct D a substance that makes you excited 118 IMPALE: He nearly got impale A charged with a serious offence B put in prison C stuck through with a sharp instrument D involved in a dispute 119 COVEN: She is the leader of a coven A a small singing group B a business that is owned by the workers C a secret society D a group of church women who follow a strict religious life 120 TRILL: He practised the trill A ornament in a piece of music B type of stringed instrument C way of throwing a ball D dance step of turning round very fast on the toes Thirteenth 1000 [Go 14] 121 UBIQUITOUS: Many weeds are ubiquitous A are difficult to get rid of B have long, strong roots C are found in most countries D die away in the winter 122 TALON: Just look at those talons! A high points of mountains B sharp hooks on the feet of a hunting bird C heavy metal coats to protect against weapons D people who make fools of themselves without realizing it 123 ROUBLE: He had a lot of roubles A very precious red stones B distant members of his family C Russian money D moral or other difficulties in the mind 124 JOVIAL: He was very jovial A low on the social scale B likely to criticize others C full of fun D friendly 125 COMMUNIQUE: I saw their communique A critical report about an organization B garden owned by many members of a community C printed material used for advertising D official announcement 126 PLANKTON: We saw a lot of plankton A poisonous weeds that spread quickly B very small plants or animals found in water C trees producing hard wood D grey clay that often causes land to slip 127 SKYLARK: We watched a skylark A show with aeroplanes flying in patterns B man-made object going round the earth C person who does funny tricks D small bird that flies high as it sings 128 BEAGLE: He owns two beagles A fast cars with roofs that fold down B guns that can shoot many people quickly C dogs with long ears D houses built at holiday places 129 ATOLL: The atoll was beautiful A low island made of coral round a sea-water lake B work of art created by weaving pictures from fine thread C small crown with many precious jewels worn in the evening by women D place where a river flows through a narrow place full of large rocks 130 DIDACTIC: The story is very didacti A tries hard to teach something B is very difficult to believe C deals with exciting actions D is written in a way which makes the reader unsure of the meaning Fourteenth 1000 131 CANONICAL: These are canonical examples A examples which break the usual rules B examples taken from a religious book C examples that are regular and widely accepted D examples discovered very recently 132 ATOP: He was atop the hill A at the bottom of B at the top of C on this side of D on the far side of 133 MARSUPIAL: It is a marsupial A an animal with hard feet B a plant that grows for several years C a plant with flowers that turn to face the sun D an animal with a pocket for babies 134 AUGUR: It augured well A promised good things for the future B agreed well with what was expected C had a colour that looked good with something else D rang with a clear, beautiful sound 135 BAWDY: It was very bawdy A unpredictable B njoyable C rushed D rude 136 GAUCHE: He was gauche A talkative B lexible C awkward D determined 137 THESAURUS: She used a thesaurus A a kind of dictionary B a chemical compound C a special way of speaking D an injection just under the skin 138 ERYTHROCYTE: It is an erythrocyte A a medicine to reduce pain B a red part of the blood C reddish white metal D a member of the whale family 139 CORDILLERA: They were stopped by the cordiller A a special law B an armed ship C a line of mountains D the eldest son of the king 140 LIMPID: He looked into her limpid eyes A clear B tearful C deep brown D beautiful Appendix 9: The school final test Grammar test Grammar: be going to – Affirmative and negative Complete the text with be going to and the correct form of the verbs below see be state not eat eat take This summer I (1) with my friend Joe in New York He lives in Manhattan We (2) the Statue of Liberty I (3) hamburgers, and fries but I (4) any hot dogs I don’t like them We (5) photos It (6) amazing! Grammar: be going to – Interrogative and short answer Complete the short answers: Are you going to clean your room? No, Is Jake going to win the race? Yes, Are your parents going to go on vacation? Yes, Is Milly going to visit her grandma? No, Are they going to play basketball? Yes, Are Max and Sara going to watch a move? No, Grammar: Verb + infinitive / -ing form Write sentences Use the verb + infinitive or -ing form Teresa / not mind / work / hard Gerry / hate / go / to parties Lara / hope / visit / Paris one day My parents / like / eat / in restaurants We / want / play soccer / in the park Grammar: will: future – Affirmative and negative Write sentences Use will or won’t It / be / sunny / on the weekend We / not live / downtown They / eat / a lot of beef / on vacation in Argentina Beatriz / not win / the tennis match You / have / a great time / in Florida Grammar: will / be going to Chose the correct answers I think she will pass / is going to pass her exam This movie is terrible I am going to go / will go home I read the weather report It will rain / is going to rain tomorrow Susie won the lottery! I think she will buy / is going to buy a big house or a car Harry loves cooking, and he is going to be / will be a chef Grammar: first conditional Complete the first conditional sentences with the correct form of the verbs If we go to the park, we baseball (play) I’ll load the dishwasher, if you table (clear) Max medicine at college, if he passes his exams (study) We’ll go surfing, if it windy (be) Adam ill, if he eats three hamburgers! (feel) If I get a new bike, I it around the park (ride) Grammar: present perfect – Affirmative and negative Choose the correct works I have / has been to South Korean Jamie have / hasn’t drunk all the milk We have / has been in the park all day Katy have / has made some cakes I haven’t / has ridden my bike today They have / has seen Bradley Cooper Grammar: past participle Choose correct answers Angela has a new skate board A buy B bought We haven’t in a helicopter A flown B flew Phuong has in the Pacific Ocean A swam B swum I’ve in a Vietnamese restaurant A ate B eaten You’ve your history paper A finished Esther hasn’t out the trash B finish A taken B took Grammar: present perfect – Interrogative and short answers Choose the correct words Have / has your sister gone to summer camp? Have / has you swum in the ocean? Have / has Thomas taken a shower? Have / has you eaten Japanese food? Have / has they done a parachute jump? Have / has Jessy sent any e-mails? Grammar: present perfect – Simpler past Complete the sentences with the present perfect or simple form of the verbs I my friends after school yesterday (meet) Dad Japanese food (not eat) We parachute jump last summer (do) Jon and Sara on vacation last year (not go) My classmates their exams (not finish) Look! Our team the match! (win) Reading test Planning for the future Michael is seventeen years old hand he’s from Montana, in the U.S He’s in his last year at High School Michael loves science, and he’s interested in computers He wants to study computer science at college When he leaves High School, he wants to go to the California Institute of Technology, but first he’s going to get a job for a year and earn some money “I want to save some money for college When I leave High School I’m going to get a job I’m going to live at home because it’s cheaper and I can save a lot of money I’m very hardworking and I’m ambitious, and I know the extra money is going to be useful when I’m at college I think it’s going to be fun, too I think I’m going to learn a lot and make new friends Isn’t mind what kind of job I get, but I’d prefer to work with computers One day, I’d like to go traveling, but not now I think it’s more important to prepare for college, and for me that means working and saving some money It’s going to be really interesting and I’m going to have a great time.” Teenager like Michael have a good attitude He’s planning for his future and he knows what he wants to Not everybody knows what they want to do, but it’s still important to get a good education and to work hard Choose the correct answer Which subject does Michael enjoy? A math C technology B science D social studies What is he going to study at college? A Technology and design C Information technology B Computer science D Computer design What is he going to when he leaves High School? A Get a job and work for a year C Study computer design B Go to college D Move to California What is Michael like? A He likes computers and science B He’s American C He’s hard-working and ambitious D He’d like to save some money What kind of job would Michael prefer? A A job with computers C A job with his family B A job with animal D A job in California Why isn’t he gong to go traveling? A He doesn’t like planes or trains B He thinks it’s more important to get a job C He wants to prepare for college D He doesn’t have any money Daily life at -60 Newspaper journalists will anything for a good news story Next month, Andrew Matlin is going to visit Oymyakon in Siberia, Russia Oymyakon is in the Arctic Circle and the big story here is the weather In the winter, Oymyakon is one of the coldest places in the world Temperatures range from 30 to -60C That’s freezing! So how people live there? well, the most important thing people need after food is heating for their homes The next most important thing is the correct clothing If you live in Siberia, you’ll know the importance of warm clothes If you wear the wrong clothes, you’ll be in trouble if you go outside, you’ll need to wear lots of ‘under’ clothes, plus threes pairs of socks, two Paris of trousers, threes shirts, a thick jacket or coat, and scarves But the most important thing is a fur hat Fur is the best material, and everyone there wears fur hats Andrew is also going to visit the mining town of Ust-Nera, not of Oymyakonl It’s colder than Oymakon and temperatures here can fall to -60C Can people live normal life here? People go to work and children go to school int he same way as other places Children still go to school when the temperature is -35C and they still play outside during their breaks! The only time they don't’ go to school is when the temperature falls below -60C! Then they study at home Is this normal? Many people would say it’s amazing! Read the test Then choose the correct answers Where is Oymyakon? A Antarctica C Russia B Iceland D Austria What are the temperatures is Oymyakon in the winter? A -60C C -35C B Between-30 and -60C D Between -10 and -30C What are the three most important thins for people living here? A food, clothing, heating B heating, exercise, technology C friends, heating, food D clothing, animals, TV What is the most important item of clothing? A A big coat C A fur hat B Warm socks D Scarves Where is Ust-Nera A Wes of Moscow C South of the Arctic Circle B East of Oymyakon D North of Oymyakon When children in Ust-Nera stop gong to school? A In winter B When temperatures fall below -60C C When it snows D When temperatures are between - 30 and -50C Appendix 10: Sample of reading diary and book reports ... scope of this study is defined as an investigation into the effectiveness of extensive reading at North – America International School Therefore, the study was employed limitedly at North – America. .. Minh Hùng STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?The effectiveness of Extensive Reading on elementary students’ vocabulary development at North - America International School. .. THÀNH PHỐ HỒ CHÍ MINH THE EFFECTIVENESS OF EXTENSIVE READING ON ELEMENTARY STUDENTS’ VOCABULARY DEVELOPMENT AT NORTH - AMERICA INTERNATIONAL SCHOOL IN VIET NAM Chuyên ngành