The impact of collaborative vocabulary activities on efl high school students’ reading comprehension and vocabulary development

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI HA GIANG THE IMPACT OF COLLABORATIVE VOCABULARY ACTIVITIES ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION AND VOCABULARY DEVELOPMENT MASTER THESIS IN EDUCATON NGHE AN, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - LE THI HA GIANG THE IMPACT OF COLLABORATIVE VOCABULARY ACTIVITIES ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION AND VOCABULARY DEVELOPMENT FIELD: THEORY AND METHODS OF TEACHING ENGLISH Code: 140111 MASTER THESIS IN EDUCATON Supervisor: Dr Tran Thi Ngoc Yen NGHE AN, 2018 ABSTRACT The purpose of this study was to investigate the impact of collaborative vocabulary activities on EFL high school students’ reading comprehension and vocabulary improvement The research was carried out at Le Thuy Technical High School in Quang Binh with 70 eleventh grade students divided into two groups For experimental group, the researcher used collaborative vocabulary activities In contrast, for control group the researcher applied other types of activities Data for the research were collected from the instruments The results revealed that using collaborative vocabulary activities can increase students’ reading comprehension and vocabulary improvement It is therefore recommended that teachers use collaborative vocabulary activities in teaching for the sake of student’s reading ability development and vocabulary learning i ACKOWLEDGEMENTS The study would not have been completed without the invaluable assistances and encouragements of many people for whom I am grated First and foremost, I would like to send my deepest gratitude to my supervisor - Dr Tran Thi Ngoc Yen for her valuable guidance, warm encouragement, keen correction, helpful suggestions, careful and detailed comments from the preparation to the completion of this study Second, my thanks are due to the lecturers and the staff of the Faculty of Post- Graduate Studies at Vinh University for their useful lectures, careful guidance and enthusiasm, which fostered nurtured my love of learning and doing research Next, I take this opportunity to thank all teachers of English and students at Le Thuy Technical High School, who assisted, encouraged and participated in this study Last but not least, I wish to acknowledge my family members and my friends, who have always supported me with love and sympathy to carry out this thesis Although the study has been done with all my attempts, my limitations of ability and knowledge may cause mistakes in the thesis Hence, all comments and remarks on the thesis be highly appreciated ii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENT ii LIST OF TABLES vi LIST OF CHARTS vii CHAPTER INTRODUCTION .1 1.1 Rationale 1.2 The aim of the study .2 1.3 Research questions .2 1.4 Scope of the study 1.5 Thesis organization CHAPTER LITERATURE REVIEW 2.1.The reading process .4 2.1.1 Definition 2.1.2 Nature of reading .5 2.1.3 Reading in foreign language .6 2.2 Reading comprehension .7 2.3 Assessing reading ability 2.3.1 Indicators of reading ability 2.3.2 Methods to assess reading ability 10 2.4 Teaching the reading skill 12 2.4.1 Factors affecting EFL learners’ reading ability 12 2.4.2 Difficulties EFL learners have when learning reading 17 2.4.3 Principles for teaching EFL reading .18 2.4.4 Techniques for teaching EFL reading .21 2.5 Vocabulary 24 2.5.1 Definition 24 2.5.2 Word aspects 25 2.5.3 The role of vocabulary 27 iii 2.5.4 Factors affecting vocabulary acquisition 28 2.5.5 Assessing EFL learners’ vocabulary level 29 2.6 Collaborative vocabulary activities 31 2.6.1 Definition 31 2.6.2 The benefits of collaborative vocabulary activities 32 CHAPTER METHODOLOGY 35 3.1 Research questions .35 3.2 Participants 35 3.3 Materials .36 3.4 Procedures 38 CHAPTER FINDINGS AND DISCUSSION .41 4.1 Results 41 4.1.1.General results 41 4.1.2 Pre-test and post-test reading comprehension results .42 4.1.3 Pre-treatment and post-treatment vocabulary test results 50 4.2 Discussion 58 4.2.1.The impact of collaborative vocabulary activities on EFL learner's reading comprehension 58 4.2.2 The impact of collaborative vocabulary activities on EFL learner's vocabulary development 58 CHAPTER CONCLUSION 60 5.1 Summary of findings 60 5.2 Implications 60 5.3 Limitations and implications for further research .61 REFERENCES 63 APPENDIX A 70 APPENDIX B 74 APPENDIX C 78 APPENDIX D 81 iv APPENDIX E 85 APPENDIX F 88 APPENDIX G 90 APPENDIX H 92 APPENDIX I .94 APPENDIX J 96 APPENDIX K 98 APPENDIX L 100 APPENDIX M 102 v LIST OF TABLES Table 4.1The general test scores of two groups Table 4.2 Means and standard deviations of comprehension levels of both groups in pre-test Table 4.3 Means and standard deviations of comprehension levels of both groups in post-test Table 4.4 Frequent distribution of post-test scores of two groups Table 4.5 Initial comprehension levels (Pre) and final comprehension levels (Post) for all participants (P) Table 4.6 Means and standard deviations of comprehension levels in the pre-test and post-test for both groups Table 4.7 Means and standard deviations of word meaning memorisation of two groups Table 4.8 Word meaning scores of the Post-treatment Table 4.9 Word spelling scores of the Post-treatment Table 4.10 Means and standard deviations of word spelling memorisation of two groups vi LIST OF CHARTS Chart 4.1 The Group A general test results Chart 4.2 The Group B general test results Chart 4.3 Results of scores on Pre- test on reading comprehension by participants from two groups Chart 4.4 Pre-test’s results of Group A Chart 4.5 Pre-test’s results of Group B Chart 4.6 Results of scores on Post- test on reading comprehension by participants from two groups Chart 4.7 Post- test’s results of Group A Chart 4.8 Post- test’s results of Group B Chart 4.9 Frequent distribution of post-test scores of two groups Chart 4.10 Word meaning’s results of Group A Chart 4.11 Word meaning’s results of Group B Chart 4.12 Results of scores on Post- treatment on word spelling by participants from two groups Chart 4.13 Word spelling’s results of Group A Chart 4.14 Word spelling’s results of Group B vii CHAPTER INTRODUCTION 1.1 Rationale Reading is one of the important skills that must be mastered by the students both in school and in life By doing it, the teacher can know whether the students comprehend and understand the text or not Therefore, the ability to read a comprehend text efficiently is crucial for students especially for English foreign learners In addition, because of the demanding expectation for academic success in all areas of learning, high school students as English foreign learners need to develop their English reading comprehension (Ahmadi, 2012, p 2053) That is the reason why teaching reading is an important part of teacher’s job Like most students learning English as a foreign language (EFL) in Vietnamese high schools, the students in Le Thuy Technical High School share some common characteristics First, they have studied English for seven years but their ability to use English in real communication is rather limited In fact, a lot of English students revealed that when reading authentic texts they usually encounter many discouraging difficulties which, more often than not, greatly hinder their reading comprehension Students usually not comprehend the reading passage because they are in the shortage of vocabulary Second, students are fed up with the traditional and old-fashioned teaching methods They need a new method which can motivate them to learn reading and vocabulary In the recent years, efforts have been made so that English teaching in our country can be changed from traditional grammar- translation to the communicative language teaching (CLT) In English classroom, CLT often takes the form of collaboration requiring the negotiation and cooperation between learners In addition, there are also different activities to help them get their own courage in developing their confidence For CLT, collaborative activity is an important element to promote its method On the other hand, collaborative activity is a significant performance of effective communicative teaching and learning Collaborative activity stimulates the students’ involvement in pollutant can thiệp vào protect phá hủy interference lượng hold phân loại maintenance thích thú develop energy 5classify gymnast subscribe avid bar discarded khổng lồ gigantic say mê available bận rộn tune participant growth occupied nature punctual friendship 89 tổ chức xà thiên nhiên giai điệu APPENDIX G POST-TREATMENT WORD MEANING TEST Instructions: Mỗi câu hỏi có ba từ tiếng Việt bên phải sáu từ tiếng Anh bên trái Với từ tiếng Việt, chọn từ tương đương tiếng Anh sau từ bên trái viết số thứ tự từ vào dịng kẻ trước từ tiếng Việt exhausted agrarian spacious cạn kiệt courteous tài hoa, cừ khôi infinite nước speedy rộng rãi competitive vô tận, nhiều original nhanh chóng aquatic accomplished potential plentiful extinct release endangered thay limit serious quan trọng pray đánh giá đúng, thưởng thức deliver _ có hạn alternative bị tiêu diệt thải grand appreciate modest collect banner admire enthusiasm facilities collector biểu ngữ accompany nhiệt tình deliver trang thiết bị land 5effort advance solidarity influence excitement destroy 90 chuyển lên phía trước tiếp đất đêm đàn, đệm nhạc pollutant can thiệp vào protect phá hủy interference lượng hold phân loại maintenance thích thú develop energy 5classify gymnast subscribe avid bar discarded gigantic available khổng lồ tune khao khát, them thuồng sử dụng, đầy, bận participant growth occupied nature punctual friendship 91 cầm, nắm quán rượu tự nhiên giai điệu APPENDIX H PRE-TREATMENT WORD SPELLING TEST The following jumble letters make correct words you have learnt Reorder them h/ e / s / d / a / u / e / t / x p/i/s/a/c/o/u/s r/i/a/n/g/a/r/a o/c/t/u/e/s/o/r/u 3e/n/i/f/n/t/i/i e / d / s / e / y/ p 4e/t/o/c/p/t/i/e/m/i/v r/o/g/i/a/l/n/i t / a /c / a / q / u / i c / a / m / i / l / p / h /s / d / e / c / o e/t/i/a/p/o/l/n/t l/u/n/e/p/t/i/l/f t/n/e/i/x/t/c e/r/s/a/e/a/l a/g/e/r/d/e/n/e/n/d 2t/i/l/m/i/ e/s/u/i/s/o/r 3y/a/r/p l/a/t/e/a/v/i/e/t/n/r l/e/d/i/v/e/r 5a/n/g/r/d e/p/a/r/e/c/i/e/t/a 6o/s/m/d/e/t 6l/e/c/o/l/t/c 1n/e/b/a/n/r m/a/d/i/r/e n/e/s/u/t/h/m/i/a/s c/o/a/m/p/a/y/n/c a / c / i / t / e/ s / f / i / l / i e/l/i/d/e/v/r o / l/ c / t / o / r / c / l / e n/a/d/l 5f/o/r/e/f/t v/a/d/n/e/c/a a/s/o/d/i/y/l/i/r/t f / l / i / n / e / n / e/ c / u t/e/c/i/m/e/x/e/n/t 1s/e/d/r/y/o/t a/p/o/l/u/l/n/a/t 92 e/n/e/t/r/e/i/n/f/c/e/r 2o/t/p/r/e/c/t n /a/c/e/m/a/i/t/e/r/n/ 3l/o/h/d r/e/g/y/e/n 4e/v/o/l/e/p/d n / g / y / m / a / s /t s / a / l / c / s / i / y/ f s / i /s / u / b / c / e / b / r / i/d/a/v d/a/s/d/r/e/c/i/d 1r/a/b c/a/g/i/g/n/t/i 2n/u/t/ e i/v/a/l/a/b/e/a/l 3a/p/r/i/t/a/n/p/t/i c/o/c/u/i/p/e/d 4w/r/o/g/h/t 6c/p/u/n/u/t/a/l 5u/t/n/a/e/t 6e/n/r/f/p/i/s/h/i/d 93 APPENDIX I POST-TREATMENT WORD SPELLING TEST The following jumble letters make correct words you have learnt Reorder them t/n/e/i/x/t/c m/a/d/i/r/e a/g/e/r/d/e/n/e/n/d c/o/a/m/p/a/y/n/c e/s/u/i/s/o/r e/l/i/d/e/v/r l/a/t/e/a/v/i/e/t/n/r n/a/d/l 5a/n/g/r/d v/a/d/n/e/c/a 6o/s/m/d/e/t f / l / i / n / e / n / e/ c / u 1n/e/b/a/n/r p/i/s/a/c/o/u/s n/e/s/u/t/h/m/i/a/s o/c/t/u/e/s/o/r/u a / c / i / t / e/ s / f / i / l / i e / d / s / e / y/ p o / l/ c / t / o / r / c / l / e r/o/g/i/a/l/n/i 5f/o/r/e/f/t c / a / m / i / l / p / h /s / d / e / c / o a/s/o/d/i/y/l/i/r/t l/u/n/e/p/t/i/l/f h/ e / s / d / a / u / e / t / x e/r/s/a/e/a/l r/i/a/n/g/a/r/a 2t/i/l/m/i/ 3e/n/i/f/n/t/i/i 3y/a/r/p 4e/t/o/c/p/t/i/e/m/i/v l/e/d/i/v/e/r t / a /c / a / q / u / i e/p/a/r/e/c/i/e/t/a e/t/i/a/p/o/l/n/t 6l/e/c/o/l/t/c t/e/c/i/m/e/x/e/n/t i/d/a/v a/p/o/l/u/l/n/a/t d/a/s/d/r/e/c/i/d 94 e/n/e/t/r/e/i/n/f/c/e/r c/a/g/i/g/n/t/i n /a/c/e/m/a/i/t/e/r/n/ i/v/a/l/a/b/e/a/l r/e/g/y/e/n c/o/c/u/i/p/e/d n / g / y / m / a / s /t 6c/p/u/n/u/t/a/l 1s/e/d/r/y/o/t 1r/a/b 2o/t/p/r/e/c/t 2n/u/t/ e 3l/o/h/d 3a/p/r/i/t/a/n/p/t/i 4e/v/o/l/e/p/d 4w/r/o/g/h/t s / a / l / c / s / i / y/ f 5u/t/n/a/e/t s / i /s / u / b / c / e / b / r / 6e/n/r/f/p/i/s/h/i/d 95 APPENDIX J Reading comprehension scores and means of the Pre-test Participants Group A scores Participants Group B scores A1 15 B1 A2 12 B2 A3 10 B3 A4 B4 10 A5 B5 11 A6 11 B6 A7 12 B7 13 A8 B8 15 A9 12 B9 13 A10 11 B10 14 A11 10 B11 11 A12 B12 10 A13 B13 11 A14 10 B14 17 A15 B15 16 A16 12 B16 12 A17 10 B17 18 A18 18 B18 15 A19 17 B19 12 96 A20 10 B20 10 A21 B21 10 A22 11 B22 14 A23 12 B23 12 A24 14 B24 15 A25 10 B25 13 A26 11 B26 12 A27 17 B27 16 A28 12 B28 17 A29 B29 13 A30 16 B30 A31 B31 14 A32 15 B32 17 A33 12 B33 11 A34 10 B34 A35 B35 N= 35 386 N= 35 421 Mean 11,0 Mean 12,0 SD 3,2 SD 3,4 97 APPENDIX K Reading comprehension scores and means of the Post-test Participants Group A scores Participants Group B scores A1 17 B1 10 A2 16 B2 13 A3 18 B3 18 A4 19 B4 11 A5 15 B5 12 A6 17 B6 15 A7 16 B7 13 A8 18 B8 11 A9 18 B9 12 A10 18 B10 10 A11 17 B11 10 A12 18 B12 12 A13 19 B13 15 A14 19 B14 17 A15 17 B15 14 A16 18 B16 12 A17 19 B17 15 A18 17 B18 12 A19 18 B19 12 A20 17 B20 15 A21 18 B21 10 98 A22 17 B22 13 A23 18 B23 15 A24 17 B24 14 A25 17 B25 11 A26 15 B26 15 A27 16 B27 12 A28 19 B28 12 A29 18 B29 13 A30 19 B30 10 A31 19 B31 13 A32 17 B32 17 A33 18 B33 14 A34 18 B34 11 A35 19 B35 13 N= 35 616 N= 35 452 Mean 17,6 Mean 12,9 SD 1,1 SD 2,1 99 APPENDIX L Word meaning scores and means of the Post-treatment Participants Group A scores Participants Group B scores A1 10 B1 A2 B2 A3 B3 A4 10 B4 A5 B5 A6 B6 A7 B7 A8 B8 A9 B9 A10 B10 A11 10 B11 A12 10 B12 A13 B13 A14 B14 A15 B15 A16 B16 A17 B17 A18 B18 A19 B19 A20 B20 100 A21 10 B21 A22 B22 A23 B23 A24 B24 A25 10 B25 A26 B26 A27 B27 A28 10 B28 A29 B29 A30 B30 A31 10 B31 A32 10 B32 A33 B33 A34 10 B34 A35 B35 N= 35 305 N= 35 217 Mean 8,7 Mean 6,2 SD 1,2 SD 1,3 101 APPENDIX M Word spelling scores and means of the Post-treatment Participants Group A scores Participants A1 10 B1 A2 B2 A3 B3 A4 10 B4 A5 B5 A6 B6 A7 B7 A8 B8 A9 B9 A10 B10 A11 10 B11 A12 10 B12 A13 B13 A14 B14 A15 B15 A16 B16 A17 B17 A18 B18 A19 B19 A20 B20 102 Group B scores A21 10 B21 A22 B22 A23 B23 A24 B24 A25 B25 A26 B26 A27 B27 A28 10 B28 A29 10 B29 A30 B30 A31 B31 A32 10 B32 A33 B33 A34 10 B34 A35 B35 N= 35 307 N= 35 220 Mean 8,8 Mean 6,3 SD 0,9 SD 1,3 103 ... organization The thesis consists of five chapters CHAPTER 1, the INTRODUCTION, introduces the rationale, the aims of the study, the research questions, the scope of the study and the organization of the. .. the reading process, the nature of reading, the reading comprehension, the reading ability, vocabulary, collaborative vocabulary activities in EFL high school students’ reading comprehension and. ..MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - LE THI HA GIANG THE IMPACT OF COLLABORATIVE VOCABULARY ACTIVITIES ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION AND VOCABULARY DEVELOPMENT