Introduction
Background of the study
In Vietnam's rapidly developing economy and society, English has become increasingly important in families, workplaces, and educational institutions It is a compulsory subject in primary and secondary schools, as well as universities and English language centers According to the Ministry of Education and Training (MOET), 67% of lower secondary students and 86% of upper secondary students study English for at least three hours a week Furthermore, 90% of college and university students opt to learn English as part of their curriculum Despite this emphasis on English education, many Vietnamese students struggle to use the language effectively As noted by Patrick Hayeck, while students may recognize vocabulary, they often cannot apply it in context For instance, primary students might understand the definition of "landfill" but fail to use it in sentences relevant to everyday life Fanliver Pham highlighted that, after seven years of English study, most Vietnamese students focus on passing exams rather than developing practical communication skills.
The challenges in English language acquisition among students in Vietnam stem from various socio-cultural factors and outdated teaching methods Despite numerous English lessons each week, students, particularly those not in international schools, predominantly use their native language outside the classroom, limiting their exposure to English Most teachers employ traditional, teacher-centered approaches, where vocabulary is taught through rote repetition without meaningful context, resulting in students memorizing words without understanding their practical use in communication Research indicates that learning in various subjects often occurs passively, with students absorbing information without critical reflection (Neber, He, Liu, & Schofield, 2008).
Teaching writing in Vietnam faces significant challenges, as many schools struggle to implement modern teaching methods despite discussions on reform The predominant approach remains the Grammar Translation Method (GTM), particularly in public schools, where students are often required to write essays on topics that do not engage their interests This rigid framework restricts students' creativity and expression, leading to a lack of enthusiasm for writing Consequently, young learners tend to perceive writing as a difficult and tedious task, resulting in negative attitudes towards the activity.
To enhance vocabulary acquisition and writing skills, it is essential to adopt innovative and contemporary teaching methods This study aims to explore the impact of reflective journal writing on improving vocabulary learning and the overall quality of writing.
Statement of the problem
The teaching and learning of vocabulary have long been a significant focus, with extensive research and various methodologies developed over time Despite these efforts, challenges persist in effectively teaching vocabulary, highlighting the need for continued exploration of innovative techniques.
Understanding a word encompasses its meanings, forms, and uses, extending beyond simple dictionary recognition It involves knowing how to pronounce, write, and apply words in various contexts; lacking any of these elements can hinder a learner's comprehension and negatively impact communication in both spoken and written forms Mastering all aspects of vocabulary can be challenging, as highlighted by Rohmatillah (2014), who noted that students often face difficulties with pronunciation, spelling, pragmatic meanings, and different grammatical forms These challenges frequently manifest in writing, leading to issues such as misspellings, incorrect word usage, and collocation errors.
Research by Farjami (2013) highlights the challenge of transferring new vocabulary from short-term to long-term memory, which is crucial for writing fluency In ESL and EFL classes, learners are exposed to numerous words but struggle to retain them without consistent review and practice Oxford (1990) notes that a significant barrier to fluency is the difficulty in remembering extensive vocabulary, particularly low-frequency words that are easily forgotten Studies by Brown (2002), Celce-Murcia (2001), and Krashen (1989) further emphasize that forgetting occurs when learners do not receive adequate input or produce sufficient output Therefore, regular practice of new language items, especially in everyday contexts, is essential for long-term retention.
A significant challenge in vocabulary acquisition and writing performance is the method of language instruction Teaching vocabulary in isolation, without contextual understanding, hinders effective communication According to Krathwohl (2002), when learners only memorize words without grasping their application, analysis, or creative use, this knowledge quickly diminishes This issue stems from learners only understanding words superficially, lacking insight into their contextual usage Consequently, learners miss out on higher-order thinking activities that promote deeper cognitive engagement and learning.
Students often lack meaningful communicative contexts in writing practice, as they are assigned topics that may not resonate with their interests or personal experiences, leading to decontextualized writing that fails to meet desired outcomes According to Silva (2006), writing should involve purposeful and contextualized communicative interaction Furthermore, Salem (2007) highlights that writing anxiety can negatively impact performance A potential solution to these challenges is writing reflective journals, which can personalize the writing experience and reduce apprehension.
At Vinschool Central Park, the average score for the English first semester test revealed a notable difference: students achieved an average of 7.7 in speaking and listening, while their reading and writing scores lagged behind by 0.6 points A significant factor contributing to the lower reading and writing scores was the prevalence of spelling mistakes Although students demonstrated proficiency in pronouncing words and using them contextually, they struggled with accurate spelling.
Reflective journal writing is implemented at the conclusion of each English lesson to enhance vocabulary retention, application, and creative usage This practice allows students to revisit and internalize the vocabulary learned, fostering a deeper understanding of word meanings By personalizing their use of words, students improve their vocabulary acquisition and writing skills, ultimately leading to better writing performance.
The objective of this study is to investigate the impact of reflective journal writing to the young learners’ vocabulary acquisition and writing performance at Vinschool Central Park.
Purpose of the study
This research was motivated by three key factors Firstly, it was observed that primary students at Vinschool Central Park show a lack of interest in writing, often viewing it as a demotivating task, leading to minimal effort and poor quality in their work With only two writing lessons per month, opportunities for practice are limited, resulting in frequent grammar and spelling errors Secondly, the push for educational innovation through a student-centered approach inspired the author to explore this study While "student-centered" is not a novel concept in Vietnam, many educators, including the researcher, strive to implement this approach, particularly in writing, to enhance vocabulary acquisition and writing skills Lastly, the students' habit of reflecting on their learning experiences for lifelong development prompted the author to pursue this research, as reflective journal writing can continue to benefit them beyond their school years.
For those reasons, the researcher conducted this study with the aim of finding an alternative method for traditional vocabulary learning and writing practice activity in class.
Research questions
This study is to answer the following questions
Research question 1: Does Reflective Journal Writing affect the vocabulary acquisition of primary students at Vinschool Central Park?
Research question 2: Does Reflective Journal Writing influence the writing fluency and accuracy of primary students at Vinschool Central Park?
Significance of the study
The findings of this study will be of significant benefits to ESL and EFL teachers, lesson planners and curriculum designers in teaching and designing vocabulary lessons at primary level
This research suggests that teachers should reconsider their approach to teaching vocabulary and writing, emphasizing that writing instruction can occur through various classroom tasks rather than solely in designated writing lessons By encouraging students to maintain writing journals, educators can help them express their thoughts, evaluate their learning, and develop personalized learning strategies This student-centered approach promotes accountability in learning, allowing teachers to adapt their methodologies and effectively incorporate writing activities into every class session.
This study suggests a shift in vocabulary learning strategies, moving away from traditional methods like repetitive copying and context-free sentence writing, which students often find tedious Instead, it encourages learners to adopt more engaging approaches that integrate vocabulary and writing into daily life, transforming these tasks into enjoyable habits rather than burdensome academic subjects This change in perspective may also foster critical thinking skills, essential for success both in school and in real-life situations.
Curriculum planners should consider incorporating reflective journal writing into the curriculum, as it offers significant long-term benefits By making reflective journal writing a daily or weekly task throughout the school year, educators can enhance students' learning experiences and promote deeper reflection on their academic journey.
Structure of the study
This research includes 5 chapters as can be presented below
Chapter 1 is the introduction of this study which reveals the background of the research and statements of problems Personal motivation, research questions and the significance of the study can also be found here
Chapter 2 introduces the literature review in which the definitions of terms and theoretical framework are stated Some previous studies of similar topics are reviewed to find out the gap for this study
Chapter 3 describes the research methodology which includes the research design, research setting and participants, data collection and the pre- and post-test construction The validity and reliability are also discussed here
Chapter 4 is the findings and analysis which aims to provide a description of the data analysis result and an explanation of the findings
Chapter 5 shows the conclusions, implications of the study and recommendations for further studies A summary of the findings is presented here, followed by the implications, limitations and suggestions for further research.
Literature review
Definition of terminology
2.1.1 Definitions of reflective journal writing
Reflective journal writing is deeply rooted in the principles of experiential education and reflective learning, emphasizing the importance of learning from personal experiences To fully grasp the concept of reflective journal writing, it is essential to understand the foundational theories behind experiential education and reflective learning.
The term "reflective journal," also known as "learning log" or "reflective diary," has gained significant attention from educators recently Defined by the Oxford English Dictionary as a written expression of thoughts and careful consideration of a subject, reflective journals serve as a philosophical observation According to Dewey (1997) and Boyd & Fales (1983), reflective journal writing is rooted in experiential education, where learners transform experiences into knowledge for individual and collective growth They argue that this process positions the self as the primary source of learning, with knowledge being internally examined and triggered by experiences Andresen, Boud, & Cohen (n.d.) emphasize that learning from experience is central to teaching and learning, and reflective journal writing exemplifies experience-based learning through reflection, evaluation, and reconstruction Boud further supports the notion that reflective journal writing is essential for effective learning from past experiences.
Reflective learning is an intellectual and affective process where individuals explore new experiences, leading to deeper understanding and appreciation According to King (2002), it involves learners intentionally reflecting on their performance to inform future actions A reflective journal serves as a written record of this learning process, encompassing notes, observations, and thoughts accumulated over time, as suggested by Chapman (2006) It acts as a personal record of students' learning experiences, capturing their observations and responses to various contexts Roberts (2012) views a reflective journal as evidence of reflective thinking, involving cognitive activities like recalling events, examining them from different perspectives, and contemplating outcomes Additionally, Kamshia (2018) defines a reflective journal as informal or formal writing that incorporates knowledge, thoughts, and emotions related to a subject.
Reflective journal writing is essential in education as it highlights the significance of personal experience in teaching and learning It serves as a written record of students' learning journeys, emphasizing the process of observing, reflecting, and recycling knowledge Unlike a mere diary, a reflective journal captures not only what students have done but also what they have learned, experimented with, and critically analyzed throughout their skill development.
“Knowing a word” has been defined in many different ways over time The typical concept explanations will be discussed below
To fully understand a word, it is essential to consider five key areas as outlined by Laufer (1991): word form, which encompasses pronunciation and spelling; word structure, focusing on morphemes; syntactic behavior, which pertains to a word's placement in sentences; meaning, including referential, affective, and pragmatic aspects; and lexical relations, such as collocations and the word's connections to others Mastery of these elements enables learners to effectively use the word in appropriate contexts, both in spoken and written communication.
Nation (2001) argued that understanding a word encompasses three key elements: form, meaning, and use He suggested that a learner truly acquires a word when they can pronounce or write it correctly, comprehend its meaning, utilize it appropriately in various contexts, and combine it effectively with other words to create meaningful sentences.
In 2004, Folse outlined 13 essential factors that contribute to the understanding of a word, including polysemy, denotation and connotation, spelling and pronunciation, part of speech, frequency, usage, collocation, conceptual meaning boundaries, homonymy, homophony, synonymy, as well as considerations of style, register, dialect, and translation.
Word acquisition encompasses various definitions, but fundamentally, it involves mastering different aspects of a word Knowing a word extends beyond merely memorizing its dictionary definition In this research focusing on 10-year-old students, we adopted Paul Nation's (2001) simplest definition: the ability to pronounce, write, understand, and flexibly use words in specific contexts.
2.1.3 Definition of writing fluency and accuracy
Writing is usually considered as the most difficult skill of all since it deals with various language aspects: grammar, spelling, punctuation, word choice, etc (Hapsari
& Sukavatee, 2018) To produce a good writing product, learners are supposed to achieve writing fluency and accuracy as will be defined below
Fluency is commonly understood as the ability to communicate effectively, characterized by ease, smoothness, and flexibility in both spoken and written language Specifically, writing fluency refers to the quantity of words produced within a set timeframe, while also ensuring that the written output is clear and comprehensible (Fellner & Apple).
Writing fluency encompasses several key elements, including temporality, coherence, sociolinguistic appropriacy, and creativity, as outlined by Fillmore (1979) It is influenced by factors such as speech rate, pauses, and repair fluency, according to Tavakoli & Rezazadeh (2014).
Accuracy in language refers to the ability to produce grammatically correct sentences in both speaking and writing In writing, it is defined as the alignment of the produced language with target language norms (Skehan & Foster, 1997) Lambert & Kormos (2014) view writing accuracy as the presence of error-free units, while Pallotti (2009) emphasizes that accuracy should be assessed alongside the complexity of the writing product, rather than merely focusing on the absence of errors.
Fluency and accuracy are key indicators of writing skills, particularly for primary-level students practicing sentence construction In this study, accuracy is defined as the absence of errors, while fluency is measured by the number of words produced within a set timeframe.
Theoretical framework
There have been several theories that support reflective journal writing
The article discusses the significance of engaging in reflective practice within authentic contexts, emphasizing three key theories: Constructivism, Experiential Learning, and Situated-Cognition Learning Additionally, it will explore the hierarchical ordering of cognitive skills in section 2.2.1.
2.2.1 Theory-based approaches to reflective journal writing
Reflective Journal Writing is fundamentally linked to Constructivism learning theory, as highlighted by researchers such as Dewey, Bruner, Vygotsky, and Piaget Constructivism emphasizes that learning is an active process, where learners engage with their environment rather than passively absorbing information Dewey asserts that true learning involves active participation and interaction with the world around us.
Constructivist learning, as defined in 1991, is a theory that emphasizes the importance of learners actively constructing their own knowledge and meaning, both individually and socially This approach suggests that knowledge should be developed internally through cognitive activities, rather than being passively received from external sources Supporting this perspective, researchers like Mughal & Zafar (2011) and Bredo (2000) highlight the significance of personal engagement in the learning process.
Knowledge is constructed through social and cultural interactions, as emphasized by Vygotsky, who highlighted the significance of learners' environments, including parents, friends, and communities Building on Vygotsky's ideas, Bruner advocated for a discovery-based learning process where learners actively engage with their social context and prior knowledge to uncover new insights Similarly, Piaget viewed learning as a dynamic process of knowledge construction rather than a passive absorption of information.
Experiential Learning Theory, rooted in Constructivism and developed by researchers such as Kolb, Dewey, and Wells, emphasizes the importance of knowledge construction through personal experience and reflection within a socio-cultural context Dewey highlighted that learning is intrinsically linked to the reflective process and real-life experiences, stressing the need for mental engagement in reflective activities Building on the theories of Lewin, Dewey, and Piaget, Kolb introduced the Experiential Learning Cycle in 1984, which outlines learning as a process of transforming experiences into knowledge The four stages of this cycle—concrete experience, reflective observation, abstract conceptualization, and experimentation—underscore the critical role of reflective observation, where learners analyze their experiences to enhance the learning process.
Reflective activities lead to the construction of new concepts, allowing individuals to apply their understanding in real-world situations This process illustrates how experiences are transformed into knowledge through reflection The model has served as an educational framework for various non-traditional educational approaches, such as competency-based undergraduate education, professional education, programs for adult learners, and prior learning assessment The Kolbian Cycle of Experiential Learning encompasses learning from multiple perspectives and outlines essential steps for an effective learning process.
Bloom's taxonomy, introduced by Benjamin Bloom in 1956, categorizes human cognition into six domains: knowledge, comprehension, application, analysis, evaluation, and creation, reflecting various levels of critical thinking In 2001, Anderson and Krathwohl revised this taxonomy, emphasizing the importance of higher-level reflection in writing, akin to Kolb’s theory Both frameworks aim to enhance students' writing by promoting deep understanding and critical thinking, guiding them in organizing their knowledge and crafting reflective essays Kolb’s fourth stage, Active Experimentation, aligns with the creation phase in Bloom's taxonomy, where learners are tasked with developing new ideas based on acquired knowledge Ultimately, the integration of Kolb’s process and Bloom’s taxonomy enriches students' writing, fostering their ability to generalize concepts across different contexts.
Situated-Cognition Learning is recognized as a key approach within Experiential Learning theory, highlighting the critical role of context in the learning process According to Brown, Collins, and Duguid (1989), the situated-cognition theory posits that new concepts must be developed progressively through authentic activities, emphasizing that learning is deeply interconnected with real-world contexts Similarly, the work of Lave and Wenger further supports this perspective.
In 1991, it was agreed that knowledge should be presented in an authentic context, as learning new information outside of its natural setting proves ineffective A study by Miller & Gildea (1987) found that 17-year-old learners could acquire 5,000 words annually, or 13 words daily, when learned in context, a feat that is nearly impossible when taught in isolation This highlights that definitions alone, particularly for abstract or low-frequency words, are inadequate for true comprehension Brown, Collins, and Duguid emphasized that words are contextually situated, necessitating a surrounding context for proper interpretation Dewey (1949) referred to a situation as a "contextual whole" and an "environing experienced world," underscoring the importance of context in learning.
Language learning is deeply intertwined with real-life situations, exemplified by indexical words like "I," "here," and "now," which gain meaning only in context Reflective Journal Writing aligns with situated-cognition theory, as students document their personal experiences from lessons in a journal format They engage with reflective questions such as what new concepts they learned, the most interesting aspects of the lesson, desired changes, real-life applications of their learning, and lingering questions This approach transforms writing from a mere academic task into a personal expression, allowing students to articulate their thoughts while incorporating target vocabulary.
Students must apply newly learned vocabulary in authentic contexts while personalizing these words to enhance their understanding and retention.
Situated cognition theory emphasizes the importance of social interaction and negotiation in learning, as highlighted by Brown, Collins, and Duguid's assertion that "knowledge is fundamentally a co-production of the mind and the world." Brown (1989) noted that the meaning of a word is "always under construction," indicating that understanding requires both dictionary definitions and contextual usage This suggests that word meanings are socially developed and constructed In the context of Reflective Journal Writing, learners must engage with vocabulary through activities that incorporate social and physical contexts By reflecting on classroom learning alongside personal experiences, students create connections between acquired knowledge and real-world applications This approach encourages learners to utilize the target language in their social environments, enhancing memory retention and fostering creative applications of vocabulary, ultimately enabling them to achieve higher levels in Bloom’s taxonomy.
Situated cognition learning theory emphasizes that learning is rooted in personal processing, which enhances understanding and application of new knowledge (Dewey, 1974) Brown, Collins, and Duguid highlight that cognitive apprenticeship facilitates domain-specific learning by allowing students to acquire and utilize cognitive tools in real-world contexts Similarly, Glaser (1941) and Lave (1990) stress the importance of engaging in a "community of practice" for effective knowledge construction This principle is exemplified in Reflective Journal Writing, where learners interpret words through personal experiences, deeply reflect on learning activities, and create connections between their insights and experiences.
Reflective Journal Writing is rooted in Constructivism, Experiential Learning, and Situated-Cognition Theory, highlighting the significance of learning through practical activities and reflection in authentic contexts This approach aligns with previous studies that emphasize the interaction between personal experiences and the learning process, showcasing the value of reflective practices in enhancing understanding and engagement.
To have an overview of all the theories related to reflective journal writing, summary table 2.1 was created as follows
Table 2.1 A summary of the theory-based approaches to reflective journal writing
No Theory names Researchers Theory content
Dewey (1929), Bruner (1961), Vygotsky (1962), and Piaget (1980)
Knowledge should be internally constructed from through cognitive activities rather than externally receiving from the outsiders
Kolb (1984) Learning is closely connected to reflection process, and cannot divorce from real life
Learning is the process whereby knowledge is created through the transformation of experience
Bloom’s taxonomy emphasized the importance of reflecting at higher level of critical thinking in writing, not just rote remember
A new concept should be situated and “progressively developed through activity” since learning is closely tied to authentic activities or contexts
Learning is conducted from personal processing, which deepens the understanding and promotes the applying of new knowledge
2.2.2 Theory-based approaches to teaching writing
Writing can be approached in various ways depending on its genre, with effective writing successfully communicating its message to readers Reflective journal writing, a relatively new form, stands alongside traditional styles such as expository, descriptive, argumentative, narrative, and persuasive writing This type of writing is rooted in experiential and freewriting methods, which will be explored further in the following discussion.