(SKKN CHẤT 2020) making use of authentic materials to improve grade 10 students’ vocabulary

Background /context

Instructional materials are essential for enhancing students' vocabulary, which is vital for effective communication in everyday life and academic pursuits This study emphasizes the importance of using authentic materials to boost students' word power and improve their English proficiency To maximize vocabulary acquisition, it is crucial to integrate authentic materials into teaching practices across all grade levels.

Keywords: instructional materials, authentic materials, vocabulary knowledge, vocabulary acquisition.

Rationale

Effective communication is the ultimate goal of all languages, making vocabulary development essential According to Lewis (1993), vocabulary is the heart of language; thus, a rich vocabulary enhances various academic skills, including writing compositions and research reports For students at Ngo Quyen High School aspiring to study abroad, mastering vocabulary is crucial for success in standardized tests like the SAT, where they must comprehend extensive texts on diverse topics Additionally, building vocabulary is vital for proficiency tests such as IELTS and TOEFL Therefore, I aim to implement innovative teaching methods at Ngo Quyen High School to significantly expand my students’ vocabulary knowledge.

Authentic materials, as defined by Ellis and Johnson (1994:157), refer to resources sourced from the real world that are not specifically designed for language teaching These materials can include a variety of items such as newspapers, providing learners with exposure to genuine language use in context.

2 brochures, tickets, TV programs, live talks movies, songs, comics and so forth. Throughout the time, researchers like Rings (1986), Peacock (1997) and Gilmore

(2007) have proved that authentic materials are indispensable within the classroom.

Based on my teaching experience, even high-scoring students often struggle with understanding financial reports, credit contracts, advertisements, and prescriptions Authentic materials provide essential exposure to the real language commonly used by native English speakers Engaging with these materials helps students enhance their vocabulary and overall language competence.

The scope of the research and research aims

This mini research investigates the impact of authentic materials on vocabulary acquisition for Vietnamese EFL learners, focusing on grade 10 students at Ngo Quyen High School Utilizing authentic materials in teaching not only enhances vocabulary learning but also ensures the practicality of lessons The study aims to address specific research questions related to this approach.

1 Do authentic materials benefit students’ vocabulary acquisition ?

2 How practical are authentic materials in English classes ? download by : skknchat@gmail.com

REALITY OF TEACHING AND LEARNING VOCABULARY

Ngo Quyen High School stands out as a prestigious academic institution in Dong Nai province, renowned for its strong educational focus and rich traditions Each year, many students demonstrate exceptional academic abilities, particularly excelling in English, as evidenced by their outstanding entrance examination results To enhance my teaching career, I am committed to staying informed about the latest methodologies and applying innovative findings in my lessons.

Working with students using outdated course materials, such as textbooks published in 2006, presents significant challenges For instance, in grade 10's reading section, students are confronted with irrelevant content, like floppy disks, requiring me to spend valuable class time explaining historical concepts instead of focusing on contemporary language lessons about technology Additionally, during the speaking section on modern zoos, many students confuse the term "safari" with its traditional meaning, while others impressively pronounce specific terms like "hyena" and "koala." These experiences highlight the difficulty of engaging students and enhancing their vocabulary skills when relying solely on outdated textbooks.

The teaching profession requires constant innovation to engage students effectively By fostering a thirst for knowledge, students often come prepared with reference books, author explanations, sample texts, and listening scripts While this promotes student autonomy, it can detract from the originality of the lesson Starting a class without prior preparation allows students to approach the material with fresh minds, potentially leading to a greater appreciation of the lesson.

RESEARCH CONTENT

Research procedure/ definitions of terms

download by : skknchat@gmail.com

In a research study involving 80 grade 10 students, two classes were selected, with 40 students assigned to an experimental group and 40 to a control group The experimental group received lessons utilizing authentic materials, while the control group was taught using conventional methods.

Both groups will undergo a pre-test to ensure they share the same proficiency level At the conclusion of the second semester, they will take an identical post-test for score collection The resulting scores will be utilized as data for research analysis, contributing to the overall findings.

With the participation of my colleagues, comparisons between the control group and the experimental group will be made to examine the effect of authentic materials on students’ vocabulary improvement.

1.2 Data collection procedure a Post-test and pre-test

A pre-test will be conducted in the first week It is a vocabulary-based test, serving to provide the researcher with learners’ competence in

English and to make sure that the two groups are at the same level.

A post-test at the end of the second term for the two will examine students’ improvement groups after 8 weeks treatment. download by : skknchat@gmail.com

It is noted that the students are informed about criteria and grading rubrics before the test to avoid any possible misunderstanding or ill preparation among students. b Classroom observations

Three colleagues from the English group will participate monthly in a class utilizing authentic materials, where they will observe and take notes for their observation reports The entire lesson will be videotaped to facilitate further analysis Additionally, a student questionnaire will be administered to gather feedback.

A 5-point Likert scale questionnaire will be administered to the experimental group to assess students' attitudes towards the use of authentic materials for vocabulary enhancement Prior to the questionnaire, detailed instructions will be provided to guide students on its completion For additional insights, a teacher interview is available for download at skknchat@gmail.com.

An interview was conducted with three teachers from my English team to explore their perspectives on enhancing vocabulary through authentic materials A questionnaire, featuring both closed and open-ended questions, was distributed to the colleagues a week in advance The entire interview process was recorded for subsequent analysis.

1.3 Data analysis a Qualitative data analysis

The evaluation of data from classroom observations, questionnaires, and teacher interviews will reveal trends and themes through color coding This analysis will enhance my teaching philosophy and refine the questionnaires and tests for both groups, leading to informed conclusions and suggestions related to the research topic Additionally, quantitative data analysis will support these findings.

The pre-test and post-test scores will be automatically analyzed using statistical software, specifically SPSS and Excel, employing the independent sample t-test formula A meeting will be convened with my colleagues to discuss the findings and evaluate the effectiveness of the method.

Literature review

In my teaching experience, I have discovered that vocabulary is crucial for enhancing students' language skills Wilkins (1972) emphasizes that while grammar is important, vocabulary is essential for effective communication Supporting this, Richards and Renandya (2002) assert that vocabulary is the core component of language proficiency, impacting learners' abilities to speak, listen, read, and write Consequently, prioritizing vocabulary acquisition is essential for all language teachers.

According to Nation and Meara (2010), achieving intermediate English proficiency requires knowledge of approximately 5,000 word families, while advanced proficiency demands at least 6,000 words Chujo and Oghigian (2009) further emphasize that learners aiming for international English certifications need a vocabulary of at least 4,000 words to achieve 95% coverage on the TOEIC, and 4,500 words for the TOEFL For Vietnamese high school students, enhancing their vocabulary is essential for successfully meeting their academic goals in English.

To enhance English learners' vocabulary proficiency and self-confidence, effective strategies are essential (Oxford, 1990) One recommended approach is utilizing authentic materials, which mimic real-world situations and engage students more effectively (Herod, 2002) This method not only increases interest and variety in classroom activities (Nunan, 1989) but also motivates students to actively pursue vocabulary learning, making the process more meaningful (Nunan, 1989) For instance, a study by Pellicer-Sánchez and Schmitt (2010) found that students could recognize the meaning and spelling of 84% and 76% of words, respectively, while recalling the meaning and word class for 55% and 63%.

Al Nabhani (2015) highlights that the vocabulary from selected sources may not align with students' immediate needs and could exceed their proficiency levels While authentic texts can sometimes hinder lower-level learners by causing frustration and confusion (Guariento and Morley, 2001), Miller (2005) and McNeil (1994) contend that these materials can still be effectively utilized with lower-level learners, provided that the selection process is approached with care and sensitivity.

Adaptation

Below are some lesson designs with authentic materials from both national and international sources.

* Unit 5: Technology And You – Listening: Adapted from BBC news. download by : skknchat@gmail.com

Task 1 Listen to the conversation between the two reporters and answer the questions based on what you hear The recording will be spoken TWICE

B He didn’t finish his book.

C His laptop was not good.

2 The survey has found percent of executives said employees were using their own personal computing technologies for business purposes.

3 What will the woman do if she has a problem with her laptops?

A She will try to repair her laptops.

B She will call IT supporters.

C She will ask her friends for help.

D She will talk to other laptop users. download by : skknchat@gmail.com

4 Why does the man find it hard to speak with the IT department?

A Because they use a lot of technical terms

B Because they use English a lot

C Because they don’t speak clearly

Task 2: Listen to the conversation and fill in each of the blanks with only one word The recording will be spoken TWICE

Feifei: So it’s not always easy, even if it’s the office computer.

Neil: No, as I’m sure You know, Feifei There are always problems, and that’s when you need to be able to talk to your company’s IT support

– that’s information (5) But what should you say ? Oh look, it’s Business Betty! Hi Betty, great to have you here as usual.

Thank you, Neil! It's always a pleasure to be here No matter what device you're using or where you are, it's important to clearly explain any technological issues you encounter.

(7) what the IT expert is saying to you Let’s start with the problems. download by : skknchat@gmail.com

If you are unable to connect to the internet, the IT support person may provide essential guidance They might suggest installing a necessary update or identify other underlying issues that could be causing the connectivity problem.

Neil: (9) to fix Or maybe it can’t be fixed at all I’m afraid.

BB: Hopefully it won’t ever be that bad ! They might give the

(10) most of us have heard at one time and which seems to work very well: give your computer a re-boot – turn it off and on again.

My pleasure So if there’s nothing else, I'll be off Bye for now. Bye Betty.

Task 3 Tell the class about your problem with technology Give your explanation and feeling of technology.

* Unit 10: Conservation – Speaking: Adapted from Safari West Wildlife Preserve & African Tent Camp website.

WELCOME TO THE SONOMA SERENGETI. download by : skknchat@gmail.com

Established in 1993, Safari West has become a leading wildlife destination in the United States, offering an extensive collection of wildlife amidst the stunning natural landscapes of Sonoma County It provides visitors with an authentic African experience right in the heart of California.

For more than two decades, Safari West has provided an opportunity for visitors to experience the beauty of wildlife up close Our commitment to showcasing a diverse range of animals aims to spark wonder, curiosity, and compassion in guests of all ages We strive to inspire a new generation of wildlife advocates dedicated to the protection and preservation of these magnificent and often endangered species.

Safari West invites daily visitors to engage in our mission focused on conservation and environmental education Our commitment to stewardship and individual responsibility is evident through our various ongoing projects and programs.

We invite you to join us in this worthy pursuit.

Task 1: List out the advantages of keeping animals in this new kind of zoo.

Task 2: Work in group Discuss the advantages and disadvantages of keeping keeping animals in the Safari in comparison with the Zoo.

- I’m of the opinion that… download by : skknchat@gmail.com

- From my point of view, …

- I agree that - I don’t agree that

- You have my full that - I can’t go with that

- I’m in agreement with you that … - I’m in disagreement with you that …

Task 3: Make group reports, sharing your views with the rest of the class.

* Unit 11: National Parks – Reading: Adapted from Bach Ma national park management website.

Bach Ma Mountain is recognized as the wettest location in Vietnam, receiving approximately 8,000 mm of rainfall annually, primarily between September and December Even at the mountain's base, the area experiences around 3,000 mm of precipitation each year The air humidity in this region typically ranges from 85% to 95%, with March and April being the driest months, although humidity levels rarely drop below 75% during this period.

Bach Ma Mountain's summit area experiences temperatures that are consistently 7 degrees cooler than the surrounding lowlands, making it a refreshing destination During December and January, temperatures can drop to around 15 degrees Celsius, while the hottest months stretch from May to August.

The weather in the park area can shift rapidly, starting off sunny in the morning and transitioning to overcast with heavy rain by afternoon Additionally, the nearby sea frequently brings strong winds, further influencing the local climate.

February is an ideal time to explore the stunning red Rhododendron simsii blossoms in Bach Ma, thanks to its dry weather and pleasant temperatures While many tourists flock to the park in summer to escape the heat, it becomes particularly crowded on weekends during June, July, and August The arrival of heavy rains in September signals the end of the peak tourist season, restoring tranquility and peace to the region.

Task 1 Find the word in the passages that best suits each of the following definitions.

1 precipitation rain, snow, etc that falls; the amount of this that falls

2 _ the height above sea level

3 _ the amount of water in the air download by : skknchat@gmail.com

5 _ the state of being near somebody/something in distance or time the plants of a particular area, type of environment or period of time

Task 2 Choose the correct answers by circling A, B, C or D.

1: It can be inferred from the passage that

A The weather seems changeable within the day.

B Tourists will suffer from extreme heat in the park.

C The strong winds are caused by the heavy rain in the afternoon.

D The park only supports plant and animal species from the south of Vietnam.

2: Bach Ma National Park is about 7 degress cooler than the surrounding because of its

A high location B tropical zone C enormous size D humidity.

3: What can tourists do in Bach Ma National Park ? A View the red Rhododendron simsii blossoms. download by : skknchat@gmail.com

B Escape the cold weather of Northern climate in February.

C Take a shower under the falling rain in the park D feed the rare animals in Bach Ma National Park

4: Which statement is TRUE about Bach Ma National Park?

A All flowers known in Vietnam can be found here.

B The altitude is one cause to the changes in the weather in the park.

C Tourists like to visit Bach Ma most in July and August.

D February is favourable for a trip to Bach Ma.

Task 3 If you have a one-day trip to Bach Ma National Park, what will you do there ?

* Unit 14: The World Cup – Writing an annoucement: Adapted from Grivan academy website ( UK). download by : skknchat@gmail.com

Merits and defects of the study 10

International studies highlight the significance of authentic materials in language learning, and I believe these resources will significantly enhance my students' vocabulary skills By incorporating authentic materials, I aim to foster a more engaging, enjoyable, and meaningful learning experience for my students Additionally, this study serves as a valuable resource for my colleagues, offering insights to improve vocabulary acquisition in their own lessons.

Despite the benefits of using authentic materials in teaching, several obstacles hinder their implementation Traditional teachers often rely heavily on course books, which restricts the integration of valuable resources To enhance English language learning, EFL teachers should dedicate more time to incorporating authentic materials into their lessons Additionally, there is a need for more workshops focused on innovative English teaching methodologies at both school and provincial levels.

Overcrowded classrooms, often exceeding 40 students, hinder teachers' ability to focus on individual learners and provide accurate feedback To address this challenge, it is crucial for educators to implement peer-checking activities and regular assessments, ensuring that effective teaching methods can flourish despite the constraints of large class sizes.

5 Evaluation of the research a Novelty of the research

Traditional teachers often rely solely on textbooks for instruction, but advancements in technology have made authentic teaching materials readily available online This shift enhances the learning environment, allowing students to engage with real-world contexts relevant to their lessons As a result, students become more involved and motivated to explore, leading to improved academic performance on tests and exams.

The use of authentic materials in teaching vocabulary to grade 10 students is crucial as it significantly enhances their vocabulary knowledge, leading to improved performance in lessons and tests Additionally, these materials capture students' interest, allowing teachers to select topics that resonate with their students, fostering enthusiastic participation Furthermore, incorporating authentic contexts into lessons promotes originality, making the learning experience more engaging and effective.

Students must engage with the information provided, as there are no reference books available for certain materials This active involvement enhances their cognitive processing compared to traditional lessons.

With recent advancements, I am confident in my ability to enhance English teaching at Ngo Quyen High School, aiming for broader improvements across the province To achieve this, I propose organizing more provincial workshops where I can present my research and share innovative teaching methods with my colleagues, ensuring we stay updated with global educational trends.

This study investigates an effective teaching resource aimed at enhancing vocabulary development among students at Ngo Quyen High School The mini research paper adheres to the conventional IMRAD structure, presenting a systematic approach to the findings.

This article explores the effective teaching methods that enhance language acquisition by incorporating real social contexts into lessons While preparing these lessons may require significant time investment from teachers to find suitable resources, the outcomes are highly rewarding Students who engage with practical, context-based lessons show increased motivation and a better mastery of the language, particularly in vocabulary development.

Al Nabhani, S S., & Al Azri, R H (2015) The Importance Of Authentic

Reading Materials In The Development Of Reading Skills Of Grade Ten Students

In The download by : skknchat@gmail.com

Chujo, K., & Oghigian, K (2009) How many words do you need to know to understand TOEIC, TOEFL & EIKEN? An examination of text coverage and high frequency vocabulary The Journal of Asia TEFL, 6(2), 121-148.

Gilmore, A (2007) Authentic materials and authenticity in foreign language learning Language teaching, 40(2), 97.

Guariento, W & J Morely (2001) Text and task authenticity in the EFL classroom. ELT Journal, 55 (4), 347-353.

Herod, L (2002) Adult learning from theory to practice Heinle and Heinle Publishers Heinemann

Lewis, M (1993) The lexical approach: The state of ELT and a way forward. Hove, UK: Language Teaching Publications. download by : skknchat@gmail.com

McNeill, A (1994) What Makes Authentic Materials Different ? The Case of

English Language Materials for Educational Television Papers presented at the

Annual International Language in Education Conference, Hong Kong.

Miller, M (2005) Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan Unpublished master‘s thesis, University of Surrey, Australia.

Nation, P., & Meara, P (2010) Vocabulary In N Schmitt (Ed.), An introduction to applied linguistics (2nd ed.) (pp 252-267) London: Hodder Education

Nunan, D (1989) Designing tasks for the communicative classroom Cambridge University Press

Oxford, R (1990) Language learning strategies: What everyteacher should know. Boston: Heinle & Heinle

Peacock, M (1997) The effect of authentic materials on the motivation of EFL learners ELT journal, 51(2), 144-156.

Pellicer-Sánchez, A., & Schmitt, N (2010) Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart?.

Richards,W., & Renandya, A (2002) Methodology in language teaching: An anthology of current practice 157-272 New York: Cambridge University Press. download by : skknchat@gmail.com

Wilkins, D (1972) Linguistics in language teaching London: Arnold.

Biên Hòa, ngày 06 tháng 6 năm 2020

HỘI ĐỒNG CÔNG NHẬN SÁNG TÁC GIẢ SÁNG KIẾN

KIẾN TẠI CƠ QUAN, ĐƠN VỊ

NƠI TÁC GIẢ CÔNG TÁC

TRẦN ĐỨC TỒN download by : skknchat@gmail.com

This questionnaire aims to gather students' opinions on the use of authentic materials in learning Your feedback will assist English teachers in enhancing their teaching methods Please share your views and attitudes by selecting the appropriate box Your responses are anonymous, and you are not required to provide your name.

A What do you think about vocabulary learning at high school ?

1 Very important  2 Important  3 Not bad 

B How is the lesson when you are taught with the new materials ?

1 Very interesting  2 interesting  3 Not bad 

C What is your opinion on your vocabulary knowledge after the lesson(s) ?

1 Have a complete understanding of vocabulary knowledge  download by : skknchat@gmail.com

4 Feel completely confused about vocabulary knowledge 

5 Not able to use vocabulary from the lesson 

Thank you very much for your co-operation download by : skknchat@gmail.com

This survey aims to gather your opinions on the use of authentic materials in vocabulary instruction Your feedback will help identify effective strategies for teaching vocabulary.

Please feel free to answer the following questions below:

1 Besides the four important skills, what do you think is the most important in teaching English? (Vocabulary, Grammar, Pronunciation, etc.) Why?

2 How do your students often learn vocabulary ?

3 What materials do you often use in teaching vocabulary ? (English 10 textbooks, specified vocabulary book, workbook, etc.)

4 From your point of view, what is the purpose of authentic materials in teaching vocabulary ? download by : skknchat@gmail.com

5 How often do you teach vocabulary using authentic materials ?

6 What are some difficulties you encounter when teaching with authentic materials?

7 How do your students feel when they are taught with authentic materials ?

8 Do you think that teaching vocabulary using authentic materials is more effective than the conventional methods in the textbook ?

9 Do you think that teaching with authentic materials will be implemented in your teaching in the long run? Why?

10 In your opinion, what is the best way of teaching vocabulary ?

SỞ GD&ĐT ĐỒNG NAI

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT Đơn vị: Trường THPT Ngô Quyền NAM Độc lập - Tự do - Hạnh phúc

Biên Hò̀a, ngày 16 tháng 06 năm

2020 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN

Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ́ nhất

Making use of authentic materials to improve grade 10 students’ vocabulary

Trân Đứ́c Tồn Giáo viên tiếng Anh

Họ và tên tác giả: Chức vụ:

Họ và tên thành viên thứ nhất:

Số điện thoại của chuyên gia/giám khảo:

* Nhận xét, đánh giá, cho điểm và xếp loại sáng kiến: 1 Tính mới

Nhận xét khác (nế́u có):

Tổng số điểm: /30 Xếp loại:

Phiếu đánh giá được thực hiện bởi giám khảo thứ nhất của đơn vị, theo quy định của Sở Giáo dục và Đào tạo, nhằm chấm điểm và xếp loại Phiếu này cần ghi đầy đủ và rõ ràng thông tin, có chữ ký xác nhận của thành viên thứ nhất, và được đính kèm vào mỗi cuốn sáng kiến trước Phiếu nhận xét, đánh giá sáng kiến của đơn vị.

CHUYÊN GIA/GIÁM KHẢO THỨ́ NHẤT

(Ký tên, ghi rõ họ và tên) download by : skknchat@gmail.com

Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ́ hai

Họ và tên tác giả: Trân Đứ́c Tồn

Chức vụ: Giáo viên tiếng Anh

Họ và tên chuyên gia/giám khảo: LươngThịThuHà Chức vụ: Giáo

Phiếu đánh giá sáng kiến được thực hiện bởi giám khảo thứ hai của đơn vị đánh giá, theo quy định của Sở Giáo dục và Đào tạo Phiếu này cần ghi đầy đủ và rõ ràng thông tin, có chữ ký xác nhận của thành viên thứ nhất, và phải được đính kèm vào mỗi cuốn sáng kiến trước Phiếu nhận xét và đánh giá của đơn vị.

CHUYÊN GIA/GIÁM KHẢO THỨ́ HAI

Biên Hò̀a, ngày 20 tháng 06 năm 2020

PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN

Họ và tên tác giả:

Đơn vị: TrườngTHPTNgô Quyền

Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác)

- Quản lý giáo dục  - Phương pháp dạy học bộ môn: 

- Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiế́n đã được triển khai áp dụng: Tại đơn vị   Trong phạm vi toàn ngành  

1 Tính mới (Đánh dấu X vào ô   ở cuối 01 trong 05 nội dung dưới đây)

(1) Không có tính mới hoặc chỉ lập lại, sao chép từ các giải pháp đã có

(2) Có cải tiế́n so với giải pháp đã có với mức độ ít 

Giải pháp mới đã được cải tiến với mức độ trung bình trong phạm vi của cơ quan, đơn vị, đồng thời mang tính mới mẻ trong toàn ngành cấp huyện.

Giải pháp này đã có sự cải tiến đáng kể so với các phương án trước đó, thể hiện tính mới mẻ không chỉ trong phạm vi cấp huyện mà còn mở rộng ra toàn ngành cấp tỉnh.

Student questionnaire

This questionnaire aims to explore students' perspectives on learning with authentic materials Your feedback will assist English teachers in enhancing their teaching methods Please share your opinions and attitudes on the specified areas by marking the appropriate box There is no need to include your name on the questionnaire.