INTRODUCTION
Rationale
English has become a dominant means of international communication, prompting countries like Vietnam to enhance their citizens' English proficiency The Vietnamese government has enacted policies aimed at improving the quality of English education, making it a compulsory subject from primary through high school Additionally, students must pass English exams in the National high school graduation exam to secure university placements, underscoring the significance of learning and teaching English in the country.
Vocabulary is essential for learning English, as it enables effective communication and the expression of ideas It serves as the foundation for developing language skills, with Schmitt (2000) highlighting that "lexical knowledge is central to communicative competence and to the acquisition of a second language." Similarly, Wilkins (1972) emphasized that "without grammar, little can be conveyed; without vocabulary, nothing can be conveyed." Therefore, prioritizing vocabulary learning is crucial for all language learners, and it should be a focal point in language education.
One of problems in learning vocabulary is that learners are struggling against the decline of memory retention in time Forgetting Curve by Hermann Ebbinghaus
Research indicates that learners forget about 90% of what they learned within the first month, with 50% forgotten just a few hours after studying a language Students face an overwhelming influx of new information across various subjects, leading to difficulty in retaining newly acquired knowledge, particularly vocabulary These challenges make teaching and learning English increasingly difficult To address these issues, educators should implement effective vocabulary learning strategies that help alleviate memory pressure and enhance retention.
Mnemonic techniques, derived from the Greek word "Mnemonikos," meaning "aiding memory," are effective strategies for helping students learn and recall vocabulary quickly These memory strategies have been recognized by researchers like Schmitt (1997) and Gu and Johnson (1996) as valuable tools for vocabulary acquisition.
At Phuc Triu Lower Secondary School in Thai Nguyen Province, many sixth-grade students struggle with vocabulary retention, often forgetting words shortly after English lessons This challenge hinders their ability to complete reading and writing tasks that require a solid understanding of vocabulary, highlighting a significant barrier to their English learning and overall language skill development.
This study aims to explore mnemonic techniques to enhance vocabulary retention among grade 6 students at Phuc Triu Lower Secondary School It will assess the effectiveness of these strategies in the context of Vietnamese rural areas, where limited resources pose challenges for foreign language learning.
Aims of the study
This study aims to investigate how mnemonics techniques enhance students' vocabulary retention and to explore their attitudes towards these strategies Based on the findings, recommendations are provided to improve the implementation of mnemonics in vocabulary learning.
Scope of the study
A study was conducted with 40 sixth-grade students at Phuc Triu Lower Secondary School in Thai Nguyen Province, exploring various mnemonic techniques Given the limited time and the small class size, the research focused on effectively implementing these methods to enhance learning outcomes.
I have decided to focus on the effects of three techniques proposed by Thompson
(1987) namely: using pictures, semantic mapping and making-up stories
This study employs pretests, posttests, questionnaires, and peer class observations to highlight the benefits and strengths of using mnemonic techniques in vocabulary teaching and learning However, the findings may not be applicable to all Vietnamese students in rural areas.
The Significance of the study
This study highlights the effectiveness of mnemonic techniques in improving students' vocabulary retention The research findings serve as a valuable resource for educators seeking to enhance vocabulary retention strategies Additionally, the results lay the groundwork for future studies on vocabulary learning methodologies.
Design of the thesis
This study is composed of five following chapters:
Chapter 1:“Introduction” presents the background, aims, research question, the significance, the scope and the design of the study
Chapter 2 “Literature review” conceptualizes the framework of the study through the discussion of issues and ideas on theories of teaching and learning vocabulary and the implementation of Mnemonic techniques
Chapter 3 “Methodology” presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure and data analysis
Chapter 4 “Findings and Discussions” consists of a comprehensive analysis of the data and a discussion on the findings of this study
Chapter 5 “Conclusion” offers a summary of the findings, implications, limitations of the study and future directions for further study
This chapter outlines the study's overview, detailing its rationale, aims, research questions, scope, significance, and design The subsequent chapter will introduce the theoretical framework underpinning the study.
LITERATURE REVIEW
Vocabulary and its importance in language learning
Vocabulary is an unseparated part of any languages There are various definitions of vocabulary proposed by linguists According to Hatch and Brown
Vocabulary encompasses the complete set of words in a language, as well as the words known and utilized by individuals in specific contexts, such as books or subjects (Hornby, 1995) It is defined as the collection of words an individual understands and can use in communication (Linse, 2005) Thus, vocabulary represents the totality of words available for effective expression and comprehension in any language.
Vocabulary is of paramount importance in learning a second language It is
Learning vocabulary is essential for mastering language skills, as it provides a solid foundation for effective communication According to Thornbury (2002), a vocabulary knowledge of at least 2,000 high-frequency words is necessary to understand 90% of everyday texts Insufficient vocabulary can hinder comprehension and communication, making vocabulary acquisition a priority over grammar in English learning While grammatical rules remain fixed, vocabulary continues to expand, with approximately 1,000 new entries added to Oxford Dictionaries Online each year This growing vocabulary poses challenges in language assessments, as highlighted by Schmitt (2012), who noted that vocabulary is a key component measured in tests like the IELTS Academic, where test-takers must read around 2,700 words in an hour Therefore, language learners should focus on expanding their vocabulary and enhancing their vocabulary knowledge.
In conclusion, vocabulary is essential for mastering English as a second language, prompting the use of mnemonic techniques to enhance vocabulary retention among students A strong vocabulary foundation is crucial for the development of key skills, including reading comprehension, listening, speaking, and writing.
Vocabulary learning in English language acquisition
Vocabulary learning is essential for language acquisition, whether it involves a first, second, or foreign language Understanding word knowledge is crucial, as highlighted by Richards (1976), who identified eight key aspects: native speakers' vocabulary features, association, syntax, frequency, derivation, register, semantic features, and polysemy However, this complex theory can be challenging for teaching vocabulary to sixth-grade students Therefore, this study utilizes Nation's (2001) classification of word knowledge, emphasizing that both teachers and learners should focus on three critical aspects: form, meaning, and use.
Form: form of a word involves its pronunciation (spoken form), spelling (written form), and any word parts that make up this particular item (such as a prefix, root, and suffix)
Understanding a word's meaning involves linking its form with its meaning, concepts with referents, and associations with other words Typically, learners acquire both the word form and its meaning simultaneously, allowing them to retrieve the meaning when they encounter the word and vice versa.
Use: knowing how to use a word involves knowing grammatical functions, collocations grammatical functions collocations constraints on use (register, frequency )
This study focused on evaluating vocabulary retention among lower secondary school students by measuring their ability to remember word meanings and collocations before and after using mnemonic techniques Understanding word meanings is crucial for learners as it provides a foundational grasp of texts and conversations Additionally, collocations—frequently occurring combinations of words—are vital for achieving proficiency in the target language, as they enhance language comprehension and usage (Oxford Advanced Learner's Dictionary).
Building a strong vocabulary necessitates daily word accumulation by learners Grauberg (1997) outlines the vocabulary learning process in four key stages: discrimination, understanding meaning, remembering and consolidating, and extending meaning.
Discrimination is a fundamental skill that enables learners to differentiate sounds and letters, crucial for effective listening, reading, speaking, and writing A common challenge arises when learners struggle to discriminate, leading to frequent errors The next stage involves understanding the meaning of foreign words or phrases, which can often be straightforward through direct associations or equivalent English terms Following this, remembering vocabulary is essential, as newly acquired meanings can be easily forgotten According to Baddeley and Hitch's Working Memory Model (1974), vocabulary initially resides in short-term memory (STM) for only a few seconds, necessitating the transfer to long-term memory through revision and recall Finally, to prevent forgetting, vocabulary should be regularly revised, and learners should be encouraged to use words in varied contexts beyond their initial introduction.
Grasberg’s theory enhances our understanding of the vocabulary learning process To improve vocabulary retention, the researcher has designed an intervention specifically targeting the third stage of this process.
“remembering” and stage four “consolidation and extension of meaning “with the Mnemonic techniques because meaning of a word is easily forgotten after being elicited and without revision
Learning vocabulary presents challenges for learners, requiring not only the acquisition of new words but also the effort to retain them To tackle this issue, researchers have proposed various strategies for effective vocabulary learning Below are three commonly recommended vocabulary learning strategies.
Amed (1989) emphasized the importance of utilizing diverse strategies for effective vocabulary practice and retention, which encompass information sources, practice, dictionary usage, memorization, and note-taking Building on this, Gu and Johnson (1996) identified six strategic types: metacognitive regulation, guessing strategies, note-taking strategies, dictionary use strategies, rehearsal memory strategies, and encoding memory strategies Schmitt (2002) expanded on these concepts by categorizing them into two main groups: discovery strategies and consolidation strategies, with further subcategories Discovery strategies include determination and social strategies, while consolidation strategies encompass social, cognitive, metacognitive, and memory strategies, traditionally known as mnemonics Mnemonics involve connecting new vocabulary to previously acquired knowledge through imagery or grouping techniques, such as semantic mapping and visual aids.
In conclusion, while various methods exist for vocabulary learning, researchers consistently highlight the role of memory strategies in enhancing vocabulary acquisition and retention This underscores the significance of mnemonic techniques in vocabulary learning and sets the groundwork for further exploration in this study.
Learning style is closely related to teaching and learning vocabulary The term
‘learning style’ has been widely used in psychology and pedagogy since the 1930s
Learning styles are defined as the unique ways individuals prefer to perceive and process information, with Dornyei (2005) describing it as the complex manner in which learners most effectively engage with content Della-Dora and Blanchard (1979) emphasize that learning styles represent personal preferences for interacting with information across various subjects Various models have been developed to categorize these styles Notably, Kolb's (1984) Experiential Learning Style Model identifies four distinct styles based on a learning cycle: Concrete Experience (CE), Abstract Conceptualization (AC), Active Experimentation (AE), and Reflective Observation (RO) Additionally, the VARK Learning Styles Model by Fleming and Mills (1992) outlines four primary modalities: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K), highlighting the diverse ways individuals learn best.
In this study, I will discuss Gardner's Theory of Multiple Intelligences (1983) because this model is more compressive than the rest and has close relation with the
Mnemonic techniques are essential for enhancing vocabulary learning, as proposed by Gardner's theory of multiple intelligences, which identifies eight distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist This model emphasizes that language teachers should employ diverse teaching methods, including music, cooperative learning, art activities, and role play, to cater to the varied intelligences of students and improve their vocabulary acquisition effectively.
In summary, understanding learning styles can help clarify why some individuals excel at quickly learning and retaining vocabulary, while others struggle Incorporating an analysis of these learning styles may enhance the effectiveness of mnemonic techniques used in the classroom.
Teaching vocabulary with Mnemonic techniques
Mnemonic techniques, derived from the Greek word 'mnemonikos' meaning 'aiding memory,' are essential tools for enhancing memory retention According to Solso (1995), mnemonics are verbal or visual devices designed to improve the storage and recall of new information Essentially, these strategies enable educators to connect new concepts to existing knowledge in students' long-term memory, facilitating better learning outcomes.
Mnemonic techniques significantly enhance vocabulary retention among learners, making them a vital tool in language education Researchers like Cohen (1990) have highlighted that mnemonic links are among the most effective methods for learning and recalling new words Similarly, Thompson (1987) noted that mnemonics can be easily adopted and, once mastered, are hard to forget Therefore, the integration of mnemonic techniques in vocabulary teaching and learning is essential for improving language acquisition.
Mnemonic techniques can be categorized in various ways Baddeley (1999) identifies two primary classes: visual imagery strategies and verbal strategies Conversely, Oxford (1990) outlines four memory strategies: creating mental linkages, applying images and sounds, effective reviewing, and employing actions This article will focus on Thompson's (1987) comprehensive theory of mnemonic strategies, which is particularly relevant to the context of this study According to Thompson, mnemonics encompass several key techniques.
Linguistic Mnemonics: peg word method, the key method
Spatial Mnemonics: the loci method, spatial grouping, finger method
Visual Mnemonics: using pictures, visualization or imaginary
The Verbal Method: group in or semantic mapping, story –telling or narrative chain
Physical Responses Methods: Physical response method, physical sensation method
In my study, I will implement three techniques proposed by Thompson (1987): using pictures, semantic mapping, and storytelling These methods are particularly well-suited to the philological characteristics of my young learners, who are often active, imaginative, and creative, making them more inclined to engage with visual aids and narratives Additionally, the 45-minute lesson time constraint limits my ability to explore all techniques thoroughly Importantly, these chosen methods are efficient and do not require extensive teaching aids, as essential resources like projectors and images are readily available.
Incorporating images into vocabulary instruction is a well-established method in language education This technique effectively illustrates the meanings of words, helping learners to grasp and apply vocabulary in various contexts throughout their lives The significant benefits it offers to English learners are undeniable.
According to 1983, pictures are valuable tools for helping students grasp the meaning of words Hill (1990) highlighted several advantages of using pictures, including their easy availability online and in magazines, affordability, and personal selection by teachers Additionally, pictures offer flexibility for various activities, such as drilling and comparison, and their diverse formats keep learners engaged and curious about what comes next.
Semantic mapping is defined as a visual strategy for organizing and displaying categories and their relationships According to Tateum (2007), it involves constructing visual representations, while Avrianti (2015) describes it as a type of graphic organizer closely related to concept mapping This approach visualizes the connections between words and concepts, making it particularly beneficial for English as a foreign language learners by aiding in the identification and recall of target word meanings.
Figure 2.1: An example of a sematic mapping
Semantic mapping in language classes provides numerous advantages, including enhanced vocabulary retention, increased interaction and collaboration among students, improved learner independence and self-confidence, and the ability to cater to diverse learning styles.
Creating an enjoyable learning atmosphere can be enhanced by using stories to teach vocabulary, as learners can connect target words to form their own narratives Stories, born from imagination and creativity, are more likely to be retained in memory According to Cameron (2001), “Stories offer a full imaginary world, created by the language, which allows learners to enter and enjoy as they learn language.” Crafting stories not only fosters a fun learning environment but also encourages students to tap into their creativity and emotions, making the learning experience more relatable Additionally, storytelling enhances vocabulary acquisition while providing opportunities to practice language skills and grammar.
3.3 The models of teaching vocabulary with Mnemonic techniques
Effective vocabulary instruction is crucial for teachers to transform unknown words into known ones, enhancing depth and long-term retention in learning Marzano (2004) outlines six instructional steps for teaching new vocabulary: first, provide a student-friendly description, explanation, and examples using stories, pictures, and videos; second, have students restate the information in their own words; third, encourage students to create visual representations of the terms; fourth, engage students in structured vocabulary discussions to enrich their understanding; fifth, prompt students to revisit and refine their vocabulary notebooks; and finally, incorporate games that allow playful interaction with the terms Similarly, Garside (2017) suggests five steps that include contextualizing new words through storytelling, presenting meaning with gestures and visuals, connecting new words to similar ones, building word families, and regularly recycling vocabulary to aid retention Despite differences in their frameworks, both researchers emphasize the importance of using visual aids and stories for vocabulary instruction and highlight the necessity of consolidation for long-term retention.
Researchers have explored the use of mnemonics in vocabulary teaching, with Zarei (2013) implementing the Mnemonic Keyword Method This method involves presenting vocabulary, providing examples of the keyword stages, creating memorable mental images linking Persian keywords to English definitions, and encouraging students to use or create their own keywords and images, followed by vocabulary review Similarly, Le (2016) utilized acronyms as a mnemonic technique, guiding students through five steps: identifying new vocabulary, presenting teacher-created acronyms, promoting group acronym creation, encouraging individual acronym development, and reviewing these acronyms before new lessons.
This study developed vocabulary teaching procedures using the models proposed by Marzano (2004) and Garside (2017), which have demonstrated effectiveness in prior research These models emphasize the use of visual aids and storytelling, aligning closely with mnemonic strategies to enhance vocabulary retention and understanding.
3.4 Previous studies on teaching vocabulary with Mnemonic techniques
Numerous studies have demonstrated the effectiveness of mnemonic techniques across diverse subjects, including primary and university students These studies employed various methods to assess the impact of these techniques on vocabulary retention This section highlights five pertinent studies that illustrate these findings.
A study by Kusrini (2011) investigated the impact of the Environmental Mnemonic Technique (EMT) on vocabulary acquisition among young learners Involving 100 elementary students from four classes in South Purwokerto Subdistrict over two months, the research addressed the common challenge of memorizing newly introduced vocabulary The methodology included a pretest, vocabulary instruction using EMT, and a posttest Data analysis revealed that the posttest scores significantly exceeded those of the pretest, leading to the conclusion that EMT effectively enhances students' vocabulary retention.
A study conducted by Siriganjanavong (2013) at Thammasat University, Thailand, examined the effectiveness of the Mnemonic Keyword Method (MKM) in improving vocabulary retention among 44 first-year students with low English proficiency over six weeks The research involved teaching 40 carefully selected vocabulary words, with half of the students using MKM and the other half employing a mixed method that included contextual clues, word structure analysis, and opposite word pairs Vocabulary retention was assessed through pre-tests and post-tests for both groups The results indicated that MKM significantly enhanced students' short-term and long-term recall of vocabulary compared to the mixed methods, although its effectiveness diminished over time.
METHODOLOGY
Participants
A study conducted with 40 sixth-grade students at Phuc Triu Secondary School in Thai Nguyen City revealed that despite over three years of English instruction as part of the National Foreign Languages Project, vocabulary acquisition remains a significant challenge for these learners Teacher observations indicate that students often dedicate substantial time to reading texts and frequently seek clarification on the meanings of familiar words, highlighting the difficulties they face in mastering vocabulary.
Students often struggle with vocabulary, hindering their ability to express ideas in both writing and speaking Teachers frequently hear complaints about issues like forgetting words and poor memory retention Additionally, the school's remote location limits students' access to online English resources and courses, leading to anxiety and pressure during English lessons To address these challenges, it is essential to implement various vocabulary teaching strategies, particularly mnemonic techniques, to enhance motivation and improve vocabulary retention among students.
Research questions
This study aimed to investigate the improvement in vocabulary retention among students utilizing various mnemonic techniques, as well as to explore their attitudes towards these strategies for learning vocabulary Three specific research questions were formulated to guide the inquiry.
1 What is the students’ vocabulary retention before and after the use of Mnemonic techniques in teaching vocabulary?
2 In what ways can Mnemonic techniques increase students’ vocabulary retention?
3 What is the students’ attitude toward the use of Mnemonic techniques?
Methods of the study
This study utilized a combination of quantitative and qualitative methods to gather data The quantitative approach involved pretests and posttests to evaluate the difference in students' vocabulary retention and measure their progress following the treatment Additionally, qualitative methods such as questionnaires and class observations were employed to investigate learners' attitudes towards mnemonic techniques.
Data collection instruments
In order to collect data for the study, the following instruments were employed, including pretest, posttest, questionnaires and class observation
A pretest and posttest were developed to evaluate students' vocabulary retention following exposure to mnemonic techniques (MT) in English lessons The posttest scores were compared to pretest results from students of similar proficiency to assess the effectiveness of MT in vocabulary instruction Most questions were derived from the textbooks “Bai tap tieng Anh 6” by Luu Hoang Tri and “Tieng Anh 6 thi diem” by Hoang Van Van The pretest, conducted after units 6 and 7, involved no special vocabulary teaching techniques; students simply noted new words and their meanings It comprised 20 questions divided into two parts: the first required students to provide Vietnamese equivalents for given words, while the second consisted of multiple-choice questions on collocations, with a maximum score of 10 points The posttest, administered in the sixth week, mirrored the pretest design and focused on vocabulary from units 8 and 9, aiming to measure retention after the intervention Results from both tests were analyzed using SPSS software to determine any significant differences in vocabulary retention before and after the application of MT.
A questionnaire serves as an effective research tool for collecting information, offering researchers a cost-efficient and time-saving method In this study, the questionnaire was specifically tailored for students and consisted of two distinct sections (refer to Appendix).
In the study, Part 1 consisted of five multiple-choice questions aimed at gauging students' perceptions of vocabulary learning through mnemonic techniques, which informed Research Question 2 Part 2 included five ranked questions and one open-ended question designed to evaluate students' attitudes toward the use of mnemonic techniques, allowing them to express their opinions freely A summary of the questionnaire responses from students is presented in the table below.
The purposes Number of questions
Part 1: students’ perception toward vocabulary learning through mnemonic techniques
Part 2: Students’ attitudes toward the using Mnemonic techniques for vocabulary learning
Table 1: Summary of the questions in students’ questionnaire
The questionnaire was administered to 40 sixth-grade students, with instructions provided by the researcher to ensure proper understanding To enhance accessibility, the questionnaire was translated into Vietnamese, allowing participants to comprehend the questions more easily in their native language The researcher refrained from interfering during the process, only offering guidance when requested by the students Upon completion, the collected questionnaires were analyzed for results.
The class peer observation, adapted from Seldin (2006), utilized an open-ended format to enable detailed feedback on vocabulary teaching and learning Observers provided insights on the teacher's vocabulary instruction, including materials, explanations, class management, and feedback, as well as on students' understanding, performance, and attitudes towards vocabulary learning Due to time constraints, only four lessons were observed Analyzing the collected data allowed the researcher to identify the strengths and weaknesses in teaching and learning with Mnemonic techniques, while also uncovering students' attitudes towards using these methods.
Data Collection Procedure
The data collection for the study spanned 7 weeks, beginning with a pretest in the first week where students were introduced to three mnemonic techniques: using pictures, semantic mapping, and storytelling These techniques were then integrated into vocabulary instruction to enhance student retention Observations of the teaching and learning process were recorded using peer class observation forms After four weeks of instruction, students completed a posttest to evaluate their vocabulary retention improvement In the seventh week, students filled out a questionnaire, and the collected data was subsequently analyzed to draw conclusions, implications, and suggestions.
Week 1 Subjects were administered the Pretest
Introduce about 3 Mnemonic techniques Week 2 Intervention with MT
Week 6 Subjects were administered the Posttest
Week 7 Subjects were asked to fill in the questionnaire
After week 7 Data were collected, scored and analyzed
Conclusions, implications and suggestions were developed
Table 2: The procedures of the study 5.1 Teaching vocabulary procedures with Mnemonic techniques
From week 2 to week 5, students were taught the vocabulary in unit 8 and unit
9 of the book “Tieng Anh 6 tap 2” published by Vietnam Education Publishing House Most of new words related to the topics sports& games and cities in the world
The vocabulary teaching steps utilizing Multimedia Technology (MT) were structured according to the models established by Marzano (2004) and Garside (2017), as detailed in the lesson plans (refer to Appendix 4) These lesson plans served as an effective intervention tool to assess the impact of MT on students' vocabulary recall and to gauge their perceptions of the teaching methods employed A specific lesson plan incorporating MT for vocabulary instruction is outlined below.
Warm- up - Play games or review previous lessons through some activities
New lesson - Identify the new words to be learned
- Present vocabulary in the lessons with MT (using pictures or stories)
- Teach pronunciation of new term and correct pronunciation mistakes if any
- Check vocabulary through games or activities
- Have students apply newly- learnt words to complete tasks in the textbook
- Ask students to reconstruct a picture, stories, or semantic mapping of the at newly learnt words at home
Table 3: A model lesson plan with the use of MT in vocabulary teaching adapted from Marzano (2004) and Garside (2017)
Data analytical method
The data for this study was collected over seven weeks through tests and questionnaires, and analyzed using both quantitative and qualitative methods The pretest and posttest results were entered into SPSS statistics software to assess the differences in vocabulary retention among students Based on these findings, the researcher concluded whether mnemonic techniques effectively enhanced students' vocabulary retention Additionally, the collected data was visually represented through bars, charts, and figures using Excel Finally, the analysis of classroom observation data provided insights into the impact of mnemonic techniques on learners and their attitudes towards these methods.
MT in vocabulary teaching and learning
This chapter outlines the methodological aspects of the study, detailing the approach taken to answer the research questions Data collection involved various research instruments, including pretests, posttests, questionnaires, and class observations Additionally, the chapter provides a descriptive overview of the participants, data collection procedures, and data analysis The upcoming chapter will focus on analyzing the data gathered from these research instruments.
FINDINGS AND DISCUSION
Findings from pretest and posttest
1.1 The students’ vocabulary retention before using Mnemonic techniques
Figure 4.1: Result of the Pretest
The pie chart illustrates the performance of 40 students in a pretest, revealing that overall, their results were unsatisfactory Nearly half of the students, accounting for 47%, received low scores below 5, indicating a significant number struggled with the material Meanwhile, a portion of the students achieved average scores, highlighting the need for improvement in their academic performance.
Only 25% of students scored between 5 and 6, while just 20% achieved scores from 7 to 8, and a mere 8% attained scores from 9 to 10 This data indicates that without the use of specialized techniques in vocabulary instruction, students' retention of vocabulary was poor.
1.2 Students’ vocabulary retention after using Mnemonic techniques
Figure 4.2: Result of the posttest
Figure 4.2 demonstrates a significant improvement in student scores on the post-test, with the percentage of students scoring below 5 dropping by 40% Additionally, the proportion of students achieving very good scores increased from 8% to 18% There was also a modest rise in average scores, climbing from 25% to 30% Notably, the percentage of students earning scores between 7 and 8 doubled to 42% Overall, these results indicate that the implementation of mnemonic techniques effectively enhanced vocabulary retention among students.
The result of the posttest
1.3 The difference in students’ vocabulary retention before and after using Mnemonic techniques
N Total score Minimum Maximum Mean
Table 4: The overall descriptive data of the tests
The analysis reveals that the mean score of the posttest (7.02) is significantly higher than the pretest score (5.12) Notably, while no students achieved a score of 10 in the pretest, several did in the posttest Additionally, the minimum score improved from 1 in the pretest to 2 in the posttest.
However, not all students made improvement in the posttest, shown the table
5 There were 2 students receiving lower scores in the post-test, which was accounted for 5% of the total test takers Also, two students got the same scores in both tests, namely 7 and 9
Table 5: Students with lower scores and unchanged scores in the posttest
Research indicates that while mnemonic techniques significantly enhance vocabulary retention for many students, not all individuals experience the same level of benefit from these strategies.
3.1 Comparison of pre-test and post-test scores in term of ability to give meaning of words
N Total score Minimum Maximum Mean
Table 6: The overall descriptive data of ability to give meaning of words
The data indicates a significant improvement in students' ability to define words from previous units, with the posttest mean score rising to 2.33, an increase of 1.22 points compared to the pretest The pretest had a minimum score of 1 and a maximum of 4, while the posttest ranged from 1 to 5 This demonstrates a notable enhancement in students' vocabulary comprehension following the instructional treatment.
3.2 Comparison of pre-test and post-test scores in term of ability to remember collocations
N Total score Minimum Maximum Mean
Table 7: The overall descriptive data of ability to remember collocations
In examining collocations, the posttest mean score increased to 2.79, slightly surpassing the pretest mean score of 3.47 Both tests had a minimum score of 1, while the maximum score improved from 4 in the pretest to 5 in the posttest.
It can be concluded that there is a little improvement in ability of using collocations of students
95% Confidence Interval of the Difference
A paired sample T-test was conducted to assess the statistical difference between pretest and posttest scores, with data analyzed using SPSS software as presented in Table 3 The analysis revealed a significant difference, as the assumption that the pre-test mean equals the post-test mean was rejected (Sig = 000 < 0.05) Therefore, it can be concluded that there was a notable difference between the pretest and posttest results.
In summary, the posttest mean scores revealed an increase of 1.9 points compared to pretest scores, indicating that mnemonic techniques can significantly enhance vocabulary retention among students, particularly in recalling word meanings and collocations Notably, the most substantial improvement was observed in students' ability to define words, with mean scores rising from 2.33 in the pretest to 3.55 in the posttest, a gain of 1.22 points Conversely, progress in remembering collocations was slower, with an increase of only 0.68 points Additionally, the data showed that not all students benefited from mnemonic techniques; some experienced lower posttest scores, suggesting a lack of improvement in vocabulary retention, while others performed consistently well in both tests, indicating that mnemonic techniques may not have impacted their retention abilities These varied outcomes may be attributed to the limitations of mnemonic strategies, as highlighted in the questionnaire and class observations.
Findings from questionnaire
2.1 Students’ perceptions toward vocabulary learning through the Mnemonic techniques used in the study
1 help you retain meaning of words better and longer 37.5% 32.5% 30.0%
2 help you remember collocations better 22.5% 45% 32.5%
3 help you improve at least a language skill 20.0% 37.5% 42.5%
5 save you more time and effort to remember 30% 45% 25%
Table 9: Students’ perceptions toward vocabulary learning with MT
The study evaluates students' perceptions of the effectiveness of three mnemonic techniques—using pictures, semantic mapping, and making up stories—across five criteria For word meaning retention, pictures were deemed the most effective by 37.5% of students, followed by semantic mapping at 32.5% and story-making at 30% In terms of collocations, 45% of students favored semantic mapping, while 32.5% preferred making up stories, with pictures being the least effective When assessing language skills and grammar, making up stories emerged as the most effective technique, chosen by 17 students, while semantic mapping and pictures received fewer votes This suggests that story-making encourages greater vocabulary and grammar use Lastly, regarding the time and effort invested in learning vocabulary, semantic mapping was recognized as the most time-efficient technique by 45% of students, compared to 30% for pictures and only 20% for story-making.
In conclusion, the three mnemonic techniques discussed can significantly aid students in their learning process Utilizing visual imagery has been found to be the most effective method for word retention Additionally, semantic mapping enables students to learn more collocations efficiently, saving valuable time in vocabulary acquisition Furthermore, creating stories is an effective strategy for enhancing language skills and grammar proficiency.
2.2 Students’ attitude toward using Mnemonic techniques in English lessons
6 You are interested in the Mnemonic techniques introduced by the teacher
7 After using these Mnemonic techniques, learning vocabulary become more interesting and much easier
8 You become more creative and self- motivated after learning vocabulary with MT
9 These techniques might help you learn other subjects like (history, geography ) better
10 You are expecting to use Mnemonics techniques to recall vocabulary in next units
Table 10: Students’ opinion on Mnemonic techniques in English lessons
A significant majority of students (62.5%) expressed interest in the Mnemonic techniques introduced by their teacher, while only 10% were not fond of them, and 27.5% viewed them as average Many students (50%) found that these techniques made learning vocabulary more engaging and easier, contrasting with the 25% who disagreed or were neutral Additionally, 55% believed Mnemonic techniques enhanced their creativity and self-motivation in learning, with few students disputing this benefit When asked about the applicability of these techniques to other subjects, 45% felt they would not be helpful, while 35% were optimistic about their effectiveness Furthermore, over half of the students indicated they would continue using Mnemonic techniques for vocabulary recall in future units, although 20% expressed no intention to do so.
In question 11, 92% of students shared their favorite techniques and the reasons behind their choices, while a small percentage chose not to provide their opinions The findings are visually represented in the accompanying pie chart.
Students showed a preference for using pictures and semantic mapping as their favored techniques, with 40% and 35% of them selecting these methods, respectively In contrast, only 17% of students enjoyed making up stories The students provided various reasons to support their preferences for these techniques.
Using pictures Semantic mapping Making-up stories
“I like using pictures because drawing pictures to learn new words is really fun “ SS1
“Using pictures is my favourite one Drawing pictures help me remember words longer than writing them again and again” SS2
“I like semantic mapping most New words seem to stay in my mind longer if
I make a map of new words by myself” SS3
“I like making up stories because making up a story is fun way to memorize words I often have a lot of good ideas with new words” SS 4
The results from question 11 indicate a connection between mnemonic techniques and Gardner's Theory of Multiple Intelligences (1983) Students who benefit from visual aids like pictures and semantic mapping may exhibit strengths in visual-spatial intelligence, while those who excel at creating narratives likely possess linguistic intelligence.
The data indicates that the majority of students exhibit a positive attitude towards using mnemonic techniques (MT) for vocabulary learning, leading to increased creativity and self-motivation Many students are optimistic about MT's potential to enhance memory capacity not only in English but also in subjects like History and Geography that require substantial information retention Notably, the use of mnemonic strategies such as visual imagery, semantic mapping, and storytelling aligns well with the learning styles of many students, resulting in improved performance on post-tests and better vocabulary retention However, it's important to note that some students remain unaware of the benefits of mnemonic techniques.
Findings from class observation
Data on class observation was collected using a peer observation form, highlighting both the strengths and limitations of the lessons conducted with the mentor teacher (MT).
The teacher demonstrated thorough preparation for lessons, utilizing handouts, projectors, and pictures to enhance the teaching and learning experience, making it more engaging and accessible for students The teaching materials were well-suited to the students' levels and the lesson objectives Vocabulary was presented clearly, supported by visuals and PowerPoint, which effectively captured students' attention and fostered interest in vocabulary acquisition Class management was effectively maintained through structured pair and group work, with the teacher providing a friendly and supportive atmosphere She constructively addressed students' incorrect answers and misunderstandings, ensuring that all class members felt respected and treated equitably.
Most students demonstrated attentiveness and enthusiasm during lessons, particularly enjoying the vocabulary techniques employed by the teacher, which fostered their creativity and imagination through storytelling When collaborating in pairs or groups, they actively engaged and confidently sought clarification from the teacher Familiarity with the teaching methods led to improved task performance, as students completed assignments more quickly and showcased greater creativity compared to previous lessons Additionally, an increased number of students felt encouraged to share their answers in class.
However, there were some limitations in process of teaching and learning with
During the observation, it was noted that while some students were engaged in the lessons, others struggled to concentrate and often created distractions for their peers Additionally, slow learners faced challenges in keeping up with their classmates, particularly when tasked with story-making activities, leading to complaints about insufficient time due to their limited grammar skills and ideas To improve the learning experience, the teacher should focus on better time management during lessons to minimize unfinished tasks that students must complete at home Furthermore, providing more detailed corrections and feedback on students' performance is essential for helping them learn from their mistakes.
In conclusion, the results from class observations aligned closely with the data gathered from student questionnaires, indicating that most students appreciate the use of mnemonic techniques for vocabulary learning Additionally, these techniques not only enhance students' motivation but also contribute to their overall improvement in learning English.
Discussion
In this part, both similarity and difference of the present study and previous studies would be discussed Also, theoretical background and methodology are used to explain the findings
There are some similarities between the present study and the previous ones
This study utilized pretests, posttests, peer class observations, and questionnaires to investigate the impact of mnemonic techniques (MT) on students struggling with vocabulary acquisition and language skills The findings revealed significant improvements in vocabulary retention among students after employing MT, aligning with the results of previous research by Le (2016) and Azmi (2016) Notably, the outcomes were consistent with Sirigajannavong's (2013) study, which also indicated that while most students enhanced their vocabulary memorization, a few exhibited exceptional performance or no improvement post-intervention Furthermore, the research highlighted that students displayed increased motivation for vocabulary learning after using MT, a positive shift corroborated by the questionnaire and observational data collected during the study.
This study highlights significant methodological differences compared to previous research, particularly in the use of pretest and posttest results, which Sirigajannavong (2013) found insufficient to explain students' vocabulary retention issues While other researchers noted limitations of mnemonic techniques (MT) without elaborating, this study incorporated peer class observations, questionnaires, and discussions on learning styles, specifically Gardner's theory of multiple intelligences (1983) This approach revealed that mnemonic techniques may not align with the diverse learning styles present in a classroom, as the emphasis on visual and verbal aids primarily benefited students with strong pictorial and linguistic intelligence Observations indicated that some students lacked attentiveness, potentially hindering their vocabulary retention Unlike previous studies that focused on a single mnemonic technique, this research employed three simultaneously, suggesting that varied techniques could better support a wider range of learners Additionally, the one-group pretest-posttest design used here, similar to Le (2016), contrasts with the control and experimental group designs of Latiff (2016) and Sirigajannavong (2013), which may lend more credibility to their findings To address the limitations of the one-group design, this study utilized questionnaires and open-ended peer observations to more accurately assess the impact of mnemonic techniques.
In conclusion, the research findings from pretests, posttests, observations, and questionnaires indicate that multimedia technology (MT) significantly enhances students' vocabulary retention and fosters a positive attitude towards learning Furthermore, comparisons with previous studies reveal both similarities and differences in results and methodologies, highlighting the effectiveness of MT in educational settings.
CONCLUSION AND PEDAGOGICAL IMPLICATIONS
Conclusion
This study explored the impact of mnemonic techniques on students' vocabulary retention and their attitudes toward these methods It found that many students struggled with vocabulary learning, hindering their language skill acquisition Conducted over seven weeks, the research utilized pretests, posttests, questionnaires, and class observations to gather data Key findings indicate that mnemonic strategies can significantly enhance vocabulary retention and positively influence students' perceptions of learning techniques.
The significant increase in mean scores from pretest to posttest indicates that mnemonic techniques (MT) are effective in improving students' vocabulary retention Students demonstrated notable advancements in recalling both word meanings and collocations, although they tended to remember word meanings more effectively than collocations.
A majority of students demonstrated a positive attitude towards the use of multimedia techniques (MT) in vocabulary learning, as revealed through questionnaires and class observations They expressed increased creativity and self-motivation, eagerly anticipating the incorporation of diverse MT methods in future English lessons Students found the use of pictures to be an effective strategy for word retention, while semantic mapping enabled them to learn collocations more efficiently Additionally, storytelling was perceived as a valuable tool for enhancing language skills and grammar Overall, it is evident that the integration of MT in vocabulary instruction has significantly improved students' learning and retention of vocabulary.
In the teaching-learning process, students demonstrated increased attentiveness and enthusiasm for participation, leading to greater confidence in communication and enhanced interaction with their teacher Consequently, many students were able to recall more vocabulary after lessons According to questionnaire findings, students favored using pictures as an effective method for memorizing words, while semantic mapping aided in learning collocations and streamlining vocabulary acquisition Additionally, creating stories is considered beneficial for improving language skills and grammar.
Despite the teacher's efforts to enhance students' vocabulary retention through multimedia teaching (MT), some students failed to meet expectations and showed no progress in their vocabulary learning This lack of advancement may stem from distractions during English lessons and the use of pictures and stories in the teaching process that did not align with the students' individual learning styles.
The analysis of findings reveals that the use of Machine Translation (MT) significantly improves students' vocabulary retention, particularly in understanding meanings Many students expressed satisfaction with MT, which increased their motivation to learn vocabulary However, the study also identified drawbacks, including insufficient teacher feedback and the need to integrate MT with other language skills for more effective learning.
Pedagogical implications
Based on the conclusion above, this section will provides some pedagogical suggestions for using Mnemonic techniques in teaching and learning vocabulary
Teachers play a crucial role as language instructors and must innovate by applying diverse teaching techniques to meet students' English learning needs To enhance vocabulary teaching, educators should incorporate various mnemonic techniques, allowing them to identify the most effective methods for helping students memorize vocabulary Additionally, understanding different learning styles is essential, as these styles significantly influence how students acquire vocabulary By equipping students with vocabulary learning strategies tailored to their individual learning styles, teachers can significantly improve their vocabulary acquisition.
Mnemonic techniques for vocabulary instruction should be strategically developed to enhance students' language abilities, particularly in speaking and writing By linking vocabulary teaching to skill development, students can significantly improve their practical use of English.
To enhance student engagement, teachers must cultivate a relaxing and friendly learning environment A positive atmosphere during English lessons can significantly improve students' attitudes toward vocabulary acquisition, leading to more effective teaching and learning of new words.
Active and creative engagement in the vocabulary learning process is essential for students They should feel empowered to seek clarification and support during English lessons while also sharing their opinions on vocabulary instruction This open communication is vital, as student feedback enables teachers to make necessary adjustments to enhance the teaching process.
Developing personalized vocabulary learning strategies is essential for effective self-study at home, independent of teacher guidance By implementing effective strategies, students can significantly enhance their vocabulary acquisition and retention skills.
Limitations of the study
Despite significant efforts to conduct this study, several limitations were encountered The researcher faced constraints in time and expertise, preventing a comprehensive exploration of the topic Furthermore, the study involved a small sample size of only 40 sixth-grade students, which may not accurately reflect the broader student population at Phuc Triu Lower Secondary School.
The study employed a one-group pretest-posttest design, raising questions about whether the observed improvement in vocabulary retention is attributable to mnemonic techniques or the learning process itself To accurately assess the effectiveness of mnemonic techniques, future research should include both control and experimental groups.
Suggestions for further studies 39 REFERENCES XL APPENDIX 1 V APPENDIX 2 VII APPENDIX 3 IX APPENDIX 4 XIII APPENDIX 5
Various mnemonic techniques exist, and it is essential to test each type to empirically identify which method best aids specific groups of learners in memorizing vocabulary effectively.
The study was carried out at Phuc Triu Lower Secondary School with a limited sample size of 40 students over a brief duration Consequently, the results may not be applicable to all lower secondary schools It is recommended that future research involve a larger participant group for more comprehensive findings.
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I Give Vietnamese equivalent meanings of these word phrases
Word phrases Vietnamese Equivent meaning
II Choose the correct answer A ,B, C or D to finish the sentences
1 VTV1 is a television channel in VietNam
2 What is your TV programme?- “ It’s cartoon”
3 Disney Chanel is one of the most channels children
A good- for B popular- with C exciting –for D boring - with
4 That TV channel attracts millions of TV because it offers many different interesting programme
5 My father likes watching sports on VTV3
6 In London people cheer and sing when the clock midnight on New Year’s Eve
7 On new year’s day, children lucky money red envelope
A get – in B.ask – on C.take –at D.have – with
8 Children should help their parents their house with flowers and pictures
9 January 1 st is a day when people in Europe and America _New Year
10 I wish you a _life and _heath
A long- best B big- good C long- good D happy- bad
I Give Vietnamese equivalent meanings of these word phrases
Word phrases Vietnamese Equivent meaning
II Choose the correct answer A ,B, C or D to finish the sentences
1 I _aerobics and weight training at the gym in my free time
2 Foodball is as the most popular sport in the world
3 When it is hot, I often swimming with my uncle
4 Phong three goals for our team and made it a hat trick
5 Pele began his at the age of 15 when he started to played for Santos Football Club
6 The air is getting more because there is more smokes from factories and motorbike
7 That city is famous _its fashion shops
8 New York is an _city with many skyscrapers
9 Pho is the most _food I’ve tasted
10 Britain’s most popular is fish and chips
This survey questionnaire aims to gather data for my research on the impact of mnemonic techniques on vocabulary retention among students at Phuc Triu Lower Secondary School Your participation in completing this questionnaire would be greatly appreciated Rest assured, all information provided will be used solely for research purposes, and your identity will remain confidential in any discussions of the data You may respond in either English or Vietnamese.
Part 1 What is your perception toward vocabulary learning through the Mnemonic techniques used in the study? Put a tick on your opinion
Mnemonics techniques can Using picture Semantic mapping
1 help you retain meaning of words better and longer
2 help you remember collocations better
3 help you improve at least a language skill
5 save you more time and effort to remember
Part 2: What is your attitude toward using Mnemonic techniques in learning vocabulary? Put a tick on your opinion
6 You like the Mnemonic techniques introduced by the teacher
7 After using these Mnemonic techniques, learning vocabulary become easier
8 You become more creative and self- motivated
9 These techniques might help you learn other subjects like (history, geography ) better
10 You are expecting to use more
Mnemonics techniques in the future
11 Among Mnemonic techniques (using pictures, Semantic mapping and making-up stories) , which one do you like best? Why?
Thank you very much for your cooperation
BẢNG CÂU HỎI DÀNH CHO HỌC SINH Gửi các em học sinh
Phiếu điều tra này nhằm nghiên cứu các kỹ thuật ghi nhớ từ vựng bằng phương pháp Mnemonic cho học sinh lớp 6 trường THCS Phúc Trìu Thông tin mà các em cung cấp rất quan trọng cho khảo sát này và sẽ chỉ được sử dụng cho mục đích nghiên cứu, đảm bảo bảo mật thông tin cá nhân của các em.
Chân thành cảm ơn các em !
Bài khảo sát này gồm 5 câu hỏi nhằm đánh giá nhận thức của học sinh về hiệu quả của các phương pháp Mnemonic trong việc học từ vựng Học sinh được yêu cầu đánh dấu vào lựa chọn của mình để thể hiện ý kiến cá nhân.
Các kĩ thuật Mnemonic có thê: Dùng tranh ảnh
Dùng sơ đồ ngữ nghĩa
Tạo ra các câu chuyện
1 Giúp em nhớ nghĩa của các từ tốt hơn và lâu hơn
2 Giúp em nhớ các cách kết hợp từ
3 Giúp em cải thiện ít nhất một kĩ năng ngôn ngữ (nghe, nói, đọc, viết)
4 Giúp em cải thiện ngữ pháp
5 Tiết kiệm nhiều thời gian và công sức để ghi nhớ từ
Câu hỏi 6-11 dùng để khảo sát thái độ của các em đối với việc sử dụng kĩ thuật Mnemonic trong các giờ học Tiếng Anh
6 Em cảm thấy thích các kĩ thuật
Mnemonics mà giáo viên đã dùng trong giờ học Tiếng Anh
7 Sau khi sử dụng các kĩ thuật này, em thấy việc học từ vừng trở nên dễ dàng và thú vị hơn
8 Em trở nên sáng tạo và năng động hơn sau khi học từ vựng với các kĩ thuật này
9 Những kĩ thuật này có thể giúp em học các môn khác như (lịch sử, địa lý) tốt hơn
10 Em mong muốn tiếp tục sử dụng các kĩ thuật này để học sừ vựng trong các giờ học Tiếng Anh tiếp theo
11 Trong các kĩ thuật Mnemonics ( dùng tranh ảnh, sơ đồ ngữ nghĩa và tạo ra các câu chuyện), em thích kĩ thuật nào nhất?.Tại sao?
APPENDIX 4 Classroom Visit Observation Form (Open-Ended)
Lesson: Number of students present _
Date/time of observation _ Class: 6A
This form includes two observation areas for the observer to document feedback during classroom visits It encourages the observer to provide insights on each aspect of the instructor's teaching practices observed.
I Teacher’s vocabulary teaching Observer’s description/ feedback
APPENDIX 5 LESSON PLAN UNIT 9: CITIES OF THE WORLD
1 Objectives By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic “Cities of the world”
- Use the vocabulary and structures to describe cities and landmarks
- Vocabulary: continent, place of interest, capital, population, popular drink
1.2 Anticipated problems: Some Ss may lack vocabulary to communicate and complete the tasks
1.3 Attitude: Ss take part in the activities seriously and study attentively
2 Teaching aids: Textbooks, pictures, tape and handouts
11 Attitudes toward the use of Mnemonic techniques
T- C - T shows a picture of a city Ask students to guess where it is
- T asks more questions about England
-Do you know anything about London?
- T introduces the topic of new lesson
Before Ss read the dialogue, T presents the vocabulary to students through an imaginary flight to England and pictures (using Power Point)
Target words: continent, place of interest, capital, population, popular drink
Over 53 million Big Ben/ London Gherkin Tea
Guys, fasten your seatbelt the flight number
0000 is going to land England - the part of the United Kingdom on European continent Let’s me tell you something about this beautiful country
With a population exceeding 53 million, England's capital, London, is home to iconic landmarks such as Big Ben, the London Eye, and the distinctive egg-shaped building known as the London Gherkin Additionally, tea holds the title of the most popular beverage in the country.
- When tell a story , T pauses at the target words for students to guess the meaning
- T writes down words on the board and have students repeat
- T corrects the pronunciation mistakes if any
- Then T checks vocabulary by pointing at the pictures then call on students to say aloud the target words
- Ask SS questions about the pictures:
What are Mai and Tom doing?
What are they looking at?
- Ss look at the picture and answer the questions
- In pairs, Ss practice the dialogues
- T calls some pairs to perform the dialogues before class
- Take notes students about the use the present perfect in the conversation “Have you ever…?”
* Task 2: Read the conversation again and write True (T) or False(F)
- Ss work individually to give the answers
- Ss compare the answers with a partner
- T asks Ss to share the answers with two other Ss
- Ss report the answers before class
1.F (They are looking at the photos on the computer)
2.F (Tom has been to most of the cities) 3.T
4.F (There are modern buildings in London as well)
5 F (Tom has never been to New York The photo is from his brother)
- Ss work in pairs to complete this task
- T checks as the whole class
- T asks students some questions about countries and continents For example:
Which continent is England in?
Which continent is Vietnam in?
Task 4 Match the words in the blue box to the names of the places in the yellow box
-T has students read aloud the words in the blue box and asks for recalling the meaning of words before doing the tasks
- Ss work in pairs and report the answer
- T checks and feedback Key: a Asia, Africa b Sweden, the USA c, Ha Noi, Nha Trang, Amsterdam, Liverpool d Ha Noi, Amsterdam e Ben Thanh market, the Louvre
Task 5: Base on the information in task 4, design an info graphic of any country in the world Then introduce your info graphic to your classmate
- T shows a sample of info graphic of Vietnam to students, asks them to design their own info- graphic and introduce about their products
- T encourages Ss to use the target words ( continent, place of interest, capital, population, popular drink) to build the info graphics
- T goes around the class to give supports
- T instructs SS to give an individual presentation about their info graphic
Vietnam, located in Asia, is home to a vibrant population of 97 million people, with Ha Noi serving as its capital The country boasts numerous attractions, including the stunning Ha Long Bay and the historic Hue Citadel Vietnamese culture features a fondness for green tea and beer, while rice remains the staple food enjoyed by many.
- T asks Ss to finish their info-graphics at home then check them in the next lesson
- T reminds SS to do homework and be ready for A
