INTRODUCTION
Rationale
Fluency in English is essential for individuals of all ages to thrive in a competitive labor market, facilitating communication and integration Alongside professional expertise, strong English communication skills are vital for accessing global employment opportunities In Vietnam, English is increasingly recognized as a crucial subject in schools, emphasizing the importance of vocabulary as a foundational element of language learning Vocabulary not only supports the four key language skills—speaking, listening, reading, and writing—but is also linked to overall language proficiency The National Reading Panel has identified vocabulary as a critical component of reading, highlighting its significance for academic success and reading comprehension.
This study focuses on freshmen at the College of Mechanics and Metallurgy who are not majoring in English, where English is a mandatory subject These students encounter challenges in vocabulary acquisition due to limited experience and fluency in English communication, often resorting to simple words instead of utilizing their learned vocabulary The effective use of vocabulary is crucial for assessing the quality of their writing, yet many students struggle to select words that are both precise and logical Additionally, they express anxiety about speaking English and face significant difficulties during writing examinations due to a lack of vocabulary Furthermore, they have yet to discover effective strategies for vocabulary learning.
The task-based learning approach is a modern and effective method for teaching and learning English, emphasizing authentic language use for genuine communication This learner-centered approach encourages students to interpret meanings within texts, facilitating vocabulary acquisition in a highly effective manner As a result, task-based learning is recognized as one of the most successful strategies for enhancing vocabulary learning and teaching.
The researcher chose to explore task-based reading activities aimed at enhancing vocabulary among freshmen at the College of Mechanics and Metallurgy, with the intention of helping students discover effective methods to improve their vocabulary skills.
Aims of the study
This study aims to investigate the effectiveness of task-based reading activities in enhancing vocabulary among freshmen at the College of Mechanics and Metallurgy It also seeks to understand the students' attitudes toward these activities and to provide recommendations for improving the learning and teaching of task-based reading strategies to better support vocabulary development.
Research question
Based on the above aims, this research is designed to answer the following questions:
1 How are task-based reading activities applied in English lessons at the College of Mechanics and Metallurgy?
2 To what extent can tasked-based reading activities enhance vocabulary for freshmen at College of Mechanics and Metallurgy?
Scope of the study
The objects of this research are 40 freshman students who are picked up randomly from ones who are learning at the College of Mechanics and Metallurgy;
In a series of 10 lessons, three English teachers and the head of the English division at the College of Mechanics and Metallurgy in Thai Nguyen Province will implement a task-based teaching approach in reading classes This initiative aims to enhance vocabulary skills for freshmen, fostering a more effective learning environment and improving language proficiency.
Structure of the research
The research includes three main parts as follows:
The first part is Introduction The researcher states the rationale, the aim, the questions, the scope and the structure of the research
The Development section is organized into three chapters The first chapter outlines the theoretical framework of task-based methods and reviews prior research The second chapter details the study's methodology, including participant demographics, instruments used, and the research procedures implemented The final chapter presents and analyzes the findings from the collected data, discussing the current state of vocabulary instruction for freshmen at the College of Mechanics and Metallurgy through task-based reading activities.
The last part is the Conclusion This part presents the summary of major findings, the limitations of the study and suggestions for further research.
DEVELOPMENT
Task-based learning (TBL), also referred to as task-based teaching (TBT) or task-based instruction, emphasizes the importance of communicative and meaningful tasks in language acquisition According to Richards and Rodgers (2001) and Ellis (2000), this approach prioritizes the effective use of language over simply producing grammatically correct sentences, highlighting the significance of language in context.
Task-based learning (TBL), which originated in the 1980s, effectively enhances the learning experience by placing students at the forefront of the educational process (Hong-qin, 2007) In TBL, reading tasks are designed with specific objectives and structured methods for students to follow, promoting a learner-centered environment In this approach, the teacher adopts the role of a supportive listener rather than a dominant speaker, allowing students ample opportunities to actively participate in various tasks.
Task-Based Learning (TBL) is considered a model of Communicative Language Teaching (CLT), emphasizing real and meaningful communication as the cornerstone of language acquisition (Ellis, 2000) This approach organizes instruction to enhance students' language skills by engaging them in practical tasks that require language use, rather than concentrating solely on the explicit practice of language forms typical of traditional teaching methods (Nation, 2001).
Task-based learning provides a unique approach for language teachers, focusing on the completion of a central task rather than predetermined language objectives In this method, the language acquired is shaped by the students' experiences during the task Specifically, in reading lessons, the primary goals are to enhance vocabulary and develop essential reading skills through engaging activities that allow students to discover and interact with the language.
LITERATURE REVIEW
Task-based learning (TBL), also referred to as task-based teaching (TBT), emphasizes the importance of communicative and meaningful tasks in the language learning process According to Richards and Rodgers (2001) and Ellis (2000), TBL prioritizes the appropriate use of language over the mere production of grammatically correct forms, highlighting the significance of practical application in language acquisition.
Task-based learning (TBL), which originated in the 1980s, effectively enhances the learning experience by placing students at the center of the process (Hong-qin, 2007) In TBL, reading tasks are designed with specific objectives and detailed procedures for learners to follow This approach emphasizes a learner-centered environment where the teacher adopts the role of a supportive listener rather than a dominant speaker, allowing students ample opportunities to actively participate in various activities.
Task-Based Learning (TBL) is considered a model of Communicative Language Teaching (CLT), emphasizing real and meaningful communication as the core aspect of language acquisition (Ellis, 2000) This approach organizes instruction to enhance students' language skills by prioritizing task completion through language use, rather than focusing solely on the explicit practice of language forms, as seen in traditional teaching methods (Nation, 2001).
Task-based learning provides an innovative approach for language teachers by focusing on central tasks rather than predetermined language objectives In this method, reading lessons aim to enhance students' language experience and develop essential reading skills, including vocabulary enrichment Teachers create diverse and engaging tasks that capture students' interest, ensuring that reading activities are both effective and enjoyable, ultimately leading to improved language proficiency.
According to N S Prabhu (1987, p.214) “there are three main categories of tasks: information-gap, reasoning-gap, and opinion-gap”
Information-gap tasks involve transferring data between individuals, forms, or locations, often requiring the decoding of information into language For example, in paired activities, each participant possesses a portion of the overall information, such as an incomplete picture, and must communicate it verbally to their partner Another scenario includes filling in a table using data from a specific text These exercises typically require students to select relevant data while ensuring completeness and accuracy in their transfers.
Reasoning-gap tasks involve deriving new information from given data through inference, deduction, and pattern recognition For example, one might deduce a teacher's schedule based on a specific class timetable or determine the most suitable course of action within certain constraints, such as cost or speed Additionally, these tasks can include solving mysteries, like identifying a suspect in a crime While these activities require understanding and sharing information, the information conveyed differs from the initial data, necessitating reasoning to connect the two.
Opinion-gap tasks involve expressing personal preferences, feelings, or attitudes in response to a specific scenario, such as completing a story or engaging in a debate on social issues While these tasks may require factual data and argument formulation to support one's viewpoint, they lack an objective method for determining correct or incorrect outcomes Consequently, it is natural for different individuals to arrive at varying conclusions at different times.
1.1.3 The application of task-based teaching in reading class
Task-based teaching, as proposed by Willis, is widely recognized as an effective approach in reading classes This method is deemed suitable when compared to the existing vocabulary teaching strategies at the College of Mechanics and Metallurgy Willis (1998) outlines three essential components of task-based teaching: the pre-task, task-cycle, and language focus.
Table 1.1: Willis’s framework of TBL
Source: Willis’ (1996), A Framework for task-based learning, London: Longman
Pre-task means the teacher introduces the task
The teacher plays a crucial role in helping learners define the subject area, leveraging their experience to navigate the task's complexity By presenting the subject effectively, the teacher encourages students to recall and engage their prior knowledge, facilitating various brainstorming activities that enhance understanding.
At the pre-task stage, it is essential to prioritize activities that encourage learners to integrate familiar theme-related vocabulary and sentences A teacher-led brainstorming session plays a crucial role in this process, as it helps to stimulate ideas and engagement Additionally, instructors should introduce key vocabulary and phrases that learners may not yet be familiar with, as predicting the extent of learners' topic-related language comprehension can be challenging.
Teachers must prioritize involving all students in pre-task operations, as this stage aims to spark their interest in the topic Engaging every student is crucial; if one student loses focus, it can disrupt the overall learning environment and hinder the effectiveness of the lesson.
To foster self-confidence and engagement in learners, teachers must actively stimulate their minds and ensure that each student can concentrate on the subjects at hand The pre-task phase is essential as it serves as a warm-up, where predictive assignments and engaging activities can be introduced By activating students' prior knowledge before reading a text, teachers can generate interest and enhance focus For instance, displaying predictive images, asking students to guess the content based on select sentences, or examining headlines and captions can significantly improve their reading or listening concentration.
In summary, the pre-task stage ensures that learners have the capacity to communicate the language
The second phase of task-based teaching is the task cycle, which consists of three key components: assignment, planning, and reporting In the assignment stage, learners actively engage in completing their tasks Next, during the planning phase, each team prepares to present their findings to the class Finally, in the reporting stage, students share the results of their completed assignments, fostering collaboration and communication skills.
Boosting learner engagement is essential for enhancing consumption, as students gain confidence when they realize they can succeed independently The task phase presents an excellent opportunity for learners to communicate, collaborate in pairs or small groups, and achieve the objectives set forth As noted by Willis (1996, p.56), the teacher's role as a monitor during this phase is crucial for guiding and supporting students effectively.
The teacher is usually a "facilitator" in a reading class, keeping in mind the main circumstances for teaching
In a task-based learning strategy, the focus is primarily on students completing tasks, typically in pairs or groups, under the guidance of the teacher The teacher plays a crucial role in designing these tasks to facilitate individual learning, while maintaining overall control of the classroom and the authority to intervene if necessary.
METHODOLOGY
This chapter emphasizes the research design, participants, procedures, and data collection and analysis methods The author will provide relevant information for each section, justifying the chosen methods for the study Additionally, a detailed description of the research procedure will be included to outline all steps, significantly contributing to the overall research.
The purpose of this study is to research and answer some questions as below:
1 How are tasked- based reading activities applied in English lessons at the College of Mechanics and Metallurgy?
2 To what extent can tasked- based reading activities enhance vocabulary for freshmen at College of Mechanics and Metallurgy?
A research design serves as a foundational plan that directs the data collection and analysis phases of a research project, outlining the types of information to be gathered, their sources, and the procedures for collection (Kinnear & Taylor, 1996; Churchill & Iacobucci, 2005) It acts as a blueprint to ensure the study is relevant to the research problem and employs efficient methods To effectively achieve the study's objectives, the author has opted for a mixed methods approach, which facilitates the collection, analysis, and integration of both quantitative and qualitative data, thereby enhancing the understanding of the research issue.
Mixed-methods research integrates both qualitative and quantitative approaches to enhance understanding and validation (Apus, 2017) Qualitative research serves as an exploratory tool to gain insights into perspectives, motivations, and underlying reasons, thereby fostering a deeper comprehension of issues and aiding in hypothesis development In contrast, quantitative research quantifies problems by transforming data into usable statistics, employing structured methods for data collection and analysis (Sis International Research, 2016) This approach utilizes computational, statistical, and mathematical techniques to measure ideas, behaviors, and other variables, emphasizing objective measurement and data analysis through surveys and questionnaires.
This study employs both interviews and questionnaires to gather qualitative and quantitative data Previous research indicates that observations and interviews should not restrict participant engagement, prompting authors to participate in classroom settings for data collection Additionally, the study utilizes questionnaires as primary tools to explore teaching methods and the implementation of task-based reading activities aimed at improving vocabulary among freshmen at the College of Mechanics and Metallurgy.
There are three instruments, namely interview, questionnaires and classroom observations to obtain data for the study questions These instruments will be explained more in detail as below
A questionnaire is a structured tool, either written or printed, designed to gather information from respondents through a formalized set of questions (Business Jargons, 2017) As noted by Saul (2018), it serves as a research instrument that collects primary data by asking participants a series of questions This method can also be used inductively to develop new theories, especially through open-ended questions that explore substantive areas In this context, questionnaires are employed to assess teachers' understanding and utilization of authentic materials, as well as their relationships with those materials.
This study involves administering a questionnaire three weeks post-interview with English teachers at the College of Mechanics and Metallurgy, targeting 40 freshman students Upon distributing and collecting all 40 questionnaires, the author will analyze the data using qualitative methods to gather demographic information, including age, gender, and duration of English learning.
While questionnaires are valuable for research, they can restrict participant responses to specific questions In contrast, interviews serve as an effective tool for researchers to explore topics in depth and gather detailed information This method allows for clearer explanations from respondents, enhancing the quality of data collected Although not the primary method in this study, interviews are utilized to gather qualitative data that clarifies key questions.
In this study, the author will conduct the following in-depth interviews with
The article discusses interviews conducted with the Head of the English Division and three English teachers at the College of Mechanics and Metallurgy, focusing on their perspectives regarding task-based reading activities for freshmen It explores the characteristics of freshman students, their reading habits, and the teaching methods employed by educators Additionally, the article addresses the division's development orientation and solicits the teachers' insights on creating an effective survey questionnaire to assess these factors.
Classroom observation serves as a valuable research tool, enabling researchers to answer key questions and develop theories, as highlighted by Dewalt & Dewalt (2002) This method provides insights into participants' emotional expressions and communication styles while allowing researchers to effectively manage their research activities Although not the primary method in this study, classroom observation plays a crucial role in triangulating findings from questionnaires and interviews, enhancing the overall research quality.
To investigate task-based reading activities for freshmen at the College of Mechanics and Metallurgy, the author conducted observations of 10 English lessons taught by five instructors An observation sheet was created to gather essential details, including class information, lesson names, dates, and the involvement of students and teachers This tool enabled the author to collect significant data on task-based reading lessons, analyze teacher activities, and assess students' vocabulary skills through these interactive reading tasks.
To ensure the reliability and validity of the questionnaire, the author conducted a pilot test with 40 freshman students who participated as actual respondents Feedback revealed ambiguities in the questions, necessitating revisions Specifically, 20 out of the 40 respondents indicated disagreement with an item that presented two distinct opinions, which were not closely related This discrepancy highlighted that students who supported one perspective may not necessarily align with the other, prompting the need for clarification in the questionnaire.
Two weeks after the interview, the author distributed 40 questionnaires to gather demographic data, including age, gender, and teaching experience, using a qualitative method for effective data analysis The collection of questionnaires was finalized by the end of May 2019.
The author conducted in-depth interviews with the head of the English division and three English teachers at the College of Mechanics and Metallurgy to explore their perceptions of task-based reading activities for freshmen To gather comprehensive insights, the author formulated four targeted questions aimed at enhancing the current teaching practices in task-based reading activities.
After 4 weeks from May 15, 2019 to June 15, 2019, the data of classroom observation was collected This period was the end of second term of the school year Therefore, the student was gathering the knowledge and practicing the task-based reading activities to prepare for the test For 4 weeks, the author observed 10 English classes which were taught by 05 English teachers In addition, the author participated in each class, observes the activities in task-based reading activities to enhance vocabulary with the aim of collecting the necessary information and data for this researcher
The collected data from questionnaires was analyzed to assess the perceptions and explanations of freshman students This information was organized based on the most frequently selected responses from the participants.
FINDINGS AND DISCUSSION
This chapter presents findings from two primary sections addressing the research questions, based on data collected from questionnaires completed by 40 freshman students at the College of Mechanics and Metallurgy, along with observations and interviews conducted with three English teachers and the Head of the English division The questionnaire data is categorized into students' opinions on reading materials, assessments of teachers' activities during reading lessons, students' reading performance, and the frequency of teachers employing task-based reading activities to enhance vocabulary Additionally, it examines teachers' activities during the pre-reading, while-reading, and after-reading stages The results will be illustrated through tables and figures, followed by recommendations for students, teachers, and administrators.
3.2 Findings from questionnaires and interviews
The results are represented in more detailed as follows:
3.2.1 Students’ attitude towards vocabulary learning in reading lessons
For the first question, the author focused on student’s assessment on importance of vocabularies The research results are as follows:
Figure 3.1: Student’s assessment on importance of vocabularies
ImportantNormalNot important at all
A recent survey revealed that 62.5% of students acknowledge the crucial role of vocabulary in learning English, while 32.5% consider it very important Only 17.5% view vocabulary as average, and notably, no students deemed it unimportant This indicates a strong awareness among freshmen at the College of Mechanics and Metallurgy regarding the essential nature of vocabulary in mastering the English language.
Table 3.1: Students’ attitude towards the vocabulary teaching method
Questions Unit Interesting Boring Unfamiliar Impractical
1 Current vocabulary teaching in reading activities
2 Games used to teach vocabularies
The survey results reveal that only 25% of freshmen students found vocabulary teaching in reading activities engaging, while a significant 37.5% considered it boring Additionally, 37.5% of students deemed the vocabulary instruction impractical, with none finding it unfamiliar Overall, students perceive vocabulary teaching in reading activities as both boring and impractical, which contributes to their lack of enthusiastic and active participation in reading lessons aimed at vocabulary enhancement.
A study involving 40 freshmen students at the College of Mechanics and Metallurgy was complemented by interviews with three English teachers from the same institution The interviews revealed that all three teachers adhered to traditional methods in their reading classes to enhance vocabulary acquisition They primarily focused on providing the Vietnamese meanings of English words, instructing students to note them down and memorize them for retention This indicates that the teachers recognize the significance of vocabulary learning; however, their teaching methods lacked engagement and innovation.
A significant portion of students, specifically 37.5%, reported that vocabulary games were not integrated into their reading activities, while 25% deemed these games impractical Additionally, 12.5% of students found vocabulary games both interesting and unfamiliar Consequently, it can be concluded that vocabulary games play a crucial role in shaping students' attitudes towards participating in classroom reading activities.
Table 3.2: Students’ assessments on teachers’ teaching vocabularies in reading lessons
Unit Not motivating Boring Repetitive Interesting motivating
A recent survey revealed that 57.5% of students perceive their teachers' vocabulary-enhancing activities in reading lessons as repetitive Additionally, 10% of students find these activities unmotivating, while 15% describe them as boring Only 12.5% of students believe that the teaching methods used are motivating When asked for their reasons, those who viewed the activities as repetitive noted that common practices include "pre-questioning," "asking and answering questions," "providing definitions," and "notebook writing."
Summarizing taught vocabulary often involves language drills that offer students predetermined meanings, which can enhance their comprehension of texts However, these activities can become monotonous and overly repetitive, leading to a lack of engagement and motivation among students If such drills dominate the lessons, they may cause students to feel bored and disinterested in learning.
Table 3.3: Students’ assessments on teachers’ frequencies of using activities in reading classroom to enhance vocabularies
Activities Unit Always Often Sometimes Rarely Never
In reading classes, individual work is frequently utilized by 65.5% of teachers, while whole-class activities are consistently employed by all teachers Conversely, pair work and group work are used less often Consequently, popular activities in reading lessons include "pre-questioning," "asking and answering questions," "writing short paragraphs using vocabulary from the text," and "matching synonyms."
In a recent interview, three teachers revealed that they rarely incorporate pair work and group work in their reading classrooms, despite acknowledging the significant benefits these methods offer in enhancing students' skills They emphasized that such collaborative activities not only provide students with more practice opportunities and foster communication but also boost motivation However, many teachers believe that these activities are more effective for speaking lessons than for reading Additionally, they cited large class sizes as a challenge, making it difficult to manage group dynamics during pair or group work Consequently, individual and whole-class activities remain the predominant approaches in reading instruction.
Table 3.4: Students’ assessments on teachers’ activities at pre-reading stage
Pre-reading activities Unit Always Often Sometimes Rarely Never
1 using games to introduce the text
4 giving an introduction to the text
7 reading out loud the text
The survey examines teachers' pre-reading activities designed to enhance vocabulary before introducing reading texts Various effective strategies include utilizing games, pre-questioning, pre-teaching vocabulary, providing detailed introductions, making predictions, reviewing reading tasks, and reading the text aloud The accompanying table illustrates the teachers' responses to these questions.
The investigation reveals that pre-questioning is the most prevalent strategy used by teachers in reading lessons, with 87.5% of educators employing this technique In contrast, 40% of teachers frequently utilize predicting to engage students at the lesson's outset, while 27.5% incorporate games to introduce the text During interviews, many teachers emphasized that pre-questioning and predicting encourage students to brainstorm relevant words, structures, and ideas, proving effective in guiding them through the lesson Although games and visual aids are also favored, their usage is limited due to a lack of resources, such as computers and projectors, as well as the challenge of large class sizes.
Table 3.5: Students’ assessments on teachers’ activities at while-reading stage
Unit Always Often Sometimes Rarely Never
2 reading for gist or general ideas of the text
4 asking and answering comprehension questions
5 infer the writer’s intended message from a given context
6 reading orally and answering the
Unit Always Often Sometimes Rarely Never comprehension questions % 0 0 17.5 52.5 30
7 deduce the meanings of certain words from a given context
The data indicates that the most commonly utilized activity among teachers is reading for specific information, employed by 60% of educators Following closely is reading for gist or general ideas, utilized by 57.5% of teachers Additionally, 55.5% of teachers frequently engage students in deducing meanings of certain words from context The activity of asking and answering comprehension questions ranks as the second most preferred, with 47.5% of teachers using it regularly In contrast, only 35% of teachers focus on inferring the writer’s intended message from context Reading for thorough comprehension is often assigned as homework to enhance overall understanding of the text The least utilized method is reading aloud followed by answering comprehension questions, which is primarily associated with traditional teaching methods.
Table 3.6: Students’ assessments on teachers’ activities at post-reading stage
Unit Always Often Sometimes Rarely Never
2 translating the text into Vietnamese
Unit Always Often Sometimes Rarely Never
5 giving the same reading task(s) to students
6 writing a short paragraph using new words of the reading text
The results indicate that 80% of teachers frequently utilize the activity of summarizing the text during reading lessons Additionally, 60% of teachers often implement the technique of writing short paragraphs using new vocabulary from the reading material Other common activities include discussion, translating the text into Vietnamese, and repeating useful words or phrases However, assigning the same reading tasks to students is less commonly practiced Notably, all teachers reported that they do not engage in any activities during the post-reading stage.
Very suitableSuitableNormalNot suitable at all
Figure 3.2: Students’ attitudes to task-based reading activities to enhance vocabularies
Task-based reading activities have proven effective in enhancing vocabulary for freshmen at the College of Mechanics and Metallurgy, with most students expressing interest in this approach A significant 47.5% of students found the tasks assigned by teachers during reading lessons to be suitable, while 40% strongly agreed with their effectiveness Only 10% of respondents had no opinion on the tasks, and a mere 2.5% considered them unsuitable.
Obviously, most of the students were interested in task-based method to enhance vocabularies in reading classes
To further explain, the author also delivered questionnaires about types of tasks teachers used
For techniques used in presenting vocabularies, the results are described in the following figure:
Figure 3.3: Students’ attitudes towards teachers’ frequent using techniques in presenting vocabulary
The analysis of teaching techniques at the College of Mechanics and Metallurgy reveals significant variation in vocabulary presentation methods Notably, 100% of teachers employed the translation method, while 95% provided definitions and explanations for new words Additionally, 87.5% utilized visual aids, and 85% incorporated scales to introduce vocabulary Other methods included demonstrations (80%), synonyms and antonyms (57.5%), illustrative situations (55%), examples of types (30%), and context guessing or matching (17.5%) These findings indicate that the majority of instructors effectively implement task-based methods to engage and motivate students Observations from ten English classes showed that such methods not only inspired students but also facilitated better retention of vocabulary over time.
The research results about techniques used in the second stage, practicing vocabularies are illustrated in the following figure:
Figure 3.4: Students’ attitudes towards teachers’ frequent using techniques in practicing vocabulary
CONCLUSION
This section summarizes the study's conclusions and offers recommendations for enhancing vocabulary teaching through task-based reading activities for freshmen at the College of Mechanics and Metallurgy It also addresses the study's limitations and suggests areas for future research.
Research on task-based reading activities at the College of Mechanics and Metallurgy reveals positive attitudes from both teachers and students regarding their effectiveness in enhancing vocabulary for freshmen Surveys, interviews, and class observations indicate that these activities not only motivate students to learn vocabulary but also reduce anxiety and boost self-confidence in communication A key finding highlights the challenge of engaging learners resistant to this approach, suggesting a need for strategies to foster their interest and participation Additionally, the study notes a lack of accessible materials to support teachers in implementing these techniques consistently, as not all educators regularly incorporate task-based reading into their vocabulary instruction.
The study reveals that the vocabulary teaching methods employed by instructors at the College of Mechanics and Metallurgy for freshmen are currently ineffective To address these challenges, the author offers several recommendations aimed at students, teachers, and administrators to enhance the vocabulary learning experience.
2.1.1 Changing role of the teachers
In modern education, teachers should transition from being the sole transmitters of information to becoming facilitators of learning This shift emphasizes the need for educators to support students actively in their vocabulary acquisition and course learning By providing necessary resources and encouraging student engagement, teachers can enhance awareness of effective learning strategies and explain their importance, fostering a more interactive and collaborative classroom environment.
2.1.2 Combining various methods in teaching vocabularies
The author emphasizes that no single vocabulary teaching technique is universally effective, suggesting that teachers should adopt a mixed approach to maximize learning outcomes This involves thoroughly studying various techniques to leverage their advantages effectively The thesis highlights that task-based strategies are particularly significant in teaching vocabulary at the College of Mechanics and Metallurgy, although some students may not show progress Additionally, the technique of vocabulary translation has proven to be beneficial and should not be overlooked in vocabulary instruction.
The significance of diverse assignments is crucial for engaging students in their learning process Varied activities stimulate interest and cater to different skill sets, making lessons more appealing than repetitive tasks Consequently, educators should invest time in creating a range of assignments, such as language games, which are effective and motivating for vocabulary acquisition When implementing games, teachers must consider factors like class size, students' skill levels, cultural backgrounds, timing, subject matter, and the school environment to maximize their effectiveness.
To enhance vocabulary and foster active engagement in reading tasks, teachers should frequently implement pairwork and group work during task-based activities This collaborative approach allows students to interact, share information, and hold each other accountable, ultimately improving their language skills Working together not only boosts motivation but also builds trust among learners, making the learning experience more effective than when tasks are completed individually However, managing group dynamics can be challenging; therefore, it is crucial for teachers to clearly communicate the task objectives before starting Additionally, teachers should circulate during the activity to provide immediate feedback and correct errors, ensuring optimal participation from all students Forming groups of three or four can further facilitate involvement and collaboration among learners.
The content of a lesson significantly influences classroom dynamics, as overly difficult material can lead to student boredom and distraction, while overly simple tasks may leave learners feeling unchallenged and unmotivated To enhance student engagement, teachers can facilitate comprehension of complex texts by assigning simpler tasks, while they can also elevate the challenge of easier texts by providing more demanding assignments This indicates that the perceived difficulty of a text is largely determined by the level of understanding that teachers provide to their students.
Teachers should create meaningful assignments that connect English language learning to real-life situations relevant to their students If using provoked tasks isn't feasible, educators can develop more advanced tasks themselves Incorporating role-playing and practical applications in the classroom allows teachers to utilize materials that reflect real-world language use, enhancing learners' engagement and understanding.
2.1.4 Using more effective pre-reading activities
Enhancing vocabulary for freshmen requires careful preparation for reading activities to activate prior knowledge and engage learners with the text Tudor (1989) emphasizes that pre-reading "enabling activities" provide essential context, helping readers organize their understanding and grasp the material's content and structure Therefore, teachers should prioritize pre-reading strategies to create efficient and engaging classes Utilizing various methods, including audio-visual aids like slides, images, videos, and transparencies, can effectively illustrate concepts and maintain student interest This approach not only enriches the lesson but also offers diverse techniques to help students easily comprehend the text and acquire new vocabulary.
Teachers can enhance learners' expressive abilities by using humor and exaggerated facial expressions, especially when introducing new terms Engaging activities such as matches, role plays, and competitions can significantly boost student interest and motivation By creating dynamic group names, teachers foster a lively classroom atmosphere Although these activities require considerable preparation time, they effectively increase learners' motivation to read Observations reveal that students show heightened interest when teachers incorporate audio-visual aids and games, transforming the learning environment and encouraging better engagement.
2.1.5 Combining skills in reading activities to enhance vocabularies
To enhance vocabulary, learners benefit from integrating reading with speaking, listening, and writing Teachers can improve language skills by employing strategies that combine these abilities throughout the learning process In the pre-reading stage, educators should engage students in discussions about the text's subject and encourage them to predict new vocabulary During the while-reading phase, providing opportunities for collaborative assignments allows learners to share their responses rather than relying solely on teacher-led answers In the post-reading phase, students can reinforce their learning by writing brief paragraphs or engaging in discussions using newly acquired vocabulary Overall, variety in lesson sequences is crucial, and teachers play an essential role in fostering a motivating classroom environment that encourages language acquisition.
2.2.1 The students’ better preparation before reading lessons
Many students underestimate the importance of class preparation, believing it is unnecessary However, preparing for lessons is crucial for effective learning Students should take time to reflect on what they will learn before attending class, which enhances their engagement and understanding Identifying confusing topics is a key strategy for effective preparation Without proper preparation, students risk falling behind and distancing themselves from the educational experience.
To improve student preparation, educators can encourage learners to respond to specific questions related to upcoming classroom topics and vocabulary before school This ensures that students come ready to engage in lessons It's essential for students to accurately note down tasks assigned by the teacher at the end of each class, as this clarifies expectations for future lessons Additionally, students should read assigned materials and take notes to enhance their understanding If they encounter any unclear concepts, preparing questions for clarification demonstrates their interest in the subject matter Teachers should regularly assign tasks and monitor student homework throughout the semester to assess their preparedness.
2.2.2 Applying some useful strategies frequently
Learners should be aware of the strategies that contribute to their success in reading and vocabulary, as this awareness fosters self-reliance and a proactive attitude towards independent learning By taking responsibility for their education, students enhance their motivation and learning capacity Teachers play a crucial role in clarifying the significance of these strategies and demonstrating their application For example, techniques like guessing and matching are highly effective for vocabulary exploration Instead of frequently relying on dictionaries, students should aim to infer the meanings of unfamiliar words from context or utilize synonyms, antonyms, and affixes.
SURVEY QUESTIONNAIRES FOR 40 FRESHMEN AT THE
COLLEGE OF MECHANICS AND METALLURGY
My name is Truong Thi Yen, and I am conducting research on the effectiveness of task-based reading activities in improving vocabulary among freshmen at the College of Mechanics and Metallurgy I kindly request your assistance in answering the questions in the attached questionnaire Your accurate and thorough responses will be greatly appreciated.
Your information shall be used only for this thesis
We sincerely thank you very much for your supports!
This survey aims to gather student feedback on the effectiveness of task-based reading activities in enhancing vocabulary among freshmen at the College of Mechanics and Metallurgy The insights obtained will assist teachers in refining their approaches, ultimately improving students' vocabulary skills.
2 Which class are you in? ………
Please tick ‘’ into the following boxes
The question shall be based on the mentioned theoretical framework of task-based reading activities to enhance vocabulary
1 How do you think about vocabulary teaching method of your teachers? (Only one option)
Questions Interesting Boring Unfamiliar Impractical
1 Current vocabulary teaching in reading activities
2 Games used to teach vocabularies
2 How do you assess your teachers’ teaching vocabularies in reading lessons? (Only one option)
3 How often do your teachers use activities in reading classroom to enhance vocabularies? (Only one option)
Activities Always Often Sometimes Rarely Never
4 How often do the teachers use the following activities at the pre-reading stage? (Only one option)
Activities Always Often Sometimes Rarely Never using games to introduce the text pre-questioning pre-teaching new vocabularies giving an introduction to the text
Predicting doing the reading tasks reading out loud the text
5 How often do your teachers use the following activities at the while-reading stage? (Only one option)
Engaging in various reading activities is essential for enhancing comprehension skills Frequently reading for specific information, understanding general ideas, and achieving thorough comprehension are vital practices Additionally, asking and answering comprehension questions, inferring the writer's intended message, and reading aloud while responding to questions further enrich the reading experience Deducing the meanings of words from context also plays a crucial role in developing a deeper understanding of the text.
6 How often do your teachers use the following activities at the post-reading stage? (Only one option)
Activities Always Often Sometimes Rarely Never summarizing activities translating the text into
Discussion repeating useful words/phrases giving the same reading task(s) to students writing a short paragraph using new words of the reading text doing nothing
7 How do you find task-based reading activities in enhancing vocabularies in English classes? (Only one option)
8 Which techniques are used by the teachers in presenting vocabulary in the reading lessons? (You can select more than one option)
Illustrative situations (oral or written)
Guessing from the context, matching/labelling
9 Which techniques are used by the teachers in practicing vocabulary in the reading lessons? (You can select more than one option)
10 Which techniques are used by the teachers in revising vocabulary in the reading lessons? (You can select more than one option)
11 Which are advantages of using TBL in reading class to enhance vocabulary?
Give more chances to communicate
Understand more about the part of speech
Understand more about the meaning
Give more chances to practice
IN-DEPTH INTERVIEW WITH 03 ENGLISH TEACHERS AT
AT THE COLLEGE OF MECHANICS AND METALLURGY
1 How long have you been working as English teacher at the College of Mechanics and Metallurgy?
2 What do you think about importance of task-based method, especially in enhancing vocabularies?
3 How often do you use task-based reading activities to enhance vocabulary for freshmen at the College of Mechanics and Metallurgy?
4 How do you prepare task-based reading activities exercises for your students?
5 Which are advantages of using TBL in reading class to enhance vocabulary for freshmen?
6 Are freshmen’s scores improved in case of applying TBL in reading class to enhance vocabulary?
7 How do you assess about freshmen’s favorite level with TBL?
8 Do students remember longer in case of applying TBL in comparison with traditional teaching method?
9 Which difficulties do you meet when using task-based reading activities to enhance vocabulary for freshmen?
IN-DEPTH INTERVIEW WITH HEAD OF ENGLISH TEACHER
1 How long have you been working as Head of English division at the College of Mechanics and Metallurgy?
2 How many English teachers are there in your school?
3 How often does the Head of School attend English teachers’ lessons?
4 How does the Head of School invest materials and means of teaching support for students?
5 How often does the Head of School organize trainings for English teachers to improve their teaching skills and knowledge?
6 How often do the teachers use task-based reading activities to enhance vocabulary for freshmen?
7 Did you require English teachers to use task-based reading activities to enhance vocabulary for freshmen?
8 Personally, do you see the advantages of task-based reading activities to enhance vocabulary for freshmen?
9 How do you assess about freshmen’s favorite level with TBL?
10 Do students remember longer in case of applying TBL in comparison with traditional teaching method?
PHỤ LỤC 4 PHIẾU TRƯNG CẦU Ý KIẾN 40 SINH VIÊN NĂM NHẤT
TRƯỜNG CAO ĐẲNG CƠ KHÍ – LUYỆN KIM Xin chào,
Tôi là Trương Thị Yến, hiện đang nghiên cứu về việc sử dụng các hoạt động đọc dựa trên nhiệm vụ nhằm nâng cao vốn từ vựng cho tân sinh viên tại trường Cao đẳng Cơ khí – Luyện kim Tôi mong muốn nhận được sự hỗ trợ từ bạn trong việc hoàn thành các câu hỏi trong bảng khảo sát đính kèm Xin vui lòng trả lời chính xác và đầy đủ các câu hỏi.
Mọi thông tin của em chỉ được sử dụng trong nghiên cứu này
Chúng tôi xin trân trọng cảm ơn sự giúp đỡ của em!
Khảo sát này nhằm thu thập ý kiến phản hồi của sinh viên năm nhất về việc sử dụng các hoạt động đọc để nâng cao vốn từ vựng tại trường Cao đẳng Cơ khí – Luyện kim Thông tin thu thập được sẽ hỗ trợ giáo viên cải thiện phương pháp giảng dạy, từ đó nâng cao trình độ của sinh viên.
Phần 2: Thông tin cụ thể
Vui lòng tích ‘√’ vào các ô bên dưới
Câu hỏi được thiết kế trên cơ sở khung lý thuyết về các hoạt động đọc dựa trên các nhiệm vụ để nâng cao vốn từ vựng
1 Em đánh giá thế nào về phương pháp dạy từ vựng của giáo viên hiện tại? (Chỉ được chọn một phương án) Đánh giá
Câu hỏi Thú vị Buồn tẻ Xa lạ Không thực tế
1 Phương pháp dạy từ vựng hiện tại trong các hoạt động đọc
2 Các trò chơi được sử dụng để dạy từ vựng
2 Em đánh giá thế nào về hoạt động dạy từ vựng của giáo viên trong các tiết học đọc? (Chỉ được chọn một phương án)
3 Em đánh giá thế nào về tần suất sử dụng các hoạt động trong tiết học đọc của giáo viên để nâng cao từ vựng? (Chỉ được chọn một phương án)
4 Giáo viên thường sử dụng hoạt động nào dưới đây trong bước trước khi đọc? (Chỉ được chọn một phương án)
Không bao giờ nên sử dụng trò chơi để giới thiệu bài đọc Trước khi dạy từ vựng mới, hãy đặt câu hỏi để kích thích sự tò mò của học sinh Sau đó, giới thiệu nội dung bài đọc và khuyến khích học sinh dự đoán nội dung Tiến hành các nhiệm vụ đọc để nâng cao khả năng hiểu bài, và cuối cùng là đọc to bài đọc để củng cố kiến thức.
5 Giáo viên thường sử dụng hoạt động nào dưới đây trong bước trong khi đọc? (Chỉ được chọn một phương án)
Khi đọc văn bản, không chỉ nên tìm kiếm thông tin cụ thể mà còn cần nắm bắt ý chính và ý tưởng chung Việc đọc để hiểu sâu, đặt câu hỏi và trả lời các câu hỏi liên quan là rất quan trọng Điều này giúp người đọc suy ra thông điệp mà tác giả muốn truyền tải trong một bối cảnh nhất định Hơn nữa, việc đọc hiểu cũng bao gồm việc suy luận nghĩa của một số từ trong ngữ cảnh cụ thể.
6 Giáo viên thường sử dụng hoạt động nào dưới đây trong bước sau khi đọc? (Chỉ được chọn một phương án)
Không bao giờ tổng kết hoạt động dịch văn bản sang tiếng Việt mà không thảo luận và lặp lại các từ, cụm từ chính Hãy giao nhiệm vụ đọc tương tự cho học sinh và yêu cầu họ viết một đoạn văn ngắn sử dụng các từ mới từ văn bản đọc.
7 Em đánh giá thế nào về hoạt động đọc dựa trên các nhiệm vụ để nâng cao vốn từ vựng trong lớp tiếng Anh? (Chỉ được chọn một phương án)
Không phù hợp chút nào
8 Phương pháp nào được giáo viên sử dụng để giới thiệu từ vựng trong tiết học đọc? (Có thể chọn nhiều hơn một phương án)
Tình huống minh họa (bằng lời nói hoặc bằng văn bản)
Sử dụng từ đồng nghĩa và trái nghĩa
Nêu định nghĩa và giải thích
Nêu ví dụ mỗi loại
Guessing from the context, matching/labelling Đoán từ ngữ cảnh, ghép/nối
9 Phương pháp nào được giáo viên sử dụng để luyện tập từ vựng trong tiết học đọc?
(Có thể chọn nhiều hơn một phương án)
Phân loại và sắp xếp theo thứ tự
Luyện tập các từ đã học
10 Phương pháp nào được giáo viên sử dụng để ôn lại từ vựng trong tiết học đọc?
(Có thể chọn nhiều hơn một phương án)
Xóa và ghi nhớ từ
Sắp xếp các từ bị xáo trộn cho hợp lý
11 Theo em, việc sử dụng phương pháp nhiệm vụ trong tiết học đọc mang lại lợi ích gì?
Mang lại nhiều cơ hội giao tiếp
Hiểu từ loại của từ nhiều hơn
Hiểu nghĩa của từ nhiều hơn
Mang lại nhiều cơ hội luyện tập hơn
APPENDIX 5 PHIẾU PHỎNG VẤN SÂU 03 GIÁO VIÊN TIẾNG ANH CỦA
TRƯỜNG CAO ĐẲNG CƠ KHÍ – LUYỆN KIM
1 Cô/thầy đã làm giáo viên tiếng Anh tại trường Cao đẳng Cơ khí và Luyện kim bao lâu rồi?
2 Cô/thầy nghĩ gì về tầm quan trọng của phương pháp nhiệm vụ, đặc biệt là trong việc tăng cường từ vựng cho học sinh?
3 Cô/thầy có thường xuyên sử dụng các hoạt động đọc dựa trên nhiệm vụ để tăng cường vốn từ cho sinh viên năm nhất tại Cao đẳng Cơ khí và Luyện kim không?
4 Cô/thầy đã từng chuẩn bị các bài tập hoạt động đọc dựa trên nhiệm vụ cho học sinh chưa?
5 Theo cô/thầy, việc sử dụng phương pháp nhiệm vụ trong lớp đọc để tăng cường vốn từ vựng cho sinh viên năm nhất có ưu điểm gì?
6 Theo cô/thầy, điểm số của học sinh năm nhất có được cải thiện trong trường hợp áp dụng phương pháp nhiệm vụ trong lớp đọc để tăng cường vốn từ vựng không?
7 Cô/thầy đánh giá thế nào về mức độ yêu thích của sinh viên năm nhất với phương pháp nhiệm vụ ?
8 Sinh viên có nhớ lâu hơn trong trường hợp áp dụng phương pháp nhiệm vụ so với phương pháp giảng dạy truyền thống không?
9 Những khó khăn nào cô/thầy gặp phải khi sử dụng các hoạt động đọc dựa trên nhiệm vụ để tăng cường vốn từ vựng cho sinh viên năm nhất?