Statement of the Problems and Rationale of the Study
Vocabulary has a significant position in the process of mastering a language Linguists and researchers quotes Wilkin, D (1972:10):
“Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed” as the affirmation of the role of vocabulary
In recent years, the importance of vocabulary in English language teaching has gained significant recognition among teachers and students in Vietnamese schools As a result, there has been an increased focus on vocabulary development, with educators implementing various teaching methods and techniques to enhance students' vocabulary acquisition This collaborative effort has led to noticeable progress in students' language skills.
As a high school English teacher with experience at Hanoi – Amsterdam high school, I prioritize enhancing students' vocabulary, particularly in science and technology I recognize the importance of improving their specialized vocabulary to meet both external demands and internal needs, ensuring they are well-equipped for academic success in these fields.
- There is no specific English textbook for the science gifted students at high school level all over the country
- At Hanoi-Amsterdam high school, the textbook “Tiếng Anh 10” issued by the MOET is used to teach all students including science gifted students This is a compulsory course
The general English textbook used by students nationwide lacks sufficient vocabulary and knowledge tailored for specific fields, such as science and technology.
Students at Hanoi-Amsterdam High School possess strong foundational knowledge of general English, often beginning their studies in primary school or earlier To gain admission, they must achieve high scores on entrance exams that include Mathematics, Vietnamese, and English Consequently, the "Tiếng Anh 10" curriculum is relatively straightforward for them In addition to the standard textbook and workbook, teachers provide regular supplementary and intensive exercises to enhance their learning experience.
In recent years, vocabulary related to science and technology has been undervalued compared to grammar in basic high school education This deficiency in vocabulary has led to challenges for many students in articulating their ideas effectively Consequently, most students lack familiarity with scientific terminology and English scientific literature, hindering their academic progress in these fields.
Students often encounter lexical gaps when seeking relevant information in English or participating in international exams, camps, or workshops focused on science and technology This challenge significantly hinders their progress and active engagement in these opportunities.
Many students recognize the crucial importance of English vocabulary in the fields of science and technology for their future studies and careers As a result, they invest significant time in expanding their vocabulary in these areas.
Exploring various vocabulary teaching strategies has revealed that reading is an effective method for students to expand their vocabulary in science and technology The key benefit of this approach is that it allows learners to encounter new terms in context, facilitating deeper understanding and retention.
Supplementary readings can significantly enhance vocabulary development among grade 10 science gifted students This study explores the impact of such readings on improving English vocabulary related to science and technology By engaging in this program, students will not only expand their vocabulary but also prepare themselves for advanced reading in their future academic pursuits.
Aims and Objectives of the Study
This study focuses on assessing the vocabulary needs of students in the fields of science and technology Additionally, it explores the effects of a supplementary reading program on enhancing the vocabulary of grade 10 students in these subjects.
The main objectives in this study are as follows:
- To identify students‟ perceptions of the need to develop their English vocabulary on science and technology and their willingness to spend time on supplementary reading program
- To introduce the supplementary reading program and examine its effects on grade 10 students‟ English vocabulary acquisition
- To share the findings with teachers and students who are interested in this field of English vocabulary teaching
- To make some recommendations for further study.
Research Questions
In order to achieve the above-mentioned aims and objectives, the answers to the following research questions are needed to be found
1 What are the students’ perceptions of the need to develop their English vocabulary on science and technology?
2 To what extent are the students willing to take part in the supplementary readings?
3 Is there a relationship between supplementary reading and the development of English vocabulary on science and technology?
Scope of the Study
Due to time constraints, the study focused on two classes of grade 10 students specifically gifted in science Considering that the participants were beginners in the fields of science and technology, the vocabulary provided in the reading passages primarily consisted of English for General Science.
Method of the Study
To find out the answers to the above research questions, a quasi-experiment design has been adopted
A pre-experiment questionnaire was utilized to assess students' perceptions regarding the necessity of enhancing their English vocabulary in the fields of science and technology, as well as their willingness to engage in supplementary reading materials.
- The pretest and posttest were conducted with 60 students divided into two randomly selected groups to measure the differences in students‟ vocabulary acquisition.
Design of the Study
The study is divided into three parts as follows:
Part one provides a comprehensive overview of the study, outlining the rationale behind the research, its aims and objectives, key research questions, the scope of the investigation, and the employed research methodology and design.
Part two consists of three chapters
Chapter one examines the literature pertinent to the study, covering the definition of vocabulary, key aspects for instruction, and various approaches to vocabulary acquisition and teaching methods It also highlights the connection between vocabulary knowledge and reading comprehension Additionally, the chapter addresses the role of supplementary materials, emphasizing their significance in enhancing the understanding of supplementary readings within the context of this research.
Chapter two provides an in-depth exploration of the research methodology employed in the study, detailing the research approach, participant selection, questionnaire design, and the implementation of pretests and posttests, along with the procedural steps followed throughout the research process.
Chapter three presents significant findings of the study and discussion on the research questions
Part three includes some pedagogical implications This chapter also points out some limitations of the study that serve as the basis for the researcher‟s suggestions for further study.
Literature Review
Vocabulary
Linguists have varying definitions of vocabulary, with one of the most comprehensive being from the Longman Dictionary of Language Teaching and Applied Linguistics According to this source, vocabulary encompasses a collection of lexemes, which includes individual words, compound words, and idiomatic expressions.
According to Ur, P (1996:60), vocabulary can be defined as
“the words we teach in foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multiword idioms”
Words are the fundamental building blocks of communication, as their sounds and meanings interconnect to facilitate interaction between individuals By arranging these words into sentences, we create conversations and various forms of discourse.
Lewis (1993:89) states more detailed definition of vocabulary
“… may be individual words or full sentences – institutionalized utterances – that convey fixed social or pragmatic meaning within a given community”
Vocabulary encompasses the complete set of words in a language, including single words and multi-word expressions This understanding helps clarify the fundamental nature of vocabulary.
Effective communication requires students to possess a diverse vocabulary (Cunningsworth, 1995) Many students mistakenly view English words as isolated units; however, words derive meaning from their interconnectedness within a contextual framework (Schmitt, 2000) In many instances, the meaning of a word cannot be inferred solely from its individual parts Thus, teaching learners to acquire vocabulary through authentic contexts is essential for enhancing their understanding and usage.
Given vocabulary quite a „large‟ concept, its clarification is diversified In the relation with the research topic, in this paper, only the active and passive vocabulary is studied
Doff A (1988) categorizes vocabulary into active and passive types, where active vocabulary consists of words that students need to understand and use, while passive vocabulary includes words that students should comprehend but do not need to use themselves When teaching active vocabulary, it is beneficial to provide examples and ask questions to enhance understanding In contrast, passive vocabulary is often introduced quickly or left for students to infer from context It is important to recognize that students typically understand more words than they can produce, so not all new words should be treated as active vocabulary.
Gairns R & Stuart R (1986) distinguish between receptive and productive vocabulary knowledge They define receptive vocabulary, or passive vocabulary, as the language items that learners can recognize and understand when reading or listening In contrast, productive vocabulary, or active vocabulary, refers to the language items that learners can recall and use effectively in both speech and writing.
The transition from a student's receptive vocabulary to productive vocabulary typically occurs through repeated exposure to the words, either by hearing or reading them over time, or through consistent practice Reading is a key method that facilitates this transition process.
1.1.3 What Need to Be Taught in Vocabulary
According to Ur, P (1996), when vocabulary is introduced to learners, pronunciation and spelling, word form, grammar, collocation, aspects of meaning, word formation need to be taught
Nation, I S P (1990:13) explains in a chart what knowing a word means He indicates that what means “knowing” a word depends on whether the word is learnt for receptive skills or for productive skills
Spoken form What does the word sound like?
How is the word pronounced?
Written form What does the word look like?
How the word written and spelled?
Grammatical patterns In which patterns does the word occur?
In which patterns must we use the word? Collocation What words or types of words can be expected before or after the word?
What words or types of words must we use with this word?
Frequency How common is the word?
How often should the word be used?
Appropriateness Where would we expect to meet this word?
Where can this word be used?
Concepts What does the word mean?
What word should be used to express this meaning?
Associations What other words does this word make us think of?
What other words could we use instead of this one?
Table 1: Questions to be answered when knowing a word
According to Taylor (1990), understanding a word encompasses more than just its spelling, morphology, pronunciation, and meaning, including its equivalent in the learner's native language Additionally, learners must grasp the word's collocation, register, polysemy—where a single word has multiple meanings—and homonymy, where different words share the same spelling and pronunciation.
Gairns R & Stuart R (1986) also claims that it is very important that the teachers (and in many cases, the learners) must decide whether a vocabulary item is worth acquiring productively or receptively
This paper discusses the use of English in science and technology, highlighting that it is not a distinct language with unique grammar, pronunciation, or spelling However, scientific English does have specific characteristics that set it apart from English used in other domains.
Strevens (1980:465-466) points out seven characteristics of scientific English as follows:
- Greek and Latin roots and affixes
- Precise and frequent use of logical-grammatical connectors
- The grammar and lexis needed for the rhetoric of science
1.1.4 Criteria for Selecting the Vocabulary to Teach
When selecting vocabulary for teaching, it's essential to consider the specific context, as core items may vary in relevance across different situations Effective vocabulary instruction should focus on a manageable amount of information at once, allowing for better retention and understanding Therefore, teachers must take into account various factors to optimize the learning experience.
Frequency 1 Average number of occurrences of a word in a language Range 2 A measure of the different types of texts in which a word occurs Language needs 3 The words that are regarded as „require‟ by the learner in order to communicate Availability and familiarity
4 The word the learner is mostly in contact with and somehow „know‟
Coverage 5 The capacity of a word to take the place of other words Regularity 6 How is the use of a word „spread‟ over the language Learn ability 7 Are some words easier to learn than other?
Table 2: Criteria for vocabulary selection
(Source: http://art-humanities.cant.ac.uk/language-studies)
Approaches to Vocabulary Acquisition
In L2 vocabulary teaching, it's essential to differentiate between a "vocabulary lesson," aimed at helping students learn specific vocabulary items, and a lesson where vocabulary arises naturally within other activities, such as authentic listening or reading tasks (Gower, R:145) The former focuses on the explicit learning of vocabulary, while the latter emphasizes the acquisition of vocabulary through context Understanding this distinction between "learning vocabulary" and "acquiring vocabulary" is crucial for effective language instruction.
According to Nguyen Bang (Et.al) 2003, it is impossible to teach all English vocabulary in the school curriculum:
“If the teacher tries to teach all the new words thoroughly, there will be no time to do anything in the lesson”
Teachers must focus on teaching approximately 2,500 high-frequency words, which account for 90% of everyday conversation Additionally, they should implement strategies to assist students in comprehending and retaining the 40,000-60,000 low-frequency words, utilizing tools such as dictionaries and contextual word deduction techniques.
1.2.2 Incidental Vocabulary Acquisition and Intentional Vocabulary Learning
In L2 lexical teaching and learning, there are two main approaches to vocabulary acquisition: incidental learning and intentional learning
Incidental learning refers to the acquisition of knowledge that occurs as a secondary result of engaging in other activities In the context of vocabulary development, it involves learning new words and their usage through reading texts, completing tasks, or participating in activities that are not explicitly focused on vocabulary This process often leads to a deeper understanding of vocabulary forms, collocations, and parts of speech, highlighting the effectiveness of incidental learning in language acquisition.
Intentional learning refers to a structured approach where both teachers and students actively plan and design their learning experiences This method emphasizes vocabulary acquisition and incorporates various conscious strategies for learning and memorizing words Understanding the nuances of word meanings, including symbolism and connotations, requires a deliberate focus on intentional learning (Nation, 1990).
Vocabulary acquisition can be achieved intentionally, driven by learners' motivation and desire Numerous strategies and techniques for teaching and learning vocabulary are utilized globally by both educators and students Ongoing discussions and experiments aim to enhance the vocabulary learning experience Nonetheless, many scholars recognize that learning vocabulary in a second language is a complex process that encompasses various learning methods In addition to intentional learning, researchers suggest that vocabulary can also be acquired incidentally.
According to Huckin, T & Coady, J (1999:181-193), except for the first few thousand most common words, vocabulary in second language can be obtained without learners‟ intention
This study emphasizes the importance of both receptive and productive vocabulary use in language learning Teachers can choose essential keywords from supplementary readings to introduce to students prior to their reading activities During the reading process, students have the autonomy to decide which words they wish to learn in-depth, which ones they only need a basic understanding of, and which they can infer meanings from for comprehension.
1.2.3 Implicit Learning and Explicit Learning Process
Incidental vocabulary acquisition encompasses both implicit and explicit learning processes Implicit learning is characterized as the unintentional absorption of information without a conscious effort to remember it, while explicit learning involves the strategic application of vocabulary learning techniques by the learner According to Krashen (1989), implicit learning occurs subconsciously through repeated exposure to new words in various contexts, focusing on meaning rather than form In contrast, explicit learning employs diverse strategies that significantly enhance vocabulary acquisition, positioning learners as active information processors Ellis (1995) further supports the notion that implicit vocabulary learning aids in recognizing simple patterns in language input and output, while explicit learning is essential for connecting these patterns to their corresponding meanings or concepts.
According to Ellis (1997), incidental vocabulary acquisition involves both implicit and explicit learning mechanisms The implicit processes are responsible for acquiring a word's form, collocation, and grammatical class information, while the explicit learning process is essential for understanding a word's semantic properties and mapping its form to meaning.
Incidental learning emphasizes understanding the meaning of a text or word while downplaying the importance of word form However, true word knowledge encompasses various elements, including grammatical patterns, collocations, and appropriate usage in different contexts (Nation, 1990) To enhance their vocabulary, students often require guidance from teachers, as independent learning alone may not suffice for acquiring comprehensive knowledge Additionally, given their limited time for extensive reading, students are unlikely to develop a deep understanding of word meanings without support.
Methodology in Vocabulary Teaching
“the method used has often been said to be the cause of success or failure in language learning”
In recent years, foreign language teaching has experienced significant transformations, necessitating that language teachers develop a clear understanding of various teaching approaches and their interrelationships To effectively address specific teaching contexts, educators must carefully select the most suitable methods for their classrooms This article provides an overview of key foreign language teaching methods and their practical application in vocabulary instruction.
The Grammar-translation method is one of the oldest method foreign language teachings
In traditional language teaching, instruction predominantly occurs in the students' first language (L1), resulting in minimal engagement with the target language Vocabulary is often presented as isolated word lists, which students are required to memorize alongside their translations Additionally, learners receive grammatical rules and paradigms to help them construct sentences This approach emphasizes rote learning rather than practical language use.
-14- providing the rules with wide literary vocabulary in written exercises Teachers also find it an easy and quick way to explain the meaning of words
In this approach, teachers focus on providing students with grammatical rules, paradigms, and vocabulary lists, translating new words into the students' first language (L1) This aids students in completing written exercises related to grammatical analysis and translation, rather than contextual text exercises The method is straightforward to implement and easy to assess and monitor.
The second language acquisition method emphasizes treating foreign language learning similarly to first language acquisition, directly linking foreign utterances to objects and actions without relying on the native language This approach mandates the exclusive use of the target language during teaching and learning, prohibiting the use of the mother tongue It eliminates the need for translation and minimizes grammatical analysis, while prioritizing accurate pronunciation and grammar from the outset.
This effective vocabulary teaching method utilizes objects and pictures to introduce common, active words related to daily activities Concrete vocabulary is taught through demonstrations, while abstract words are clarified through the association of ideas.
The communicative approach emphasizes the importance of using language in real-life situations, making it as crucial as the language itself This method focuses on vocabulary acquisition through interactive classroom communication, leveraging learners' experiences, and connecting classroom learning with language use beyond the classroom.
The Communicative Language Teaching (CLT) approach enhances students' confidence in communication and fosters greater classroom engagement Its motivating nature encourages active participation, making it a favored teaching method among educators and researchers alike.
Vocabulary and Reading Comprehension
A range of definitions of reading comprehension has been developed by researchers Goodman, K.S (1971:135) terms reading as
“a psycholinguistic process by which the reader, a language user, reconstruct, as best as he can, a message which has been decoded by a writer as a graphic display”
Reading comprehension, as defined by Grellet (1981), involves effectively extracting information from a written text It transcends the simple decoding of symbols into sounds; instead, it represents a dynamic process of negotiation between the reader and the writer As readers engage with the text, they not only gather information but also strive to grasp the underlying emotions and intentions of the author.
Sharing the same opinion, Carrel (1997:21) indicates:
“Reading comprehension is reconstruction, interpretation and evaluation of what author of written content means by using knowledge gained from life experience”
One more definition put forth by Nuttal, C (1996:92):
“reading comprehension is best described as an understanding between the author and the reader”
Reading comprehension goes beyond merely acquiring information; it involves engaging with the text to uncover the underlying messages conveyed by the author.
Reading comprehension is a multifaceted process that necessitates an active engagement with the text, requiring readers to continuously construct meaning and utilize advanced cognitive skills This involves employing various reading strategies or skills to effectively interpret and understand the information presented.
Reading is classified in many different ways In terms of the scope and objects of this study, only intensive and extensive types of reading are focus on
Intensive reading, as described by Dawson (1984), involves students closely examining every word, punctuation mark, sentence, and paragraph, while also grasping grammatical structures This approach is frequently utilized to introduce new vocabulary and reinforce English language rules It is particularly beneficial for beginners and low intermediate learners, with most textbooks historically emphasizing intensive reading practices.
Through intensive reading, vocabulary can be taught carefully However, the vocabulary of a language in general and English vocabulary in particular is always innumerable Laufer,
According to B (1989), achieving reading fluency necessitates that a reader understands at least 95% of the words in a text to ensure minimal comprehension This understanding relies on the automatic recognition of these words with little conscious effort, which in turn demands a vocabulary knowledge of approximately 12,000 to 20,000 distinct words (Laufer, 1989; Nation).
1990) There is, undeniably, a need of another type to develop students‟ vocabulary than intensive reading
Extensive reading aims to engage with stories, focusing on understanding the gist while reading quickly (Dawson C., 1984) In the context of second language (L2) reading, extensive reading is widely acknowledged as the most effective method for building a substantial vocabulary Researchers concur that consistent and extensive reading provides students with opportunities to develop a large, automatically recognized vocabulary.
The kinds of intensive practice are not always sufficient in themselves to ensure the development of successful readers Intensive reading can activate the transfer of reading
To enhance high school students' understanding of English vocabulary in Vietnam, it is crucial to incorporate both intensive and extensive reading practices Utilizing a dictionary can aid in grasping socio-cultural meanings, while extensive reading across various materials allows students to develop essential strategies such as prediction and context-based word meaning This dual approach not only improves language comprehension but also strengthens their ability to follow arguments effectively.
In this study, a kind of extensive readings was applied, but with the guide from teacher before reading in order to ensure the best progress of students
1.4.3 The Relationship between Vocabulary and Reading Comprehension
Research consistently highlights that vocabulary development is essential for reading comprehension in second language learners Studies by Barnett (1986) and Strother, Ulijn (1987) have shown that a robust vocabulary significantly predicts reading proficiency.
The core vocabulary argument suggests that the 2,000 most common words make up 80% of text, which can be beneficial for basic reading instruction However, this approach does not adequately address the necessity of understanding less frequent words for comprehensive language proficiency.
According to Hedge (1985), it is essential for students to develop a progressively expanding vocabulary, encompassing both active and passive knowledge Teachers can effectively introduce new words within the context of lessons or course materials; however, the primary method for students to enhance their vocabulary is through extensive reading.
It is through extensive reading that a student can best come to understand which words are appropriate in which contexts This is a point Winkins, D (1972:132) makes when he writes:
Reading exposes learners to vocabulary within authentic linguistic contexts, allowing them to gradually understand these words with the same significance as native speakers.
As students encounter words in various textual contexts, they enhance their understanding of their meanings and applications Graded readers provide significantly broader exposure to the English language compared to the more restricted content found in standard course books, making them an essential resource for advancing vocabulary mastery.
The relationship between vocabulary knowledge and language skills is crucial, particularly in relation to reading skills and comprehension Students derive meaning from texts, necessitating a robust vocabulary and effective strategies to understand new words Weak students often struggle with reading comprehension due to insufficient vocabulary and ineffective word-meaning strategies, leading them to avoid reading altogether This avoidance limits their exposure to new words in different contexts, while students who read more frequently enhance their vocabulary and improve their reading comprehension skills over time.
Supplementary Materials for Reading
“Supplementary materials” is one of the basic terms in a glossary proposed by Tomlinson,
B (1998) in Materials Development in Language Teaching In his opinion, supplementary materials are defined as
Supplementary materials are intended to enhance the core components of a course, focusing on the development of essential skills such as reading, writing, listening, and speaking, rather than solely on the acquisition of language items (Tomlinson, 1998:xiii).
Most language-teaching course books require some level of supplementation to better meet the specific needs of a class and provide a wider range of options As noted by Ur (1991), supplementary materials can include various resources such as computers, simplified readers, overhead projectors, posters, pictures, and games.
-19- type, obviously, has certain contribution in language teaching and its own good points as well as drawbacks
Supplementary materials play a crucial role in achieving the objectives of ESL instruction However, careful selection of these materials is essential Nuttall (1996) emphasizes three key criteria for choosing texts: the suitability of content, the potential for exploitation in lessons, and the readability level for learners.
Content suitability is crucial for meeting students' needs and interests, as engaging texts significantly enhance the learning experience and classroom effectiveness According to William, E (1984), when students read material that captivates their interest, their motivation to read increases, leading to improved reading outcomes This heightened motivation acts as a driving force, encouraging readers to delve deeper into the text.
Exploitability in education refers to the effective use of texts to enhance students' reading skills and language competence Engaging reading materials should not only capture students' interest but also contribute to their linguistic development To achieve the course objectives, it is essential to create a variety of exercises and activities that maximize the potential of the texts being used.
Readability is determined by the structural and lexical complexity of a text, ensuring it aligns with students' English proficiency levels in vocabulary, syntax, and style Teachers need to assess their students' language skills to identify familiar vocabulary and structures, enabling them to select appropriate texts that cater to varying proficiency levels.
1.6 Supplementary Readings in the Study
Supplementary readings serve as essential materials in language learning, providing students with additional linguistic input that enhances vocabulary acquisition These reading texts are characterized by their ability to engage learners and enrich their understanding of the language.
- Chosen by teacher with English level of proficiency equal to Intermediate
- The main topics are various issues relating to science and technology
- Given to students regularly together with worksheet assignment
- Suitable to students‟ level of proficiency
- Students read at home, but present their assignment in front of the class
- Common mistake corrections / feedback presented in the classroom after each reading
This chapter provides a concise overview of key literature on vocabulary, covering its definition, aspects, acquisition approaches, and teaching methods It also explores intensive and extensive reading practices, highlighting their connection to vocabulary development Additionally, the chapter defines supplementary materials and outlines the main characteristics of supplementary reading texts The subsequent chapter will focus on the study's methodology.
The Study
Research Questions
The study seeks the answers to the following questions:
1 What are the students’ perceptions of the need to develop their English vocabulary on science and technology?
2 To what extent are the students willing to take part in the supplementary readings?
3 Is there a relationship between supplementary reading and the development of English vocabulary on science and technology?
Research Approach
The research approach of this study is a quasi-experiment with questionnaire, pretest and post-test as the methods of data collection
The research was carried out in class 10T, focusing on Mathematics, and class 10L, specializing in Physics, at Hanoi-Amsterdam High School for the Gifted, one of the four specialized schools in Hanoi City Annually, the school admits students into 17 different forms.
In a diverse academic environment, 10 classes focus on various school subjects, with approximately 350 students specializing in science and technology disciplines such as Mathematics, Physics, Chemistry, Biology, and Computer Science All these students successfully passed the entrance examination, which included English as a key subject.
Descriptions of Participants
The researcher, who also serves as the English teacher for the classes, brings several advantages to the experimental process With five months of experience teaching the students since their high school journey began, she possesses a deep understanding of their English proficiency and individual personalities This familiarity allows her to proactively plan, implement, and evaluate the study effectively Additionally, her ability to motivate students through positive reinforcement, such as awarding good marks, further enhances their engagement and participation in the learning process.
The study involved 60 randomly selected students from classes 10T and 10L at H-AS, all born in 1995, with a notable gender imbalance of 42 males and 18 females These academically talented students have demonstrated strong learning abilities and have studied English as a compulsory subject for four years, with many beginning their English education in primary school or kindergarten Despite their focus on science, both students and parents regard English as a crucial subject alongside other science disciplines By the time of the study, the students exhibited a solid command of general English, possessing strong foundational grammar knowledge and skills, suggesting an overall English proficiency level of approximately Intermediate.
60 participants were randomly selected among 82 students in the two above mentioned classes regardless their over-all mark of English subject
The participants in the study were equally divided into experimental and control groups based on gender and average English marks, ensuring a balanced representation of English proficiency levels By employing cluster sampling, the researcher effectively captured a diverse range of students' English abilities within both groups.
-23- level and ability This also enables for a wider range of application to other gifted classes in science, which, to some extent, shorten the limitation of action research
The selection of the experimental group was based solely on the students' willingness to participate in the supplementary reading program The program's objectives, activities, and benefits were clearly communicated to the students, ensuring transparency It was decided that any student unwilling to participate would not be included in the program Thankfully, all students expressed their agreement to take part.
The primary teaching resource is the "Tiếng Anh 10" textbook (2006: Educational Press), which features 16 themed units and 6 review lessons, each focusing on specific topics Each unit includes five key sections: reading, speaking, listening, writing, and language focus, typically covered in one class period Due to the high proficiency level of students, teachers often allocate limited time for textbook review, using the remainder of the period for additional exercises aimed at enhancing students' skills and vocabulary Consequently, educators frequently need to source and compile extra exercises from various resources beyond the textbook and workbook.
The supplementary reading program aimed to enhance students' vocabulary in English for General Science and familiarize them with scientific literature Carefully curated materials from kid-friendly science websites and reading books, such as Oxford English for Information Technology and English for Science, were utilized Teachers designed vocabulary development tasks and reading comprehension questions tailored to the students' proficiency levels.
Instruments to Collect Data
“… the questionnaires is found to be a relatively popular means of collecting data
The method allows researchers to gather data in natural environments, making it more suitable for quantification compared to qualitative data sources like free-form field notes, participant observation journals, and oral language transcripts.
(Nunan, 1992) (Nunan, 1992) Despite some challenges, questionnaire is one of the common methods of data collection because it helps to get lots of information from people in a nonthreatening way
A questionnaire was conducted among students in the experimental group to explore their motivations for studying English, their perceptions of the necessity to enhance their English vocabulary in Science and Technology, and their willingness to engage in a supplementary reading program This survey featured seven close-ended questions with multiple-choice options, allowing students to select the statements that best reflected their views The final question aimed to identify students lacking the motivation to participate To eliminate any language barriers, the questionnaire was provided in Vietnamese.
The tests were designed with 50 lexical items each and divided into 5 parts The tests contained the selection of lexical items chosen from Test Your English Vocabulary in Use,
The Longman Preparation Course for the TOEFL Test emphasizes the importance of vocabulary acquisition in scientific English During the supplementary reading program, a significant number of vocabulary words were assessed through reading passages given to the experimental group To evaluate the vocabulary growth of the students throughout the experiment, pretests and posttests were administered, focusing on the same lexical items but varying the order and types of exercises.
Students must understand the meaning of a word and apply it correctly in various contexts To ensure accuracy and prevent cheating, the researcher collaborated with another teacher to design and administer the tests A specific seating plan was arranged for both groups to facilitate this process.
The allotted time for each test was 30 minutes Each correct answer received one point, so the maximum score would be 50, the average mark is 25
The posttest was administered with the same manner and order as the pretest.
Procedures
The study was conducted over a period of 7 months, beginning from January 2011 and finishing by August 2011 The procedures consist of the following main steps:
- Study the literature review and related materials
- Analyze the survey results to find out the students‟ need and attitudes to supplementary readings
- Design and administer the pretest
- Apply the supplementary readings: give students 8 reading materials (one text per week) and guide students to accomplish assignments
- Design and administer the posttest
- Analyze the pretest and posttest scores
- Discuss the findings and draw out conclusions and suggestions for further study
This chapter outlines the study's methodology, including participant descriptions and the use of questionnaires, as well as pretests and posttests as primary data collection tools It also details the procedures followed during the research The subsequent chapter will present the key findings and discuss the research questions.
Data Analysis and Discussion
Data Analysis
The analysis of the questionnaire data reveals two key aspects: first, students' perspectives on the necessity of English vocabulary in the fields of Science and Technology, and second, their attitudes toward supplementary readings.
(i) “What are the students’ perceptions of the needs to develop their English vocabulary on science and technology?”
The article is structured into three key sections: first, it explores students' motivations for learning English; second, it assesses students' satisfaction with their existing English vocabulary related to science and technology; and third, it examines students' perceptions of the necessity to enhance their English vocabulary in these fields These findings are presented in the tables below.
1 To what purposes do you study English at High School?
- To pass the High School Final examinations 30 100%
- To be admitted into an English-majored university or college 0 0%
- To gain scholarship to study abroad 16 53.3%
- To read English documents, articles, etc on science and technology 22 73.3%
- To actively participate in regional and international science camps or workshops
2 What is your plan after your high school graduation?
- Keep on studying and working in science-related fields 30 100%
- Do jobs without relation to science or technology 0 0%
3 To what aspects do you intend to use English in your future job?
- To read English documents, articles, etc on science and technology 30 100%
- To work in international fields of science and technology 26 86.7%
- For the daily communication irrelative to science or technology 0 0%
- Do not use English at all 0 0%
Table 3: Students’ purposes of English learning
Table 3 reveals students' short-term goals for learning English in high school Notably, 100% of students aim to pass national final examinations, which are essential for their future academic and professional pursuits Additionally, 53.3% plan to obtain IELTS or TOEFL certifications for studying abroad Furthermore, around 73.3% of students are focused on reading science and technology texts in English, while 26.7% are preparing to participate in annual international or regional science camps and workshops.
The second and third questions focused on students' long-term goals for learning English The findings revealed that all students (100%) aimed to pursue careers in science and technology Additionally, the data confirmed that every student intended to utilize English for reading documents, with 86.7% recognizing its importance for their future professions in an international context.
Students have diverse motivations for learning English, necessitating that teachers strike a balance between imparting general English knowledge and providing instruction tailored for scientific purposes This balance ensures effective teaching and adequate practice time for both areas.
4 What do you think about the vocabulary topics in your textbooks (up to grade 9)?
- Have no relation to science or technology fields 2 6.7%
- Have very little relation to science or technology fields 28 93.3%
- Have many topics on science and technology 0 0%
5 How do you rank your English vocabulary on science and technology?
- Poor, unable to read English documents 26 86.3%
- Quite poor, able to read simple English documents, but with constant use of dictionary
- Fair, able to read basic English documents 0 0%
- Sufficient, able to read basic English documents without any difficulties
Table 4: Students’ satisfaction of their English vocabulary on science and technology
A study on students' self-assessment of their English vocabulary size related to science and technology revealed that 86.3% felt dissatisfied with their vocabulary, reporting difficulty in reading English documents in this field Only 13.3% believed they could read simple texts with the aid of a dictionary, and none felt confident enough to read freely This dissatisfaction was echoed by 93.3% of students who noted a minimal connection between their textbook topics and relevant vocabulary in science and technology The findings indicate a significant lack of opportunities for students to enhance their English vocabulary in this area, highlighting a gap in their educational resources from grades 6 to 9.
6 Do you think it is necessary to develop your English vocabulary on science and technology henceforth?
- Strongly agree, because it is helpful for my future profession 27 90%
- Agree, but I want to start later after the graduation 2 6.7%
Table 5: Students’ perception of the need to develop their English vocabulary on science and technology
A recent survey revealed that 96.7% of students recognize the necessity to expand their English vocabulary in science and technology, with only 3.3% uncertain about this need Furthermore, 90% of the students expressed a desire to actively enhance their vocabulary immediately, while just 6.7% preferred to wait until after high school graduation to begin this process.
From the tables above, it could be clearly believed that most students admit the importance of the development of English vocabulary on science and technology for their future
-29- profession and they are ready to enlarge this kind of vocabulary since they are in high school
(ii) “To what extent are the students willing to do the supplementary readings?”
7 Are you willing to do supplementary readings at home to improve your vocabulary on science and technology?
- Strongly agree I am willing to actively participate in 27 90%
- Agree I will participate if I have free time 2 6.7%
- Disagree I think it is a waste of time 0 0%
Table 6: Students willingness to do supplementary readings
A significant 96.7% of students endorsed supplementary readings to enhance their vocabulary in science and technology, with 86.7% expressing a willingness to actively engage in the program Notably, only one student (3.3%) chose not to share their opinion on the matter.
The data indicated a high percentage of student agreement regarding the supplementary readings program, which was essential for the experiment's success.
All the collected data were statistically analyzed through SPSS 11.5 software and p-value was calculated
Items Control group Experimental group χ2 p
1 Tests below the average mark(%):
Table 7: Comparison of pretest results between two groups before intervention
An analysis of the test results reveals a negligible difference between the control and experimental groups in terms of tests below and above the average mark Specifically, 60% of the control group and 63.3% of the experimental group scored below average, while 40% and 36.7%, respectively, achieved a "Fair" ranking Both groups also showed identical results for the "Good" ranking, at 16.6% Notably, no tests in either group achieved an "Excellent" ranking, further supporting the lack of significant difference between the two groups, as evidenced by a p-value greater than 0.05, indicating that the students in both groups had similar vocabulary sizes prior to the intervention.
1 Tests below the average mark(%):
Table 8: Comparison of pretest and posttest results in experimental group
Table 8 highlights a significant improvement in the experimental group following supplementary reading, with the percentage of tests scoring below the average decreasing from 63.3% to 13.3% (p0.05) Consistent findings were noted across all ranking levels.
Items Control group Experimental group χ2 p
1 Tests below the average mark(%):
Table 10: Comparison of results after intervention between control and experimental groups
Table 10 illustrates the significant differences in improvement between the experimental and control groups following supplementary reading While the control group showed minimal change in pretest and posttest results, the experimental group exhibited notable enhancements, particularly in tests below the average mark (p