(LUẬN VĂN THẠC SĨ) Improving students’ vocabulary retention through content-based instructions. M.A Thesis Linguistics 60 140 111

R ATIONALE OF THE STUDY

Vocabulary is a crucial component of learning English, serving as the foundation for language acquisition and communication It enables learners to construct meaningful sentences by integrating words into grammatical structures Furthermore, vocabulary connects the four essential skills of speaking, listening, reading, and writing, making it indispensable for effective communication Without a strong vocabulary, individuals struggle to convey meaning and engage in meaningful conversations.

Vocabulary plays a crucial role in language learning, as evidenced by numerous studies that highlight its importance in second or foreign language acquisition Leading theorists and researchers have acknowledged that effective vocabulary knowledge is essential for learners Consequently, innovative approaches, techniques, and exercises have been developed to enhance vocabulary teaching (Hatch & Brown, 1995) It is recommended that vocabulary instruction should not only focus on specific words but also equip learners with strategies to broaden their vocabulary knowledge (Hulstjin, 1997).

Ha Long College of Arts, Culture and Tourism (HCACT) is recognized as a leading educational institution for students pursuing Arts, Culture, and Tourism English is regarded as a mandatory subject, garnering significant attention from the Management Board Both faculty and students prioritize the teaching and learning of English, with a particular focus on vocabulary development.

The traditional method of teaching vocabulary in English classes often involves providing explanations and Vietnamese equivalents, followed by written practice exercises While some teachers have attempted to incorporate new techniques, the results have been minimal, leaving students disengaged and prone to forgetting the words learned Factors such as large class sizes, cultural differences, and inadequate teaching methods contribute to this issue Crucially, vocabulary retention is hindered when words are presented out of context To enhance memory retention, it is essential for teachers to introduce new vocabulary within meaningful contexts, which inspired my action research on this topic.

“Improving students’ vocabulary retention through content-based instructions”.

S TATEMENT OF THE PROBLEM

Effective language learning requires students to utilize tools for acquiring and retaining new vocabulary, as highlighted by Pimsleur (1967, cited in Nation, 2001) This is particularly relevant for Tourism students at HCACT, who must learn English as a mandatory subject Researchers Nguyễn Thị Linh Lam (2004) and Đào Thị Thanh Mai (2004) emphasize the importance of teaching Vietnamese students appropriate vocabulary learning strategies to enhance their vocabulary acquisition.

HCACT students specializing in restaurant and hotel services receive extensive training in English, with 10 forty-five minute classes each week, totaling 150 periods in their first year Despite having learned English for up to seven years before college, many students struggle with vocabulary retention, leading to dissatisfaction with their progress This lack of a strong vocabulary negatively impacts their writing, reading, listening, and speaking skills, resulting in a general disinterest in learning English, particularly vocabulary lessons.

The challenges faced by first-year Tourism students at HCACT in learning specialized vocabulary related to restaurant and hotel services suggest a need for improved vocabulary teaching techniques Despite the introduction of various methods, their effectiveness remains limited, highlighting the necessity for more effective strategies to enhance vocabulary acquisition in this specific context.

Teaching vocabulary through games is highly recommended due to its numerous advantages, such as enabling students to quickly acquire English words and fostering a relaxed learning environment However, this approach can lead to noisy classrooms, and some games may not encourage students to actively use the language during play.

At HCACT, teaching vocabulary through word lists is utilized; however, it appears to be ineffective for first-year students, who often find it boring This lack of engagement hinders their ability to memorize words as effectively as desired.

English teachers at HCACT are tackling the challenge of effectively helping students memorize vocabulary and enhancing motivation during vocabulary lessons This article explores the teaching methods used in the textbooks "May I Help You" and "English for Cooking" to improve vocabulary retention and engagement.

The current approach to teaching English for Specific Purposes (ESP) lacks visual aids, which hinders students' ability to grasp unfamiliar concepts Vocabulary lessons predominantly rely on definitions and phonemic transcriptions, with minimal use of images or photos This traditional method results in students merely repeating and copying words, leading to disengagement and ineffective memorization Consequently, the absence of visual stimulation fails to motivate learners, causing them to quickly forget newly acquired vocabulary.

Teaching and learning vocabulary for first-year Tourism students at HCACT is viewed as a significant challenge by both educators and students Consequently, there is an urgent demand for innovative approaches to replace traditional vocabulary instruction methods.

A IM OF THE STUDY

In response to the current educational challenges, the author has implemented content-based instruction to enhance vocabulary learning for first-year Tourism students at HCACT This approach aims to facilitate more effective acquisition and long-term retention of new words The study evaluates the impact of content-based instruction on students' ability to retain word meanings, ultimately contributing to improved English language learning and teaching outcomes at the institution.

R ESEARCH QUESTION

The study investigates the hypothesis that content-based instruction enhances students' ability to memorize vocabulary and understand word meanings more effectively and logically It seeks to answer the question of how this instructional approach impacts vocabulary acquisition.

How do content-based instructions help students at HCACT improve the effectiveness of their vocabulary retention?

S COPE OF THE STUDY

This study examines the influence of content-based instruction on vocabulary retention among students, highlighting its effectiveness compared to other language activities designed to enhance vocabulary acquisition.

This study focused on first-year students in the Hotel and Restaurant Department at HCACT, who possess an elementary level of English proficiency The students utilized the course book "May I Help You," authored by Yates in 1997, as part of their learning materials.

M ETHODS OF THE STUDY

The study employs qualitative methods to achieve its objectives, utilizing data gathered from classroom observations, diaries, and the outcomes of three vocabulary tests for analysis and discussion.

The observation spanned six weeks and involved the presentation and practice of various vocabulary activities, along with three vocabulary tests to assess students' retention Additionally, students' memorization was continuously monitored during content-based instruction to gather further evidence of the intervention's effectiveness.

O RGANIZATION OF THE THESIS

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, statement of the problem, aims, scope, methods and organization of the thesis The single research question is also clearly stated here

Part two, DEVELOPMENT, consists of three chapters, namely Chapter one: Literature Review, Chapter two: Methodology, and Chapter three: Findings and Implications Part three is the CONCLUSIONS.

LITERATURE REVIEW

V OCABULARY RETENTION

Vocabulary, defined as the total number of words in a language, is crucial for effective communication Researchers and linguists emphasize that without vocabulary, language loses its ability to convey meaning As noted by Pyles and Algeo (1990), our initial thoughts about language often revolve around words Therefore, it is clear that vocabulary is a fundamental element of language.

Vocabulary can be defined in various ways by different linguists, each emphasizing different aspects of linguistics, semantics, and lexicology According to Ur (1996), vocabulary encompasses not only single words but also compounds like "post office" and idiomatic expressions such as "call it a day." Similarly, Tạ Quang Hưng & Nguyễn Văn Độ (1994) highlight that words are "small pieces of language which carry bits of meaning," focusing on the significance of word meanings in their definitions.

Having a vast vocabulary alone does not ensure fluency in a language; however, a limited vocabulary can hinder effective communication and comprehension Vocabulary encompasses all the words, compounds, and idioms that facilitate both spoken and written exchanges in a language.

1.1.2 What is involved in knowing a word?

Words function as interconnected components within various linguistic systems, highlighting the complexity of language Understanding a specific word requires knowledge of its multiple facets and the various levels of meaning associated with it, as emphasized by Nation (2001).

Understanding what it means to "know" a word is a complex task that goes beyond merely recognizing its appearance or pronunciation, as well as knowing its dictionary definition True word knowledge involves the ability to use the word correctly in various contexts and comprehend it when encountered in different situations (Miller & Gildea, 1987).

Understanding a word encompasses a wealth of information, including its spelling, morphology, pronunciation, and meaning, as well as its equivalent in the learner's native language Additionally, it involves knowledge of the word's collocations, part of speech, frequency, lexical or functional classification, connotation, and register, along with its homonyms Furthermore, the precision of word usage, speed of comprehension, and the ability to apply words in various contexts—such as receptive and productive modes or formal versus informal settings—are crucial for effective communication.

Mc Keown, 1991; Nagy & Scott, 2000) In addition, it is important to consider how well the students need to know a particular word in relation to their needs and current level

Nagy and Scott (2000) highlight that understanding a word involves multiple dimensions, emphasizing that word knowledge is incremental This indicates that readers require numerous encounters with words across various contexts to fully grasp their meanings.

Understanding word knowledge is essential as it is multidimensional, with many words having multiple meanings and serving various functions in different contexts Additionally, word knowledge is interrelated; for instance, knowing the word "urban" enhances comprehension of related terms like "suburban," "urbanite," and "urbane."

Acquiring word knowledge is a gradual process that requires multiple encounters with spoken and written language in diverse contexts According to Herman (2003), understanding word meanings takes time, as students initially store basic information about a new word during their first encounter This foundational knowledge is reinforced with each subsequent exposure, allowing students to gather additional insights about the word's usage Ultimately, through repeated interactions, students progressively build a comprehensive understanding of the word.

Traditionally, vocabulary instruction has not been a standalone subject for students; instead, it has been integrated into lessons focused on speaking, listening, reading, or writing During these lessons, students either utilize their existing vocabulary or are introduced to new words through translations, transcriptions, or bilingual dictionaries Many English learners associate vocabulary with memorizing lists of words and their meanings in their native language, often without practical application in real contexts As a result, they may jot down new words without understanding their actual usage.

Translation techniques in vocabulary teaching often involve learners seeking equivalent words in their native language, typically through dictionaries or teacher assistance This approach contrasts with modern methodologies, as it emphasizes verb declensions in tables and requires memorization of vocabulary lists, leading to a reliance on translation between the mother tongue and the target language However, finding direct equivalents for second language (L2) words can be challenging, as not all words have straightforward translations Learners frequently recall the meaning of words in their first language (L1) rather than in L2, reinforcing the misconception that language consists solely of isolated words, akin to individual bricks that can be translated one by one Consequently, this method may lead learners to believe that language is merely a collection of independent words with direct counterparts in their native tongue Over time, many learners realize that this list-based or translation-focused approach does not fulfill their language learning needs, often attributing their dissatisfaction to poor memory.

Traditional dictionary instruction often requires students to look up words and use the definitions to create sentences, but this approach tends to foster only a superficial understanding and quick forgetting of vocabulary Many students struggle to interpret definitions and select the correct meanings for unfamiliar words from dictionary entries.

Traditional vocabulary teaching methods negatively impact student motivation, leading to frustration and boredom Relying solely on word lists can result in a lack of engagement, transforming students into passive learners who struggle with remembering and recalling vocabulary This approach fails to provide enjoyment or a sense of achievement, ultimately leaving students fatigued and disinterested in their learning.

Memorizing vocabulary is crucial for learning a foreign language, prompting teachers and researchers to explore various techniques that enhance student engagement and deepen processing for improved vocabulary acquisition Current theories of second language (L2) vocabulary acquisition, along with a diverse array of teaching methods, highlight the growing recognition among educators and learners of the significance of vocabulary development According to Sokmen (1997), “vocabulary knowledge in English is the most important aspect of oral English proficiency for academic achievement.”

According to Harmer (2001) and Deccarico (2001), understanding a word's meaning is closely tied to its relationships with other words, emphasizing that vocabulary should not be learned in isolation or through simple memorization Instead, new vocabulary should be introduced within rich contexts that offer meaningful clues to their definitions, facilitating a more effective learning process for students.

V OCABULARY MEMORIZATION IN LANGUAGE LEARNING

Understanding the mechanisms of memory can assist language teachers in developing more effective vocabulary instruction methods (Moras, 2001) There are two distinct types of memory that will be explored in detail.

1.2.1 Short-term and long-term memory

At the most simple level, learning vocabulary is all about memory-processing and remembering new combinations of meaningful sounds and symbols to communicate with a new speech community (Tracy, 1996)

Cognitive psychologists categorize memory into short-term and long-term memory based on retention duration and recall capacity Short-term memory, as noted by Grains & Redman (1986), involves the immediate moment an item is perceived, with retention lasting from seconds to minutes and a limited capacity In contrast, long-term memory allows for information storage and retrieval over days to years, exhibiting an almost limitless capacity to accommodate new information.

Learning a second language (L2) often presents challenges for learners in retaining vocabulary long-term To enhance long-term retention, repeated retrieval is essential, as highlighted by Jeffrey and Henry (2006), who describe it as "the key to enhancing later retention." Similarly, Linda (2006) emphasizes that repetition is the most effective and straightforward technique for improving retention According to decay theory, information fades if not regularly activated, meaning that new words are likely to be forgotten unless they are recycled and integrated into long-term memory.

Memory involves the processes of receiving, storing, and retrieving new information Language educators prioritize ensuring that their teachings are retained in long-term memory Consequently, it is essential for classroom activities to incorporate memory theories and principles to create effective retrieval systems.

1.2.2 Major factors affecting word memorization

Cognitive research by Sharifian (2000) offers valuable insights for teachers regarding memory and its enhancement It suggests that learners tend to remember items they have generated, either fully or partially, more effectively than those they have merely read or memorized Memory retention is further improved when items are grouped with semantically related items, contrasting with a new item Additionally, studies indicate that comprehension and memory for texts vary throughout the day; immediate recall in the morning focuses on superficial linguistic forms, while the afternoon promotes deeper, integrative processing of semantic features, highlighting the distinction between short-term and long-term memory retention.

Grains and Redman (1986) highlight that learning new information involves first storing it in short-term memory before transferring it to long-term memory, which has an unlimited capacity They emphasize that our mental lexicon is well-organized, with semantically related items grouped together Additionally, the frequency of word usage influences retrieval ease, as more commonly used words are easier to access This understanding can enhance the learning process by categorizing vocabulary into semantic fields based on topics.

Research indicates that elaborating on the meaning of an item by encountering it in various contexts significantly improves subsequent retrieval In contrast, shallower processing, which relies more on sensory experiences rather than semantic understanding, leads to weaker long-term retention, as the learner engages with the item in only one context, making it more forgettable.

C ONTENT - BASED INSTRUCTIONS

1.3.1 What is Content-based instruction (CBI)?

Content-based instruction refers to methods that combine language teaching with subject matter content, though its definition can vary Crandall and Tucker (1990) describe it as an approach that integrates topics from various disciplines, like math and social studies, into second or foreign language instruction In contrast, Curtain and Pesola (1994) adopt a narrower definition, focusing solely on curriculum concepts taught through a foreign language that align with the students' grade level.

Brinton, Snow, & Wesche (1989) emphasized that content-based instruction (CBI) is a crucial method in language education, aimed at teaching second-language learners both content and language Historically, the term "content" in language teaching has evolved; it once referred to grammar-translation methods, audio-lingual techniques, and vocabulary or sound patterns in dialogues Today, "content" is understood as utilizing subject matter as a means to facilitate second or foreign language acquisition.

According to Brinton (2006) discipline-based language instruction, and the broader

The "content-based" approach is part of a growing trend across educational levels focused on developing practical second and foreign language skills This method emphasizes the simultaneous learning of specific content alongside related language use skills, enhancing both comprehension and communication abilities.

"content driven" curriculum, i.e., with the selection and sequence of language elements determined by the content

Content-based instruction (CBI) is a teaching approach that prioritizes learning about specific subjects instead of focusing solely on language acquisition Recently, CBI has gained popularity as an effective method for enhancing linguistic skills, particularly in ESL immersion programs This growing interest has extended to EFL classrooms worldwide, where educators are finding that students are enthusiastic about learning English through CBI.

Content-based instruction (CBI) emphasizes learning through the medium of language rather than focusing solely on the language itself In this approach, students acquire the target language while simultaneously engaging with new subject matter By integrating language learning with relevant content, CBI fosters a deeper understanding and promotes intrinsic motivation among students.

Students can enhance their advanced thinking skills while learning new information, allowing them to concentrate less on language structure This student-centered approach relies heavily on their ability to effectively use the language.

1.3.2 Benefits of content-based instructions

Content-based instruction (CBI) immerses learners in engaging and stimulating material, facilitating automatic language acquisition through meaningful activities By embedding language within relevant contexts rather than presenting it in isolation, CBI fosters deeper connections between new vocabulary and students' existing knowledge This approach delivers complex information through real-life scenarios, enhancing comprehension and promoting intrinsic motivation Additionally, CBI strategically reinforces information at optimal times, encouraging passionate learning Furthermore, it allows for greater flexibility and adaptability in the curriculum, aligning with students' interests.

The Content-Based Instruction (CBI) approach parallels English for Specific Purposes (ESP) and English for Academic Purposes (EAP), focusing on vocational and academic needs CBI aims to equip students with language skills by immersing them in subject matter contexts, enabling them to learn the language through practical application within specific academic disciplines, rather than in isolation.

Educators have recognized that second language (L2) learners must master both the structure of English and its application in core content classes to succeed academically This realization has led to the implementation of various instructional approaches, including sheltered instruction and learning to learn within content-based instruction (CBI) classes Sheltered instruction is a teacher-driven method that emphasizes the need for educators to possess subject knowledge, effective instructional strategies, and an understanding of L2 learning processes to enhance content comprehension and promote English academic development Conversely, learning to learn is a student-centered approach that encourages learners to take shared responsibility for their education, highlighting the importance of learning strategies in the learning process Motivation and interest play a critical role in CBI, as they drive student engagement with challenging activities, facilitating deeper connections and better retention of information When students are motivated, they are more likely to make meaningful connections between topics and improve their recall of learned material.

Intrinsic motivation in students leads to higher achievement and fosters a cycle of success and interest in learning According to Krapp, Hidi, and Renninger (1992), situational interest, influenced by environmental factors, can help develop enduring individual interests Consequently, one of the primary objectives of Content-Based Instruction (CBI) is to maintain student engagement and motivation through the creation of stimulating instructional content and materials.

1.3.4 What does a content-based instruction lesson look like?

There are many ways to approach creating a CBI lesson This is one possible way

- Choose a subject of interest to students

- Find three or four suitable sources that deal with different aspects of the subject These could be websites, reference books, audio or video of lectures or even real people

- Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfill the task

- Then once they have done their research, they form new groups with students that used other information sources and share and compare their information

- Next, there should be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

P REVIOUS STUDIES

A number of studies on vocabulary retention have been conducted Jahangard

A study conducted in 2007 indicates that there is no significant difference in students' ability to memorize technical versus general vocabulary The research reveals that memory efficiency for both vocabulary types is comparable, suggesting that the rate of forgetting is nearly identical for each category.

In a 2007 study by Đỗ Thị Thu Hà, the impact of language games on the retention of English for Specific Purposes (ESP) vocabulary was examined at Nam Định College of Construction This quasi-experimental research spanned a duration of 10 weeks, focusing on how interactive learning techniques could enhance students' vocabulary retention.

A study involving 100 students divided into two groups assessed the impact of language games on English for Specific Purposes (ESP) vocabulary retention through Paired Samples T-test and Independent t-test analyses The results revealed that language games significantly enhanced vocabulary retention, particularly highlighting a disparity between strong and weak students in the experimental group—strong students improved, while weak students showed no progress Additionally, the study found that different language games produced varying effects on participants Importantly, a lack of understanding of phonetic transcriptions and word stress hindered effective word retention, suggesting that teachers should prioritize these aspects when introducing new vocabulary in the classroom.

Akbari (2008) examined the effectiveness of teaching vocabulary to elementary Iranian EFL students by using contextualization and images The study involved three similar groups, each receiving different instructional methods One group learned vocabulary through pictures, while the other group was taught using contextual sentences and model examples.

In a study examining vocabulary development, the control group received new words through definitions and synonyms A pretest was conducted to assess significant differences among three groups The findings revealed that both picture and contextual methods significantly improved learners' vocabulary acquisition compared to the traditional approach of definitions and synonyms.

Previous studies highlight the importance of visual aids in enhancing vocabulary memorization for language learners, serving as valuable references for educators Despite this, there is a lack of research on the effectiveness of content-based instruction (CBI) in vocabulary acquisition At HCACT, the implementation of such techniques in vocabulary teaching has not been prioritized Consequently, this study aims to investigate how the application of CBI can improve students' vocabulary retention at HCACT.

S UMMARY

This chapter provides a comprehensive overview of literature pertinent to the study, beginning with an exploration of vocabulary memorization concepts It further examines the role of vocabulary memorization in language learning, focusing on the distinctions between short-term and long-term memory, as well as the key factors influencing effective word retention.

This chapter outlines the definitions of content-based instruction (CBI), highlighting its benefits and comparing it to other teaching approaches While CBI poses challenges for both teachers and students, it can also be highly stimulating and rewarding The successful implementation of this approach often hinges on students' willingness, the institutional support available, and the resources at hand.

This chapter reviews previous studies on the use of pictorial illustrations and language games to enhance vocabulary retention in learners While these methodologies have been explored, there is a lack of research on the effectiveness of content-based instruction for teaching vocabulary Consequently, this study aims to fill that gap by providing additional insights and evidence regarding the effectiveness of this instructional method.

METHODOLOGY

R ESEARCH QUESTION RE - STATED

The study investigates the effectiveness of content-based instruction in enhancing vocabulary retention among second-year students It seeks to determine whether this teaching method significantly improves their ability to memorize new vocabulary.

How do content-based instructions help students at HCACT improve the effectiveness of their vocabulary retention?

M ETHODOLOGY

Action research, as defined by Parsons and Brown (2002), is an investigative approach utilized by teachers to address challenges and enhance their professional practices within the classroom This method involves systematic observation and data collection, enabling educators to reflect, make informed decisions, and develop more effective teaching strategies According to Miller (2007), action research is an inherent aspect of teaching, as educators consistently observe student behavior, gather data, and adjust their practices to foster improved student learning and a better classroom environment Ultimately, action research serves as a framework that helps teachers gain deeper insights into the dynamics of student development.

Action research typically involves five key phases Initially, the researcher must select an area of focus that is significant to them, their program, or their students, identifying a problem that requires resolution For instance, in her thesis, the author recognized that her students struggled with vocabulary retention, prompting her to seek improvements Following this, the researcher develops an action plan outlining the strategies to be implemented and the timeline for their execution In this case, the author conducted classroom observations and maintained a diary, subsequently administering three vocabulary tests to assess her students' vocabulary growth after the intervention.

The next phase of the research process, lasting six weeks, involves collecting data that is directly relevant to your research questions It's essential to utilize multiple strategies or sources for each question, ensuring that data is gathered and monitored regularly Once you cease to uncover new insights, it's time to shift focus from data collection to analysis and interpretation During this phase, the researcher must analyze the materials to derive actionable insights and identify the most promising actions Finally, the last stage is to share the findings, where the author presents four key insights regarding the use of content-based instruction in vocabulary teaching.

In short, the author seeing that the design of an action research is the most practical and feasible for her to conduct the present study

The study involved 45 first-year students, aged 19 to 22, from the NVDL K13 class, majoring in Hotel and Restaurant studies at HCACT These participants had completed a General English course and were currently engaged in learning English for Specific Purposes (ESP) The course utilized the pre-intermediate textbook "May I Help You," authored by Yates in 1997.

Over a period of six weeks, vocabulary was taught to students through content-based instruction, focusing primarily on the context rather than grammar, pronunciation, or transcription For instance, a lesson on herbs and spices involved dividing the class into four groups for research on different text paragraphs, followed by sharing and comparing findings Each session included activities and exercises led by the teacher to reinforce vocabulary retention To assess progress, three vocabulary tests were conducted every two weeks, measuring the improvement in students' vocabulary retention.

The pre-intermediate course book "May I Help You," authored by Yates in 1997, integrates speaking, listening skills, and vocabulary throughout each lesson Approximately twenty percent of each lesson is dedicated to vocabulary, with teachers typically allocating 25 to 35 minutes for vocabulary instruction.

The course book features 12 units, with students expected to complete six units during the second semester of their first year, utilizing 60 forty-five-minute class periods Each unit is structured around specific topics, including jobs, food and drinks, and kitchen utensils.

The intervention focused on vocabulary instruction for 45 students in the TCNVDL K13 class, using a teaching plan derived from the current textbook A total of 12 vocabulary lessons were organized and scheduled to enhance students' language skills effectively.

WEEK LESSON VOCABULARY TEACHING TIME

1 1 Jobs in the restaurant and hotel 25-30 minutes

2 Facilities in the restaurant 25-30 minutes

2 3 Drinks in the bar 20-25 minutes

2.2.4.2 Vocabulary items to teach in each lesson

This study involved vocabulary lessons lasting 30 to 35 minutes, focusing on words related to the restaurant and hotel industry, primarily sourced from the course book "May I Help You" by Yates (1997) The target words were selected based on criteria such as frequency of use, visual complexity, part of speech, and their relation to concrete or abstract concepts Each word was illustrated pictorially and ranged from three to ten letters in length To enhance learner motivation, words frequently used in speaking and listening activities were prioritized, as students are more likely to engage with vocabulary they perceive as relevant to their careers The study concentrated on nouns to minimize variables, as they are generally easier for learners to memorize compared to verbs, adjectives, and adverbs.

In the lesson, the author implemented content-based instruction for Activities 1 and 2, integrating pictorial illustrations and semantic mapping to enhance vocabulary teaching The images utilized were sourced from the students' course book, "May I Help You" (Yates, 1997), or gathered from various online resources This instructional approach followed a structured set of steps to effectively engage students in the learning process.

In the initial phase, the teacher motivated students to leverage their existing knowledge to reflect on vocabulary related to careers in the hotel and restaurant industry This step was efficiently conducted in just three to five minutes.

The second step was the vocabulary presentation, which lasted about 15 minutes

The teacher introduced the topic of jobs in restaurants and hotels by writing it on the board, prompting students to brainstorm related words They collaboratively defined the terms, with some words being irrelevant to the lesson To enhance clarity, pictorial illustrations were introduced, aiding students in visualizing the words and filtering out those that didn't fit The teacher facilitated a deeper understanding by encouraging students to group related terms into a semantic map Finally, students matched the words with appropriate pictures provided by the teacher, reinforcing their learning.

Figure 1: An example of the experiment with the topic “Job”

The next 2-5 minutes was spent for student practice The students practiced the words that they had just learnt by reading them silently or aloud to retain the word meanings

In a focused ten-minute session, students engaged in pair and group activities, with some taking on the roles of hotel guests and others acting as hotel staff This interactive exercise allowed them to practice handling various guest requests and complaints in realistic scenarios, enhancing their communication and problem-solving skills in a hospitality context.

- Receives payments for goods and services

- The room hasn‟t been cleaned

- The steak is over-cooked and tasteless

- Guests have been waiting for the food for over twenty minutes

- Prepares the main courses – meat, fish and pasta, etc.,

- Takes orders and brings food to tables

Jobs (in the restaurant and hotel)

- Takes reservations and welcomes the guests

In the consolidation section, the author encourages students to engage in brief conversations in pairs, with one student assuming the role of restaurant or hotel staff and the other acting as the guest This interactive activity promotes practical communication skills and enhances understanding of customer service scenarios.

In the upcoming lesson, select pairs of students will perform role-plays of their conversations in front of the class The activity will include the engaging game "What's my job?" which incorporates Yes/No questions to enhance interaction and learning.

S UMMARY

This chapter details the study's methodology, which was based on action research The author conducted observations and maintained diaries during vocabulary lessons in a Hotel and Restaurant class at HCACT To gather data for analysis, vocabulary tests were administered The findings from these tests will be presented and discussed in the following chapter.

FINDINGS AND IMPLICATIONS

S TATISTICS AND ANALYSIS OF DATA

The research aimed to enhance students' vocabulary retention, which is measured by the number of words they recall after each lesson and the outcomes of subsequent tests.

To enhance the reliability and validity of the study, the author observed the actions and attitudes of students in the Hotel and Restaurant TCNVDL K13 class while implementing the content-based instruction method for vocabulary teaching.

Normally, the procedures used by the author can be summarized as follows:

At the start of the lesson, the teacher divided students into small groups, assigning each group a research task along with specific sources of information These tasks often involved engaging topics and readings that introduced vocabulary to be taught later After completing their assignments, students formed new groups to share and compare their findings, leading to various outputs such as conversations, quizzes, or games Although the initial weeks showed low enthusiasm and participation, possibly due to the new method and lack of interest in vocabulary lessons, the situation improved as students became more accustomed to the collaborative approach By the following weeks, most students actively engaged in activities, enhancing their understanding of the topics and naturally increasing their vocabulary retention.

These show the students‟ attitude and class atmosphere while the author applied the new method in teaching vocabulary, the detail number will be shown in the next part

3.1.2 Result of the continuous monitoring

During the research, the author maintained a diary to document students' actions and attitudes towards lessons, particularly focusing on their vocabulary retention After each lesson, various methods such as games, short tests, and group competitions were employed to assess students' short-term memory of vocabulary, which they enjoyed due to the competitive element Additionally, the author revisited previously learned words after two or three lessons to evaluate students' recall, requiring them to either say or write words, create sentences or short conversations, or translate sentences and paragraphs.

The number of words that students can remember after each lesson was illustrated in the figure below:

Figure 2: The level of vocabulary memorization

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Figure 5 illustrates the percentage of vocabulary memorization over a six-week period, with the time of observation displayed on the horizontal axis and the memorization percentage on the vertical axis Each week features lessons 1 and 2, represented in blue and violet, respectively, across a total of 12 lessons.

In the initial two weeks, students retained only 25-32% of the vocabulary learned, showing no improvement after the introduction of content-based instruction, likely due to their unfamiliarity with the new teaching method and lack of contextual connections However, from weeks three to six, retention surged dramatically to 70-75%, indicating that students became more accustomed to the approach and developed intrinsic motivation for vocabulary acquisition This increase reflects an overall positive shift in student participation, attitude, and vocabulary size, highlighting the effectiveness of the content-based instruction method across varying ability levels in the class.

3.1.3 The results of the pre-test, progress-test and post-test

The three tests were administered to measure possible level or vocabulary retention at the beginning, at the middle and at the end of the study

- Pre-test Figure 3: Result of the pre-test

Excellent Good Quite Good Average Bad

The test results displayed five performance levels: excellent (9-10 points), good (8 points), quite good (7 points), average (5-6 points), and bad (under 5 points) In the pre-test, no students achieved the highest score, with only 13% earning a "good" rating Alarmingly, the percentage of students receiving bad marks closely mirrored that of those achieving good scores Notably, 32% of students received "quite good" marks, while the largest group scored between 5 and 6 points, indicating significant variation in performance across the class.

- Progress-test Figure 4: Result of the progress-test

Figure 2 illustrates a decline in the percentage of "average" scores from 44% to 38%, while the "good" category sees an 8% increase; however, 6% of participants still received poor marks This trend is encouraging, although "excellent" results remain nonexistent.

- Post-test Figure 5: Result of the post-test

The results depicted in Figure 5 are encouraging, as "excellent" marks emerged for the first time at 7%, with no students scoring below 5 Although there was a slight decrease of 2% in the average group, these outcomes indicate that the positive changes, while modest, affirm the effectiveness of Content-Based Instruction (CBI) on students' vocabulary retention, confirming that our 6-week intervention was valuable.

M AJOR FINDINGS AND DISCUSSION

This section summarizes the key findings and discussions regarding the use of content-based instruction in vocabulary teaching, based on data analysis and observations presented in section 3.1.

The implementation of content-based instruction has shown significant benefits for students' vocabulary memorization, with most students finding this method effective for understanding and recalling word meanings Unlike traditional vocabulary teaching, which often led to boredom and disengagement, the new approach invigorated both the teacher and students, fostering a more dynamic learning environment The teacher was able to create engaging and relevant content, presenting vocabulary in a logical manner within interesting contexts or semantic maps This innovative strategy not only captured the students' attention but also provided them with a fresh way to learn vocabulary, enhancing their overall enthusiasm for the subject.

The technique significantly enhanced students' vocabulary knowledge by encouraging collaboration to explore word relationships and create a network of connections Traditionally, vocabulary learning has been viewed as tedious, with rote memorization proving ineffective in Vietnam However, using visual aids such as pictures and maps allows students to grasp and retain related words more effectively This approach is particularly beneficial for English for Specific Purposes (ESP) students, making learning more engaging and impactful.

Students experienced increased motivation and relaxation when using semantic maps and engaging with real contexts and words Unlike traditional methods such as translation and transcription, which often left students feeling passive and machine-like, context-based instruction and semantic mapping fostered active participation and collaboration The use of visual aids, like pictures, not only alleviated stress but also enhanced word memorization As a result, vocabulary lessons became more interactive, encouraging students to discuss and explore word meanings and relationships with their peers, transforming vocabulary learning into a more dynamic and engaging process.

The implementation of content-based instruction as a vocabulary teaching technique has proven to be highly effective This approach enhances students' ability to remember and recall word meanings, leading to improved retention over time Evidence of its success is reflected in the students' test scores, with post-test results significantly surpassing pre-test scores These findings indicate that students who received this instructional method were able to memorize vocabulary from the textbook more effectively than those who did not receive any treatment Overall, the majority of students demonstrated positive outcomes from this technique.

The study indicates that students' awareness of content-based instruction enhances their learning experience This approach, known as word noticing, proves to be beneficial for teaching and learning at Ha Long College of Art, Culture, and Tourism.

The findings of this study support that the use of content-based instructions has positive effects on students‟ vocabulary memorization

Traditional vocabulary teaching methods may not effectively support students' memorization, prompting instructors to seek more effective strategies This study demonstrates that content-based instruction significantly enhances vocabulary retention among learners, suggesting its continued use in vocabulary lessons When selecting language teaching methods, it's crucial to align them with the target concepts or topics, while also considering which words should be contextualized based on learners' background knowledge Instructors should provide appropriate vocabulary that facilitates connections within the context Furthermore, presenting words and content simultaneously is essential, as it aids in forming immediate referential connections, thereby improving retention and understanding.

To enhance the effectiveness of content-based instruction for hotel and restaurant students, as well as those in the tourism field, the role of instructors in the vocabulary learning process is crucial The primary objective of vocabulary instruction is to aid students in discovering, remembering, and retaining new words Teachers should engage and motivate students by providing context and utilizing tools such as semantic maps Beyond imparting vocabulary knowledge, instructors must equip students with strategies for accessing and memorizing words Effective vocabulary instruction should be dynamic, employing a variety of techniques tailored to students' preferred learning styles For instance, using real-world contexts to teach word meanings and integrating multimedia tools to present visual information can significantly enhance understanding Thus, teachers serve multiple roles: as information providers, motivators, guides, and controllers in the learning process.

While improving vocabulary retention, this technique alone may not guarantee long-term memory of words Therefore, teachers should encourage systematic revision of new vocabulary Engaging students in conversations can enhance their ability to recall words effectively Additionally, grouping related words to create semantic maps can deepen their understanding This approach allows for recycling vocabulary, reinforcing the idea that "practice makes perfect." The more often learners review the words, the greater their chances of retaining them over time.

To sum up, in order to make vocabulary teaching and learning interesting and effective, these implications raised from the findings of the study should be considered.

S UMMARY

This chapter presents the findings from the data analysis, confirming that content-based instruction significantly enhances second-year students' ability to memorize word meanings effectively The study highlights that this approach outperforms traditional methods, demonstrating its effectiveness in vocabulary learning, particularly in memorization and recall Consequently, the author intends to implement this technique in future lessons.

This part provides the readers with the conclusion, the limitations of the study, recommendations for further

This study investigates the impact of content-based instruction on enhancing vocabulary memorization among first-year students at Ha Long College of Art, Culture, and Tourism Utilizing an action research design, the findings indicate a significant improvement in student performance and an increase in their ability to memorize words effectively.

The use of content-based instruction significantly enhances vocabulary memorization, as evidenced by the positive outcomes from three vocabulary tests Data analysis reveals a notable improvement in the vocabulary retention of students who experienced this method This technique fosters connections between related words, promoting deeper engagement and mastery of vocabulary Consequently, students demonstrate effective retention of vocabulary following the instructional treatment.

Based on research findings, it is recommended that content-based instruction be employed for vocabulary teaching Key factors such as the teacher's role and the careful selection of instructional content and relevant vocabulary should be taken into account Despite certain limitations, this study aims to positively impact vocabulary acquisition and overall language learning within the institution.

Naturally, this study, like many others, cannot be free from limitations, which require further studies to address

The limited number of participants in this study restricts the generalizability of the results to a broader population, indicating that findings are only applicable to the current educational context To achieve more reliable outcomes, it is essential to conduct a replication study with a larger sample size This expanded research should focus on analyzing the relationship between the frequency of using this technique and students' academic achievements.

The study's observation period of six weeks, encompassing 12 lessons over 60 periods, is relatively short, limiting the ability to assess the long-term effects of the instructional strategy on students' overall English learning achievements Additionally, the author did not gather data on the retention of new vocabulary, making it challenging to validate the effectiveness of the techniques used in the textbook For future research, extending the duration of the course is essential to better understand its long-term impacts on student learning outcomes.

The study's limitation lies in the author's exclusive reliance on observation and tests to evaluate students' memorization, which may not provide a comprehensive assessment of their learning Incorporating tools such as questionnaires, interviews, or think-aloud protocols could offer valuable insights into the impact of the training course These methods were not utilized in this research, suggesting that future studies should consider using these approaches to collect data and understand students' perceptions of the new treatment.

This

In the future, it will be a great effort if modern technologies are applied in vocabulary lessons

1 Alexander, P.A., Kulikowich, J.M., & Jetton, T.L (1994) The role of subject- matter knowledge and interest in the processing of linear and nonlinear texts, Review of Educational Research, 64, 201-252

2 Akbari, O (2008) Teaching Vocabulary Items through Contextualization and

Pictures to Elementary Iranian EFL Students Retrieved September 5 2008 from http://www.asian-efl-journal.com/September_08_oa.php

3 Beck I L & McKeown M G (1991), “ Conditions of Vocabulary Acquisition”,

In R Barr, M Kamit, P Mosenthal, P &D Pearson, Handbook of Reading

Research, Vol 2,p 789-814 New York: Longman

4 Brinton, D.M., Snow, M.A and Wesche, M.B (1989) Content-based Second language Instruction, Boston: Heinle and Heinle Publishers

5 Brinton, D M., The content-based classroom: Perspectives on integrating language and content White Plains, NY: Longman

6 Christopher St Y (1997) May I Help You Youth publisher, Vietnam

7 Crandall, J A & Tucker, G R (1990) Content-based language instruction in second and foreign languages, p187 In Anivan, S (ed.) Language teaching methodology for the nineties, (pp.83-96) Singapore: SEAMEO Regional Language Centre ED 366 187

8 Curtain, H A, & Pesola, C A (1994) Languages and children: Making the match (2 nd ed.) NY: Longman

9 Đào Thị Thanh Mai (2004) Vocabulary Revision through Word Games for non major English Students at the Navy Academy: A Quasi-Experimental Study

10 Decarrio, J ( 2001) Vocabulary Learning and Teaching In M Celle-Murcia

(Ed) Teaching English as a Second or Foreign Language: Heinle & Heinle

11 Đỗ Thị Thu Hà (2007) Using Language Games to Improve Students’ Retention of ESP Vocabulary at Nam Dinh College of Construction Unpublished M.A Thesis, University of Languages and International Studies, Vietnam National University

12 Gairns ,R & S Redman (1986) Working With Words: A Guide to Teaching and

Learning Vocabulary Cambridge: Cambridge University Press

13 Grabe, W, & Stoller, FL (1997) Content-Based Instruction: Research foundations

14 Harmer, J (1991) The Practice of English Language Teaching New York:

15 Herman, F (2003) Differential Effects of Reading and Memorization of Paired

Associations on Vocabulary Acquisition in Adult Learners of English as a Second Language TESL- EJ7: Retrieved September 5 2008 from http:// writing – berkerley.edu/ TESL- EJ el 25/al.htlm

16 Hatch, E & Brown, C (1995) Vocabulary, Semantics, and Language

Education Cambridge: Cambridge University Press

17 Hulstijin, J H (1997) Mnemonic Methods in Foreign Language Vocabulary

Learning Cambridge: Cambridge University Press

18 Hutchinson, T (1997) Lifelines Elementary (Student’s book) Oxford University

19 Hutchinson, T (1997) Lifelines Elementary (Teacher’s book) Oxford

20 Jahangard, A (2007) Which Word Types (Technical or General) are more

Difficult to Retain by the Iranian High School Learners? Asian EFL Journal, 3(2), 6-23 Retrieved from September 20, 2009, from http://www.asianefljournal.com

21 Jeffrey, K., & Henry, R (2006) Repeated retrieval during learning is the Key to

Long–term retention Retrieved June, 2008 from: http:// psych.wustl.edu/memory/Roddy%20 article%20PDF‟s/

22 Krapp, Hidi, S & Renninger K.A (1992) The role of interest in learning and

Development Psychology Press, Taylor & Francis Group New York and London

23 Laufer, B (1997) The Lexical Plight in Second Language Reading Cambridge:

24 Linda, E (2006) Fostering Retention in Adult Learners Retrieved June, 2008, from : http://www.clomedia.com/content/templetes/

25 Mayer, R E (1997) Multimedia learning: Are we asking the right question?

27 Miller G A & Gidea P M (1987) How Children Learn Words Scientific

28 Miller, Christine A “Action Research: Making Sense of Data.” On-line article recovered 11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm

29 Moras, S (2001) Teaching Vocabulary to Advanced Students: A lexical

Approach Karen‟s Linguistic Issues, July 2001 Retrieved November, 2008, from:http://www3.telus.net/linguisticissue /teaching vocabulary.html

30 Nagy W E & Scott J A (2000), “ Vocabulary processes”, In M L L Kamil, P

Mosenthal, P D P & R Barr, Handbook of Reading Research Vol 3,pp

31 Nation, P (2001) Learning Vocabulary in Another Language Cambridge:

32 Nguyễn Thị Linh Lam (2004) Strategies for Learning English by Students at

Center Early Childhood Education College NO2 Unpublished MA thesis, Hanoi University of Foreign Studies

33 Nunan, D (1999) Second Language Teaching and Learning Heinle and Heinle

34 Parsons, Rich D., and Kimberlee S Brown Teacher as Reflective and

Practitioner and Action Reseacher Belmont, Calif: Wadsworth/ Thomson Learning 2002

35 Pyles, T & Algeo, J (1970) English- An Introduction to Language New York:

36.Sharifian, F (2000) Memory Enhancement in Language Pedagogy: Implications from Cognitive Research TESL- EJ Vol 6.2 Retrieved from: http:// www- writing berkeley.edu/ TESL- EJ/ ejtitle.html

37 Sokmen, A J (1997) Current trend in teaching second language vocabulary In

N Schmitt and M McCarthy Vocabulary: Description, Acquisition and Pedagogy Cambridge University Press

38 Tạ Quang Hưng & Nguyễn Văn Độ (1994) Methodology Handbook for

Vietnam Hanoi University of Foreign Studies

39 Tracy, P (1996) Investigating Vocabulary Learning by First Year Students at

Rouen Graduate school of Management Retrieved July, 2008 from: http;//www.aston.ac.uk/lss/English/02_msc/02_diss/tplowman.jsp

40 Ur, P (1996) A Course in Language Teaching Cambridge University Press

Ha Long College of Art, Culture and Tourism

Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below the pictures: (20ps) car lorry boat bus train bicycle plane motorbike coach helicopter

Section 2: Circle the odd one out (20ps)

9 kitchen living room bed bathroom

10 next to before in on

Section 3: Write one name for each of the following groups (30ps)

7 London, Hanoi, Tokyo, Washington DC ………

Section 4: Complete the words (30ps)

Example: When you travel, you put your clothes in a s u…i …t …c …a …s …e

1 You need a p … … … … … … to travel to another country

2 I don‟t like traveling by plane or h … … … …

3 When it‟s cold you wear g … … … … … on your hands

4 You have five t … … … on each of your feet

5 Your head is on top of your n … … …

6 Men usually wear s … … … … on their feet inside their shoes

7 The US Masters is a golf t … … … …

8 If you win a competition, you b … … the other players

9 An i… … … has sea all round it

I/ Match the pictures with the words from the box

1 bus 2 bicycle 3 car 4 plane 5 lorry

6 helicopter 7 coach 8 motorbike 9 train 10 boat

II/Circle the odd one out

1 daughter 2 sun 3 thirsty 4 warm 5 books

6 price 7 German 8 Monday 9 bed 10 before

III/ Write one name for each of the following groups

1 countries 2 adjectives 3 colours 4 prepositions 5 months

6 verbs 7 capitals 8 clothes 9 animals 10 drinks

1 passport 2 helicopter 3 gloves 4 toes 5 neck

6 socks 7 tournament 8 beat 9 island 10 hill

Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) spinach cabbage broccoli peas beans potatoes carrots squash lettuce celery

6 grapefruit lemonade beer orange juice

9 check in reserve believe check out

1 head waiter, maid, barman, porter ………

2 beer, whisky, orange juice, Coca Cola ………

7 bedroom, bathroom, kitchen, living room ………

10 oranges, peach, water melon, grapes ………

When you travel, you put your clothes in a s u… …i …t …c …a …s …e

1 Ginger, chilli, mustard, garlic are called s… … … … …

2 Before ordering food or drinks, customers usually look at the m… … … …

3 She prepares the bills She is a c … … … …

4 Mushrooms, chicken, tomatoes are main i… … … … … … … … to make the Chicken Chasseur

5 You usually make a r … … … … … … in a hotel before you come

6 He servers the meal in a hotel or a restaurant He is a w … … … … …

7 Leek, tomatoes, beans, spinach are v … … … …

8 Knives and f … … … … are usually used when eating beefsteak

9 When you finish your meals, you p … … for bills

10 Bananas, strawberries, apples belong to f … … … … …

1 carrots 2 celery 3 lettuce 4 cabbage 5 broccoli

6 spinach 7 Squash 8 peas 9 beans 10 potatoes

1 architect 2 luggage 3 rice 4 hotdog 5 delicious

6 beer 7 bill 8 holiday 9 believe 10 wine

1 jobs 2 drinks 3 vegetables 4 meat 5 fish

6 utensils 7 room 8 cooking verbs 9 spices 10 fruits

1 spices 2 menu 3 cashier 4 ingredients 5 reservation

6 waiter 7 vegetables 8 forks 9 pay 10 fruits

Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) whisk ladle herbs grilling beef frying scallops stewing rolling pin wok

2 kettle poaching baker microwaves ovens

6 star-fruits lemonade fish-sauce tamarinds

9 check in dice caramelize stuff

1 commis, assistant chef, pastry cook, head chef ………

2 herbal tea, whisky, orange juice, lemonnade ………

7 champagne, gin and tonic, vodka, wine ………

10 pine apple, peach, water melon, mango ………

2 A chef who specializes in pastry is a … … … … … … … … … …

3 To make something salty we add … … … …

L IMITATIONS AND RECOMMENDATIONS

Naturally, this study, like many others, cannot be free from limitations, which require further studies to address

The limited number of participants in this study restricts the generalizability of the findings to a broader population, indicating that the results are only applicable to the current pedagogical context Therefore, a replication study involving a larger sample size is essential for obtaining more reliable results It is advisable to conduct this replication with an increased number of subjects to facilitate a thorough analysis of the relationship between the frequency of using this technique and students' academic achievements.

The study's observation period lasted only six weeks, encompassing 12 lessons over 60 periods, which is relatively short As a result, the author could only assess the short-term effects of the instructional strategy used, making it impossible to draw broad conclusions about its impact on students' overall English learning achievements Additionally, the author did not gather data on the retention of new vocabulary by students, complicating the reinforcement of the techniques outlined in the textbook For future research, it is recommended that the author extend the duration of the course to better evaluate its long-term effects.

The author's study is limited by its exclusive reliance on observations and tests to evaluate students' memorization, which may not fully capture the effectiveness of the teaching methods Incorporating additional research tools such as questionnaires, interviews, or think-aloud protocols could provide deeper insights into the impact of the training course Future researchers are encouraged to utilize these methods to collect data and understand students' perceptions of the new treatment, enhancing the overall assessment of educational outcomes.

This study primarily focused on nouns related to the hotel and restaurant industry due to the limited vocabulary content in the textbook and a shortage of teaching materials It deliberately excluded other parts of speech, such as verbs, prepositions, adjectives, and adverbs To enhance language instruction, it is recommended to incorporate content-based approaches that encompass a broader range of vocabulary and fields, including Civil Construction, Information Technology, and Financial and Banking Economics, which frequently engage with concrete concepts.