Rationale for the Study
In today's globalized world, English serves as a vital tool for international communication, prompting an increasing number of individuals worldwide to learn the language In Vietnam, the need for development and global integration has led to a heightened focus on English language education over the past few decades Currently, English is a mandatory subject in most educational institutions, particularly in high schools, reflecting its importance in the country's educational framework.
Vocabulary is crucial in the teaching and learning of English, as emphasized by Wilkin (1972), who noted that "without vocabulary, nothing can be conveyed." It serves as a fundamental element that connects the four key language skills: listening, speaking, reading, and writing Consequently, a lack of vocabulary can result in deficiencies across these essential language skills.
Teaching and studying English vocabulary in high schools in Vietnam remains unsatisfactory, as it has not garnered significant attention from both learners and teachers English lessons often prioritize grammar practice and task fulfillment, leading to a rapid introduction of new words Consequently, many students struggle with effectively using vocabulary in appropriate contexts.
As an English teacher at a specialized high school, I recognize the critical role of vocabulary for my grade 11 English-major students, who must prepare for various examinations, particularly those for gifted students To excel in reading, listening, writing, and speaking, they need to build a robust vocabulary However, my observations reveal that their vocabulary remains limited, prompting me to undertake a study aimed at addressing this gap.
“Exploiting supplementary reading materials to consolidate and develop vocabulary for grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam.”
Aims and Research Questions of the Study
This study focuses on the implementation and assessment of a supplementary reading program designed to enhance English vocabulary among grade 11 English-major students It incorporates vocabulary enhancement exercises and evaluates students' attitudes toward the program following the trial period.
In order to achieve the mentioned aims, the following questions have been proposed:
Is it effective to consolidate and develop vocabulary for grade 11 English-major students through supplementary reading materials plus vocabulary enhancement exercises?
What are the students’ attitudes towards the supplementary reading programme after the trial period?
Scope of the Study
This study focuses on enhancing vocabulary through supplementary reading materials for 32 English-major students in grade 11 at Bien Hoa Specialized High School (BHSHS) Conducted over a 10-week period, the research utilized five themes from the "Tieng Anh 11 Nang Cao" textbook, incorporating ten supplementary reading texts along with various vocabulary enhancement exercises The goal was for students to master fifty vocabulary items by the end of the post-tests.
Significance of the Study
This research aims to enhance the teaching and learning of English vocabulary for grade 11 English-major students at BHSHS If the proposed method proves effective in improving students' vocabulary knowledge, it could be beneficial to implement it across other grade levels in English education.
Research Methodology
This action research was conducted in the researcher’s own class at BHSHS, utilizing a variety of data collection methods including a pre-task questionnaire, a post-task questionnaire, a pre-test, and two post-tests The data were analyzed using descriptive statistical techniques, aiming to ensure reliable findings through the combination of these instruments.
Design of the Study
This study includes three main parts, which are presented as follows:
Part A is the introduction which includes the rationale for the research topic, aims and research questions, research methodology, scope, significance and design of the study
Part B is the development which consists of three following chapters:
Chapter 1 provides a theoretical foundation for the study, focusing on the significance of English vocabulary in foreign language education It also offers an overview of supplementary reading materials and their role in enhancing vocabulary acquisition.
Chapter 2 presents the research methodology This chapter introduces the research context, research approach, participants, intervention, data collection instruments, data collection procedures and data analysis procedures
Chapter 3 goes into details of the data analysis, results and discussion
Part C is the conclusion which includes the summary, implications, limitations of the study and suggestions for further studies
LITERATURE REVIEW
Summary
This chapter examines crucial aspects of vocabulary in foreign language teaching, including definitions, classifications, and methods for developing and consolidating vocabulary It also highlights the significance of supplementary reading materials in vocabulary acquisition, discussing their definitions, roles in language learning, and the connection between reading and vocabulary growth, supported by relevant studies The literature review indicates that reading texts serve as rich sources of new vocabulary, and that learners benefit from enhanced vocabulary exercises following reading activities This theoretical foundation suggests that the study aims to produce reliable findings.
RESEARCH METHODOLOGY
Research Context
The study was carried out at BHSHS, which is located in the centre of Phu Ly city,
Ha Nam province The shool has 27 classes with an average of 30 students per class Since
1997, this school has been in charge of educating gifted students at upper-secondary education in Ha Nam province
The school employs eight English teachers, all of whom are graduates from the University of Languages and International Studies at Viet Nam National University in Ha Noi, alongside over 70 other educators teaching various subjects The researcher, a 30-year-old English teacher with seven years of experience, brings valuable knowledge and expertise in teaching English as a foreign language, which is instrumental for this action research.
Approximately 65% of students at the school hail from five districts within the province, while around 35% reside in or near the city For students not specializing in English, the curriculum includes just three periods of English per week, utilizing mainstream textbooks prescribed by the Ministry of Education and Training (MOET) In contrast, students majoring in English benefit from an extensive curriculum of 11 English periods each week.
English-major students engage in five morning periods and six afternoon periods, focusing on advanced learner textbooks Additionally, they have the opportunity to explore supplementary materials curated by their teachers to enhance their learning experience.
The study focused on English-major students, specifically those in grade 11, due to their high motivation and ample classroom time dedicated to learning English This conducive environment allowed the researcher to explore innovative teaching methods, particularly in enhancing the effectiveness of English vocabulary instruction, which has historically faced challenges.
Research Approach
This study employs an Action Research approach, which is crucial for gaining a comprehensive understanding and analysis of the research topic Therefore, it is essential for the researcher to articulate the reasons behind selecting this specific research method.
Action research is a prevalent method in applied linguistics, characterized as a small-scale intervention aimed at examining its effects in real-world contexts (Cohen & Manion, 1994) It involves collaborating with students to test ideas or innovations and assess their impact on learning (Wisker, 2001) Furthermore, action research is a self-reflective inquiry conducted by participants in social settings to enhance the effectiveness and fairness of their practices, as well as their understanding of these practices and their contexts (Carr & Kemmis, 1986; Burns, 1999).
According to Kemmis and McTaggart (1988, as cited in Nunan, D., 1992, p 17), action research is defined by three key characteristics: it is conducted by practitioners instead of external researchers, it emphasizes collaboration, and it focuses on enacting change.
This study was conducted in the researcher’s own class at BHSHS, emphasizing collaboration between the researcher and students throughout the research process The primary goal was to enhance the existing methods of teaching and learning vocabulary.
Nunan (1992) outlined seven essential steps for conducting action research: initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up This study adheres to Nunan's action research cycle, which will be detailed in Chapter 3: Results and Discussion.
Participants
The study involves 32 grade 11 English-major students, comprising 4 males and 28 females, all aged 17 with 8 years of English learning experience Their English proficiency is generally at an intermediate level At BHSHS, they attend five English classes in the morning and six in the afternoon However, many students struggle with vocabulary during practice tests and find it challenging to articulate their ideas both orally and in writing Additionally, they lack effective strategies for learning new words and reviewing existing vocabulary These challenges motivated the researcher to conduct this action research aimed at improving the current learning situation.
Data Collection Instruments
This study focuses on enhancing vocabulary acquisition among English major students by utilizing ten supplementary reading texts along with a series of vocabulary enhancement exercises To assess the effectiveness of this approach, data was gathered through various instruments, including a pre-task questionnaire, a post-task questionnaire, a pre-test, and two post-tests.
Questionnaires are widely utilized tools for data collection in educational research, especially in English Language Teaching (ELT) studies McDonough & McDonough (1997) highlight several advantages of using questionnaires, including the ability to control the knowledge required through specific questions, their suitability for small-scale studies, the flexibility of gathering data over various time periods, and the opportunity for self-completion, which facilitates access to external contexts.
In this study, a pre-task questionnaire was distributed to 32 grade 11 English-major students at BHSHS prior to the implementation of a supplementary reading program, followed by a post-task questionnaire to assess the program's impact.
At the end of the trial period, the post-task questionnaire was also handed out to collect the feedback from the students
2.4.2 Pre-test and Post- tests
To assess the effectiveness of vocabulary consolidation and development through ten supplementary reading texts and vocabulary enhancement exercises, the researcher implemented a pre-test and two post-tests The pre-test was administered to students at the start of the study, followed by an immediate post-test and a delayed post-test after the intervention All tests were based on The Vocabulary Knowledge Scale created by Pribakht and Wesche (1997).
The study utilizes a Vocabulary Knowledge Scale, as referenced by Read (2000), which employs a 5-point rating system to assess both self-reported and demonstrated knowledge of specific words This scale ranges from complete unfamiliarity to the ability to use words accurately in context Participants were asked to evaluate their familiarity with a list of 50 target words, and for those who rated their knowledge at levels III and IV, they were required to demonstrate their understanding Detailed scoring categories and the list of target words can be found in the appendices.
Intervention: The Supplementary Reading Programme
According to Nunan (1992) in "Research Method," the crucial step in conducting action research is the intervention implemented by the researcher To fulfill the objectives of this study, a supplementary reading program was created, complemented by vocabulary enhancement exercises aimed at helping students reinforce and expand their vocabulary skills.
In this study, the researcher focused on the themes of the first five units of the "Tieng Anh 11 Nang Cao" textbook by MOET, which include friendship, personal experience, parties, volunteer work, and literacy programs and competitions After teaching each unit's reading lesson, the researcher selected two supplementary reading texts and designed vocabulary exercises to reinforce previously learned words and introduce new vocabulary These supplementary texts were sourced from reference books and reputable websites, ensuring they were appropriate for the students' English proficiency as assessed by the researcher and other educators at BHSHS.
2.5.2 The Types of Vocabulary Exercises Exploited in the Supplementary Reading Texts
This study explored various vocabulary exercises designed to enhance language skills The exercises included matching words with definitions, completing sentences with provided words, supplying correct word forms, constructing sentences, summarizing key information from texts, and writing essays related to the content The first two exercises focus on recognition vocabulary, enabling students to infer meanings from context The third exercise emphasizes manipulation, allowing students to learn different forms of words The fourth exercise encourages real-world application by having students create sentences The final two exercises are production vocabulary tasks that empower students to articulate their own ideas using the vocabulary learned.
2.5.3 The Schedule for the Supplementary Reading Programme
The supplementary reading program was implemented over 10 weeks, consisting of 12 optional sessions Each week, participants received a supplementary reading text along with vocabulary enhancement exercises, which were reviewed and corrected during one of the morning sessions The schedule for this program is detailed in the accompanying table.
Introducing the supplementary reading programme Asking students to complete the pre-task questionnaire Asking students to do the pre-test
Theme 1: Friendship Supplementary reading text 1:
Asking students to read supplementary reading text 1 and do the exercises at home Checking the answers to supplementary reading text 1
Theme 1: Friendship Supplementary reading text 2: The benefits of having a good friend
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Theme 3: Parties Supplementary reading text 1:
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Theme 3: Parties Supplementary reading text 2: Types of Parties
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Theme 4: Volunteer Work and Literacy Programs
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Theme 4: Volunteer Work and Literacy Programs
Volunteering and its Surprising Benefits
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Competitions Supplementary reading text 1: Miss
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Competitions Supplementary reading text 2: The Olympic Games
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
12 Asking students to complete the post-task questionnaire
Asking students to do the post-test One month later
Asking students to do a delayed post-test
Data Collection Procedures
The data collection procedures started at the beginning of August and finished at the end of November, 2011 Following are major steps in collecting data for the research
Step 1: In early August, the pre-task questionnaires were administered to 32 grade
At BHSHS, a group of 11 English-major students participated in a survey, each receiving a questionnaire to complete They were given 20 minutes to answer all the questions thoroughly.
Step 2: In the middle of August, a vocabulary test called a pre-test was given to these students This test was designed to measure the students’ knowledge of 50 words which they would meet during the supplementary reading programme The time for the test was 40 minutes and students were not allowed to consult with their friends during the test
Step 3: From the middle of August to the end of October, the researcher started to implement the supplementary reading programme to help the students to consolidate and learn more new words through the ten supplementary reading texts plus a set of vocabulary enhancement exercises
Step 4: At the beginning of November, after the last supplementary reading text was corrected, the post-task questionnaires were also administered to the students to gather students’ feedback on the effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts Moreover, to reaffirm the effectiveness of this way of studying vocabulary, an immediate post-test was handed out The students had to complete this test in 40 minutes Four weeks later, at the end of November, a delayed post- test was given to the students The format and content of the the pre-test, post-test and delayed post-test was the same
Step 5: Based on the results and findings of the first cycle of the study, the researcher decided whether to carry out the next cycle.
Data Analysis Procedures
Data collection yielded three sets of results: the first set included 64 questionnaires, divided equally into 32 pre-task and 32 post-task questionnaires The second set consisted of 32 pre-tests, 32 post-tests, and 32 delayed post-tests.
After collecting the questionnaires, the researcher coded the items and analyzed the data using a descriptive approach, with the findings reported in percentage format.
2.7.2 Pre-test and Post-tests
The study utilized a pre-test, post-test, and delayed post-test to assess students' vocabulary retention and development following their participation in a supplementary reading program and vocabulary enhancement exercises After collecting the test results, the researcher proceeded to grade them, and the data was analyzed quantitatively.
Summary
An action research study was conducted over 10 weeks to evaluate the effectiveness of using supplementary reading texts to enhance vocabulary for grade 11 English-major students at BHHS Data were gathered through pre-task and post-task questionnaires, a pre-test, and two post-tests, which were analyzed using descriptive statistical methods This comprehensive approach aimed to provide thorough answers to the research questions regarding vocabulary development.
RESULTS AND DISCUSSION
Preliminary Investigation
At BHSHS, it was observed that grade 11 English-major students possess limited vocabulary knowledge and lack effective strategies for vocabulary acquisition To gain deeper insights into this issue, the researcher conducted a preliminary investigation using a pre-task questionnaire.
The questionnaire aimed to explore three key areas: first, students' awareness of the importance of vocabulary in their English learning process; second, the methods they employ to learn and reinforce new words; and third, the challenges they face in acquiring new vocabulary.
(4) students’ awareness of consolidating and developing vocabulary through supplementary reading texts and their preference in joining the supplementary reading programme designed by the researcher
3.1.1 Students’ awareness of the role of vocabulary in their English learning
Table 1: Students’ awareness of the role of vocabulary in their English learning
According to Table 1, every student (100%) recognizes the significance of vocabulary in their English learning journey A substantial majority, 93.75%, believe that vocabulary is crucial for their English studies, while 6.25% consider it important in the learning process.
3.1.2 Students’ actual ways of learning and consolidating new words (Questions 2, 3,
B From one hour to one hour and a half
C From one hour and a half to two hours
Figure 1: The number of hours spent on learning new words every day
According to Figure 1, a significant portion of students dedicate time to learning new words daily, with 43.75% spending less than one hour More than half of the students allocate between one to one and a half hours for this purpose Additionally, 6.25% of students report studying new words for one and a half to two hours, while 3.12% spend over two hours on vocabulary learning each day These findings indicate that all students prioritize vocabulary acquisition and consistently set aside time for it at home.
B From the exercises given by the teachers 100%
Table 2: The sources from which the students learn new words
Question 3 explores the sources from which the students learn new words All students ( 100%) reveal that they learn new words from the textbook and all of them claim that they learn new words from the exercises given by their teachers 31.25% of the students state that they learn new words from reading newspapers and magazines and 15.63% say that they learn new words from other sources
A Looking the words up in the dictionary 100%
B Writing the words in English and their meanings in Vietnamese 100%
D Guessing their meanings of the words from the texts 15.63%
E Learning other forms of the words 6.25%
F Making sentences with the words 0%
G Playing language games with the words 0%
A Writing down the words in English many times 100%
B Writing the words in papers and stick them up wherever you can see later
C Making sentences with the words 6.25%
D Making a book of new words 0%
E Practising using the words in conversations with your classmates
F Playing language games with the words 0%
Table 3: Students’ actual ways of learning and consolidating new words
Question 4 investigates the current ways that the students have been using to learn new words All of the students (100%) admit that they only look up the words in the dictionary and all of them report that they write down these words in English and their meanings in Vietnamese A few students (15.63%) say that they guess the meanings of the words from the texts Two students (6.25%) admit that they read the words aloud to learn the pronunciation and stress and only two students (6.25%) claim that they acquire other forms of the words Generally, most students only learn the meanings of new words when they study them
Question 5 is aimed to explore how the students consolidate the words they have learnt From the results shown in the table, it can be realized that all of the students (100%) revise new words by writing them down in English many times, 31.35% choose the way to consolidate new words by writing the words in papers and sticking them up wherever they can see them later Occupying smaller percentage (6.25%) is the respondents who make sentences including the new words to remember them for a long time
The findings indicate that the majority of students lack effective strategies for consolidating and learning new vocabulary, which explains their frequent complaints about the challenges they face in vocabulary acquisition.
3.1.3 Students’ difficulties in learning new words
A Memorizing the spelling and meaning of the words 62.5%
C Using the words in real contexts 78.13%
D Remembering the words for a long time 31.25%
E Learning other forms of the words 50%
Table 4: Students’ difficulties in learning new words
Question 6 deals with the difficulties the students have in learning vocabulary The fact shows that the majority of the students (78.13%) find it hard to use new words in real contexts, many students (62.5%) claim that they have difficulties memorizing the spelling and meaning of new words Moreover, half of the respondents think that learning other forms of new words is difficult, more than half of the students (46.88%) consider pronouncing new words as their trouble and 31.25% of the students find it difficult to remember new words for a long time From the results of this question, the researcher knows the difficulties the students have in learning vocabulary and find suitable ways to help them overcome these difficulties
3.1.4 Students’ awareness of consolidating and developing vocabulary through supplementary reading texts and their preference in joining the supplementary reading programme (Questions 7, 8)
A It is a very effective way to consolidate and develop vocabulary 25%
B It is an effective way to consolidate and develop vocabulary 68.75%
C It is not an effective way to consolidate and develop vocabulary 0%
Table 5: Students’ awareness of consolidating and developing vocabulary through supplementary reading texts
According to the data presented in Table 5, 25% of respondents believe that using supplementary reading texts is very effective for vocabulary consolidation and development, while 68.75% find it effective Only 6.25% of students are uncertain about this method These results indicate that a significant majority of respondents recognize the advantages of enhancing vocabulary through supplementary reading materials.
Figure 2: Students’ preference in joining the supplementary programme
According to the data presented in Figure 2, every student expressed a strong interest in participating in a specially designed supplementary reading program, which includes enhancement exercises aimed at consolidating and developing their vocabulary skills.
The preliminary investigation indicates that while most students recognize the significance of vocabulary acquisition in their English studies and dedicate time to learning new words at home, they lack effective strategies for consolidation and face various challenges in this process Additionally, students understand the advantages of enhancing their vocabulary through supplementary reading materials and express a strong interest in participating in the supplementary reading program proposed by the researcher Consequently, the findings suggest that the researcher should assist students in developing efficient methods for revising and learning new vocabulary, as detailed in Chapter 2: Research Methodology.
Evaluation
To assess the supplementary reading programme's effectiveness and address the research questions, a comprehensive evaluation was conducted, incorporating data from the post-task questionnaire, pre-test results, and post-test outcomes, providing a holistic understanding of the programme's impact.
3.2.1 Results and discussion from the post-task questionnaire:
The post-task questionnaire aimed to gather insights on students' feelings and attitudes towards vocabulary consolidation and development through supplementary reading texts and vocabulary enhancement exercises It assessed students' evaluations of the ten supplementary reading texts and the design of the exercises, identified the most effective types of vocabulary enhancement activities, and evaluated the overall effectiveness of these methods in improving vocabulary skills.
3.2.1.1 Students’ feelings and attitudes towards consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises (Questions 1, 2)
Figure 3: Students’ feelings while taking part in the supplementary reading programme
Figure 3 illustrates that a significant majority of students exhibit strong motivation in the supplementary reading program, with 75% feeling quite motivated and 18.75% reporting high levels of motivation Only 6.25% of students expressed a lack of motivation to participate in the program.
Figure 4: Students’ attitudes towards consolidating and developing vocabulary through the supplementary reading texts
A significant majority of students, specifically 93.75% of the 32 surveyed, expressed a preference for enhancing their vocabulary through ten supplementary reading texts accompanied by vocabulary exercises In contrast, only 6.25% of students indicated that they do not favor this method of vocabulary development.
The findings from questions 1 and 2 indicate that the majority of students respond positively to learning vocabulary through supplementary reading texts These results not only validate the effectiveness of this approach, as supported by renowned linguists, but also bolster the researcher's confidence in applying this vocabulary learning method to other students.
3.2.1.2 Students’ assessment of the selected supplementary reading texts and the design of the vocabulary enhancement exercises (Questions 3, 4)
A They are very well-selected: in term of length, content, language and range of vocabulary
B They are quite well-selected: in term of length, content, language and range of vocabulary
C They are not well-selected: in term of length, content, language and range of vocabulary
A They are vey well-designed 28.13%
B They are quite well-designed 65.63%
C They are not well-designed 3.12%
Table 6: Students’ assessment of the selected supplementary reading texts and the design of the vocabulary enhancement exercises
The survey results indicate a strong appreciation for the supplementary reading texts and vocabulary enhancement exercises among respondents Specifically, 53.13% of students believe the reading materials are well-designed, while 34.37% rate them as very well-designed Conversely, 6.25% of students feel the texts are not well-designed, and two remain undecided Regarding the vocabulary exercises, 65.63% find them quite well-designed, with 28.13% rating them as very well-designed Only one student considers the exercises poorly designed, and another is uncertain about their quality.
3.2.1.3 Students’ assessment of the most effective types of the vocabulary enhancement exercises (Question 5)
A Matching the words with their definitions 6.25%
B Completing the sentences wih the words provided 3.12%
C Supplying the correct forms of the words in the brackets and completing the word-formation charts
D Making sentences with the words provided 43.75%
E Summarizing the key information in the reading text 6.25%
F Writing an essay about the topic relating to the information provided in the text
Table 7: Students’ assessment of the most effective types of the vocabulary enhancement exercises
According to the data presented in Table 6, 43.75% of respondents believe that constructing sentences with given words is the most effective exercise for vocabulary consolidation and development They highlight that this method enhances their writing skills and aids in retaining word usage in real contexts Meanwhile, 28.13% favor completing word-formation charts, noting that it helps them understand various forms of words, including pronunciation and stress Additionally, 12.5% find writing essays on relevant topics beneficial for vocabulary enhancement A smaller group, 6.25%, appreciates the exercise of guessing word meanings from context, while another 6.25% value summarizing key information to reinforce their vocabulary Lastly, only 3.12% of students prefer the exercise of completing sentences with provided words, citing its effectiveness in remembering new word meanings.
3.2.1.4 Students’ evaluation of the effectiveness of consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises (Questions 6, 7, 8, 9, 10)
Students’ assessment of the benefits gained from reading the supplementary reading texts
A It helps me have a chance to consolidate the words I have learnt in the reading lessons and learn more new words
B It improves my background knowldege 81.25%
C It provides more ideas for my speaking and writing skills 78.13%
D It helps me improve my reading skills 75%
Table 8: Students’ assessment of the benefits gained from reading the supplementary reading texts
Question 6 explores the benefits that the students gain from reading the ten supplementary reading texts during the programme All of the students (100%) agree that reading these reading texts helps them have a chance to meet the words they have learnt in the reading lessons in their textbook and acquire more new words 81.25 % of the respondents admit that their background knowledge has been improved through reading these supplementary reading texts 78.13% reveal that reading the supplementary reading texts provides them ideas for their speaking and writing skills and 75% of the students report that their reading skills have been improved when they read these supplementary reading texts In general, most of the students find that reading the ten supplementary reading texts selected by the researcher brings them a lot of benefits especially the chances for them to consolidate the words they have learnt and develop their vocabulary
Students’ assessment of the benefits gained from doing the enhancement vocabulary exercises after the supplementary reading texts
A It helps me pronounce the words better 34.38%
B It helps me know how to use the words in real contexts 90.63%
C It helps me remember the words better 65.63%
D It helps me know the other forms of a word 84.38%
E It helps me develop the writing skills 62.5%
Table 9: Students’ assessment of the benefits gained from doing the enhancement vocabulary exercises after the supplementary reading texts
Question 7 is aimed at assessing the benefits that the students gain from doing the enhancement vocabulary exercises after the supplementary reading texts The majority of the respondents (90.63%) confirm that doing vocabulary enhancement exercises helps them know how to use the words in real contexts Most of them (84.38%) declare that doing these exercises helps them know other forms of a word and more than half of them (65.63%) say that they can remember the words better through these exercises Furthermore, 62.5% of the respondents admit that their writing skills have greatly been developed through doing the tasks 34.38% of the students report that they can pronounce the words better Because when the teacher corrects these exercises, she also puts strong emphasis on the spelling, pronunciation and stress of these words The results of this question show that the students can revise and acquire vocabulary more effectively through the supplementary reading texts when they do some types of vocabulary enhancement exercises
Students’ assessment of their vocabulary knowledge gained through the supplementary reading programme
Figure 5: Students’ assessment of their vocabulary knowledge gained through the supplementary reading programme
The findings from question 8 demonstrate a significant enhancement in students' vocabulary knowledge following the supplementary reading program, with 78.13% of respondents reporting improved vocabulary skills and 9.38% indicating a substantial improvement Only one student (3.12%) felt their vocabulary knowledge had not improved, while 3 students (9.37%) were uncertain Additionally, the results highlight that students recognize the importance of learning comprehensive information about new words, including their meaning, form, pronunciation, and usage.
Students’ explicit evaluation of the effectiveness of consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises
Figure 6: The effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts plus vocabulary enhancement exercises
Question 9 reaffirms the effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts accompanied by the vocabulary enhancement exercises When being asked an explicit question, most of the respondents (97%) agree that it is very effective to consolidate and develop vocabulary through the supplementary reading texts and only one student (3%) finds that this way of studying vocabulary is not effective
Figure 7: Students’ expectation after joining the supplementary reading programme
In a survey of 32 students regarding their preference for continuing a vocabulary study program, an overwhelming 97% (31 students) expressed a desire to maintain this approach through supplementary reading texts, while only 3% (1 student) indicated a preference against it.
3.2.2 Results and Discussion from the Pre-test and Post-tests
3.2.2.1 Results and Discussion from the Pre-test
Case Category I Category II Category
Table 10: Results of the pre-test
Table 10 presents the pre-test results, featuring 50 target words categorized by students from I to V to assess their familiarity with each term The scoring system allows for a maximum of 250 points and a minimum of 50 points Notably, the table indicates the highest score achieved in this assessment.
In a recent assessment, students scored between 104 and 145 points, indicating varying levels of vocabulary knowledge The analysis of 50 target words revealed that most fall into categories I, II, and III, suggesting that these words are largely unfamiliar to students prior to the supplementary reading program This highlights the need for focused vocabulary acquisition strategies to enhance students' understanding and mastery of essential terms.
3.2.2.2 Results and Discussion from the Post-test
Case Category I Category II Category III Category IV Category V
Table 11: Results of the post-test
Table 10 highlights the post-test results, indicating significant improvements in students' vocabulary knowledge following their participation in the supplementary reading program Of the 50 target words assessed in the pre-test, most have now been categorized into categories IV and V, reflecting enhanced understanding Students demonstrate the ability to comprehend the meanings of these words and effectively use them in sentences.
3.2.2.3 Results and Discussion from the Pre-test and Post-tests
Table 12: Results of the pre-test and post-test
Table 13: Results of the pre-test and post-tests
Case Pre-test Post-test Gain Case Pre-test Post-test Delayed
Summary
In conclusion, the findings from the post-task questionnaire, pre-test, and two post-tests enabled the researcher to address the effectiveness of vocabulary consolidation and development for grade 11 English-major students at BHSHS through supplementary reading texts and vocabulary enhancement exercises, as well as the students' attitudes towards the supplementary reading program.
To address the first research question, data from the post-task questionnaire and pre-test, along with two post-tests, were analyzed The post-task questionnaire indicated that the supplementary reading texts allowed students to review previously learned vocabulary and acquire new words Additionally, vocabulary enhancement exercises following these texts facilitated more effective learning by providing opportunities to understand the meaning, form, pronunciation, and usage of new words in context, thereby improving retention and comprehension The pre-test and post-test results demonstrated that students successfully acquired all 50 target words from the supplementary reading texts and were able to use them productively over time Consequently, the combined findings from the post-task questionnaire, pre-test, and post-tests confirmed that using ten supplementary reading texts alongside vocabulary enhancement exercises effectively consolidated and developed vocabulary for grade 11 English-major students at BHSHS.
The post-task questionnaire results revealed that most students felt motivated during the program and enjoyed enhancing their vocabulary through ten supplementary reading texts paired with vocabulary exercises Additionally, students expressed high appreciation for the chosen reading materials and the design of the accompanying exercises Many participants also indicated a desire for the continuation of the program to further support their vocabulary development.
In general, almost all of the students had positive attitudes towards the supplementary reading programme
This chapter summarizes the main findings of the study, discusses the implications and limitations of the study and proposes some suggestions for further research.
Summary of Major Findings
The study aimed to assess the effectiveness of a vocabulary consolidation program using ten supplementary reading texts and vocabulary enhancement exercises for grade 11 English-major students at BHSHS, while also exploring students' attitudes towards the program after its implementation Data collection involved pre-task and post-task questionnaires, a pre-test, and two post-tests throughout the research process Analysis of the collected data yielded significant findings related to the research questions.
Participation in a vocabulary development program, which included ten selected supplementary reading texts and vocabulary enhancement exercises, significantly improved students' vocabulary knowledge Post-task questionnaire findings indicated that students felt the reading texts provided valuable opportunities to encounter previously learned words, while the exercises helped them revise their meanings, forms, and uses As a result, students demonstrated better retention and practical application of these words in real contexts Additionally, the reading materials facilitated the acquisition of new vocabulary, and the systematic exercises reinforced the understanding of new words' meanings and uses Consequently, the results from two post-tests showed that most students not only mastered the 50 target words but also effectively utilized them in sentences and retained them over time.
The post-task questionnaire results indicated that students had a positive attitude towards the supplementary reading program, with many feeling motivated during their participation They expressed enjoyment in consolidating and developing vocabulary through the specially designed reading texts and exercises Additionally, students highly valued the ten selected supplementary reading texts and the vocabulary enhancement exercises, expressing a desire for the program to continue to facilitate their learning of new words.
Pedagogical Implications of the Study
The study's findings lead to important implications for English Language Teaching (ELT) in both the author's specific context and throughout Vietnam These implications are categorized into two key areas: recommendations for teachers and guidance for high school students.
Teachers play a crucial role in enhancing vocabulary acquisition in English language learning They should prioritize the introduction of new words and ensure that these words are revisited in every lesson To reinforce learning, it's essential for teachers to assign vocabulary exercises for homework, as many students may neglect to review vocabulary without these tasks Additionally, educators should equip students with strategies to independently expand their vocabulary, tailoring their methods to fit the specific teaching context By focusing on these approaches, teachers can significantly improve their students' vocabulary skills.
High school students must recognize the significance of vocabulary in their English learning journey Actively engaging in learning new words during class and dedicating time for revision at home are crucial for retention; without this effort, students may struggle to remember vocabulary and lose interest in studying English It is essential for students to create personalized strategies for vocabulary acquisition, utilizing resources beyond textbooks, such as supplementary reading materials, exercises, newspapers, and magazines When exploring new words, students should concentrate on understanding their meanings, forms, and usages while developing effective memorization techniques.
Limitations of the Study
The study's limitations arise from its small sample size, consisting of only 32 grade 11 English-major students, which restricts the generalizability of the findings to other contexts While the pre-test and two post-tests indicated significant vocabulary improvement among participants after engaging in the supplementary reading program, these results may not reflect the experiences of students in different settings Consequently, students from diverse backgrounds may respond differently to the program.
The study's data collection methods presented a limitation, as participants' attitudes towards the supplementary reading program were solely assessed through a post-task questionnaire Utilizing students' journals could have provided more reliable qualitative insights into their self-reflection on vocabulary learning after each reading text Unfortunately, due to time constraints faced by the researcher, this valuable data collection approach was not implemented.
An effective action research process is continuous, utilizing feedback from collected data to enhance subsequent cycles However, this study was limited to a single cycle due to time constraints.
Suggestions for Further Studies
To address the limitations identified, the researcher suggests several avenues for future studies Firstly, additional research should focus on the effectiveness of enhancing vocabulary through supplementary reading materials Secondly, it is essential to investigate the impact of these materials on non-English major students to determine their effectiveness in vocabulary consolidation and development Lastly, utilizing students' journals as a data collection instrument could provide valuable insights for further research on this topic.
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APPENDICES Appendix 1: Pre-Task Questionnaire (English Version)
This survey aims to support the study on utilizing supplementary reading materials to enhance vocabulary for grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam Your participation in answering the questions is highly valued Please indicate your responses by ticking (√) the appropriate boxes, with the option to select multiple answers for certain questions Thank you for your assistance.
1 What do you think about the role of vocabulary in your English learning?
A Very important C Not very important
B Rather important D Not important at all
2 How much time do you spend learning new words every day?
B From one hour to one hour and a half
C From one hour and a half to two hours
3 What do you learn new words from? (you can choose more than one option)
B From the exercises given by the teachers
4 How do you learn new words? (you can choose more than one option)
A Looking up the words in the dictionary
B Writing the words in English and their meanings in Vietnamese
C Reading them aloud in English many times
D Guessing their meanings from the text
E Learning other forms of the words
G Playing language games with them
5 How do you consolidate new words? (you can choose more than one option)
A Writing down the words in English many times
B Writing the words in papers and sticking them up wherever you can see later
C Making sentences with the words
D Making a book of new words
E Practising using the words in conversations with your classmates
F Playing language games with them
6 What are your difficulties in learning new words? (you can choose more than one option)
A Memorizing the spelling and meaning of the words
C Using the words in correct contexts
D Remembering the words for a long time
E Learning other forms of the words
7 What do you think about consolidating and developing English vocabulary through reading texts?
A It is a very effective way to consolidate and develop vocabulary
B It is an effective way to consolidate and develop vocabulary
C It is not an effective way to consolidate and develop vocabulary
8 If your teacher designs a special programme to help you consolidate and develop vocabulary through supplementary reading texts, are you willing to join?
Thank you again for your cooperation!
Appendix 2: Pre-Task Questionnaire (Vietnamese Version)
BẢNG CÂU HỎI ĐIỀU TRA
(Trước khi áp dụng chương trình đọc hiểu bổ trợ để ôn tập và học từ vựng)
Bài khảo sát này nhằm nghiên cứu việc ôn tập và học từ vựng qua các bài đọc hiểu cho học sinh lớp 11 chuyên tiếng Anh tại trường THPT chuyên Biên Hòa, Hà Nam Xin vui lòng đánh dấu (√) vào ô trống để thể hiện sự lựa chọn của các em Chân thành cảm ơn sự hợp tác của các em!
1 Em nghĩ như thế nào về vai trò của từ vựng trong việc học tiếng Anh?
A Rất quan trọng B Khá quan trọng
C Không quan trọng D Không quan trọng chút nào
2 Em thường dành bao nhiêu thời gian để học từ mới hàng ngày?
B Từ một tiếng cho đến một tiếng rưỡi
C Từ một tiếng rưỡi cho đến hai tiếng
3 Em thường học từ mới từ các nguồn nào?
A Từ sách giáo khoa B Từ các bài tập của giáo viên
C Từ báo và tạp chí D Từ các nguồn khác
4 Em học từ mới như thế nào?
A Tra các từ trong từ điển
B Viết các từ bằng tiếng Anh và nghĩa tiếng Việt của chúng
C Đọc to các từ nhiều lần bằng tiếng Anh
D Đoán nghĩa của từ dựa vào bài đọc
E Học thêm các dạng từ khác có liên quan đến từ mới
F Đặt câu có sử dụng từ mới
G Chơi trò chơi với các từ mới
5 Em thường ôn tập từ mới như thế nào?
A Viết các từ nhiều lần bằng tiếng Anh
B Viết các từ vào mẩu giấy và dán lên bất cứ chỗ nào mà em có thể nhìn thấy chúng
C Đặt câu với các từ mới
D Lập một quyển sổ từ mới
E Thực hành sử dụng từ mới trong các hội thoại với bạn
F Chơi trò chơi với các từ mới
6 Khó khăn mà em gặp phải trong việc học từ mới là gì?
A Khó nhớ nghĩa và cách đánh vần của từ mới
B Khó phát âm từ mới
C Khó sử dụng từ trong đúng văn cảnh
D Khó nhớ các từ mới trong trong khoảng thời gian dài
E Khó nhớ các dạng từ khác có liên quan đến từ mới
7 Em nghĩ như thế nào về việc ôn tập và học từ vựng thông qua các bài đọc?
A Đó là một cách thức rất hiệu quả để ôn tập và học từ vựng
B Đó là một cách thức hiệu quả để ôn tập và học từ vựng
C Đó không phải là một cách thức hiệu quả để ôn tập và học từ vựng
8 Nếu giáo viên thiết kế một chương trình để ôn tập và học từ vựng thông qua các bài đọc hiểu bổ trợ, em có sẵn sàng tham gia không?
Cảm ơn sự giúp đỡ của các em!
Appendix 3: Post-Task Questionnaire ( English Version)
This survey aims to gather insights for my research on enhancing vocabulary among grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam, through supplementary reading materials Your participation is invaluable, and I kindly ask you to indicate your responses by ticking (√) the appropriate boxes In certain instances, multiple selections may be made Thank you for your support.
1 How do you feel while taking part in the supplementary reading programme?
C Not very motivated D Not motivated at all
2 Do you like consolidating and developing vocabulary through the selected supplementary reading texts plus a set of vocabulary enhancement exercises?
3 What do you think about the supplementary reading texts selected by your teacher?
A They are very well-selected: in term of length, content and language and range of vocabulary
B They are quite well-selected: in term of length, content and language and range of vocabulary
C They are not well-selected: in term of length, content and language and range of vocabulary
4 How are the vocabulary enhancement exercises designed?
A They are very well-designed B They are quite well-designed
C They are not well-designed D I have no idea
5 Among the types of the vocabulary enhancement exercises in the supplementary reading texts, which one do you think is the most effective to consolidate and develop your vocabulary? Why? (Choose only one option)
A Matching the words with their definitions
B Completing the sentences with the words provided
C Supplying the correct form of the words in the brackets and complete the word- formation charts
D Making sentences with the words provided
E Summarizing the key information in the reading text
F Writing an essay about the topic relating to the information provided in the text
Why?(Please specify the reasons)………
6 What are the benefits you gain from reading the selected supplementary reading texts? (choose more than one option)
A It helps me have a chance to consolidate the words I have learnt in the reading lessons and learn more new words
B It improves my background knowledge
C It provides more ideas for my speaking and writing skills
D It helps me improve my reading skills
7 What are the benefits you gain from doing the vocabulary enhancement exercises after the supplementary reading texts? (choose more than one option)
A It helps me pronounce the words better
B It helps me know how to use the words in real contexts
C It helps me remember the words better
D It helps me know the other forms of a word
E It helps me develop the writing skills
8 How has your knowledge of vocabulary been improved since you took part in the supplementary reading programme?
A Much better than before B Better than before
C Not better at all D I have no idea
9 After taking part in this programme, do you think that it is very effective to consolidate and develop your vocabulary through the supplementary reading materials plus vocabulary enhancement exercises?
10 Do you think that your teachers should continue designing more vocabulary exercises like these ones to help you consolidate and develop vocabulary after selected supplementary reading materials?
Thank you again for your coopera
Appendix 4: Post-Task Questionnaire (Vietnamese Version)
BẢNG CÂU HỎI ĐIỀU TRA
Sau khi thực hiện chương trình đọc hiểu bổ trợ để ôn tập và học từ vựng, chúng tôi tiến hành khảo sát nhằm nghiên cứu hiệu quả của phương pháp này đối với học sinh lớp 11 chuyên tiếng Anh tại trường THPT chuyên Biên Hòa, Hà Nam Rất mong các em sẽ tích cực tham gia bằng cách đánh dấu (√) vào ô trống để thể hiện sự lựa chọn của mình Xin chân thành cảm ơn sự hợp tác của các em!
1 Em cảm thấy như thế nào khi tham gia vào chương trình đọc bổ trợ để ôn tập và học từ vựng?
A Rất thú vị B.Khá thú vị
C Không thú vị D Không thú vị chút nào
2 Em có thích ôn tập và học từ vựng thông qua các bài tập đọc bổ trợ và các bài tập củng cố từ vựng không?
3 Em nghĩ như thế nào về các bài tập đọc bổ trợ được chọn lọc bởi giáo viên?
A Các bài đọc được lựa chọn rất kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
B Các bài đọc được lựa chọn kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
C Các bài đọc không được lựa chọn rất kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
4 Những bài tập từ vựng sau các bài đọc bổ trợ được thiết kế như thế nào?
A Các bài tập từ vựng được thiết kế rất công phu
B Các bài tập từ vựng được thiết kế công phu
C Các bài tập từ vựng không được thiết kế công phu
5 Trong số các bài tập từ vựng sau các bài đọc bổ trợ, bài tập nào mà em cho là hiệu quả nhất để ôn tập và học từ vựng? Lý do tại sao?
A.Kết nối từ đã cho và định nghĩa
B Hoàn thành các câu với các từ đã cho
C Cho dạng đúng của từ trong ngoặc và hoàn thành bảng các từ vựng
D Đặt câu với các từ đã cho
E Tóm tắt thông tin chính trong đoạn văn
F Viết một bài luận về đề tài có liên quan đến chủ đề của bài đọc
Lý do cho lựa chọn của em:………
6 Những lợi ích mà em thu được từ việc đọc các bài đọc bổ trợ là gì? ( Em có thể chọn nhiều đáp án)
A Đọc các bài đọc giúp em ôn tập lại các từ em đã học trong các bài đọc trong sách giáo khoa và học thêm từ mới
B Đọc các bài đọc giúp em nâng cao kiến thức nền
C Đọc các bài đọc cung cấp thêm ý tướng khi em nói và viết
A Đọc các bài đọc giúp em nâng cao kỹ năng đọc hiểu
7 Những lợi ích mà em thu được từ việc làm các bài tập củng cố từ vựng là gì? ( Em có thể chọn nhiều đáp án)
A Làm các bài tập từ vựng giúp em phát âm các từ tốt hơn
B Làm các bài tập từ vựng giúp em biết cách sử dụng từ trong đúng văn cảnh
C Làm các bài tập từ vựng giúp em nhớ các từ tốt hơn
D Làm các bài tập từ vựng giúp em học thêm các dạng từ của một từ
E Làm các bài tập từ vựng giúp em nâng cao kỹ năng viết
8 Kiến thức về từ vựng của em được cải thiện như thế nào từ khi em tham gia vào chương trình học từ vựng thông qua các bài đọc?
A Cải thiện rất nhiều hơn so với trước khi em tham gia
B Cải thiện nhiều hơn so với trước khi em tham gia
C Không cải thiện nhiều hơn so với trước khi em tham gia
9 Sau khi em tham gia vào chương trình học từ vựng này, em có nghĩ rằng ôn tập và học từ vựng thông qua các bài đọc hiêu bổ trợ cùng với việc làm các bài tập phát triển từ vựng là một cách học rất hiệu quả?
10 Em có nghĩ rằng giáo viên nên tiếp tục thiết kê các bài tập từ vựng sau các bài đọc bổ trợ để giúp em ôn tập và học từ vựng?
Cảm ơn sự giúp đỡ của các em!
Appendix 5: The Vocabulary Knowledge Scale
I I don’t remember having seen this word before
II I have seen this word before, but I don’t know what it means
III I have seen this word before, and I think it means (synonym or translation)
IV I know this word It means .(synonym or translation)
V I can use this word in a sentence: _.( Write a sentence) (If you do this section, please also do Section IV)
(Paribakht and Wesche, 1997, p 180 as cited in Read, J 2000, p 133)
Appendix 6: The VKS Scoring Categories
I 1 The word is not familiar at all
II 2 The word is familiar but its meaning is not known
III 3 A correct synonym or translation is given
IV 4 The word is used with semantic appropriateness in a sentence
V 5 The word is used with semantic approriateness and grammatical accuracy in a sentence
(Paribakht and Wesche, 1997, p 181 as cited in Read, J 2000, p 134)
Appendix 7: Pre-test, Post-test and Delayed post-test
This vocabulary test is part of my research on enhancing vocabulary skills through supplementary reading materials for grade 11 English-major students at Bien Hoa Specialized High School in Ha Nam Your participation in this vocabulary test is highly valued, and I sincerely appreciate your support Thank you for your assistance.
Look at the following list of words below and decide which category a word belongs to (I-V) to show how well you know the word
Look at the VKS (Vocabulary Knowledge Scale) below:
I I don’t remember having seen this word before
II I have seen this word before, but I don’t know what it means
III I have seen this word before, and I think it means (synonym or translation)
IV I know this word It means .(synonym or translation)
V I can use this word in a sentence: _.( Write a sentence)
(If you do this section, please also do Section IV) (Paribakht and Wesche, 1997, p 180 as cited in Read, J 2000, p 133))
Thank you very much for your cooperation!
UNIT 1: FRIENDSHIP Supplementary reading text 1
True friendship is rare, as most people have numerous acquaintances but few genuine friends For a friendship to be deep and enduring, both individuals must possess unique qualities that foster a strong bond.
Unselfishness is a fundamental quality of true friendship, as genuine connections thrive on mutual concern and support A friend who focuses solely on their own interests and feelings cannot foster a lasting bond Effective friendship requires a balanced exchange, where both parties contribute and benefit, ensuring that neither side feels overwhelmed by giving or taking excessively.
Constancy is a vital quality for meaningful relationships Many individuals lack this trait, initially pursuing interests with enthusiasm but quickly losing interest as they are drawn to new distractions This fickleness prevents them from forming lasting friendships, as they struggle to maintain commitment and stability.
Loyalty is a crucial quality in friendship, as true friends must trust each other completely and be free from suspicions Individuals who easily believe in rumors and gossip about their friends lack the ability to form strong bonds, as genuine friendship requires unwavering loyalty and understanding.