Rationale
Vocabulary is crucial in learning English as a Foreign Language (EFL) as it connects the four essential language skills To communicate effectively in a foreign language, students must not only acquire a substantial vocabulary but also understand how and where to use the words appropriately.
Many EFL learners acquire vocabulary passively due to various factors, despite recognizing its importance in language learning Firstly, they often rely on their teachers' methods, such as explanations of meanings, which leads to a passive learning experience Additionally, students typically concentrate only on the primary meanings of new words Furthermore, new vocabulary is usually introduced through contextualized examples found in textbooks or provided by teachers during lessons, limiting active engagement in the learning process.
Comprehension is a fundamental reason for reading, and vocabulary plays a crucial role in enhancing this understanding A key method for developing vocabulary knowledge is through extensive reading (ER), which exposes students to a wide range of vocabulary essential for reading comprehension ER is vital in English as a foreign or second language reading programs, as highlighted by Bell (2001), who noted that it serves as an effective strategy for improving reading fluency, comprehension, and vocabulary development.
Extensive reading (ER) has been shown to provide numerous benefits, including enhancing reading speed, comprehension, and vocabulary knowledge, which ultimately boosts learner motivation and confidence (Bell, 2001; Pigada & Schmitt, 2006) By offering a wide range of engaging, graded materials in a stress-free environment, ER fosters a positive attitude towards language learning and encourages students to read for pleasure, thereby increasing their reading pace This enjoyable approach allows learners to naturally recognize frequently used words without the pressure of strict assessments, promoting a fun and rewarding experience (Allan, 2009; Hill, 2001) As a result, ER contributes to the development of students' independence, confidence, and autonomy in language acquisition (Bell, 2001; Pigada & Schmitt, 2006; Cha, 2009).
Recent studies indicate that Vietnamese learners, including students at Hung Yen Teachers' Training College (HYTTC), have historically overlooked vocabulary acquisition (Tran, 2006) Despite four years of education, these students exhibited limited vocabulary, grammar, and practical skills, and many admitted to never reading outside the classroom However, they expressed a strong desire to enhance their vocabulary and alleviate the stress associated with learning it This need has inspired my research on "using guided extensive reading (ER) to improve incidental vocabulary learning for first-year English major students."
Aims of the study
This action research focuses on enhancing the incidental vocabulary learning of first-year English majors at Hung Yen Teachers' Training College, specifically in understanding word meanings, through the implementation of guided extensive reading strategies.
To reach the aims, the researcher supposes two research questions as follows:
1 To what extent can the use of guided extensive reading improve the students‟ incidental vocabulary learning?
2 What are the students‟ opinions about the extensive reading program?
Scope of the study
A study was conducted with first-year English major students at HYTTC, focusing on incidental vocabulary learning through a guided graded readers program (GRP) The research findings specifically reflect the impact of the extensive reading program on the students within this context.
Method of the study
To address the research questions, an action research (AR) design was utilized, following the AR program model proposed by McBride and Schostak (1991) The process involved five key steps: first, identifying the problem; second, collecting and analyzing relevant data; third, planning and implementing the necessary actions; fourth, gathering data to monitor changes; and finally, analyzing and evaluating the outcomes.
Design of the study
The study is composed of three following parts:
This part includes rationale, aims, scope and design of the study to introduce and to appeal the readers
Chapter 1 of the Literature Review explores the theoretical foundations of extensive reading (ER), highlighting the key factors that influence its effectiveness and its role in vocabulary acquisition This chapter is designed to equip readers with essential background knowledge, enhancing their comprehension of the research presented in the paper.
Chapter 2 – Methodology– discusses the methods or approaches employed by the authors to collect the data for the study
Chapter 3 - Results and Discussions– analyses the data collected in the research process and introduces recommendations to make a good ER program
In this part, the author offers a summary of the findings, conclusion, recommendations, limitations, and future directions for further study.
LITERATURE REVIEW
Reading
Reading plays a crucial role in mental development and enhances eye muscle stimulation, requiring high levels of concentration and improving conversational skills Studies show that children and teenagers who read regularly tend to have higher intelligence quotients Consequently, strong reading skills are vital for students' academic success as well as their social and professional growth Research by Gradman and Hanania (1991) revealed a significant correlation between English as a Second Language learners' language achievement and various background factors, highlighting that extracurricular reading has the most substantial positive impact.
According to Walter (2004), reading in a second language requires quick and automatic word decoding, as well as access to the mental lexicon To achieve this, learners should focus on developing speed and fluency, aiming to recognize at least 10,000 words in their new language Through reading, students become familiar with various topics, acquire a wealth of new vocabulary, and can navigate diverse texts with ease As a result, students gradually gain confidence in their understanding of the material, leading to improved reading and writing skills.
In his 2005 work, Krashen highlighted the significant impact of reading, citing studies that demonstrate a strong correlation between extensive free reading and improvements in second and foreign language skills Notable research includes Lee, Krashen, and Gribbons (1996), which explored the acquisition of relative clauses, and Stokes, Krashen, and Kartcher (1998), which focused on the learning of present subjunctives in Spanish.
(2001) regarding factors which make writing difficult To sum up, many researchers have agreed upon the vital role of reading in language learning
Extensive reading (ER) has been defined in various ways, with Lewis and Hill (1992) suggesting it involves a general understanding of texts without needing to grasp every word However, this definition may not fully capture the essence of ER Bamford and Day (1997) expanded on this by framing ER as a method for teaching foreign languages, particularly in reading Bruton (2002) further elaborated that ER can vary in terms of the volume of reading material, the amount consumed, and the time dedicated to reading The most comprehensive definition comes from Robb and Susser (1989), who describe ER as a language teaching procedure that emphasizes reading large amounts of material for general understanding, enjoyment, and student choice, without classroom discussions about the texts.
Extensive reading involves engaging with authentic texts in a foreign language that match students' proficiency levels, allowing for general understanding and enjoyment This approach is conducted outside the classroom, free from the stress of comprehension tests, and focuses on pleasure rather than academic pressure.
To maximize the benefits of extensive reading (ER), it is essential for programs to be consistent and sustained (Schmitt, 2000) However, Lee and Hsu (2009) caution that many ER curriculums in Taiwan are short-lived, lack a substantial selection of books, and often incorporate oral or written assessments, which can diminish students' enjoyment of reading Consequently, when designing an effective ER program, educators should consider factors such as the duration, the availability of reading materials, and budgetary constraints.
A crucial element for effective extensive reading (ER) is providing materials that are clear, relevant, engaging, and diverse To achieve this, it is essential for educators to involve students in the book selection process, as highlighted by Shen (2008; cited in Lee & Hsu, 2009).
• Readability: The reading materials should be short and not far beyond students‟ current linguistic levels (Coady, 1997; Huang & Liou, 2007) Nuttall (1996) stated that improvement comes from reading a lot of easy material
The effectiveness of reading comprehension is significantly influenced by an individual's prior background knowledge, making it crucial to choose culturally familiar and authentic materials for learning.
• Attraction: The materials need to be appealing to the students (Elley,
1989) When supplied with materials of high interest, students not only read more (Glazer & Giorgis, 2005), they also apply more reading strategies (Coady, 1979)
To enhance vocabulary and comprehension, reading materials should encompass a diverse array of subjects Unlike narrow reading, which delves deeply into a single topic, extensive reading prioritizes exposure to various genres and themes, helping students build and expand their word schemata.
Extensive reading offers diverse and significant benefits for language learning, as evidenced by numerous studies and the experiences of educators who have long embraced this instructional approach Researchers such as Day & Bamford (1998), Hill (2001), Nation (2005), Robb (1998), and Waring (1997) have documented these advantages, highlighting the positive effects of extensive reading on language acquisition and proficiency (Porcaro, 2009).
• Extensive reading builds automaticity of word recognition
• Automatic recognition of a word allows lexical access – the automatic calling up from memory of a word‟s meanings and its phonological representation
• Extensive reading builds vocabulary knowledge
• Comprehension and fluent reading depend on automatic word recognition and vocabulary knowledge, and thus are advanced through extensive reading
• Fluent reading allows the reader to move from word-by-word decoding to the processing of ideas, which is essential to higher level reading and thinking skills
• Extensive reading builds awareness of grammatical structures and the ability to quickly and accurately process sentence structures
• Extensive reading enhances learners‟ background knowledge
• Extensive reading promotes learners‟ positive attitude toward reading It fosters their confidence and motivation to read
•Extensive reading increases exposure to English The important role of comprehensible input in foreign language learning has been strongly demonstrated by Krashen (1993)
Extensive reading enhances students' understanding of the language taught in class, offering a valuable opportunity to reinforce their learning This practice is crucial for effective foreign language acquisition, as it helps solidify the knowledge gained in a classroom setting.
• Research studies also show that extensive reading improves learners‟ writing skills, listening and speaking skills, and examination results
Graded readers (GRs), as defined by Richard and Schmidt (2000), are texts designed for children learning their native language or for second language learners, utilizing a language grading scheme that may include restricted vocabulary and specific grammatical structures Popular series such as Oxford Bookworm, Penguin Graded Readers, and Cambridge English Readers are available globally Nation (2005) notes that while these series may differ in the number of levels and vocabulary lists, they often share significant vocabulary coverage, making it unnecessary to limit oneself to a single series For language teachers and learners, GRs are appealing because they provide a controlled, systematic approach to vocabulary and grammar development, catering to diverse interests and proficiency levels.
After evaluating the materials at local bookstores and considering the proficiency levels of my students, I selected the graded readers from the Oxford Bookworm Libraries These stories are engaging and appropriate for the students involved in this study, featuring illustrations that enhance the narrative Many of the stories are well-known and have been adapted into films or plays Additionally, I chose Level 1 books specifically for students who have not previously developed a habit of extensive reading.
Vocabulary
1.2.1 Vocabulary in second language learning
In his book "Vocabulary," Michael McCarthy (1990, p.2, cited in Quach, 2007) emphasizes that vocabulary is the most crucial component of any language course, stating that effective communication in a second language (L2) is impossible without a robust vocabulary, regardless of grammar proficiency or pronunciation skills The significance of vocabulary in L2 communication is undeniable, as a learner's vocabulary size directly influences their ability to convey a diverse range of meanings Johnson and Johnson (2004, p.1, cited in Quach, 2007) further highlight that "words are the tools we use to think, to express ideas and feelings and to learn about the world," underscoring the essential role of vocabulary in language learning and communication.
In the book named “Understanding Vocabulary” (2000, p.16, cited in Quach,
2007), Alexander wrote: “Comprehension improves when you know what the words mean” and “words are currency of communication A robust vocabulary improves all areas of communication – listening, speaking, reading and writing”
The significance of vocabulary in language acquisition, particularly in second language learning, is widely acknowledged Therefore, it is essential to incorporate vocabulary instruction into the curriculum, emphasizing its importance through carefully structured lessons by educators and dedicated engagement from learners.
Incidental vocabulary learning, as defined by Wesche and Paribakht (1999), occurs when learners acquire new words unintentionally while focusing on understanding the meaning of reading or listening contexts, rather than through deliberate study This process allows vocabulary to be learned as a "by-product" of engaging with content, without the learner's conscious intention to memorize specific words Nation (2001) further emphasizes that learners typically concentrate on the overall message from a speaker or writer, and significant vocabulary acquisition can still take place even when their attention is not specifically directed at vocabulary, particularly when the amount of unfamiliar words in the material is minimal.
Haynes (1998, cited by Wesche & Paribakht, 1999) offers an alternative perspective on incidental learning, emphasizing the significance of attention over intention in understanding the concept She advocates for distinguishing between teaching strategies and learning processes, introducing two continua: one ranging from "indirect teaching" to "direct teaching."
“incidental learning” (or automated learning, involving the learner‟s peripheral attention while focal attention is elsewhere) to “attended learning” (involving focal attention)
Incidental vocabulary acquisition lacks a universally accepted definition, despite various interpretations by researchers This paper adopts the definition by Nation and Wang (1999), which posits that incidental learning occurs when learners concentrate on the content of a story rather than on vocabulary itself In this context, learners focus on understanding the text's meaning and enhancing their reading fluency.
1.2.3 Reading and incidental vocabulary learning
A case study implemented by Grabe and Stoller (1997) also found significant gains in vocabulary through incidental vocabulary learning through extensive reading
A study investigated the vocabulary development of an American man learning Portuguese through extensive reading After three weeks of instruction and additional reading hours outside of class, the subject demonstrated a 20% increase in vocabulary on a test conducted five months later The researchers concluded that their findings "strongly suggest that reading and vocabulary will develop as a result of extensive reading practice."
Incidental vocabulary learning occurs gradually as learners accumulate word knowledge through repeated exposure in diverse reading contexts Extensive reading serves as a valuable source of comprehensible input, offering rich contexts that facilitate vocabulary acquisition As learners engage in extensive reading, they successfully infer word meanings from meaningful contexts, enhancing their vocabulary inference skills This developed ability not only enriches their vocabulary but also positively impacts their overall reading proficiency.
Extensive reading is vital for enhancing overall language competence and vocabulary development in L2 learning, as highlighted by Krashen (1993) He emphasizes that, much like first language acquisition, reading serves as a primary method for vocabulary acquisition, prompting researchers to advocate for extensive reading programs in L2 environments (Krashen, 1989) The notion that vocabulary is predominantly learned incidentally supports the idea that contextual learning is crucial for vocabulary acquisition (Wesche & Paribakht, 1999).
Research indicates a significant connection between incidental vocabulary learning and extensive reading Milton and Meara (1995, cited by Nagy, 1997) estimated that advanced second language learners could acquire around 2,500 new words annually, largely through incidental learning Elley’s (1991) examination of “book flood” studies revealed that L2 learners gain more from increased reading volume than L1 learners, as they encounter unfamiliar words more frequently This suggests that language acquisition is primarily incidental and driven by intrinsic motivation, particularly through engaging and well-illustrated books.
Horst, Cobb, and Meara (1998) conducted a controlled reading treatment involving 34 low-intermediate learners in Oman, who read 21,232 words of a simplified text over ten days, replicating a study by Saragi, Nation, and Meiter (1978) Their findings indicated an average increase in vocabulary acquisition Additionally, Xu Hong's research revealed that learners with larger L2 vocabulary sizes experienced greater incidental word learning gains by focusing on one in every five new words The study highlighted that L2 learners not only recognized the meanings of new words but also formed associations through comprehension-focused extensive reading Furthermore, Day et al (1991) found that Japanese EFL students benefited from sustained silent reading, as it positively impacted their ability to recognize previously unknown or difficult words in vocabulary tests.
1.2.4 Difficulties in incidental vocabulary learning
While extensive reading can positively impact incidental vocabulary learning, it may also present challenges for L2 vocabulary development Researchers have noted that learners often make incorrect inferences, leading to superficial vocabulary acquisition that hinders active word usage Additionally, certain lexical items, including those with deceptive morphological structures and idioms, can mislead learners and result in misunderstandings This confusion disrupts the readers' ability to effectively guess meanings from context.
To effectively guess word meanings, learners must understand the context and recognize most surrounding words, which requires a solid vocabulary foundation and good textual clues Unlike native speakers, L2 learners often struggle with this due to their limited exposure to new words in various contexts Accurate guessing relies on the ability to recognize surrounding words and employ effective reading strategies (Huckin & Coady, 1999) Unfortunately, learners often feel frustrated during extensive reading when faced with challenging texts, as their insufficient vocabulary and lack of active reading strategies hinder comprehension, leading them to ignore unfamiliar words or fail to infer meanings from context.
Huckin & Coady (1999) emphasized that the lack of repeated exposure to new vocabulary does not ensure its acquisition Unlike native speakers, L2 learners encounter unfamiliar words infrequently, primarily focusing on high-frequency terms As a result, they struggle to gradually assimilate the characteristics of these words, hindering the development of a robust lexical knowledge in their mental lexicon.
Previous research
Numerous studies have documented the benefits of extensive reading (ER) in enhancing learners' vocabulary acquisition, ranging from individual case studies to large-scale school applications This thesis aims to review previous research that highlights the advantages of graded readers for incidental vocabulary learning and examines learners' attitudes towards reading and extensive reading practices.
1.3.1 Researches on incidental vocabulary acquisition
A famous research known as the Clockwork Orange Study by Saragi, Nation
& Meister, 1978 reported the effectiveness of incidental vocabulary acquisition through reading 20 native speakers of English working in Indonesia participated in the study Students were asked to read a novel, A Clockwork Orange
Anthony Burgess) within three days The novel contained a total of 241 different
A study on the Russian-based slang known as nadsat revealed that participants improved their understanding of 90 nadsat words by an average of 76% after reading a novel, demonstrating significant incidental learning without dictionary assistance This research strongly indicates that extensive reading contributes to substantial vocabulary acquisition.
Waring and Takaki (2003) investigated vocabulary acquisition from the graded reader A Little Princess, focusing on the retention of words with varying frequency of occurrence They selected 25 words across five frequency bands, altering their spellings to ensure unfamiliarity for 15 intermediate-level Japanese female participants After reading the modified text, participants underwent three tests on word recognition and meaning at intervals of immediately after reading, one week later, and three months later The findings indicated that while incidental learning of vocabulary is possible, most words were not retained; more frequent words were learned more effectively and showed greater resistance to forgetting On average, only one of the 25 words was remembered after three months, with none retained from those encountered fewer than eight times This suggests that limited new vocabulary is retained from a single graded reader, highlighting the necessity for extensive reading to effectively build vocabulary The study concludes that the advantages of graded readers should be evaluated not only through vocabulary retention but also in their capacity to enhance pre-existing vocabulary knowledge.
In their 2006 study, Pigada and Schmitt explored incidental vocabulary acquisition in a French learner using 70 nouns and 63 verbs through four graded readers They focused on the most common parts of speech, aiming to encourage future research on additional word classes The researchers categorized the words into six frequency groups based on encounter rates and assessed three types of word knowledge: meaning, spelling, and grammatical behavior Utilizing one-on-one interviews, they effectively measured learning outcomes Their findings revealed significant vocabulary acquisition during extensive reading (ER), though results varied across word knowledge types Spelling improved across all noun frequency groups and nearly all verb groups, while low-frequency nouns and verbs exhibited limited learning, particularly verbs Grammatical knowledge saw enhancements in all noun frequency groups, but mastery of verb grammar was notably lower Overall, the study suggests that extensive reading can lead to greater vocabulary acquisition than previously recognized.
Kweon and Kim (2008) conducted an experimental study to explore how unknown words can be incidentally learned and retained by Korean learners of English while reading authentic texts over an extended period In their research, 12 Korean learners were tested on vocabulary knowledge before reading, immediately after, and one month later The findings revealed a significant increase in word knowledge between the pretest and the first posttest, with most gained words retained in the long term Among the different word classes, nouns were slightly easier to retain than verbs and adjectives The study concluded that while incidental learning of words is possible, the majority of words were not retained, with more frequent words being more likely to be learned and remembered On average, only one out of 25 words was recalled after three months, and words encountered fewer than eight times were unlikely to be remembered Consequently, the authors emphasized that a substantial amount of graded reading is necessary to effectively build new vocabulary and suggested that the benefits of reading graded readers should also be evaluated in terms of how they enhance existing vocabulary.
Tiryaki and Tütüniş (2012) explored the impact of extensive reading on vocabulary development among reluctant elementary students through a small-scale study conducted at a private university during the 2010-2011 academic year The research involved 100 elementary students divided into experimental and control groups, with the experimental group engaging in extensive reading using four graded readers, while the control group did not participate in any extensive reading activities Both groups followed a syllabus that included three units from a main course book Pre-tests and post-tests were administered to assess vocabulary improvement The analysis revealed that the experimental group showed a significant enhancement in vocabulary range, whereas the control group, which did not engage in extensive reading, performed notably worse on both tests.
In a study conducted by Eghtesadi and Momeni within an EFL context, seventy-five elementary English learners were randomly selected to explore how the purposes behind reading activities affect vocabulary knowledge acquisition and retrieval The participants were divided into three groups: 'free reading,' 'reading comprehension,' and another unspecified group.
A study utilizing the graded reader "A Good Night’s Work" from Louis Fidge's Reading Comprehension 4 demonstrated that purposeful reading activities significantly enhance vocabulary learning and retention Data from both immediate and delayed post-tests indicated that the mean scores of the summarizing and reading comprehension groups were notably higher than those of the free reading group However, no significant differences were found between the mean scores of the summarizing and reading comprehension groups, highlighting the effectiveness of structured reading strategies in improving language skills.
The study highlights the significant impact of readers' purpose on incidental vocabulary acquisition, demonstrating that the variance observed in immediate and delayed post-test results among the three groups can largely be attributed to this reading purpose Overall, the findings support the idea that having a specific reading goal enhances vocabulary learning, although the rate of incidental vocabulary retention remains low.
In the context of teaching English as a foreign language, it is highly recommended that educators explicitly teach new vocabulary while also promoting extensive reading (ER) among students However, it is important to consider that the study's findings may have limitations in terms of generalizability, as the participants were exclusively female elementary language learners.
1.3.2 Researches on attitudes towards ER
Extensive research highlights the significant impact of Extensive Reading (ER) on learners' motivation and attitudes towards reading in English Many studies indicate a shift in students' perceptions, transforming them into eager readers, particularly in ER classes and with graded readers (GRs) While highly motivated students generally enjoy the ER experience, less-motivated students often report positive feelings stemming from unexpected achievements However, these students may cease reading in English when the motivation from assignments wanes, which does not imply a dislike for GRs Instead, their reading success and the chance to practice English foster positive attitudes and intentions, showcasing an alternative approach to enhancing English proficiency.
In a study by Murphy (2010) involving first and second-year non-English majors at a national university in western Japan, students participated in a timed reading exercise using a chapter from the graded reader, The Good Earth.
In the second to last class of the semester, students were timed reading a different chapter from the same book, which shared similar settings and characters, while also discussing their reading habits During the final class, small group interviews were conducted in English or Japanese to gather students' attitudes and opinions about the course The study's findings highlight the importance of extensive reading (ER) as a fundamental component of L2 curricula Additionally, communicative activities can be seamlessly integrated into ER courses, with graded readers offering valuable content for discussion Students reported high levels of enjoyment and success in their L2, indicating that a communicative approach combined with ER can significantly enhance student performance and foster positive attitudes toward reading and cultural understanding in the target language.
Pellicer-Sánchez and Schmitt (2010) investigated how advanced L2 readers acquire spelling, word class, and meaning recognition from the authentic novel "Things Fall Apart." The study involved twenty Spanish undergraduate students who read the book for pleasure over a month, with a focus on their attitudes towards vocabulary acquisition Interviews revealed that all participants completed the book and enjoyed the experience, although three found it somewhat burdensome due to the topic or time constraints Most participants deemed the book's difficulty appropriate, and those who struggled slightly did not score significantly lower Seventeen participants appreciated the book, while only one cited foreign words as a barrier to understanding Sixteen felt they learned target vocabulary, with four also gaining insights into the foreign culture.
English The encouraging figures and results of this study make us think that participants‟ positive attitudes and opinions had a helpful effect on vocabulary acquisition
Yamashita (2013) conducted a study with 61 second-year undergraduate students to investigate the effects of extensive reading (ER) on their attitudes towards reading in a foreign language Utilizing a questionnaire to assess both affective (emotional) and cognitive (thinking) aspects of reading on a five-point scale, the study allowed students to access around 500 graded readers (GRs) for reading in and out of class The findings revealed that ER significantly enhanced students' comfort levels and reduced anxiety related to English as a Foreign Language (EFL) reading, while also positively influencing the intellectual value they associated with reading Despite these benefits, the study noted that ER did not lead to an increase in perceived reading proficiency, even though students understood that their reading volume would impact their class grades Yamashita concluded that the research provided deeper insights into the effective domain, highlighting the positive influence of ER on various aspects of EFL attitudes.
METHODOLOGY
Participants
The study focused on 25 female students from the English 2013 class (TA13), whose overall English proficiency was assessed to be at a pre-intermediate level based on their university entrance examination scores and final results from the Reading Skill 1 course As their English teacher for Reading Skill 1, I noted that these students were eager to participate in the research Notably, prior to this program, they had not engaged in any extensive English reading activities They were selected in the second semester, with the expectation that they had acclimated to the college teaching and learning environment after completing high school.
Action research
Action research (AR) is defined by Wallace (1998) as a systematic approach to collecting and analyzing data on teachers' everyday practices to inform future decisions It offers specific and immediate outcomes relevant to the teacher's context and allows for findings that may be unique to the situation rather than universally applicable Nunan (1992) emphasizes that AR is problem-focused, addressing a single case within a specific context to seek solutions Kemmis and McTaggart further elaborate on this definition, highlighting the collaborative and reflective nature of AR in educational settings.
(1998) is a teacher initiated classroom research which seeks to increase the teachers‟ understanding of classroom teaching and learning then brings about improvement in classroom practice
The action research model is a continuous cycle that integrates action and reflection, with its stages interconnected rather than isolated This approach allows for the implementation of research directly within the everyday context of the classroom.
An effective Action Research (AR) program must be adaptable, as researchers often employ diverse methods tailored to specific contexts According to McBride and Schostak (1991), an AR study typically involves several distinct phases, each contributing to the overall research process.
FIGURE 1: Action research model of Bride and Schostak (1991 )
In this study, an AR was conducted based on the above process The stages of this AR were described in details:
The researcher identified a significant issue among students: a lack of vocabulary Through her experiences, discussions with learners, and careful observations, she determined that addressing vocabulary deficiencies would be the central focus of this study.
2 Collecting and analyzing the data
The researcher aimed to gather data on students' vocabulary knowledge, reading habits, and reading abilities She discovered that students frequently expressed difficulties in reading English texts To further understand this issue, she examined the Reading Skill 1 course book and conducted interviews with students regarding their reading habits and opinions on reading outside of class This investigation led to the hypothesis that a lack of vocabulary items may stem from insufficient extensive reading practices Additionally, the researcher questioned whether extensive reading could enhance students' vocabulary.
3 Planning and implementing the action
The literature review informed the development of an Action Research (AR) procedure aimed at enhancing the specific context of the researcher’s educational environment To facilitate vocabulary improvement among her students, the researcher implemented graded readers as a key strategy The steps of this action were systematically outlined to ensure clarity and effectiveness in the approach.
Table 1: The Graded Readers Program
1 Introduce the graded readers program
2 Deliver the first story “ Goodbye Mr Hollywood”
Deliver “ Mutiny on the Bounty ”
Deliver “ The Phantom of the Opera ”
Deliver “ The Witches of the Pendle ”
Carry out immediate-posttest Hand out Questionnaire
In this activity, the teacher introduced the Extensive Reading (ER) program, highlighting its aims and benefits while encouraging participants to engage with the Guided Readings (GRs) outside the classroom The researcher monitored the participants' reading habits, believing that Vietnamese learners perform better under time pressure Additionally, the study investigated students' attitudes and past experiences with vocabulary learning, suggesting they refrain from using dictionaries for unknown words The researcher aimed to uncover students' personal experiences with the reading materials, particularly their interest levels and strategies for handling new vocabulary Furthermore, the study sought to understand the effectiveness of ER in enhancing vocabulary knowledge and its impact on student engagement and motivation A vocabulary test was conducted to assess these outcomes.
Week 2, 3, 4, 5, 6, 7: Students' reading and doing worksheet
Each week, participants received a 400-headword story to read and were encouraged to complete their reading and writing worksheets outside the classroom To enhance comprehension, a series of pre-, while-, and post-reading activities were provided at the end of each book Students maintained book reports reflecting their personal experiences, discussing their enjoyment of the material, the difficulty level, and their strategies for tackling new vocabulary These activities allowed students to review and recycle vocabulary, enabling the teacher to assess their progress in vocabulary acquisition.
The researcher organized weekly Saturday meetings lasting approximately one hour in the school library, where students and teachers engaged in discussions about reading During these sessions, they focused on vocabulary acquisition, explored the opinions and motivation of both enthusiastic and less interested students towards extensive reading, and addressed the challenges faced by students to foster greater encouragement for reading.
Week 8, 10: Questionnaire, immediate protest, and delayed protest
Upon completing all the GRs, students participated in an immediate posttest and filled out a questionnaire Two weeks later, they took a delayed posttest to assess their retention of the vocabulary learned.
4 Collecting data to monitor change
This study utilized three main instruments: graded readers, tests, and a questionnaire To gather data, the researcher instructed students to read the chosen graded readers, complete the tests, and respond to the questionnaire.
The analysis of the data aimed to assess the validity of the action plan and its underlying hypothesis The results from the AR evaluation will inform conclusions and provide recommendations for future research endeavors.
In selecting materials for this study, the researcher adhered to Day and Bamford's (2002) Top Ten Principles for Teaching Extensive Reading The chosen books were required to feature ample visual and pictorial support to aid participants in deciphering unfamiliar words while also being visually appealing Additionally, the content had to align with the participants' intellectual levels and encompass a variety of genres Furthermore, the books needed to be concise enough to maintain students' focus and enable them to complete readings quickly, fostering a sense of achievement through frequent successes.
In this study, the researcher utilized graded readers tailored to the subjects' reading abilities, ensuring that 96% to 99% of the words were familiar, which facilitates the inference of unknown words from context (Laufer & Sim, 1985) A 400-headword graded reader was deemed appropriate for the pre-intermediate subjects, allowing for a focus on the acquisition rate of test items within familiar co-texts Six graded readers from the Oxford Bookworms Library's level 1, including titles like "Goodbye Mr Hollywood" and "The Phantom of the Opera," were selected, ensuring that none of the participants had prior exposure to these stories.
Instruments
A pre-test and post-test design was implemented to evaluate vocabulary retention before and after treatment, focusing on students' improvement in incidental vocabulary acquisition through graded readers The tests, adapted from Horst (2005), assessed students' vocabulary knowledge by asking participants to indicate their confidence in understanding listed words using three options: YES (I know this word), NO (I don't know this word), and NS (I have an idea but am unsure) The inclusion of the NS option encouraged honesty by allowing students to express partial knowledge This testing method facilitated the quick assessment of numerous vocabulary items, making it straightforward to construct, administer, and score.
A total of 118 words were selected from a list of 142 keywords identified in six graded readers, along with 90 high-frequency words analyzed by the researcher Participants marked these words in a pretest before engaging in the extensive reading (ER) program After completing all readings, a posttest was administered to assess vocabulary acquisition from the program It's important to note that the order of the 118 tested words in the posttest differed from their presentation in the pretest.
According to Ary (2002), questionnaires serve as the primary tool for data collection in surveys, highlighting the necessity for these instruments to be both valid and reliable To enhance effectiveness, questionnaires should be designed to be visually appealing and easy for respondents to read and answer, while also facilitating convenient coding and scoring for researchers.
A questionnaire adapted from Anh (2007) was utilized as a supplementary tool to gather student feedback on the program and solicit suggestions for future initiatives This questionnaire, administered post-program, comprises two sections: the first includes eight questions designed to assess students' opinions about the program, while the second part invites students to propose ideas for enhancing the extensive reading program Additionally, students were encouraged to provide further suggestions beyond the five items listed in the questionnaire.
The questionnaire utilized a Likert-scale format featuring five levels of agreement: strongly agree, agree, not sure, disagree, and strongly disagree, with varying categories for each question To ensure clarity and objectivity in the research results, the questionnaire was translated into Vietnamese, addressing potential language barriers for participants with limited English proficiency The English and Vietnamese versions of the questionnaire can be found in Appendices 5 and 6.
Data presentation and data analysis
To present and interpret the collected data of the tests and the questionnaires in a logical form, the researcher decided to formulate a suitable data interpretation scheme
This study utilized a vocabulary test adapted from Horst (2005), with results analyzed using the Vocabulary Knowledge Scale (VKS) Each word was rated with three options: YES, NO, and NOT SURE, assigned specific points (YES = 2, NOT SURE = 1, NO = 0) The total score for each student was calculated based on their responses for each word-class.
Mean score = (total score of student 1 + total score of student 2 + total score of student 3 + …… + total score of student 25) / 25
The researcher compared the mean scores of each word class from the pre-test and post-test to identify the differences in results.
The percentages of the maximum possible scores in each word-class were also calculated as following principle:
The percentage of the maximum possible score = (mean score/ maximum possible score) x 100%
In the pretest, the average score for nouns was 52.4, with a maximum possible score of 118 for 59 nouns This results in a percentage of 34.5% when calculated as (52.4 / 118) X 100% By comparing these percentages, we can clearly identify differences and effectively mitigate the impact of varying word counts across different word classes.
This study utilized the Statistical Package for Social Science (SPSS) for statistical analysis, as it is one of the most popular tools in social science research To assess students' vocabulary acquisition, a t-test was employed, assuming the data followed a normal distribution The analysis involved comparing the results of pretests and posttests, as well as examining the immediate and delayed posttest outcomes.
The study operated under the premise that the null hypothesis was valid, leading to a direct evaluation of the alternative hypothesis through t-tests conducted with SPSS version 20.0, following established guidelines.
In this study, a significance level of 0.05 (P = 0.05) is utilized If the P value obtained from the Statistical Package for the Social Sciences (SPSS), version 20.0, is less than or equal to 0.05, the null hypothesis is rejected in favor of the alternative hypothesis, indicating statistically significant findings Conversely, if the P value exceeds 0.05, the null hypothesis cannot be rejected, leading to the conclusion that the research findings are not statistically significant.
Chapter summary
This chapter has thoroughly outlined the study's context, detailing the variables, subjects, and data collection methods employed It has also introduced the graded readers program used as the experimental treatment and explained the specific steps taken during the research The following chapter will present the study's results and discussions.
RESULTS AND DISCUSSIONS
The results of questionnaire (Research question 2)
A questionnaire was conducted among students to collect their evaluative and suggestive feedback on the GRP, categorized into two main areas: their overall assessment of the program and their recommendations for its future development The findings from this questionnaire are detailed in the following sections.
3.2.1 Results of the first part of the questionnaire
Table 6: Students' opinions about the graded readers program
1 The GRP gave me pleasure in learning English 16
2 I wish I had been encouraged to read extensively before
3 If I had been given a choice, I wouldn't have participated in this GRP
4 If this program does not continue in the following school-year, I will keep on reading extensively
5 The GRP helped me to gain more self-control of my English study
6 My background knowledge has been widened due to extensive reading
7 Reading extensively helped to improve my
8 GRP helped me to develop a reading habit 23
Table 6 presents the findings from the initial part of the questionnaire regarding students' attitudes toward the program The use of a Likert scale revealed that the GPR positively influenced students, with 64% reporting increased enjoyment from the program Additionally, an impressive 96% expressed a desire for encouragement to read extensively This indicates a strong appreciation for the program's implementation in their classes However, it is noteworthy that 12% of students were not particularly interested in participating in the program.
A significant majority of participants (88%) expressed a desire to continue their extensive reading, even after the program concludes next school year Additionally, 92% of students valued the autonomy and self-control they experienced in their language studies This indicates a strong awareness among students of the benefits associated with extensive reading, as reflected in their interest in the Guided Reading Program (GRP) and their eagerness for further opportunities to engage in extensive reading.
A recent evaluation of the GRP program revealed positive outcomes among participants regarding their language skills An impressive 96% of students reported that the program enhanced their background knowledge, while 76% acknowledged improvements in their English vocabulary through graded readers Additionally, 92% of students indicated that GRP fostered a newfound reading habit, igniting a passion for reading more frequently.
The initial findings from the questionnaire indicate that nearly all participants expressed positive views regarding the conducted GRP Additionally, the results highlighted that a majority of students were both interested in and eager to engage in the GRP activities.
3.2.2 Result of the second part of the questionnaire
Feedback from students who participated in the program was crucial for the researcher to assess its success and gauge interest in future participation Additionally, the second part of the questionnaire focused on gathering insights from participants regarding their experiences, providing valuable information for potential improvements and further studies.
Table 7: Students' suggestion for future program
1 The teacher should choose reading materials more carefully
2 The teacher should have more books and more copies of the same books
3 Students should be given more encouragement during the GRP
4 Instructions on activities in the GRP should be explained more clearly
5 The program should be in a longer period of time
According to the findings, a significant majority of students (88%) felt that the reading materials selected by the teacher were appropriate for their needs, while only 12% believed that more careful selection was necessary Additionally, 96% of students expressed a desire for more books or additional copies to enhance their reading experience, indicating a strong motivation for improved academic performance Interestingly, 20% of students felt they did not require further encouragement in the Guided Reading Program (GRP), while an equal percentage wanted more frequent encouragement However, 80% of participants were uncertain about their need for additional motivation Furthermore, 84% of students were unclear about the clarity of the instructions provided by the teacher, highlighting the teacher's crucial role in guiding and explaining the program Lastly, a significant 88% of students recommended extending the duration of reading activities in future programs, reflecting their enthusiasm for continued participation.
Further suggestions were made in relation with the teacher‟s available books
Three participants expressed a desire to borrow books from the teacher for summer reading, hoping to enjoy the stories without academic pressure Eight students suggested that the teacher recommend a variety of book genres and more challenging levels Additionally, over half of the class anticipated the continuation of extensive reading (ER) programs in the upcoming school year.
Discussion
This study aimed to establish a reading habit among first-year students through an extensive reading program The researcher and her students actively participated in the initiative over a designated period, yielding significant results that highlight the effectiveness of the program.
The vocabulary test results strongly support the hypothesis that students engaged in extensive reading demonstrate improved performance in posttests and enhanced vocabulary acquisition This indicates that graded readers effectively expand students' vocabulary knowledge.
The questionnaire results demonstrated that reading graded readers significantly enhanced students' attitudes towards reading Furthermore, most participants reported improvements in their background knowledge, vocabulary, and reading habits due to extensive reading These findings indicate that the Graded Readers Program (GRP) was advantageous for both English vocabulary acquisition and the development of reading habits among students at HYTTC.
Chapter summary
Chapter 3 presents the study's results, highlighting a critical discussion and contrast analysis of the key findings The analysis of the collected data demonstrates that the study successfully rejects the null hypothesis and effectively addresses the research questions.
Summary of the findings
Reading is crucial for enhancing students' language skills, especially as English is recognized as a global language Consequently, learners are increasingly aware of the significance of reading and strive to expand their vocabulary for improved comprehension Various methods have been introduced to enhance reading instruction, with extensive reading emerging as a particularly effective strategy for boosting English proficiency and vocabulary acquisition.
The researcher identified a vocabulary deficiency among her students during the teaching process, prompting her to conduct an action research study with 25 participants at HYTTC To address this issue, she examined the textbook and gathered student feedback Through a literature review, she discovered that guided extensive reading could effectively enhance vocabulary skills Over ten weeks, the Guided Reading Program (GRP) was implemented, utilizing vocabulary tests and an attitude questionnaire as study instruments The collected data were analyzed to evaluate the program's impact on the students' vocabulary development.
The research indicated a slight improvement in the areas studied, suggesting that the researcher effectively addressed the research questions Firstly, the results showed that incidental vocabulary acquisition occurred through reading graded readers, which helped expand students' vocabulary knowledge and enhance their vocabulary acquisition, thereby answering the first research question Additionally, questionnaire results revealed that the Graded Readers Program (GRP) positively influenced participants' attitudes, addressing the second research question Overall, the findings demonstrated that the program offered notable benefits for vocabulary learning and teaching among first-year English majors at HYTTC.
This study indicates that extensive reading (ER) can effectively address students' vocabulary deficiencies, supporting Soltani's (2011) recommendation to incorporate ER into the curriculum By doing so, students gain access to a wealth of natural language input that is often lacking in standard textbooks.
Limitations of the study and recommendations for further studies 45 REFERENCES I APPENDICES V APPENDIX 1: VOCABULARY TEST V APPENDIX 2: THE VOCABULARY PRETEST RESULTS IX APPENDIX 3: THE VOCABULARY IMMEDIATE POSTTEST RESULTS X APPENDIX 4: THE VOCABULARY DELAYED POSTTEST RESULTS XI APPENDIX 5: SURVEY QUESTIONNAIRE XII APPENDIX 6: SURVEY QUESTIONNAIRE (VIETNAMESE VERSION) XIV CÂU HỎI ĐIỀU TRA XIV APPENDIX 7: BOOK REPORT WORKSHEET XVI APPENDIX 8: A SAMPLE OF LESSON PLAN
In spite of the significant findings that supported the alternative hypothesis of the positive effect of extensive reading on students' vocabulary acquisition, there existed some limitations to the study
Prior to the program, there were no established methods to assess students' initial competence levels, which were assumed to be pre-intermediate This lack of measurement likely hindered the effectiveness of the GRP, particularly in tracking students' reading progress Implementing a pretest to evaluate students' vocabulary and reading comprehension would provide more reliable data for monitoring their development.
Selecting appropriate reading materials is crucial for this study, as the participants were at a pre-intermediate level The researcher independently chose the books, which could lead to challenges for students in terms of unfamiliar vocabulary, grammar structures, and topics that may not align with their interests This misalignment could result in varied posttest outcomes among the participants To address these concerns, it is recommended that the researcher create a diverse library featuring books across different genres and proficiency levels to better meet the students' needs and abilities.
One significant limitation of this study is the small sample size, comprising only 25 participants from a single English Department class This restricts the generalizability of the findings to English majors at other colleges and universities Consequently, the researcher cannot ascertain whether the same program would be effective for other subjects To enhance the reliability of the results, it is highly recommended that future studies on this topic involve larger populations.
This study focused solely on vocabulary retention related to form-meaning knowledge of target words and participants' opinions regarding the reading action research program However, it did not examine whether extensive reading could improve other dimensions of word knowledge, such as collocational, morphological, and syntactic understanding, which may also develop unconsciously through reading (Webb, 2005) Future research should consider these additional aspects of word knowledge for a more comprehensive understanding.
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Do you know these words? Tick on your choice (Y= I know this word; NS=
I’m not sure about this word, N= I don’t know this word)
APPENDIX 2: THE VOCABULARY PRETEST RESULTS
Name ADJECTIVES NOUNS VERBS % ADJECTIVES % NOUNS % VERBS
APPENDIX 3: THE VOCABULARY IMMEDIATE POSTTEST RESULTS
Name ADJECTIVES NOUNS VERBS % ADJECTIVES % NOUNS % VERBS
APPENDIX 4: THE VOCABULARY DELAYED POSTTEST RESULTS
This questionnaire aims to gather data for our research on how students approach extensive reading (ER) and their views on guided reading programs (GRP) Your responses to the questions are greatly valued and will contribute significantly to our study.
Part 1: Students' opinions about the Graded Readers Program (GRP)
Following are eight statements about the GRP We would like you to indicate your opinion about each of them by putting a tick (√) in the column that best suits you
Strongly agree = 1 Agree=2 Neutral = 3 Disagree = 4 Strongly disagree =5
1 The GRP gave me pleasure in learning English
2 I wish I had been encouraged to read extensively before
3 If I had been given a choice, I wouldn't have participated in this GRP
4 If this program does not continue in the following school-year, I will keep on reading extensively
5 The GRP helped me to gain more self-control of my English study
6 My background knowledge has been widened due to extensive reading
7 Reading extensively helped to improve my
Part 2: Students' suggestion about the future Graded Readers Program
To enhance the future of GRP, we invite you to share your thoughts on making it more enjoyable and useful Please indicate your response to each proposed suggestion by placing a check (√) in the corresponding column Your feedback is invaluable in shaping a better experience.
1 The teacher should choose reading materials more carefully
2 The teacher should have more books and more copies of the same books
3 Students should be given more encouragement during the GRP
4 Instructions on activities in the GRP should be explained more clearly
5 The program should be in a longer period of time
Thank you very much for your corporation!
8 GRP helped me to develop a reading habit
(VIETNAMESE VERSION) CÂU HỎI ĐIỀU TRA
Bản câu hỏi này nhằm thu thập dữ liệu cho nghiên cứu về cách sinh viên đối mặt với những khó khăn khi tham gia chương trình đọc rộng Ý kiến của bạn rất quan trọng và sẽ được giữ bí mật.
Hoàn toàn đồng ý =1 ; Đồng ý= 2; Trung lập = 3; Không đồng ý = 4; Hoàn toàn không đồng ý = 5
Phần 1: Ý kiến của sinh viên về chương trình đọc tài liệu theo cấp độ
Dưới đây là 8 nhận định về chương trình đọc tài liệu theo cấp độ Chúng tôi mong nhận được ý kiến của bạn bằng cách đánh dấu (√) vào cột mà bạn thấy phù hợp.
1 Chương trình đọc tài liệu theo cấp độ tạo được hứng thú cho tôi trong việc học Tiếng Anh
2 Tôi mong muốn trước đây tôi đã được khuyến khích đọc mở rộng
3 Nếu được lựa chọn tôi đã không tham gia vào chương trình đọc tài liệu theo cấp độ này
4 Nếu trong năm học tới chương trình này không tiếp tục tôi vẫn tiếp tục đọc thêm tài liệu
5 Chương trình đọc tài liệu theo cấp độ đã giúp tôi tự chủ hơn trong việc học Tiếng Anh
6 Kiến thức nền của tôi được mở rộng nhờ chương trình này
7 Việc đọc tài liệu theo cấp độ giúp cải thiện từ vựng tiếng Anh của tôi
8 Chương trình đọc tài liệu theo cấp độ đã dần dần giúp tôi có thói quen đọc
Phần 2: Gợi ý của sinh viên về chương trìnhđọc tài liệu theo cấp độ
Để chương trình đọc tài liệu theo cấp độ trở nên ưa thích và có ý nghĩa hơn, bạn có thể đưa ra những gợi ý cụ thể và đánh dấu (√) vào cột tương ứng với câu trả lời của mình cho từng gợi ý.
1 Giáo viên nên lựa chọn tài liệu cẩn thận hơn
2 Giáo viên nên có nhiều sách và và nhiều bản phô tô của các quyển sách
3 Sinh viên nên được khuyến khích nhiều hơn trong suốt chương trình
4 Các hướng dẫn cho hoạt động trong chương trình nên được giải thích kỹ lưỡng hơn
5 Chương trình đọc tài liệu theo cấp độ nên kéo dài hơn
Chân thành cảm ơn sự hợp tác của bạn!
Please provide as much information as possible about your reading selected books
3 Length of time of reading: ………
4 Your expectation from the book title:
5 Main theme of the book:
6 Who is/are your favorite character(s)? Your feelings about your beloved character(s) in the story:
7 How interesting you find the book: (put a tick where applicable)
□ not at all interesting □ not very interesting
□ a little interesting □ interesting □ very interesting
8 How difficult you find the book: (put a tick where applicable)
□ very easy □ a little easy □ a little difficult □ difficult □ very difficult
APPENDIX 8: A SAMPLE OF LESSON PLAN
To encourage extensive reading outside of class time
create student interest in the story
Extensive reading: The Elephant Man by Vicary (students had read at home)
The Phantom of the Opera by Jennifer Bassett
(students will read the following week)
Unfamiliar vocabulary might cause problems in understanding the story
Some students are slower readers than others
This type of story may not usually be of interest to some students
The same story reading may cause students copy the book report from their friends
Questions on the reading done in class
A report form to encourage outside reading
Class profile: 25 students of TA13
T1 Asks students prepare a four minute report on a book for homework and give the report in class to a partner
Ss: give an oral report on a book they have read for four minutes
T2 Asks student then gives the same report in three minutes to a different student
Ss: Change partners and give their reports in three minutes
T3 Asks students to deliver the report in two minutes to a third student
Ss: Change every partner one last time and gives their reports in two minutes
T4 Gives a list of adjectives describing characters from the book and asks student to decide who it is
Ss: Find out the characters
T5 Introduces Elephant Man movie trailer
(T may encourage students to watch the movie at home)
B TALKING ABOUT STUDENTS DIFFICULTIES IN READING AT HOME
T6 Asks students about their difficulties which they encountered during the extensive reading
T7 Asks Ss to explain their difficulties and help them