INTRODUCTION
Rationale of the Study
Over the past two decades, the significance of English in Vietnam has surged, leading to increased focus on English teaching and learning To achieve proficiency in English, learners must prioritize vocabulary acquisition alongside developing skills in listening, reading, writing, and speaking A robust vocabulary forms the foundation of knowledge essential for effective communication Even with a good grasp of grammar and sentence structures, insufficient vocabulary can hinder one's ability to speak and write fluently Thus, vocabulary learning should be a primary focus at all stages of English education.
(2002) stressed on the importance of learning words in the course book titled
Focusing solely on grammar may hinder your English improvement; instead, expanding your vocabulary and expressions leads to greater progress To enhance your English learning success, it's essential to explore effective vocabulary learning strategies that facilitate this growth.
I have over three years of experience teaching English at a technical college where it is a mandatory subject Prior to this research, I conducted a pre-test to assess my students' vocabulary retention and identify their challenges in recalling learned words The findings revealed that while students recognized the words, they struggled to retrieve their meanings, primarily due to a lack of effective vocabulary retention techniques This underscores the need for a study focused on effective vocabulary learning methods tailored for my students Additionally, there has been no prior research aimed at enhancing vocabulary retention for students at the College of Industrial Technique, motivating me to explore innovative strategies to engage my students in learning and remembering new vocabulary.
In conclusion, this study is motivated by two key factors: the recognition of the critical role vocabulary plays in the learning process for English students and the current challenges my students face with vocabulary retention Additionally, there is a lack of existing research on this topic at my college Consequently, my project report will concentrate on vocabulary learning and teaching strategies to enhance my students' ability to recall words effectively.
Aims and objectives of the study
This study aims to examine how mnemonics enhance vocabulary retention among formal college students at the College of Industrial Techniques in Bac Giang city, Bac Giang province.
With the above aim, the specific objectives of this study are as follows:
- Identify the biggest problems facing students in their vocabulary retention;
- Investigate the effectiveness of mnemonic devices in short-term vocabulary retention of students;
- Investigate the effectiveness of mnemonic devices in long-term vocabulary retention of students;
- Find out the students’ attitude towards using mnemonic strategies in vocabulary retention.
Statement of the research questions
This research aims to address key questions regarding vocabulary retention among formal college students at the College of Industrial Techniques during the 2015-2016 academic year Specifically, it seeks to identify the major challenges students face in retaining vocabulary, evaluate the effectiveness of mnemonics in enhancing both short-term and long-term vocabulary retention, and explore students' attitudes towards the use of mnemonic strategies for improving their vocabulary skills.
Scope of the study
This study focuses on the teaching and learning of vocabulary among formal college students at the College of Industrial Techniques in Bac Giang city during the 2015-2016 academic year Conducted at the same institution, the research examines the current state of English vocabulary instruction and acquisition The participants included a select group of students representing the broader population of formal college students at the college.
Significance of the study
This study presents a valuable method for enhancing students' vocabulary retention, enabling them to remember and recall words more effectively over time It holds both theoretical and practical significance, serving as a reference for improving vocabulary learning skills and contributing to the broader understanding of vocabulary retention techniques By employing systematic methods, students can learn new words more easily and retain them longer, ultimately leading to greater success in learning English Additionally, the mnemonic techniques and word lists developed in this study can be shared with English teachers and implemented widely in vocabulary instruction at the College of Industrial Techniques in Bac Giang City.
Method of the study
The study was carried out by some steps as follows:
First , in order to ensure the subject’s homogeneity, the homogeneity test was implemented to filter the students, from which official study subjects (the participants) could be chosen
A pre-test was conducted to identify existing challenges in English vocabulary learning and assess participants' word retention Following this, a second pre-test established a list of unfamiliar words for the participants, which would later be utilized in teaching activities incorporating mnemonic strategies The participants were then divided into a control group, which received traditional vocabulary instruction, and an experimental group, which was taught using mnemonic devices.
At the conclusion of each of the three correction sessions, students from both the experimental and control groups completed immediate post-tests The results of the experimental group's post-tests were compared to those of the control group to assess whether the use of mnemonics led to an improvement in short-term vocabulary retention.
Two weeks after the final correction session, a delayed post-test was administered to both groups to assess their long-term vocabulary retention The analysis followed the same procedure used for the three immediate post-tests.
After that , a questionnaire survey was conducted to the experimental group’s participants in order to study their opinion and evaluation on mnemonic techniques in their vocabulary learning
Then , the data were collected, sorted and analyzed quantitatively and qualitatively to obtain realistic results
To end with , pedagogical implications for enhancing students’ performance in remembering vocabulary will be proposed based on the results found from all data collection instruments
1.7 Structural organization of the study
The study consists of five main parts:
Part I - Introduction presents the rationale of the study, the aim & objectives, the research questions, the significance, the scope, the method and the design of the study
Part 2 - Literature Review and Theoretical Background reviews the theories on vocabulary, vocabulary learning & teaching and mnemonics
Part 3 – Research Methodology describes the participants, the setting of the study involving the school, textbook and curriculum Moreover, this part shows how the researcher applied the data collection instruments and her procedure of conducting the study
Part 4 - Data analysis & Discussion in which the researcher used both qualitatively and quantitatively method to study and analyze the data and information collected
Part 5 –Conclusion summarizes all findings explored and brings out useful suggestions for the teachers to enhance the vocabulary retention of students An overall picture of what has been done in this study and suggestions for further studies are also included in this part.
LITERATURE REVIEW AND THEORETICAL BACKGROUND 6 2.1 Vocabulary
Definition
Vocabulary is a crucial element of language, defined by the American Heritage Dictionary as the totality of words understood or used by an individual or group Richard & Schmidt (2002) highlight its importance as a core component of language proficiency, influencing learners' speaking, listening, reading, and writing skills Nunan (2005) describes vocabulary as the collection of words an individual knows, essential for effective communication Linse (2005) adds that vocabulary serves as background information for planning oral and written language programs In summary, vocabulary encompasses the words with correct definitions used in various forms of communication, equipping learners with the necessary skills for both spoken and written language.
Types of vocabulary
Fries (1970) classifies vocabulary into four categories: a) Function words, which primarily express grammatical relationships and include auxiliaries, prepositions, conjunctions, interrogatives, particles, and degree words; b) Substitute words, such as personal pronouns, indefinites, negatives, and quantifiers; c) Words that vary in usage based on grammatical aspects like negation, including terms like some, any, too, either, already, and yet; and d) Content words, which encompass nouns, verbs, adjectives, and adverbs.
Fries categorized vocabulary into two main types: function words and content words Function words, which include prepositions, auxiliaries, and other structural elements, form a closed class that cannot be expanded In contrast, content words can be added to create new words and convey new meanings.
Penny (1996) and Gail (1989) categorize vocabulary into two types: active and passive Active vocabulary, also known as productive vocabulary, consists of words that learners can effectively use in speaking and writing In contrast, passive vocabulary, or receptive vocabulary, includes language items that learners can recognize and understand when reading or listening.
Vocabulary can be categorized semantically into notional and functional words Grammatically, it is classified into various parts of speech, including nouns, verbs, adjectives, adverbs, and prepositions.
Importance of vocabulary
Vocabulary is essential for effective communication, as highlighted by David (1972), who stated that "without vocabulary, nothing can be conveyed." The National Reading Panel (2000) recognized vocabulary knowledge as crucial for developing reading skills Thornbury (2002) reinforced this by advising students that focusing primarily on grammar limits their English improvement, while learning more words and expressions leads to significant progress Thus, vocabulary serves as the backbone of English language learning, underscoring its vital role in achieving success.
Ways and strategies to teach vocabulary
There are some methods and strategies of teaching vocabulary proposed by various scholars and linguists
A comprehensive review of vocabulary instruction research conducted in 2003 by D Bryant, Goodwin, B Bryant, and Higgins examined four vocabulary interventions: computer-assisted instruction (CAI), fluency-building vocabulary practice, mnemonic strategies, and concept enhancement instruction The study also analyzed methods such as dictionary usage, context clues, and semantic mapping, concluding that there is no single best approach to teaching vocabulary Therefore, it is essential to employ a variety of techniques that provide multiple experiences with unfamiliar word meanings.
John (2004) proposed in his paper a comprehensive approach consisting of the following components in teaching and developing vocabulary:
• Use “instructional” read-aloud events
• Provide direct instruction in the meanings of clusters of words and individual words
• Systematically teach students the meaning of prefixes, suffixes, and root words
• Link spelling instruction to reading and vocabulary instruction
• Teach the effective, efficient, realistic use of dictionaries, thesauruses, and other reference works
• Teach, model, and encourage the application of a word-learning strategy
• Create a keen awareness of and a deep interest in language and words
In her vocabulary strategy survey, Stoffer (1995) classified into nine groups:
(1) Strategies involving authentic language use,
(3) Strategy used for self-motivation,
(4) Strategies used to create mental linkages,
(8) Strategies used to overcome anxiety and
(9) Strategies used to organize words
Nation (2001) identified 11 vocabulary learning strategies, categorized into three main groups: planning, sources, and processes Planning strategies involve making decisions about which words to focus on and determining the frequency and methods of attention given to these words Source strategies focus on discovering information about words, including their meanings, usage, and context, as well as consulting reference materials Finally, process strategies encompass techniques for retaining words and ensuring they are readily accessible for use The following table summarizes these vocabulary learning strategies based on Nation's framework.
Planning: Choosing what to focus on and when to focus on it
Choosing words Choosing the aspects of word knowledge Choosing strategies
Planning repetition Sources: finding information about words
Analyzing the word Using context Consulting a reference source in L1 or L2 Using parallels in L1 and L2
Table 1: Nation’s vocabulary learning strategies (Nation, 2001)
Vocabulary retention and memory
In the Oxford Advanced Learner’s Dictionary (2005), retention is defined as
Vocabulary retention refers to the ability to store and recall words in memory when needed Despite the absence of a specific definition in existing literature, it is fundamentally about remembering and retrieving vocabulary effectively.
Memory is categorized into two main types: short-term and long-term Short-term memory processes new information quickly but has a limited capacity and retains data for a brief period In contrast, long-term memory has an unlimited storage capacity, though it operates at a slower pace The primary goal of vocabulary acquisition is to facilitate the transfer of lexical information from short-term to long-term memory (Schmitt, 2000).
(2002), however, believes that our mind is like the London Underground System
The brain organizes information through various connections, forming a complex mental lexicon where words are linked in differing strengths To effectively transfer vocabulary from short-term to long-term memory, it is essential to associate new words with existing elements in the mental lexicon, thereby strengthening these connections (Schmitt, 2000).
Retention and retrieval of information are influenced by several factors, including the compatibility of material structure with an individual's cognitive network and the depth of processing during encoding To achieve optimal retention, new knowledge should be linked to prior knowledge (Ausubel, 1968) Additionally, McDonough (1981) emphasized that retention can be enhanced through various procedures, with meaningful practice frequency playing a crucial role He also highlighted the significance of cognitive processes and learner strategies in improving retention and recall.
Mnemonics
Mnemonics are memory-enhancing strategies that create associations between new information and what is already stored in long-term memory, as highlighted by Zimbardo, Johnson, and Weber (2006) The term originates from the Greek word Mnemosyne, the goddess of memory, and its use can be traced back to 500 B.C (Yates, 1966) The earliest mnemonic device was a precursor to the modern method of loci, and since then, various other techniques have emerged (Higbee, 1987) Effective memory techniques significantly influence vocabulary and grammar mastery.
Mnemonics, as defined by Solso (1995), are verbal or visual techniques that enhance the storage and recall of new information These memory-boosting strategies help students connect new concepts to existing knowledge in their long-term memory In vocabulary learning, mnemonics facilitate the association of new words with previously learned information through imagery or grouping, as highlighted by Mastropieri and Scruggs (1991).
Mnemonic devices have been classified in various ways by scholars Thompson (1987) categorizes them into five classes: linguistic, spatial, visual, physical response, and verbal methods In contrast, Oxford (1990) identifies four key strategies, which include creating mental linkages, using images and sounds, effective reviewing, and incorporating action Baddeley (1999) simplifies the classification into visual imagery and verbal strategies Among these, Thompson's classification is considered the most comprehensive, beginning with linguistic mnemonics, such as the peg word method.
The peg word method is an effective mnemonic technique that helps individuals remember unrelated items by associating them with easily memorable "pegs" or hooks This method involves two key stages: first, students learn 10 number-rhyme pairs, and second, they visualize the target words, linking them to rhyming words For instance, if the word to remember is "exploration," the peg could be "John," allowing students to create a mental image of "John doing oil explorations." This composite visualization aids in retaining the meanings of the words (Roediger, 1980; Groeger, 1997; Mirhassani and Eghtesadei, 2007).
The keyword method enhances memory retention by associating new information with familiar concepts For instance, using the rhyme "shoe," students can visualize a discussion about the features of a specific type of shoe, making it easier to remember the details This technique effectively bridges the gap between abstract ideas and concrete images, facilitating deeper understanding and recall.
The key word method, as outlined by Hulstijn (1997), involves three essential stages for effective language learning Initially, learners are provided with a first or second language word that sounds similar to the target word, serving as the key word In the subsequent stage, learners create an association between the target word and the key word Finally, they are encouraged to visualize a mental image that combines both the key word and the target word Additionally, the use of spatial mnemonics, such as the loci method, enhances memory retention through spatial visualization techniques.
The Loci method, recognized as the oldest mnemonic device, involves visualizing a familiar location, such as a room or house, and associating new words with specific areas within that space (Eysenck, 1994; Mirhassani and Eghtesadei, 2007) This technique allows students to take an imaginary stroll through their chosen environment, retrieving items they have mentally placed there As individual experiences vary, students may create unique mental images during this process (Thompson, 1987).
This method encourages students to arrange words in creative patterns, such as triangles, rather than in traditional columns According to Holden (1999), this pattern-based writing enhances word recall, as students can visualize the arrangement and associate it with the corresponding words The finger method further supports this approach by engaging students in a tactile learning experience.
Using a finger association method, students can connect each word to a specific finger, making it particularly effective for teaching children numbers, days of the week, and months of the year (Holden, 1999) Additionally, incorporating visual mnemonics, such as pictures, can enhance memory retention and learning outcomes.
Words can be better learned if they are paired with pictures (Thompson,
According to Gains and Redman (1986), and supported by Wright (1989), objects and pictures play a crucial role in enhancing recall and conveying meaning beyond verbal language alone Utilizing visual aids can not only clarify the meanings of words, often supplemented by definitions, but also significantly boost student motivation and interest This approach is particularly effective for teaching concrete vocabulary, especially among elementary and pre-intermediate learners.
Instead of relying on actual images, this technique encourages learners to visualize a picture or scene linked to the target word This method effectively aids in the comprehension of abstract words by associating them with visual representations (Holden, 1999; Thompson, 1987; Mirhassani and Eghtesadei, 2007) Visualization serves as a valuable tool in vocabulary acquisition (O’Malley and Chamot, 1990) Additionally, the verbal method, particularly through grouping or semantic organization, enhances the learning process.
Organizing information enhances recall by facilitating easier storage and retrieval from long-term memory (Anderson, 2000; Thompson, 1987) For instance, words like dog, cat, chair, sofa, table, milk, eggs, and butter can be categorized into animals, furniture, and food This method improves memory retention, as recalling one word aids in remembering others (Mirhassani and Eghtesadei, 2007) Storytelling or the narrative chain can also be an effective technique for enhancing memory.
The story-based method allows learners to connect target words by associating them with specific topics and crafting a narrative that incorporates these words (Thompson, 1987; Holden, 1999; Mirhassani and Eghtesadei, 2007) This approach is particularly beneficial for advanced students, enhancing their vocabulary retention and understanding.
This method encourages learners to physically engage with vocabulary by moving their bodies in ways that embody the meanings of words For instance, when teaching the word "tiptoe," students can stand on their tiptoes and walk across the room, effectively illustrating the concept through movement.
Imagining actions, such as moving on tiptoes, can enhance understanding and recall of information (Thompson, 1987; Holden, 1999) Thompson (1987) emphasizes that enacting the information within a word or sentence leads to improved comprehension and memory retention This approach aligns with the physical sensation method, which leverages bodily experiences to reinforce learning.
RESEARCH METHODOLOGY
Restatement of research questions
Students often face significant challenges in vocabulary retention, impacting their academic performance This study aims to evaluate the effectiveness of mnemonics in enhancing both short-term and long-term vocabulary retention among formal college students at the College of Industrial Techniques during the 2015-2016 academic year Additionally, it seeks to understand students' attitudes towards employing mnemonic strategies for vocabulary retention By addressing these key areas, the research highlights the potential of mnemonics as a valuable tool in improving language learning outcomes.
Context of the study
The College of Industrial Techniques, located in Bac Giang city, Bac Giang province, is an official institution under the Ministry of Industry and Trade, integrated into the national education system Established in 1966 as the School of Engineering II, the college offers training at various levels, including professional intermediate, vocational intermediate, vocational college, and formal college In 2009, it was upgraded from a vocational intermediate school to a full college Over its 50 years of development, the College has successfully trained and re-trained over 35,000 managing officers, highly qualified technicians, and skilled technical workers for the nation.
At the College of Industrial Techniques, English is a mandatory subject for students across all levels Formal college students undergo three semesters of fundamental English before transitioning to English for Special Purposes in their final semester Class sizes vary by major, and at the end of each term, students must complete both a written and a speaking test to assess their speaking skills However, many students struggle with English due to their focus on technical fields, viewing it merely as a basic requirement Their lack of engagement with English during secondary and high school contributes to the overall poor performance in the subject once they reach college.
The study utilized the "New English File Elementary" textbook by Clive Exenden, Christina Latham-Koenig, and Paul Seligson, published by Oxford University Press, which serves as the official English course book at the college level for beginners This textbook comprises nine units, each containing four sub-units (A, B, C, D) and a section on Practical English & Skills, focusing on essential language skills such as reading, pronunciation, listening, speaking, grammar, and vocabulary The vocabulary section is distinct within each sub-unit, featuring a variety of terms related to numbers, nationalities, common objects, verb phrases, jobs, and daily routines, often illustrated with vivid images and organized by topic in a vocabulary bank at the end of the book The author concentrated on developing a list of 69 words from the reading passages and other sections of the textbook, excluding those in the vocabulary bank, and aimed to teach these words using mnemonic techniques after conducting a pre-test.
Both the control and experimental groups underwent the same treatment duration, during which 69 new vocabulary words were taught across three 50-minute sessions This equates to the introduction of 23 new words to participants in each 50-minute period.
3.2.2 Participants - Subject of the study
The study focused on second-year formal college students to ensure participant homogeneity, as students from different years possess varying levels of English proficiency First-year students had not yet begun English learning, while third-year students had completed all modules and transitioned to English for Special Purposes Therefore, selecting second-year students aligned with the research's textbook and general knowledge requirements Initially, 30 students were selected from five classes majoring in Environment, Information Technology, Economics, Electricity, and Electronics, comprising 19 boys and 11 girls This choice aimed to demonstrate randomness and representativeness in the selection of participants for the study.
Before officially participating in the study, 30 students underwent a homogeneity test conducted by the researcher Out of these, 22 students—15 boys and 7 girls, aged 19 to 20—scored five or higher and were selected as participants They represented five classes across various majors and departments, reflecting a diverse group of formal college students At the time of the research, these participants had completed the first module of communicative English using the textbook New English File (Elementary) and were progressing through the second module Coming from different backgrounds, including urban and mountainous areas, these students had been studying English since elementary school, although many did not prioritize it during secondary school Consequently, they entered the study with low to medium levels of English proficiency Overall, the participants were relatively homogeneous in their English proficiency levels and met the study's requirements for diversity and representativeness across majors and regions.
A study involving 22 students was conducted, dividing them into a control group and an experimental group to ensure objective and reliable results in vocabulary teaching All participants were at the same proficiency level, verified through a homogeneity test, and were unfamiliar with the vocabulary list used The control group received traditional vocabulary instruction methods, such as repetition and translation, while the experimental group utilized mnemonic techniques, including the keyword method, visual mnemonics, semantic organization, and physical response methods After the teaching phase, post-test data was collected to compare the effectiveness of mnemonics on vocabulary retention among students.
Implementation of the Action Research
When issues arise in the classroom, it is essential to identify effective solutions In language learning, teachers frequently employ action research to address these challenges This study adopts the action research approach due to its key characteristics, which make it particularly valuable in educational settings.
Action research is particularly effective in addressing specific challenges within a teacher's unique environment, allowing for tailored solutions to emerge In this study, the teacher identified that her students struggled with word retention, prompting her to seek effective strategies to enhance classroom dynamics By employing action research, she not only aimed to find suitable interventions but also gained valuable insights to assess the impact of her methods on student learning.
Action research is a situational approach focused on identifying and solving problems within a specific context, particularly in education As defined by Cohen and Manion (1985), its primary aim is to enhance the current state of affairs in the educational environment where the research is conducted.
Action research, as defined by McTaggart (1982), is a purposeful and solution-focused investigation that can be conducted individually or in groups It involves iterative cycles of identifying problems, collecting data systematically, reflecting on findings, analyzing results, and implementing data-driven actions, ultimately leading to redefining the initial problems This method emphasizes the integration of "action" and "research," showcasing its core objective of testing ideas in practice to enhance knowledge and improve curriculum, teaching, and learning outcomes.
Action research typically involves five key stages: problem identification, planning of action, data collection, data analysis, and future action planning In this study, the researcher adhered to the model established by Kemmis and McTaggart (1988), which outlines a four-step action research cycle.
Each action research cycle consists of four key components: planning the action, implementing the corrective action, observing the process and outcomes, and reflecting on the action This research followed these essential steps to ensure a comprehensive approach.
Research design
The action research conducted during the second semester of the 2015-2016 school year followed the Kemmis and McTaggart (1988) model, which involves a systematic process comprising four key steps.
Over nearly five years of teaching, the researcher observed that students struggled with vocabulary retention, leading to poor performance in English To address this issue, a pre-test was conducted to identify the challenges students faced in recalling vocabulary The results revealed that 46% of participants recognized words but could not recall their meanings, indicating significant difficulties in retaining previously learned vocabulary Consequently, the study aimed to address and improve these retention challenges.
In this preparatory phase, the researcher developed pre-tests, post-tests, and a questionnaire survey, and organized participants into two distinct groups: the experimental group, which underwent mnemonic method training, and the control group, which received traditional vocabulary instruction through repetition, translation, and example sentence explanations.
To enhance vocabulary retention among students, the researcher implemented four mnemonic techniques tailored to a list of 69 words Specifically, 12 words were taught using the physical response method, 7 words utilized grouping or semantic organization, 10 words were introduced through the keyword method, and 40 words were taught with visual mnemonics involving pictures.
The detailed schedule of the action implementation is as follows:
Teaching vocabularies with mnemonics Immediate post-test 1
Teaching vocabularies with the traditional teaching method
Teaching vocabularies with mnemonics Immediate post-test 2
Teaching vocabularies with the traditional teaching method
1 Teaching vocabularies with mnemonics Immediate post-test 3
Teaching vocabularies with the traditional teaching method
Immediate post-test 3 Week 8 1 Delayed post-test
Table 2: The schedule of the action implementation
Prior to implementing her action research in the classroom, the teacher sought permission from the rector of the College of Industrial Technique to engage 22 students from five classes She presented her research focus on enhancing vocabulary retention in English, aimed at improving the overall quality of English instruction at the college The rector expressed interest in her study, as he is committed to advancing English teaching and learning initiatives within the institution.
In this phase of the study, the teacher introduced a new vocabulary list consisting of 69 words, implementing traditional teaching methods for the control group while employing four mnemonic techniques for the experimental group.
The control group was taught with the traditional ways of teaching vocabulary including repeating, translation and example sentence explanation
- The teacher showed the word list which would be taught for each session
- Next, the teacher gave the meaning of each word on the board and explained the word form
- Then, she pronounced it and guided the students to pronounce
- The teacher called some students to pronounce the word
- She gave out an example sentence including the word
- One or some students were asked to take examples using the word
- The same procedure was implemented with another word
- At the end of each teaching session, the teacher asked the students to read out once again the whole taught vocabulary list
- At first, the teacher introduced the students about what mnemonics was, the classification and effectiveness in vocabulary learning and retention
- Then she provided description of the four mnemonic strategies (keyword method, visual mnemonic (pictures), grouping or semantic organization and physical response method)
- Next, she entered the teaching with the four mnemonic techniques as follows:
- The teacher showed the target word on the slideshow, she pronounced it the first time
- Next, she showed the keyword (with similar or nearly similar sound with part of the target word)
- Then, she repeated the pronunciation of the target word and the keyword
- She continued showing a picture on the slide related to the keyword, and asked students about the content of the picture included the keyword image
She connected the significance of the image to the target word's meaning, presenting the target words along with their definitions, forms, and phonetic pronunciations on the slide.
- The teacher guided students how to pronounce the target word and asked students to repeat several times the order “the target word – the keyword – the meaning of the picture”
- The teacher continued with the next target word with the same process
- The teacher showed the picture in front of the students
- Then she asked the students to guess what the picture was about
- She might supply some cues for the student to more easily figure out She called some students for their answers
- After that, the teacher showed the word by turning back the picture
- She provided the word form and the phonetics and guided the students how to pronounce the word
The teacher displayed the word clearly for the students and instructed them to repeat it three times Afterward, she presented a picture related to the word and encouraged the students to pronounce it three additional times.
- Finally, she invited some students to read out loud the word by looking at the picture
The teacher implemented a consistent approach by revisiting previously learned vocabulary after introducing each new word This involved actively engaging with students through visual aids, allowing them to reinforce their understanding of all words taught.
- The teacher introduced two contrast semantic organizations to the students (positive and negative feelings)
- She showed the students the words of positive feeling and guided them to pronounce
- The whole class practiced pronouncing, then some of the students were asked to pronounce
- Next, the teacher showed the words of negative feelings and carried out the same above procedure
- Finally, the teacher asked the whole class to read out loud the words of both groups
- The teacher imitated the action and used her body language and facial expression to express the word
- She asked the students to look at her action and try to find out the word
- Some students were invited to say their answers
- Then the teacher guided the students to pronounce the word and explained the word form and the phonetics
The teacher encouraged all students to stand and mimic the actions while loudly pronouncing the words Additionally, she randomly selected some students to pronounce the words aloud.
- The implementation steps were the same for the next taught word
In a 50-minute teaching session, the teacher introduced 23 new words and later selected random words for revision To aid recall, she used pictures and keywords or demonstrated actions related to the words Occasionally, she divided the class into two groups for a competitive game, where students identified words through pictures or actions, with the group achieving the highest score declared the winner.
At the conclusion of each teaching session, both the control and experimental groups of students completed an immediate post-test to assess their short-term vocabulary retention The teacher subsequently collected the post-test papers for analysis, focusing on the effectiveness of mnemonic techniques in enhancing vocabulary retention.
Two weeks after the last session of vocabulary teaching, the delayed post-test of
A total of 69 items were presented to participants without prior notice to assess their long-term memory of previously learned words To prevent recall based on position or meaning from earlier tests, the items in the delayed post-test were arranged randomly Following the delayed post-test, participants in the experimental groups completed a questionnaire designed to gauge their attitudes toward the four mnemonic strategies employed in the study.
During the evaluation stage, the researcher collected and analyzed data to determine if the study effectively addressed the research questions An analysis of Pre-test 1 identified the challenges students faced in vocabulary learning and retention Comparisons between immediate and delayed post-tests assessed improvements in participants' short-term and long-term vocabulary retention Additionally, a questionnaire provided insights into the participants' attitudes towards the mnemonic strategies employed in vocabulary instruction Following the analysis and conclusions, the researcher prepared the study for publication.
Research instruments
The study utilized a comprehensive assessment approach, incorporating three types of tests: a homogeneity test, two pre-tests, and four post-tests, which included three immediate post-tests and one delayed post-test Additionally, a questionnaire survey was administered following the completion of the teaching process to gather further insights.
1 and four post-tests were in the format of Vocabulary Knowledge Scale test
The Vocabulary Knowledge Scale (VKS) is a five-point self-assessment tool created by Wesche & Paribakht in 1996, enabling students to express their familiarity with vocabulary items This scale allows for the evaluation of a word's knowledge through various levels of understanding.
1 I don’t remember having seen this word before
2 I have seen this word before but I don’t know what it means
3 I have seen this word before and I think it means……
4 I know this word; it means……
5 I can use this word in a sentence, e.g…………
The VKS design utilized in pre-test 1 and four subsequent post-tests featured a test paper that included the participant's name, the test title, and detailed instructions in both English and Vietnamese The main section comprised a three-column table displaying vocabulary items in the first column, a rating scale from 1 to 5 in the second column—indicating the participant's recall ability—and translations, either as English synonyms or Vietnamese equivalents, in the third column.
The study employed a comprehensive assessment approach, including a homogeneity test, two pre-tests, three immediate post-tests following vocabulary instruction, and a delayed post-test The tests were designed using the Vocabulary Knowledge Scale (VKS) developed by Wesche & Paribakht (1996), which facilitated the evaluation of participants' vocabulary knowledge and recall abilities.
The homogeneity test utilized in this study was adapted from the Cambridge Key English Test, specifically from Paper 1 (Reading and Writing), published by Cambridge University Press (see Appendix 1) This test demonstrated strong validity in assessing students' English performance and aligns with Cambridge Level A1 (Council of Europe Level A2), making it appropriate for formal college students in a technical vocational setting Comprising 56 questions divided into nine sections, the test evaluates both reading and writing skills Thirty temporary participants were allotted one hour and ten minutes to complete the test, as per the guidelines in the Cambridge Key English Test course book Participants received one point for each correct answer, and those scoring 5 or above on a scale of 10 were designated as official participants for the study.
There were two types of pre-test: Pre-test 1 and pre-test 2 with different design and purposes (see Appendix 4)
Pre-test 1, designed in the format of a VKS test, was conducted following a homogeneity assessment This test included 20 vocabulary words previously taught to participants during the first module of English The selected vocabulary items were randomly chosen from Units 1 to 3 of the New English File textbook, which comprises the initial module of the English teaching curriculum.
The study involved participants completing a vocabulary retention test within 15 minutes to assess their memory of previously learned words, which helped identify challenges in retention The data collected from this pre-test addressed the first research question Subsequently, all participants took a second pre-test to create a list of unfamiliar words for teaching purposes in the action stage, using 100 randomly selected words from the New English File Elementary textbook.
In a study involving a pre-test, 100 words distinct from the 20 words identified were primarily sourced from the reading sections and various units of the textbook Participants were instructed to provide the correct meanings of these 100 words within a 60-minute timeframe Upon completion, the researcher gathered the list of words that participants were unfamiliar with to utilize as teaching materials.
The study utilized four post-tests: three immediate post-tests conducted after teaching sessions to evaluate short-term vocabulary retention, and one delayed post-test aimed at assessing long-term vocabulary recall.
The study utilized four tests modeled after the VKS test, incorporating different vocabulary words (refer to Appendix 3) Results were compared between the control and experimental groups to draw final conclusions Each immediate post-test featured 23 vocabulary items and was administered to participants right after each teaching session, requiring both groups to complete the tests promptly.
After 20 minutes, the researcher gathered the immediate post-tests for analysis to determine if mnemonics improved short-term vocabulary retention The results from the three post-tests were crucial in addressing the second research question of the study.
In the delayed post-test conducted two weeks after the final teaching session, participants were presented with 69 vocabulary items to assess their long-term recall performance Following a 60-minute completion period, the researcher collected the tests and performed a comparative analysis of the results to address the third research question of the study.
The study utilized a questionnaire to explore participants' attitudes towards four mnemonic techniques and their preferences among them Administered immediately after the delayed post-test, the questionnaire comprised two main sections: the first assessed participants' attitudes towards the strategy scheme, focusing on its importance, effectiveness, and enjoyment, using a Likert-scale format The second section aimed to determine participants' preferences for the four mnemonic techniques, requiring them to rate their interest from 1 to 4, with 1 indicating the least interest and 4 the most After 10 minutes, the researcher collected the completed questionnaires for subsequent analysis.
Data analysis procedure
The data collection was implemented through the pre-tests, the post-tests and the questionnaire to serve for solving the four research questions
In the first research question, pre-test 1 utilized a Vocabulary Knowledge Scale (VKS) where students rated given words on a scale from 1 to 5 The teacher recorded the frequency of each rating, converted these figures into percentages for each participant, and then calculated the average percentage of selections The results were visually represented in a pie chart.
To evaluate the effectiveness of mnemonic devices on vocabulary retention, we recorded the score selections from immediate and delayed post-tests and calculated the mean scores for each group Bar charts illustrated the score selections, while line charts displayed the performance of both groups The results indicated an improvement in vocabulary retention through the use of four mnemonic devices.
The data collected from the questionnaire was analyzed to determine the selection percentage, which contributed to the creation of a pie chart illustrating attitudes towards the training scheme Additionally, a table was compiled to summarize the total scores for each technique preference, enabling the identification of the techniques that garnered the highest levels of preference.
DATA ANALYSIS AND DISCUSSION
The result of the homogeneity test
The homogeneity test was adopted from the reading and writing part of test
The Cambridge Key English Test was administered to 30 second-year formal college students, resulting in 22 students achieving a score of 5 and qualifying as participants in the study.
Research question 1 (Identifying the problems): What are the problems that
In the previous chapter, pre-test 1 (VKS test form) served as the initial tool to address the first research question This test aimed to assess the participants' ability to recall previously learned vocabulary, evaluate their retention levels, and identify the challenges faced by 22 participants (coded P1 to P22) in retaining these words.
The data analysis was based on times of choosing options and the researcher summarized the times in percentage in the following table:
Note: There are 5 options in the scale under VKS test form
Table 3: Results from pre-test 1
From the average percentage of options selection, the following pie-chart was made:
Figure 2: Results from pre-test 1
As can be seen from the pie-chart, option 2 “I have seen this word before but
In a recent study, participants predominantly chose options indicating uncertainty about word meanings, with 46% selecting "I don’t know what it means" and 34% opting for "I have seen this word before and I think it means…," while other responses made up a small percentage Notably, nearly half of the participants selecting the second option highlighted their struggles with vocabulary retention, revealing a weakness in recalling previously learned words A pre-test using a Vocabulary Knowledge Scale (VKS) demonstrated that the main challenge faced by participants in vocabulary learning was their inability to retrieve meanings of familiar words, largely due to a lack of effective memorization techniques To address this issue, the researcher proposed four mnemonic strategies by Thompson (1987): the keyword method, visual mnemonics, semantic organization, and the physical response method, aimed at enhancing vocabulary retention.
The result of pre-test 2
To ensure an objective result in the vocabulary retention performance, pre-test 2 was carried out with the aims of finding a list of words which all the participants did
Option 1Option 2Option 3Option 4Option 5 not find familiar Among 100 words given in pre-test 2, 69 words were unfamiliar to all the participants and were listed in the official vocabulary list for teaching The detailed word list can be seen in the appendix 3.
Research question 2: Is mnemonics effective in improving short-term
To assess the enhancement of short-term vocabulary retention among participants, the researcher will compare the results of immediate post-tests 1, 2, and 3 from the experimental groups with those of the control group.
Immediate post-tests were conducted after each of the first three teaching periods to assess the short-term memory of vocabulary among participants in both the control and experimental groups Students' word retrieval was evaluated on a scale of 1 to 5, with higher marks indicating better retention abilities.
4.4.1 Results from the immediate post-test 1
Following was the rating selection of 11 participants of the control group (with coded names from C1 to C11) after they finished learning 23 words in the first teaching session:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 4: Result of the control group in the immediate post-test 1
And here was the choosing result of 11 participants of the experimental groups (with coded names from E1 to E11) based on the scale from mark 1 to mark
5 in the immediate post-test 1:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 5: Result of the experimental group in the immediate post-test 1
This table resulted in the following figure:
Figure 3: Result of selection between the control and experimental groups in the immediate post-test 1
The data reveals a contrasting trend in the selection of responses between the two groups following the initial treatment period In the control group, the most frequently chosen responses were Score 1, indicating unfamiliarity with the word, and Score 2, suggesting prior exposure without understanding its meaning, with respective selections of 79 and a significant number of participants.
120 selections respectively) but were at the lowest levels of selection in the
The experimental group in the Mark Scale study demonstrated a notable frequency of selections, with participants choosing 9 and 19 times A significant portion of these choices fell within score 3, indicating prior familiarity with the words, and score 4, reflecting a clear understanding of their meanings.
The whole performance of the two groups was also illustrated with mean scores as presented in the following chart:
Figure 4: The overall performance between the control group and the experimental group in the immediate post-test 1
A comparison of the mean scores between the experimental and control groups revealed a significant difference, indicating that the experimental group demonstrated improved short-term memory performance.
The results indicate that participants in the experimental group demonstrated superior short-term vocabulary retention following the first immediate post-test compared to the control group Additionally, the implementation of four mnemonic techniques proved to be significantly more effective than traditional teaching methods in enhancing vocabulary retention among the participants.
4.4.2 Result from the immediate post-test 2
After the second teaching session was carried out, the immediate post-test 2 was followed The result could be as follows:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
The control group The experimental group
Table 6: Result of the control group in the immediate post-test 2
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 7: Result of the experimental group in the immediate post-test 2
With the above figures, the following bar-chart could help to visualize easily:
Figure 5: Result of selection between the control and experimental groups in the immediate post-test 2
The control groupThe experimental group
The control group demonstrated poor vocabulary recall, with 124 selections for score 2 and 63 for score 1 In contrast, the experimental group exhibited superior vocabulary retention, achieving 85 selections for their highest score.
3 and 100 selections for score 4 and their number of score 1 and 2 was still in the last position
Figure 6: The overall performance between the control group and the experimental group in the immediate post-test 2
The mean scores indicate a significant difference in overall performance between the two groups, with the experimental group achieving an average retrieval score of 3.49, while the control group lagged behind at 2.18, highlighting their ongoing difficulties with vocabulary recall.
Therefore, the immediate post-test 2 continued proving the effectiveness of the four mnemonic strategies in short-term vocabulary remembering ability
4.4.3 Result from the immediate post-test 3
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
The control group The experimental group
Table 8: Result of the control group in the immediate post-test 3
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 9: Result of the experimental group in the immediate post-test 3
Figure 7: Result of selection between the control and experimental groups in the immediate post-test 3
The control groupThe experimental group
Figure 8: The overall performance between the control group and the experimental group in the immediate post-test 3
The data from final immediate post-test 3 still provided a more positive and promising result in the performance of the experimental group over the control group
In summary, the general performance of the two groups in all the immediate post-tests was presented as follows:
Figure 9: The general performance between the control group and the experimental group in all the immediate post-tests
In three immediate post-tests, the mean scores of the experimental group were all much higher than those of the control groups with the differences of 1.47,
The control group The experimental group
The study compared the short-term vocabulary retention of an experimental group using mnemonics with a control group The results demonstrated that mnemonics significantly enhance students' short-term memory retention.
Research question 3: Is mnemonics effective in improving long-term
The delayed post-test was delivered to the participants after two weeks from the last immediate post-test The data were collected as follows:
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 10: Result of the control group in the delayed post-test
Mark 1 Mark 2 Mark 3 Mark 4 Mark 5
Table 11: Result of the experimental group in the delayed post-test
From the data, some following figures could be presented between the two groups as:
Figure 10: Result of selection between the control and experimental groups in the delayed post-test
Figure 11: The overall performance between the control group and the experimental group in the delayed post-test
After 2 weeks in the delayed post-test, in general, there was no big change in the selection trend between the two groups The experimental group still expressed their better word remembering ability than the control group as most of their choice was of score 3 and 4 Although the mean score of the each group in this delayed post-test (2.06 and 3.48) was a bit lower than the means scores in previous immediate post-tests due to the effect of time on the performance of word retention, the participants of the experimental group still indicated their better performance in
The control group The experimental group
The four memory techniques significantly enhanced word retention, leading to a higher mean score in recalling learned vocabulary compared to other methods This indicates that these techniques effectively improve students' long-term vocabulary retention.
Research question 4: What are the students’ attitudes towards using
The researcher assessed students' attitudes towards four mnemonic strategies through a questionnaire, which was administered to 11 members of the experimental group after the delayed post-test This evaluation aimed to address the fourth research question by analyzing the feedback received from the participants.
4.6.1 The participants’ attitudes towards the strategy training scheme
The researcher focused on three key aspects of participants' attitudes towards the strategy training scheme: its significance, its effectiveness, and the enjoyment students experienced during the learning process.
Firstly, the participants’ assessment on the importance of the training scheme was illustrated by the following table and figure:
Percentage (%) Not at all important 0 0%
Table 12: Importance of the strategy training scheme
Figure 12: Importance of the strategy training scheme
The results indicate that a significant majority of students found the training scheme important, with 55% (6 out of 11 students) rating it as important and 18% (2 out of 11 students) as extremely important Additionally, 27% (3 out of 11 students) selected a neutral stance, while none of the participants deemed the use of mnemonic strategies for vocabulary teaching as unimportant or of little importance.
Next, the ideas of the participants in the experimental group about the effectiveness of the training scheme were shown in the following table and pie- chart:
Percentage (%) Not at all effective 0 0%
Table 13: Effectiveness of the strategy training scheme
Figure 13: Effectiveness of strategy training scheme
The pie chart reveals that 73% of participants found the training scheme effective, while 18% remained uncertain about its effectiveness Additionally, 9% provided a very positive evaluation of the scheme's impact on their experience.
A study on the effectiveness of mnemonic devices for vocabulary learning revealed that 64% of participants found these techniques engaging Notably, 18% of students expressed high motivation and enthusiasm during the learning process Conversely, an equal percentage of students reported disliking the training scheme Data and illustrations supporting these findings were provided.
Table 14: Pleasure during the strategy training scheme
Figure 14: Pleasure during the strategy training scheme
The questionnaire results revealed that most participants held positive views on the strategy training scheme, highlighting its significance, effectiveness, and overall enjoyment Notably, the evaluation factors received the highest percentages for favorable aspects, while there were no negative votes recorded from the participants.
4.6.2 The participants’ interest towards the four mnemonic strategies
In the second part of the questionnaire, participants ranked four mnemonic devices according to their interest on a scale from 1 (least interested) to 4 (most interested) The results, summarized in the table, reflect the preferences of 11 participants from the experimental group, identified by coded names E1 to E11.
Table 15: Student’ preference of four mnemonic strategies
The analysis of student feedback revealed that visual mnemonics, particularly the use of pictures, was the most favored technique, receiving a total of 37 points Following closely behind, other mnemonic strategies also garnered significant interest among the students.
The "Keyword method" emerged as the most favored technique due to its effective use of imagery, while the "Physical response method" ranked second In contrast, "Grouping or semantic organization" received the lowest preference, scoring only 14 points.
The research identified that many students struggle with vocabulary retrieval, often forgetting words they have previously encountered, highlighting the need for effective memory techniques The analysis of immediate and delayed post-test data demonstrated that the implementation of four mnemonic strategies significantly enhanced both short-term and long-term vocabulary retention Additionally, participant feedback from the questionnaire confirmed a positive evaluation and strong interest in utilizing these mnemonic devices for vocabulary learning and teaching These findings will inform the recommendations and conclusions in the subsequent section.