INTRODUCTION
Rationale of the study
Vocabulary is crucial in learning a foreign language, serving as the foundational building blocks for effective communication It connects the four essential language skills: speaking, listening, reading, and writing As Kristen (1989) noted, a large vocabulary is vital for language mastery, while Wilkins (1972) emphasized that without vocabulary, communication is impossible Overall, vocabulary knowledge significantly impacts language comprehension, with the number of words learned directly influencing proficient language use.
Accidentally, the notion of “extensive reading” from the article by Pagoda & Schmitt
Extensive reading has gained significant attention in the field of English Language Teaching (ELT) since 2006, as numerous studies highlight its substantial benefits for learners, including enhanced learning outcomes and increased motivation This approach is often regarded as the most effective method for improving language proficiency, making it increasingly popular among educators and students alike.
Extensive reading significantly enhances students' skills in reading, writing, vocabulary acquisition, and overall language proficiency, while also boosting motivation (Day & Bamford, 1998) By providing a wealth of comprehensible input, extensive reading materials reinforce and recombine language learned in the classroom, offering learners increased exposure to previously encountered words This approach not only solidifies existing vocabulary knowledge but also contributes to the development of new vocabulary.
Nutgall (1982) suggests that „an extensive reading program is the single most effective way of improving both vocabulary and reading skill in general‟
Inspired by research on extensive reading in second language education, the author selected the topic "Using Theme-Based Short Readings to Enhance Vocabulary for Freshmen at Hanoi Medical College" for her M.A thesis This study aims to demonstrate that incorporating theme-based short readings can significantly improve vocabulary acquisition among college students at Hanoi Medical College.
Aims of the study
The aims of the research are to:
- Investigate the effect of theme based short readings on students‟ vocabulary learning at Hanoi medical college;
- Discover HMC students‟ attitude towards theme based short readings;
- Provide suggestions for better learning and teaching at HMC through theme based short readings.
Research questions
This study aims to evaluate the effectiveness of theme-based short readings on HMC students and assess how this vocabulary teaching method benefits educators Key questions guiding the research focus on the impact of these readings on student learning and the practical applications for teachers in enhancing vocabulary instruction.
- Question 1: How do the themes based short readings affect on HMC learners‟ vocabulary acquisition?
- Question 2: What are HMC learners‟ attitudes towards theme based short readings?
- Question 3: What should be done to provide better teaching and learning vocabulary through theme based short readings at HMC?
Scope of the study
This study examines vocabulary acquisition at HMC, emphasizing theme-based short readings designed to foster a reading habit in English The goal is to encourage students to engage in self-study, enriching their knowledge during their college years and throughout their lives.
A study involving 35 elementary-level English students at HMC aimed to explore the benefits of theme-based short readings The author hopes that the findings will assist English teachers at HMC in enhancing their students' vocabulary and overall English proficiency.
Method of the study
This study employed both quantitative and qualitative methods, with a primary focus on quantitative analysis The researcher gathered pre- and post-test scores, along with questionnaires, to assess the impact of theme-based short readings on HMC learners' vocabulary acquisition and their attitudes towards these readings Additionally, descriptive, analytic, comparative, and contrastive methods were utilized to effectively describe, analyze, and compare the collected data.
Significance of the study
This study explores the impact of theme-based short readings on vocabulary acquisition among HMC learners, providing English teachers at HMC with valuable insights for vocabulary instruction Implementing this approach can enhance learners' vocabulary knowledge and foster a consistent reading habit in English, which is essential for their development Ultimately, theme-based short readings are expected to not only boost vocabulary learning for HMC students but also guide them towards more independent learning practices.
Design of the study
The thesis consists of 3 main parts:
Part I- Introduction: presents the rationale of the study, states the aims of the study, scope of the study, methods and significance of the study
Part II – Development: consists of three chapters:
Chapter 1- Literature Review: provides the basic concepts of vocabulary, extensive readings, the importance of extensive readings and previous studies relating to the scope of the study
Chapter 2 – Methodology: describes the research design including setting, subjects, data collection instruments, and procedure of the study
Chapter 3 – Results and Discussion: presents the collected data from pre and post tests and questionnaires
Part III – Conclusion: provides the summary of the whole study: major findings, suggestions of teaching vocabulary by theme based short readings, limitations and suggestions for further study
DEVELOPMENT
LITERATURE REVIEW
This chapter presents theoretical backgrounds related to teaching vocabulary through theme based short readings (extensive reading) and summaries previous studies on extensive reading in EFL
1.1 Vocabulary in foreign language teaching and learning
Vocabulary encompasses various definitions based on its criteria, features, and functions According to Ur (1996), it refers to the words taught in foreign languages, which can include not only single words but also compounds and multi-word idioms Pyles and Algeo (1970) highlight that vocabulary consists of words whose sounds and meanings interconnect, enabling effective communication and forming the basis for sentences, conversations, and diverse discourse.
Vocabulary encompasses the knowledge of words and their meanings, manifested in both spoken and written forms Oral vocabulary includes words, phrases, and sentences used in listening and speaking, while written vocabulary pertains to words recognized and utilized in reading and writing Productive vocabulary refers to the words we actively use, whereas receptive vocabulary consists of the words we hear or read It's essential to understand that vocabulary encompasses both oral and print language in productive and receptive forms, with lexical meanings varying by context Effective language learning and teaching should focus on helping students acquire vocabulary through diverse contexts, enabling them to communicate effectively and expand their vocabulary repertoire.
1.1.2 The importance of vocabulary learning
Vocabulary is a crucial component that connects the four essential language skills: speaking, listening, reading, and writing A strong vocabulary foundation significantly enhances language comprehension and is directly linked to effective language use To improve overall English proficiency, ESL students must achieve a specific level of vocabulary knowledge, as highlighted by Richards & Renandya (2002, p.255).
Vocabulary is essential for language proficiency, significantly impacting learners' speaking, listening, reading, and writing skills A limited vocabulary and lack of strategies for acquiring new words can hinder learners from reaching their full potential and discourage them from engaging in valuable language learning experiences, such as listening to the radio, conversing with native speakers, using the language in various contexts, reading, or watching television.
Some theories emphasize the significance of the lexical level in facilitating basic communication, highlighting that vocabulary acquisition plays a crucial role in learning a second language While grammatical errors may still allow for understanding, a deficiency in vocabulary can severely hinder effective communication (McGinnis & Smith).
(1982, p.236) believed that “without words students can seldom understand what is being communicative to him nor can he express his thoughts to others” Rubin & Thompson
Vocabulary learning is crucial for mastering a foreign language, as emphasized by various experts in the field Cook (1996) highlights that both second language learners and their teachers recognize the importance of acquiring a substantial vocabulary For educators, the primary challenge in teaching English lies not in grammar instruction but in enabling learners to build a sufficient vocabulary This mastery is essential for engaging in meaningful conversations and comprehending texts beyond the classroom materials.
Research on vocabulary teaching and learning revolves around how words can be effectively acquired Two contrasting approaches have emerged in the literature: the explicit vocabulary teaching method, where teachers provide immediate definitions of target words, and the implicit vocabulary learning strategy, which involves learners acquiring word meanings incidentally through extensive reading.
Carter (2001) emphasizes that vocabulary pedagogy can be approached in two ways: explicitly and implicitly Teachers can directly assist learners by providing word lists and paired translation equivalents Alternatively, they can foster vocabulary acquisition indirectly by exposing students to authentic texts, allowing them to infer meanings from context and learn words incidentally through reading.
The debate over the most effective method for vocabulary acquisition—direct study versus incidental learning through reading—has garnered significant attention in the literature According to Nation (2001, p.157), direct vocabulary instruction is essential in second language acquisition (SLA), particularly focusing on high-frequency words, which are crucial for effective communication He argues that non-native English speakers typically start with a limited vocabulary, making it practical to teach a core set of approximately 2,000 high-frequency words directly This approach not only helps bridge the gap between learners' current proficiency and the level required for understanding more complex language but also accelerates the overall second language learning process.
Explicit vocabulary learning has its limitations, as highlighted by Nagy (1985), who argues that direct teaching of vocabulary is inefficient due to the vast number of words in English He suggests that such methods can only cover a small fraction of the vocabulary, advocating instead for context-based learning In line with this, Nation and Coady (1988) propose that L2 learners should acquire vocabulary implicitly through extensive reading Schmitt (2000) emphasizes the importance of structuring extensive reading within vocabulary programs, noting that encountering words in various contexts enhances understanding and reinforces retention through repeated exposure.
Effective vocabulary learning requires a balanced combination of explicit instruction and incidental learning activities Research indicates that using both approaches together enhances vocabulary acquisition The researcher emphasizes that integrating explicit vocabulary teaching with extensive reading significantly improves learning outcomes.
Theme based short reading is a specific activity of extensive reading Therefore, theoretical background of extensive reading presented in this part also provides basic features of theme based short reading
1.3.1 Extensive reading versus intensive reading
Extensive reading, a term introduced by Palmer in 1917 and referenced by Day & Bamford in 1998, is distinct from intensive reading, which emphasizes detailed comprehension of short, complex texts In contrast, extensive reading encourages students to engage with large volumes of longer, easily understandable materials at their own pace, typically outside the classroom As Lewis and Hill (1985) state, it allows students to grasp the general meaning of texts without needing to understand every single word According to Richards (1992), extensive reading focuses on quality reading to develop a broader understanding, fostering good reading habits, expanding vocabulary and structural knowledge, and promoting a love for reading.
It has since acquired many other names: Mikulecky (1990), cited in Day and Bramford,
1998) call it “pleasure reading”; Grabe (1991, p.375-406) and others use the term
“sustained silent reading”, while Mason and Krashen (1997, p.91-102) call it simply “free reading”
Let‟s compare intensive reading and extensive reading:
Robb and Susser (1989) define "extensive reading" as a language teaching and learning approach that involves engaging with large amounts of text for general understanding and enjoyment This method emphasizes individualized reading experiences, where books are not discussed in class, focusing on overall comprehension rather than detailed analysis of words or grammar The following section will provide a detailed description of the characteristics of extensive reading.
Extensive reading involves English language learners engaging with a wide range of easy-to-read materials that align with their linguistic abilities, fostering enjoyment and general comprehension Successful extensive reading programs feature characteristics such as accessible vocabulary, a variety of topics, and student choice in reading material, which enhances motivation and engagement Learners are encouraged to read extensively without the pressure of comprehension tests, focusing instead on pleasure and personal understanding This approach promotes faster reading speeds and a more fluent reading experience, while silent, individual reading allows students to connect personally with texts Teachers play a crucial role by guiding students, modeling reading behavior, and fostering a supportive reading community Overall, extensive reading not only improves language skills but also instills a love for reading in the target language.
1.3.3 The benefits of extensive reading in foreign language learning
Reading is essential for personal development, as it is the primary means through which we enhance our reading skills, cultivate a strong writing style, expand our vocabulary, improve our grammar, and become proficient spellers (Krashen, 1993, p.23, cited in Rosszell, 2006).
METHODOLOGY
In this chapter, the research setting, subjects, data collection instruments, and procedure of the study will be presented in detail
Hanoi Medical College, established 45 years ago, offers training at both college and lower college levels across various departments All courses are conducted in Vietnamese, but English is a mandatory subject for all students, with a total of 225 periods of English instruction over five semesters.
At Hanoi Medical College, the English curriculum consists of 135 periods dedicated to General English (GE) and 90 periods for English for Specific Purposes (ESP), utilizing the Lifelines series as the primary course material In the first two semesters, students cover 14 units of the Lifelines Elementary course, followed by 7 units of the Lifelines Pre-Intermediate course in the third semester Throughout this program, students are expected to develop their speaking, listening, reading, and writing skills However, many face challenges in vocabulary acquisition, often struggling to retain new words and apply them effectively in various contexts Students frequently rely on outdated learning methods, such as rote memorization and passive reliance on teacher explanations, which hinder their ability to use vocabulary appropriately This raises significant concerns for both educators and learners regarding effective vocabulary teaching and learning strategies.
This study focuses on 35 first-year students at HMC, comprising 8 males and 27 females aged between 19 and 23, all at an elementary level of English Hailing from various districts in Hanoi, these students have previously studied English in high school and have completed 24 periods covering units 1 to 4 of the Lifelines Elementary course by Tom Hutchinson (1998) Currently, they are progressing through units 5 to 7 of the same textbook With their foundational knowledge of general English gained in the first semester, the students are well-prepared to participate in the theme-based short reading program outlined in this study.
The study utilizes "Lifelines - Elementary" as the primary course book, which consists of fourteen topic-based units that focus on vocabulary, grammar, and the development of the four essential language skills: reading, writing, listening, and speaking A notable aspect of this course book is its thematic approach to vocabulary acquisition Due to time constraints, the researcher selected three specific units for the experiment: Unit 5 (Food and Drinks), Unit 6 (Daily Activities), and Unit 7 (Parts of a House) Each unit is taught over six periods within two weeks, with each period lasting 45 minutes.
The researcher of this study chose theme based short readings in accordance with topics related to the three vocabulary lessons provided in class and selected from New Headway,
The New English File and Know How programs are designed for elementary-level students, ensuring that the reading materials are appropriate for HMC students This selection not only matches their proficiency level but also offers a diverse range of topics to engage students in the extended reading process.
Therefore, the interested theme based short readings chosen in this study are:
- Lesson 1: Food around the world
Food in the United States
- Lesson 3: The lady who lives on a plane
2.4.1 Pre-tests and post- tests
In this study, the researcher developed three vocabulary tests based on selected topics, administered to learners immediately after lessons as pre-tests and one week later as post-tests Both test formats and content were identical, aiming to evaluate students' retention of new vocabulary and to measure the effectiveness of theme-based short readings in enhancing vocabulary The testing process was conducted under the researcher’s supervision.
The tests comprise three exercises featuring 20 items each, to be completed within a 20-minute timeframe Each correct answer earns five points, allowing for a maximum score of 100 These assessments are designed in various formats to effectively evaluate vocabulary knowledge and reading comprehension skills.
Match the verbs in column A with the nouns in column B
Match the pictures and the verbs in the box
Choose the best word in the box to fill in the gap
Match the pictures and the verbs in the box
Choose the best word in the box to fill in the gap
Look at the picture and choose the correct word
Fill in the blanks with the name of the object you see in the picture
Pre-tests and post-tests are designed to assess vocabulary knowledge by incorporating 50% of new words taught in lessons and 50% from theme-based short readings This approach aims to enhance HMC students' vocabulary both in terms of quality and quantity.
The research utilized attitude questionnaires comprising 9 closed questions designed on a five-point Likert scale (strongly agree, agree, neutral, disagree, strongly disagree), a method favored by educational researchers for its effectiveness (Johnson and Christensen, 2000) Participants were instructed to select their responses accordingly The first question addressed their opinions on theme-based short readings, while questions 2 to 4 assessed perceived improvements in reading skills post-experiment Questions 5 and 6 focused on vocabulary expansion and skill enhancement through the reading activity Question 7 sought feedback on follow-up activities, and questions 8 and 9 explored changes in reading habits due to extensive reading To ensure clarity and alignment with the study's objectives, the researcher consulted colleagues and pre-tested the questionnaires with five HMC students not included in the main study Only after confirming the questionnaires were effectively answered did the researcher proceed with the 35 selected participants.
2.5.1 Stage 1: Deliver pre – tests and post – tests
The stage 1 is expressed by the following sessions:
Teach vocabulary on the following topic:
Explain & deliver theme based short readings 2:
+ Everyday living + Louisa, a singer mother
Discussion & reflection on the theme based short readings 1
Teach vocabulary on the following topic:
Explain & deliver theme based short readings 1:
+ Food around the world + Food in the unite states
The teacher conducted pre-tests and post-tests for 35 HMC students following a vocabulary lesson After the lecture, students completed a pre-test aligned with the vocabulary topic, which was then collected The teacher explained the benefits of theme-based short readings related to the vocabulary topic, which students were required to read outside of class In the subsequent lecture, the teacher facilitated a discussion on the previous week's readings, asking questions like, “What is the main idea of the passage?” and “What is your favorite food?” Finally, the post-test was administered to assess students' understanding.
Discussion & Reflection on the theme based short readings 2
Teach vocabulary on the following topic:
Explain & deliver theme based short readings 3:
+ The lady who lives on a plane + Living in the bubble
Discussion & Reflection on the theme based short readings 3
After the learners completed their reading materials, a post-test was administered to assess their retention of newly taught vocabulary The pre and post-tests were conducted within a two-week timeframe, making the total duration of the procedure six weeks The primary objectives of these assessments were to evaluate the students' ability to remember new words and to compare the effectiveness of the tests in enhancing vocabulary through theme-based short readings The entire testing process was supervised by the researcher.
Following the administration of pre and post-tests, questionnaires were distributed to HMC students to gather data on their attitudes toward theme-based short readings.
A group of 35 HMC students was assembled in a single room to participate in classroom lessons Following the lessons, they completed pre-tests, post-tests, and questionnaires under the supervision of the researcher.
Prior to administering the tests and questionnaires, the researcher provided a thorough explanation of the process to the respondents Participants were urged to answer all questions honestly, ensuring anonymity by not recording any names on the papers This approach eliminated judgment and evaluation of their responses, ultimately enhancing the reliability, validity, and credibility of the collected data.
This chapter outlines the research questions, subjects, and setting of the study, along with a comprehensive description of the data collection instruments used, including course books, theme-based short readings, tests, and questionnaires Additionally, it details the rationale behind selecting these instruments and provides an overview of the study's procedural framework.
RESULTS AND DISCUSSION
This chapter outlines the research findings, detailing the data collected from three pre- and post-tests as well as questionnaires The results are thoroughly discussed and analyzed to highlight the key findings of the study.
3.1 The three pre-tests and post- tests
This section presents a comparative analysis of scores from three pre-tests and post-tests, with each test having a maximum score of 100 The scores are categorized into four ranges: weak (0-49), average (50-64), good (65-84), and advanced (85-100).
The researcher aims to deliver a clear analysis by comparing the pre-test and post-test results for each lesson The accompanying circular charts illustrate the differences between the pre-test and post-test outcomes for the first lesson.
Chart 1: Data of pre – test 1 Chart 2: Data of post – test 1
Chart 1 reveals that 40.1% of students scored between 50 and less than 65, marking the highest percentage In contrast, 31.4% of students are categorized as weak, while 22.8% achieved good scores Only a small fraction, 5.7%, attained advanced scores.
Students often struggle with pre-tests immediately after learning new material, leading to lower scores Additionally, these tests incorporate 50% new vocabulary from short readings that students must complete at home, meaning half of the content assessed is unfamiliar to them.
Chart 2 presents the readers‟ the data of the post- test 1 From the chart, it is revealed that a numbers of the students getting average scores still maintain the highest level (37.1%) However, this amount reduces in comparison with the pre- test (40.1%) While a number of the students getting weak scores in post- test are 25.7% The good scores are increased (25.7%) in comparison with the scores of the pre-test The positive sign is expressed clearly when the students getting advance scores by 11.5% This means that the rate increases twice in comparison with the pre-test
HMC students have the opportunity to review vocabulary after one week, leading to a significant improvement in their vocabulary skills Following the use of theme-based short readings from the previous week, students' vocabulary knowledge has notably increased, resulting in higher scores in post-test 1 compared to pre-test 1 Similarly, the data analysis of pre-test 2 and post-test 2 scores is illustrated in the following chart.
Chart 3: Data of pre – test 2 Chart 4: Data of post – test 2
The analysis of the charts indicates that 40% of students scored between 50 and 64 in pre-test 2, reflecting their prior knowledge of the lesson despite not having updated their vocabulary with the theme-based short readings In contrast, post-test 2 revealed that 34.3% of students scored between 65 and 84, demonstrating an improvement in test performance after engaging with the readings Notably, the percentage of students achieving higher scores increased from 8.6% in pre-test 2 to 17.1% in post-test 2 Additionally, there was a decrease in the number of students with weak and average scores, dropping from 25.7% to 20% and from 40% to 28.6%, respectively, highlighting the effectiveness of the theme-based readings in enhancing student performance.
Chart 5: Data of pre – test 3 Chart 6: Data of post – test 3
The results of the third test indicate a significant improvement in student performance following the implementation of theme-based short readings While 34% of HMC students scored in the average range (50-