Students’ assessment of their vocabulary knowledge gained through the SRP
Rationale for the study
According to Folse (2008:12), a strong vocabulary foundation is essential for English language learners to enhance their proficiency While a basic vocabulary enables limited communication, a richer vocabulary significantly improves learners' ability to express ideas effectively in speaking, listening, writing, and reading.
Vocabulary is essential for language proficiency, serving as the foundation for effective speaking, listening, reading, and writing For many learners, a limited vocabulary poses a significant barrier, hindering their ability to communicate their messages clearly Consequently, students with smaller vocabulary sizes often struggle to excel in English.
At the College of Technology and Foreign Relation Economy, vocabulary instruction is integrated with reading, speaking, writing, and listening lessons, highlighting its critical role in mastering English Despite seven years of English education in secondary and high schools, first-year students still exhibit limited vocabulary knowledge, which hampers their ability to perform well in reading and listening tests and to articulate their ideas effectively in writing and speaking This deficiency leads to challenges in their English learning experience, with some students expressing that the process feels boring due to their inadequate vocabulary, which remains a significant source of frustration.
In Vietnam, research on the effectiveness of using supplementary reading materials to enhance vocabulary development is limited As an English teacher at the College of Technology and Foreign Relation Economy, I recognize the need for effective methods to improve students' vocabulary skills Therefore, I have chosen to conduct a study titled “Using Supplementary Reading.”
2 materials to develop vocabulary for first-year students of the College of Technology and Foreign Relation Economy”.
Aims of the study
This study investigates the effectiveness of supplementary reading materials in enhancing vocabulary for first-year students at the College of Technology and Foreign Relation Economy Additionally, it offers recommendations for the efficient use of these materials to maximize vocabulary development.
The aims of the research are as follows:
Finding out first-year students attitudes towards developing vocabulary,
Examining first-year students’ perceptions of supplementary reading materials for vocabulary development.
Research questions
The study is carried out to answer the following research questions:
1 What are first-year students’ attitudes towards current vocabulary learning?
2 What are first-year students’ perceptions of supplementary reading materials for vocabulary development?
Scope of the study
This study investigates the enhancement of vocabulary among first-year students at the College of Technology and Foreign Relation Economy (CTFRE) through the use of supplementary reading materials Due to time limitations, the research is limited to three specific classes of first-year students.
Significance of the study
This research has been done with the hope that it will help the teaching and learning English vocabulary for first-year students at CTFRE more effective If this
3 way of teaching and learning vocabulary actually helps to develop students’ vocabulary knowledge, it can be applied to the teaching and learning of English at other colleges and universities.
Research methodology
The study employs both qualitative and quantitative methods to address its research questions, utilizing two sets of questionnaires distributed to 85 first-year students Data collection involved synthesizing and analyzing responses related to vocabulary activities and supplementary reading materials aimed at vocabulary development Additionally, essential information was gathered through class observations at CTFRE to enhance the study's findings.
Design of the study
This study includes three main parts, which are presented as follows:
Part A is the introduction which includes the rationale for the research topic, aims and research questions, research methodology, scope, significance and design of the study
Part B is the development which consists of three chapters:
Chapter 1 reviews some theoretical background relevant to the study It includes general knowledge of English vocabulary in EFL/ESL teaching and learning and an overview of the supplementary reading materials
Chapter 2 presents the research methodology This chapter introduces the research context, subjects, materials, data collection instruments and procedures
Chapter 3 goes into details of data analysis, results and discussion
Part C is the conclusion which includes the major findings, recommendations, limitations of the study and suggestions for further studies
LITERATURE REVIEW
English vocabulary in EFL/ESL teaching and learning
Vocabulary encompasses not only individual words but also multi-word combinations and idiomatic expressions According to Ur (1996:60), vocabulary refers to the words taught in a foreign language, highlighting that new vocabulary items can consist of compounds or idioms rather than just single words.
According to Richards and Schmidt (2002:580) in the "Longman Dictionary of Language Teaching and Applied Linguistics," vocabulary is defined as a collection of lexemes, which encompasses single words, compound words, and idioms.
1.1.2 Role of vocabulary in EFL/ESL teaching and learning
Vocabulary plays a crucial role in English language teaching, as a limited vocabulary hinders students' ability to comprehend others and articulate their thoughts According to Wilkins (1972), the importance of vocabulary is paramount; he asserts that while grammar is essential for conveying meaning, without vocabulary, communication is impossible Therefore, a strong vocabulary foundation is vital for effective language learning and expression.
My experience with foreign languages highlights the importance of vocabulary in effective communication I often find that I can convey my thoughts using words alone A strong vocabulary is crucial for developing the essential skills of speaking, listening, reading, and writing To communicate effectively in a foreign language, students must not only acquire a sufficient number of words but also learn to use them accurately and appropriately.
According to McCarthy (1990), vocabulary is the most crucial element of any language course, emphasizing that effective communication in a second language (L2) relies heavily on a robust vocabulary He asserts that even with a strong grasp of grammar and pronunciation, the absence of words to convey diverse meanings hinders meaningful communication in L2.
Vocabulary is an essential component of language “Vocabulary is central to language” and “words are of critical importance to the typical language learner” (Coady and Huckin, 1997:1)
In EFL/ESL teaching, vocabulary is crucial as it significantly enhances language skills and overall communication Mastery of vocabulary is essential for effective second language use, enabling learners to express themselves in diverse situations A robust vocabulary not only fosters confidence in language use but also supports the development of other language skills necessary for various communicative purposes Therefore, acquiring adequate vocabulary is fundamental to achieving success in language learning.
1.1.3 Components of vocabulary taught in class
According to Ur (1996:60), when vocabulary is introduced to learners, pronunciation and spelling, word form, grammar, collocation, aspects of meaning and word formation need to be taught
Vocabulary lessons introduce pronunciation and spelling, but many students find the relationship between sound and spelling complex Teachers assist in clarifying homophones in English, like "son/sun" and "their/there," which are words that sound the same but have different spellings and meanings The English language is rich with such words, often among the most frequently used Additionally, students face challenges in recognizing words that share the same spelling and pronunciation yet have different meanings, such as "left" (the past tense of leave) and "left" (the opposite of right).
Teachers must demonstrate the grammatical patterns associated with vocabulary, often referred to as the grammar of vocabulary By teaching these rules, educators empower students to create various forms of a word, such as "sleep," "slept," and "sleeping," or related words like "able," "unable," and "disability."
Understanding collocation is essential for students as it highlights how words commonly pair together in the English language For instance, we say "heavy rain" instead of "heavy sun," and we "make" or "come to a decision" rather than "do a decision." Recognizing these patterns can significantly enhance language proficiency and fluency.
"Heavy rain" and "make a decision" are examples of collocations, where "heavy" pairs with "rain" to form a common phrase Students often struggle with these terms, so it's essential for teachers to highlight the specific words that collocate with them to enhance understanding.
Words possess various meanings, which can be classified into denotation and connotation Denotation refers to the literal definition of a word, while connotation encompasses the emotions and associations tied to it Additionally, the appropriateness of word usage and the relationships between meanings further highlight the complexity of language Understanding these aspects is essential, as most words are not confined to a single interpretation.
The denotation of a word is its explicit definition as listed in a dictionary Let us use the word “home” as an example The denotative or literal meaning of
"Home" refers to a residence where one lives, but its deeper connotation encompasses feelings of security, comfort, and family This emotional association enriches the term, transforming it into a sanctuary that evokes warmth and belonging.
Understanding appropriateness is crucial for learners, as it helps determine if a word is suitable for a specific context This knowledge includes recognizing whether a term is common or rare, acceptable or taboo in polite conversation, and its usage in writing versus speech Additionally, learners should be aware of the differences between formal and informal language to enhance their communication skills effectively.
Understanding the various aspects of meaning is essential in vocabulary teaching and learning, as it illustrates how words relate to one another Key relationships include synonyms, antonyms, hyponyms, co-hyponyms (or co-ordinates), super-ordinates, and translation, all of which enhance vocabulary comprehension and usage.
Words can transform in shape and grammatical value through the addition of prefixes and suffixes to root words Educators often teach students common prefixes and suffixes, such as "im," "un," and "able," to enhance their vocabulary skills Understanding these elements enables learners to infer the meanings of words like "impatient," "unhappy," and "enable."
Approaches to vocabulary learning
1.2.1 Incidental and intentional vocabulary learning
In L2 lexical teaching and learning, there are two types of vocabulary learning: incidental learning and intentional learning
Incidental learning refers to the acquisition of knowledge without the explicit intention to learn, often occurring while focusing on another subject In contrast, intentional learning involves a structured approach aimed at improving specific skills, such as vocabulary or grammar, through a planned study program.
Vocabulary learning can be categorized into two approaches: incidental and intentional Incidental learning, as described by Yali, involves acquiring vocabulary through texts, tasks, or activities that are not specifically focused on vocabulary In contrast, intentional learning emphasizes direct engagement with vocabulary, incorporating various conscious strategies for memorization Key aspects of this approach include understanding vocabulary form, collocation, and parts of speech.
9 the results of incidental learning, while the sense of a word, meaning symbolizing and innuendo between words need intentional learning” (Yali, 2010:74)
According to Yali (2010:75), relying solely on incidental learning is inadequate for effective vocabulary development Research increasingly indicates that while incidental learning contributes to vocabulary acquisition, intentional learning is essential for rapid growth Therefore, a balanced approach that incorporates both intentional and incidental methods is necessary for optimal vocabulary enhancement.
1.2.2 Implicit and explicit vocabulary learning
Explicit learning involves the conscious acquisition of language items, such as vocabulary, through overt strategies like memorization techniques (Richards and Schmidt, 2002:192) In contrast, implicit learning refers to non-conscious learning processes, highlighting the difference between these two approaches to language acquisition (Richards and Schmidt, 2002:250).
Various writers define the difference between implicit and explicit learning in slightly different ways, for example:
Explicit learning involves such conscious operations as hypothesis formation and testing, while implicit learning does not
Implicit learning is learning without awareness of what has been learned, while in explicit learning the learner is aware of what has been learned
Explicit learning is accompanied by awareness that one is learning, while implicit learning is not (Richards and Schmidt, 2002:250)
Vocabulary development and reading comprehension
A number of studies have shown that second language learners acquire vocabulary through reading
A case study by Pigada and Schmitt (2006) on vocabulary acquisition through extensive reading found that learners improved their knowledge of 65% of target words in various ways This research highlights the effectiveness of extensive reading in enhancing vocabulary skills.
Research by Pigada and Schmitt (2006) indicates that extensive reading programs can significantly improve lexical knowledge, suggesting that the potential for vocabulary acquisition through such methods is greater than previously believed.
Matsuoka and Hirsh (2010) conducted a study titled "Vocabulary Learning Through Reading: Does an ELT Course Book Provide Good Opportunities?" Their findings highlight the necessity of complementing ELT course books with extensive reading programs and additional language-rich inputs to enhance vocabulary development.
Hui-Tzu Min and Wen-Shan Shsu (1997) conducted a study examining the effects of supplemental reading on vocabulary acquisition and retention among EFL learners in Taiwan Their findings revealed that the group engaged in reading-plus-vocabulary-enhancement activities significantly outperformed the group that received narrow-reading treatment in both acquisition and retention assessments.
In his quasi-experimental study titled “Developing Grade 10 Students’ English Vocabulary through the Guided Extensive Reading Program,” Trần Văn Trung (2008:1-42) found that the experimental group showed significantly greater improvement in English vocabulary acquisition compared to the control group, as evidenced by T-test comparisons of pretest and post-test scores.
1.3 2 Relationship between vocabulary and reading
Reading plays a crucial role in learning a foreign language, offering numerous benefits, with vocabulary acquisition being one of the most significant The relationship between reading and vocabulary development is essential for language learners.
There are several studies that have shown the relationship between vocabulary knowledge and reading comprehension (Joshi, 2005; Joshi & Aaron,
2000; Manyak & Bauer, 2009; Martin-Chang & Gould, 2008; Ricketts, Nation, & Bishop, 2007)
Research indicates a strong connection between vocabulary knowledge and reading comprehension, as noted by Nation (2001:144) This relationship is bidirectional; enhanced vocabulary can improve reading skills, while engaging in reading can also foster vocabulary development.
In his research, "The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students," Tze-Ming Chou emphasizes Hancock's view that reading comprehension encompasses several critical skills These include understanding vocabulary, identifying relationships among words and concepts, organizing ideas, recognizing the author's intent, evaluating context, and making informed judgments (Tze-Ming Chou, 2011:108).
The study shows that a limited vocabulary size, as well as a lack of sufficient knowledge of word meanings, often hinders learners from understanding the meaning of the text
According to Hedge (1985:23), it is essential for students to develop a growing vocabulary, encompassing both active and passive language skills While teachers can facilitate vocabulary acquisition by introducing new words through contextual lessons and course materials, the primary method for students to effectively expand their vocabulary is through reading.
According to Tze-Ming Chou (2011), aligning with Harmer’s perspective (2007), extensive reading significantly enhances vocabulary knowledge Therefore, it is essential for teachers to incorporate reading texts into their classroom activities By utilizing appropriate textbooks and reading materials, students can effectively expand their vocabulary skills.
Supplementary reading materials
Supplementary materials are defined as resources intended to complement the core materials of a course, focusing on enhancing skills in reading, writing, listening, and speaking rather than solely on learning language items, according to Tomlinson (1998).
According to Richards and Schmidt (2002:529), supplementary learning materials in language teaching are essential as they provide a more in-depth focus on skills that are not thoroughly covered in the main course book.
Most language-teaching course books require supplementation to meet the specific needs of a class and to provide richer learning options According to Ur (1996), supplementary materials come in various forms, including computers, simplified readers, overhead projectors, posters, pictures, and games Each type of material offers unique benefits and drawbacks, contributing differently to the language teaching process.
In conclusion, teachers must utilize supplementary materials in the classroom to enhance students' four language skills It is crucial for educators to effectively select and adapt these materials for optimal teaching outcomes This study specifically examines supplementary reading resources and vocabulary-enhancement exercises chosen from various textbooks by teachers.
1.4.2 Criteria for selecting appropriate supplementary materials
When selecting supplementary materials, Nunan says “It is important to match the materials with the goals and objectives of the course …with one’s learners’ attitudes, beliefs and preferences” (Nunan, 1991:209)
According to Nuttall (1996:170), three main guidelines should be taken into consideration when choosing a text: suitability, exploitability and readability
The suitability of content plays a crucial role in meeting students' needs and interests, as engaging material enhances the learning experience When texts are interesting and relevant, they not only make tasks more rewarding for learners but also contribute to a more effective classroom environment.
Exploitability in education refers to the enhancement of learning through the effective use of texts By exploiting reading materials, educators can improve students' reading skills and language competence It is essential that reading texts engage students while simultaneously fostering their language development To achieve the course objectives, a variety of exercises and activities must be created to maximize the potential of the text.
Readability encompasses both structural and lexical difficulty, ensuring that texts align with students' English proficiency levels in vocabulary, syntax, and style Teachers need to assess their students' language skills to identify familiar vocabulary and structures, enabling them to select appropriately leveled texts and effectively balance varying proficiency levels.
Summary
This chapter examines essential aspects of vocabulary in the context of EFL/ESL teaching and learning, including its definitions, significance, and various approaches It also explores the connection between vocabulary and reading comprehension, highlighting relevant studies on vocabulary acquisition through reading.
14 supplementary reading materials is mentioned as well The following chapter will be devoted to the discussion of methodology of the study
RESEARCH METHODOLOGY
Research context
The College of Technology and Foreign Relations Economy, situated in Minh Khai Commune, Bac Tu Liem District, Hanoi, offers diverse training programs for students aiming to excel in fields such as marketing, business, and tourism.
At CTFRE, English is a mandatory subject for students across various majors, with first-year students using the textbook "New Headway-Elementary" (3rd edition) by John & Liz Soars This initial year is crucial for developing the four essential language skills; however, the limited class time dedicated to these skills, particularly vocabulary lessons, hinders students' ability to fully enhance their vocabulary and overall English proficiency.
Upon entering college, students exhibit varying levels of English language proficiency, largely influenced by their diverse backgrounds across Vietnam Many hail from rural areas with limited English learning resources, while those from urban settings often have better access to education Unfortunately, there is no official examination to categorize students by their proficiency levels, resulting in all first-year students being placed in the same beginner English course This lack of differentiation, combined with their limited vocabulary and skills in speaking, listening, writing, and reading, contributes to their reluctance and lack of interest in learning English To enhance their English proficiency, targeted support and resources are essential.
16 develop their English vocabulary, it is essential to supply them with other reading materials in addition to the current course book used in class.
Subjects
The study has been carried out with the participation of 85 (out of 95) first- year students at the College of Technology and Foreign Relation Economy in 2014-
Out of 95 students across three classes—Group 08, Group 19, and Group 51—10 were absent during the questionnaire distribution, resulting in 85 participants in the research The students, primarily aged between 19 and 21, are predominantly male.
The study focuses on 20 female first-year students from diverse backgrounds in Vietnam, revealing that their English vocabulary is primarily at an elementary level Many students struggle with vocabulary, making it challenging for them to perform well on tests and articulate their thoughts in both spoken and written formats This situation motivated the researcher to conduct a survey aimed at addressing and improving these issues.
Description of materials
2.3.1 Course book “New Headway - Elementary”
The main teaching material is the textbook “New Headway - Elementary” by John & Liz Soars (2003, 3 rd edition, Oxford University Press) The textbook include
The program comprises 14 units, each dedicated to specific topics and designed to enhance four key skills: reading, speaking, listening, and writing Vocabulary is integrated within these lessons rather than taught in isolation, promoting a more cohesive learning experience.
The course provides a foundation in the structure of the language, gradually building students’ understanding of the basic grammar, vocabulary and functions of English
At CTFRE, students participate in a comprehensive three-semester English course, which includes two semesters in their first year and one semester in their second year, totaling 150 lesson periods of 45 minutes each The syllabus for first-year students is structured to enhance their English proficiency over these semesters.
Semester Level Time (45-minute lesson periods)
First Elementary 45 lesson periods 1-4 New Headway Elementary Second Elementary 45 lesson periods 5-8 New Headway Elementary Third Elementary 60 lesson periods 9-14 New Headway Elementary
Table 1: First-year students’ syllabus
First-year students have completed 90 lesson periods of English instruction, focusing on the first 8 units of the Headway Elementary course The following section outlines the key points covered in these units.
Unit Topic Grammar Vocabulary Reading item types
- Possessive adjectives (my, your, his, her)
Writing a short text about yourselves
Verb to be Questions and negatives Negative and short answers Possessive ‘s
- Write questions for given answers
Writing a letter of application for a job
- Past simple - Verbs Reading comprehension
Past simple Negative and ago
Table 2: Key points of 8 units taught for first-year students
Teachers frequently allocate time for supplementary reading materials and vocabulary enhancement exercises, which are essential for helping students improve their language skills and expand their vocabulary.
19 vocabulary It means that teachers consequently have to collect more reading texts and vocabulary exercises from other materials besides the textbook and workbook.
Application of the supplementary reading program
The supplementary reading program spanned four weeks, during which students engaged in carefully selected readings and vocabulary exercises These materials were specifically chosen by teachers to align with the students' English proficiency levels and to reinforce the vocabulary topics covered in the course book.
Data collection instruments
In this study, the researcher has employed two instruments to collect data: survey questionnaires and class observations
To gather data for the study, two sets of questionnaires were utilized Questionnaire I was administered to participants prior to the implementation of the Supplementary Reading Program (SRP) Following the completion of the 4-week SRP, Questionnaire II was distributed to collect student feedback on the program.
Reasons for choosing survey questionnaires
Surveys are widely recognized as a practical and commonly used research tool, with questionnaires being particularly favored for their cost-effectiveness and efficiency (Nunan, 1992) This method allows researchers to collect data directly from participants by posing questions, making it a straightforward approach for gathering information (Wisker, 2001:32).
Furthermore, questionnaires are often used to gather information including attitudes, behaviors, activities and responses to events Therefore, questionnaires are
20 used here as the study aims at investigating students’ attitudes towards the use of supplementary reading materials to develop their vocabulary
The questionnaires feature straightforward closed questions, including Yes-No and multiple-choice formats Questionnaire I, consisting of five questions, aims to assess first-year students' attitudes towards vocabulary learning, while Questionnaire II includes ten questions designed to gather students' perceptions of supplementary reading materials for vocabulary enhancement and offers recommendations for their effective use.
Reasons for choosing class observations
To validate the questionnaire results, class observations are utilized as an additional research tool This approach allows the researcher to directly witness the implementation of the supplementary reading program in a real classroom setting Furthermore, class observations provide valuable in-depth insights that contribute to the discussion section of the study.
Data collection procedures
The data were collected from July24 th , 2014 to March 2 rd , 2015
The researcher collaborated with three teachers responsible for Groups 08, 19, and 51 to obtain permission for distributing questionnaires and implementing a four-week supplementary reading program in their classes.
On the first day of classes, the researcher emphasized the significance of supplementary reading materials and vocabulary knowledge in language learning To assess students' attitudes towards vocabulary acquisition, a questionnaire was distributed to 85 students across three classes to gather data.
21 the researcher went over the questions in class so that students could clearly understand all questions
The researcher provided participants with clear instructions regarding the supplementary reading program (SRP), outlining its aims, objectives, and procedures To assess the impact of the SRP on vocabulary learning, students in three classes engaged in supplementary readings, text-based vocabulary exercises, and additional vocabulary-enhancement activities selected by their teachers over a four-week period.
Class observations were conducted to gather additional data on the use of supplementary reading activities aimed at enhancing students' vocabulary development Due to teachers' discomfort with video or audio recordings, the researcher utilized observation sheets to document all classroom activities and events Following a four-week implementation of the supplementary reading program, a second questionnaire was distributed to students to collect their feedback on the effectiveness of the supplementary reading materials and the overall program.
Summary
To assess the effectiveness of vocabulary development through supplementary reading texts for first-year students at CTFRE, a survey research was conducted Data were gathered using survey questionnaires and class observations, aiming to provide comprehensive answers to the research questions.
DATA ANALYSIS, RESULTS AND DISCUSSIONS
Data analysis
3.1.1 Students’ attitudes towards developing vocabulary
Question 1: What do you think of the role of vocabulary in learning English?
Chart 1: Students’ attitudes towards the role of vocabulary in learning English
According to Chart 1, every student (100%) recognizes the significance of vocabulary in their English learning journey A substantial majority, 94.12%, believe that vocabulary plays a crucial role, while 5.88% consider it important for their English studies.
Question 2: Do you think it is necessary to develop English vocabulary?
Chart 2: Students’ attitudes towards the necessity of English vocabulary development
Very ImportantRather ImportantNot Very ImportantNot Important at all
A significant majority of students recognize the importance of vocabulary in their English learning, with 60% agreeing that developing English vocabulary is essential, and nearly 40% expressing strong agreement Notably, there is no disagreement among students regarding the necessity of enhancing their English vocabulary skills.
Question 3: What do you learn new words from?
3 a The textbook 85 100% b The exercises given by the teachers 62 72.94% c Newspaper and magazines 8 9.41% d Other sources 43 50.59%
Table 3: Sources from which students learn new words
Question 3 explores the sources from which students learn new words All students (100%) reveal that they learn new words from the textbook and 72.94% of them claim that they learn new words from the exercises given by their teachers 9.41% of the students state that they learn new words from reading newspapers and magazines and 50.59% say that they learn new words from other sources
Question 4: What are your difficulties in learning new words?
4 a Memorizing the spelling and meaning of new words
76 89.41% b Pronouncing words 15 17.65% c Using words in authentic contexts 8 9.41% d Remembering words for a long time 82 96.47%
Table 4: Students’ difficulties in learning new words
This question aims vocabulary The results to remember words for a long time difficulties memorizing the spel of the respondents think that
17.65% of the students find it difficult to question, the researcher knows the difficulties the students have in learning vocabulary and thinks of vocabulary learning
Question 5: What would you like your teachers
Chart 3 demonstrates that students prefer to learn vocabulary through engaging and practical methods rather than traditional approaches A significant percentage of students, specifically 87.06%, find language activities, such as examples of word usage, to be beneficial in vocabulary lessons.
A study aimed at exploring the challenges students face in vocabulary acquisition revealed that a significant 96.47% struggle to retain words over the long term Additionally, 89.41% of participants reported difficulties in memorizing both the spelling and meaning of new vocabulary Furthermore, many respondents believe that utilizing words in authentic contexts could enhance their learning experience.
A significant percentage of students struggle with word pronunciation, highlighting the challenges they face in their language learning journey Understanding these difficulties enables researchers to develop effective strategies to assist students in overcoming them To enhance vocabulary lessons, it is crucial for teachers to implement tailored approaches that address these specific pronunciation issues.
: Students’ interests towards teachers’ vocabulary teaching chart 3, a high percentage of the students to learn vocabulary effectively in more interesting and useful ways than
A large number of students wish their teachers to use a language activities in vocabulary lessons (92.94%) and provide them examples of word usage (87.06%), and 21.18% of them would like their teachers
Using language activities in teaching vocabulary
Helping to pronounce words correctly
Giving many examples of word usage difficulties students have in learning
A significant percentage of students express challenges in learning new vocabulary and understanding its meanings The research highlights the difficulties they face, prompting the need for effective teaching strategies to enhance their vocabulary lessons Many students desire more engaging and practical methods for learning vocabulary, indicating a preference for varied instructional approaches Notably, 21.18% of students wish for their teachers to incorporate these diverse techniques in their teaching.
Using language activities in teaching vocabularyHelping to pronounce words Checking learned vocabulary Giving many examples of word
25 help them to pronoun words correctly Surprisingly, a few of them (5.89%) think that reviewing vocabulary regularly is needed
3.1.2 Students’ attitudes towards the supplementary reading materials for vocabulary development
Students’ attitudes towards the supplementary reading materials
6 In your opinion, should we use the supplementary readings materials to develop vocabulary?
7 Do you feel motivated while your teachers use the supplementary readings materials in vocabulary learning?
8 Do the supplementary reading materials help you develop your vocabulary?
9 Do the supplementary reading materials make the lesson more interesting?
10 Is using the supplementary reading materials a waste of time?
Table 5: Students’ attitudes towards the supplementary reading materials
Table 5 reveals first-year students' perceptions of the necessity for supplementary reading materials in class, indicating a predominantly positive response Specifically, 83.35% of students believe these materials are essential for vocabulary development, while 72.94% feel that they enhance motivation in vocabulary learning Additionally, 84.70% of students report that their vocabulary has expanded due to the use of supplementary reading materials.
A significant 96.47% of students find that supplementary reading materials enhance the interest level of lessons This aligns well with the findings from question 10 in the same table, where the majority of students reject the notion that using these materials is a waste of time.
The findings indicate that students appreciate the program, highlighting the essential role of combining the current textbook with supplementary reading materials for enhancing enjoyment and vocabulary development Their positive attitudes are evident in their responses to the survey questions.
Students’ assessment of the effectiveness of supplementary reading materials
Question 11: What are the benefits of vocabulary-enhancement exercises from supplementary reading materials?
Chart 4: Students’ assessment of the benefits of supplementary reading materials
Question 11 explores the benefits that the students gain from vocabulary- enhancement exercises selected by teachers during the program A high percentage
Providing more ideas for my speaking and writing skillsBroadening vocabulary of the students agrees that have a chance to use the words they have learnt
81.18 % of the respondents admit that their background knowledge has been improved through these supplementary reading students reveal that exercises writing skills
Question 12: What are the benefits you gain from
Chart 5: Students’ assessment of the benefits
Question 12 is aimed at assessing supplementary reading texts The majority of the respondents (9 reading supplementary texts contexts Most of them (88.24%) declare that the texts better and more than half of them ( word through the texts Furthermore, 64.71% of the students admit that how to use words in authentic
A significant 81.18% of respondents reported that their background knowledge has improved through supplementary reading materials, highlighting the effectiveness of vocabulary-enhancement exercises Additionally, over half of the participants indicated that these exercises have expanded their vocabulary, providing them with more words to use in their speaking.
What are the benefits you gain from the supplementary reading texts?
Students’ assessment of the benefits of the supplementary reading texts
Question 12 is aimed at assessing the benefits that students gain from the supplementary reading texts The majority of the respondents (94.12%) confirm that reading supplementary texts helps them know how to use words in
Most of them (88.24%) declare that the texts help them remember words better and more than half of them (67.06%) say that they can know other forms of a
Furthermore, 64.71% of the students admit that authentic contexts
Know how to use words in the authentic contexts
Knowing the other forms of words enhancement exercises helps them their vocabulary 81.18 % of the respondents admit that their background knowledge has been
More than half of the for their speaking and the supplementary reading texts? the supplementary reading texts the benefits that students gain from the
A significant 67.06% of students report that understanding word usage enhances their vocabulary retention, while 64.71% acknowledge their ability to recognize different forms of words This indicates that effective word usage not only aids in memorization but also broadens students' linguistic comprehension.
Know how to use words in the authentic contexts
Remembering words betterKnowing the other forms of
This result shows effectively through the supplementary reading texts because emphasis on the spelling, p teaching
Question 13: How has your supplementary reading program
Chart 6: Students’ assessment of their vocabulary knowledge gained through
The results gained from question knowledge is greatly improved after of the respondents state that they have better vocabulary knowledge and 9. confide that their vocabulary knowledge is
A significant 5.88% of students are uncertain about the importance of learning new vocabulary The findings suggest that students recognize the necessity of understanding various aspects of a new word, including its meaning, form, pronunciation, and usage.
Discussions of research questions
3.2.1 Students’ attitudes towards developing vocabulary
The questionnaire results indicated that most students recognize the significance of vocabulary in learning English, emphasizing the need to acquire and use words accurately for effective communication Students acknowledged the essential role of vocabulary development, with a unanimous agreement on its importance Despite challenges such as long-term retention, spelling, contextual usage, and pronunciation, students actively sought new vocabulary from various sources A significant number expressed a desire for more engaging and practical methods of learning vocabulary beyond traditional approaches Consequently, it is crucial for teachers to understand both the difficulties students face and their preferences to effectively support vocabulary development.
3.2.2 Students’ perceptions of supplementary reading materials
Survey data and classroom observations reveal that all participants recognize the significance of supplementary reading materials in vocabulary acquisition These materials not only motivate students but also expand their vocabulary knowledge and enhance lesson engagement.
After taking part in the SRP, the students recognized that they have made much improvement in their vocabulary knowledge The findings from questionnaire
II showed that most of the students (78.8%) agreed that using supplementary
The 33 reading texts provided students with opportunities to apply and reinforce their vocabulary, enhancing their understanding of word forms, meanings, and usage in authentic contexts Consequently, this approach improved their retention of words and their ability to use them effectively Additionally, the vocabulary exercises facilitated the acquisition of new words Observations from the researcher’s three sheets indicated that the SRP positively impacted English classes, particularly in enhancing learners' English vocabulary.
Supplementary reading materials significantly enhance vocabulary acquisition and are crucial for students' overall improvement in English, particularly in vocabulary development.
PART C: CONCLUSION This chapter summarizes the main findings of the study, gives recommendations and limitations of the study and proposes some suggestions for further research.
Major findings
The study aimed to assess first-year students' attitudes towards vocabulary learning and their perceptions of supplementary reading materials and programs designed to enhance vocabulary development at CTFRE Data was collected through surveys and class observations Upon analysis, key findings emerged that addressed the research questions, highlighting the students' perspectives on current vocabulary learning strategies and the effectiveness of supplementary resources.
All students recognize the importance of vocabulary in their English learning journey, and unanimously agree on the necessity of enhancing their English vocabulary skills.
Participation in the vocabulary development program, which included supplementary readings and text-based vocabulary exercises, significantly improved students' vocabulary acquisition Questionnaire findings indicated that these materials helped students consolidate their learned words and revise their meanings, forms, and usage Consequently, students demonstrated better retention and application of vocabulary in authentic contexts Additionally, the selected supplementary readings provided opportunities for students to learn new words, while the accompanying vocabulary-enhancement exercises systematically facilitated the understanding of the meaning, form, and use of these new terms.
In addition, the results from the questionnaires also showed that the students had positive attitudes towards the SRP Of the 85 students who answered the
According to a survey of 35 participants, 62.5% reported that the implementation of the SRP led them to revise a significant number of words Additionally, 66.9% expressed that the SRP increased their enthusiasm for vocabulary learning Furthermore, 63.6% felt that the SRP motivated them to expand their vocabulary, while 59.3% indicated that it enhanced their knowledge of English words.
Recent class observations indicated that students were highly engaged and enthusiastic about the SPR, actively participating in vocabulary activities The teachers also displayed a positive attitude towards the program, demonstrating enthusiasm and a commitment to helping their students enhance their vocabulary skills.
The study's findings indicate that the majority of students have a positive perception of the supplementary reading materials, particularly the supplementary reading program However, it also highlights challenges in vocabulary teaching and learning To enhance vocabulary growth, teachers are encouraged to implement effective strategies, with supplementary reading materials proving to be a beneficial approach The researcher offers suggestions for selecting these materials, aiming to support both teachers and students in fostering vocabulary development.
Recommendations
2.1 Suggestions for selecting the supplementary reading materials
The findings from the survey and classroom observations indicate that most students hold favorable opinions about the supplementary reading materials and the SRP Consequently, it is essential for educators to incorporate these supplementary resources to enhance vocabulary acquisition Based on the study's results, the researcher offers several recommendations.
Teachers play a crucial role in enhancing students' vocabulary in English by emphasizing the importance of new words and consistently revisiting them in lessons To reinforce vocabulary retention, educators should provide a variety of vocabulary tasks and exercises both in class and as homework, as many students struggle to learn without these assignments Additionally, teachers should equip students with strategies to independently expand their vocabulary, tailoring their methods to suit different teaching contexts Ultimately, to effectively improve students' vocabulary, teachers must consider factors such as student interests, appropriate difficulty levels, and diversity in their approaches.
Students must take the initiative to cultivate their own vocabulary learning strategies In addition to textbooks, they can enhance their vocabulary through supplementary reading materials, teacher-provided exercises, and various publications like newspapers and magazines When encountering new words, it is essential for students to concentrate on their meanings, forms, and usages while also discovering effective personal methods for retention.
When choosing reading materials, teachers should select texts that are appropriate for the majority of students in the class For first-year learners, it's essential to use brief and easily understandable texts The content must be comprehensible, allowing students to draw on their vocabulary knowledge for accurate understanding Additionally, incorporating a variety of content will help motivate students to engage with the reading material.
Teachers can enhance their lessons by incorporating supplementary materials such as exercises, texts, and activities from published sources This approach is one of the most common methods for enriching core curriculum content However, it is essential for educators to ensure that the supplementary items align well with the core book to provide a cohesive learning experience.
Teachers can either use professionally prepared materials directly or make minimal adaptations to better align them with the realities of foreign language teaching and learning Such adaptations can enhance the relevance and effectiveness of supplementary resources Additionally, educators should create their own materials that are more current and tailored to meet the specific needs and interests of their students, surpassing the relevance of standard course book content.
Finally, in term of choosing supplementary materials, basing on an analysis of learners’ needs; teachers can choose or design suitable supplementary materials
Teachers must select materials that align with the specific needs of their class or learner groups Often, they discover engaging resources by chance, hoping to incorporate these supplementary materials into their future lessons.
Teaching vocabulary is a very important field Teachers are a very important factor in selecting and teaching English vocabulary, and they have to design vocabulary syllabi according to their learners’ needs
The selection of vocabulary for students is crucial in the language learning process, as words can have multiple meanings depending on context Effective vocabulary teaching goes beyond mere memorization; it involves using diverse techniques and activities to engage learners By motivating students and enriching their vocabulary, teachers can help them communicate effectively in English.
When teaching vocabulary, educators must emphasize not only the meaning of words but also their usage, formation, and grammatical context It is essential for teachers to understand that effective vocabulary instruction goes beyond simply conveying definitions to students.
38 asking them to learn those words by heart Teachers should check their students’ understanding by giving them encouraging exercises as mentioned in the study.
Limitations of the study
One limitation of the study is the small and singular participant group, which raises concerns about the generalizability of the findings While the two sets of questionnaires indicated that students improved their vocabulary knowledge after participating in the supplementary reading program, these results may not apply to a broader population in different contexts Consequently, individuals in varying environments may respond differently to the program.
The study's data collection methods present a notable limitation, as participants' attitudes towards the supplementary reading program were assessed solely through questionnaires and class observations Incorporating tests to evaluate participants' self-reflection on their vocabulary learning after each reading text would have enhanced the reliability of the results Unfortunately, due to time constraints, this additional data collection method was not utilized.
Suggestions for further studies
To address the identified limitations, further research is essential in several areas Firstly, additional studies should focus on the effectiveness of vocabulary development through supplementary reading materials Secondly, it is important to examine the impact of these materials on different participant groups, such as English-major students, to assess their effectiveness in vocabulary enhancement Lastly, future research could greatly benefit from utilizing students' tasks as a data collection instrument to gain deeper insights into this issue.
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This survey questionnaire is part of my research titled “Using Supplementary Reading Materials to Enhance Vocabulary Development for First-Year Students at the College of Technology and Foreign Relation Economy, Hanoi.” Your participation in answering the questions is highly valued Please indicate your choices by marking (√) the appropriate boxes, and note that some questions allow for multiple selections Thank you for your valuable assistance.
1 What do you think of the role of vocabulary in learning English? a Very important b Rather important c Not very important d Not important at all
2 Do you think it is necessary to develop English vocabulary? a Strongly agree b Agree c Strongly disagree d Disagree
3 What do you learn new words from? (You can choose more than one option) a The textbook b The exercises given by the teachers c Newspapers and magazines d Other sources
4 What are your difficulties in learning new words? (You can choose more than one option) a Memorizing the spelling and meaning of new words b Pronouncing words c Using words in authentic contexts d Remembering words for a long time
5 What would you like your teachers to do in vocabulary lesson? (You can choose more than one option) a Using language activities in teaching vocabulary b Helping you how to pronounce words correctly c Checking learned vocabulary regularly d Giving many examples of word usage
APPENDIX 2: BẢNG CÂU HỎI ĐIỀU TRA
Trước khi áp dụng chương trình đọc hiểu bổ trợ nhằm phát triển từ vựng, chúng tôi tiến hành nghiên cứu về việc này cho sinh viên năm nhất tại trường Trung Cấp Công Nghệ và Kinh tế đối ngoại, Hà Nội Xin vui lòng trả lời các câu hỏi sau bằng cách đánh dấu (√) vào ô trống để thể hiện sự lựa chọn của các bạn Chân thành cảm ơn sự hợp tác của các bạn!
1 Em nghĩ gì về vai trò của học từ vựng trong việc học Tiếng Anh? a Quan trọng b Khá quan trọng c Bình thường d Không quan trọng
2 Em có nghĩ rất cần thiết để phát triển từ vựng trong việc học Tiếng Anh? a Hoàn toàn đồng ý b Đồng ý c Không đồng ý d Hoàn toàn không đồng ý
3 Em thường học từ mới từ đâu? (Em có thể chọn nhiều đáp án) a Từ sách giáo trình b Từ bài tập các thầy cô giao c Từ báo và tạp chí d Từ các nguồn khác
4 Khó khăn mà em gặp phải trong việc học từ mới là gì? (Em có thể chọn nhiều đáp án) a Khó nhớ nghĩa và cách đánh vần của từ mới b Khó phát âm từ mới c Khó sử dụng từ trong đúng văn cảnh d Khó nhớ các từ mới trong trong khoảng thời gian dài
5 Em thích giáo viên dạy thế nào trong việc học từ vựng? (Em có thể chọn nhiều đáp án) a Sử dụng các hoạt động ngôn ngữ b Hướng dẫn phát âm từ chính xác c Kiểm tra từ vựng đều đặn d Cung cấp nhiều ví dụ về cách sử dụng từ
APPENDIX 3: QUESTIONNAIRE II This survey questionnaire is designed for my study “Using supplementary reading materials to develop vocabulary for the first students at the College of Technology and Foreign Relation Economy, Hanoi” Your assistance in fulfilling the following questions is greatly appreciated Please put a tick (√) in the given boxes to indicate your choice For some questions, you can choose more than one option Thank you so much for your help
6 In your opinion, should we use supplementary readings materials to develop vocabulary? a Yes b No
7 Do you feel motivated while your teachers use supplementary readings materials in vocabulary learning? a Yes b No
8 Do supplementary reading materials help you develop your vocabulary? a Yes b No
9 Do supplementary reading materials make the lesson more interesting? a Yes b No
10 Is using supplementary reading materials a waste of time? a Yes b No
11 What are the benefits of vocabulary-enhancement exercises from supplementary reading materials? (You can choose more than one option) a Consolidating the words learnt b Improving my background knowledge c Providing more words for my speaking and writing skills d Broadening vocabulary
12 What are the benefits you gain from the supplementary reading texts?
(You can choose more than one option) a Pronouncing words better
IV b Know how to use words in authentic contexts c Remembering words better d Knowing the other forms of a word
13 How has your vocabulary knowledge been improved since you took part in the supplementary reading program? a Much better than before b Better than before c Not better at all d No idea
14 What are your perceptions of the supplementary reading program in vocabulary learning? a Helping to revise a lot of words b Making love to vocabulary learning c Motivating to learn more new words d Helping know more English words
Thank you again for your cooperation!
APPENDIX 4: BẢNG CÂU HỎI ĐIỀU TRA
(Sau khi áp dụng chương trình đọc hiểu bổ trợ để phát triển từ vựng)
Bài khảo sát này nhằm nghiên cứu việc sử dụng tài liệu đọc bổ trợ để phát triển từ vựng cho sinh viên năm nhất tại trường Trung Cấp Công Nghệ và Kinh tế đối ngoại, Hà Nội Rất mong các bạn sinh viên vui lòng trả lời các câu hỏi bằng cách đánh dấu (√) vào ô trống để thể hiện sự lựa chọn của mình Xin chân thành cảm ơn sự hợp tác của các bạn!
6 Theo em có cần thiết phải sử dụng tài liệu đọc bổ trợ để phát triển từ vựng không? a Rất cần thiết b Không cần thiết
7 Giáo viên sử dụng tài liệu bổ trợ có tạo cho em hứng thú trong học từ vựng không? a Có hứng thú b Không hứng thú
8 Tài liệu đọc bổ trợ có giúp em cải thiện từ vựng không? a Có b Không
9 Sử dụng tài liệu đọc thêm có tạo cho buổi học thêm thú vị không? a Có b Không
10 Sử dụng tài liệu đọc thêm rất mất thời gian không? a Có b Không
11 Các bài tập bổ trợ từ vựng từ các tài liệu bổ trợ có những lợi ích gì?(Em có thể chọn nhiều đáp án) a Củng cố lại các từ đã học b Cải thiện kiến thức nền c Cung cấp thêm từ cho kĩ năng nói và viết d Phát triển từ vựng
12 Kiến thức về từ vựng của em được cải thiện như thế nào từ các bài đọc bổ trợ trên lớp? (Em có thể chọn nhiều đáp án) a Phát âm các từ tốt hơn
VI b Biết cách sử dụng từ đúng văn cảnh c Học thêm các dạng từ của một từ d Nhớ các từ tốt hơn
13 Kiến thức về từ vựng của em được cải thiện như thế nào nhờ có chương trình học từ vựng thông qua các bài đọc? a Cải thiện rất nhiều hơn so với trước khi em tham gia b Cải thiện nhiều hơn so với trước khi em tham gia c Không cải thiện nhiều hơn so với trước khi em tham gia d Không có ý kiến