Aims of the study
This study investigates the effectiveness of simulation tasks in enhancing vocabulary skills among second-year students in the Automotive Engineering Technology Department (AETD) at SDU The primary objectives of the research are to assess the impact of these tasks on vocabulary improvement.
1 To investigate the difficulties encountered by the second year students at AETD, SDU when learning ESP vocabulary
2 To find out the techniques that teachers at SDU used in teaching ESP vocabulary
3 To find out how far the use of simulation tasks improved ESP vocabulary for the second year students at AETD, SDU.
Research questions
1 What difficulties do students of Automotive Engineering Technology Department face with during the process of acquiring vocabulary?
2 What are the techniques that teachers at SDU employ in teaching ESP vocabulary?
3 How can simulation tasks improve ESP vocabulary for the second year students at AETD, SDU?
Research methodology
The research utilizes a survey questionnaire to address its research questions, primarily employing a descriptive-quantitative methodology Data is gathered through both pre-task and post-task survey questionnaires.
170 students at SDU Besides, informal interviews with students are carried out to collect more information.
Scope of the study
This study aims to explore the use of simulation tasks to enhance English for Specific Purposes (ESP) vocabulary, specifically in the context of Automotive Engineering, for second-year students at AETD, SDU Due to time and scope constraints, it does not encompass all aspects of language theory and practice The focus is solely on improving ESP vocabulary relevant to the automotive field.
Design of the study
The study is designed with 3 parts
Part A: “Introduction” presents the rationale for study, aims of the study, the scope of the study, methods as well as research questions
Part B: “ Development” consists of three chapters
Chapter one, titled "Literature Review," provides a comprehensive theoretical background on vocabulary theory, encompassing its definition, classification, and roles It also delves into simulation tasks, outlining their definition, characteristics, and advantages Additionally, the chapter discusses the application of simulation tasks in teaching vocabulary within English for Specific Purposes (ESP) contexts.
Chapter two, titled "Research Methodology," outlines the study's methodology, including the subjects involved, the data collection methods employed, the instruments used, and the processes for both data collection and analysis.
Chapter three, titled "Data Analysis and Findings," focuses on the documentation and analysis of data It presents, analyzes, and discusses the results derived from the study, utilizing insights from both the pre-task and post-task survey questionnaires, as well as interviews.
Part C: “Recommendations and conclusion” summarizes the findings, implication, recommendations and future directions for further research.
LITERATURE REVIEW
Simulation
Simulation is a highly effective activity that enhances language proficiency Various researchers have defined the term "simulation," with the most recent definitions available in the "Longman Dictionary of Language Teaching and Applied Linguistics" by Jack C Richards and Richard Smith (2002, p.487).
Classroom activities that replicate real-life scenarios often incorporate dramatization and group discussions In simulation exercises, learners assume specific roles related to a situation or problem, such as an employer-employee negotiation regarding wage increases Participants follow provided instructions to make decisions and proposals, with the outcomes of their choices being simulated After the activity, they engage in discussions to reflect on their actions, emotions, and the results of the simulation.
This definition seems to cover three definitions of following researchers
Simulation, as defined by Maley and Duff (1978), is an effort to immerse learners in scenarios that closely mimic real-life situations, emphasizing overt role-playing Livingstone (1983) adds that simulation often serves as a problem-solving activity, where students contribute their personal experiences and perspectives Meanwhile, Stephen M Smith (1984) describes simulation as a method for engaging students with the knowledge and language relevant to the subjects being studied.
However, Dougill (1987) in “Drama Activities for Language Teaching” states that
Simulation is a structured set of circumstances that replicate real life, where participants act according to specific instructions In "Simulations in Language Teaching," Jones (1982) emphasizes that simulations encompass three essential elements: reality of function, a simulated environment, and structure Among these, the reality of function is identified as the pivotal concept in simulations, highlighting its importance in creating effective learning experiences.
Simulation reflects real life by creating a structured environment that mimics actual functions, emphasizing that it is not reality itself but rather a representation of it.
Jones (1989) draws the characteristics of simulation as follows:
Participants in a simulation must fully embrace their roles, moving beyond their identities as students to engage actively in the experience It is essential for them to mentally and behaviorally immerse themselves in their assigned functions, fully committing to their responsibilities and duties within the simulated environment This complete acceptance enhances their effectiveness and involvement in the activity.
For simulations to be effective, participants must fully embrace their roles and responsibilities, moving beyond a student mindset This acceptance of function is crucial; for instance, a participant assigned the role of a doctor must actively engage in examining the patient and communicating effectively In this context, students must take on functional roles—such as reporter, survivor, or customer—immerse themselves in the simulation, and contribute to shaping the event by fulfilling their duties and responsibilities (Lyu, Y, 2006, p 13).
For a simulation to be effective, it must accurately replicate the real-world environment; otherwise, it fails to serve its purpose Scenarios such as a learner-driver on the road, a student-teacher in a classroom, or a medical probationer interacting with patients do not qualify as simulated environments.
A true simulated environment requires genuine traffic, engaged students, and active participants, ensuring no external interactions or consequences affect the learning experience within the classroom.
A simulation requires a structure It must be a structure built around some problems, and the structure must be sufficiently explicit to preserve reality of function The essential
“facts” of the simulation must be provided, not invented, by the participants
The cohesion of structure in a simulation enhances its engagement, making it more immersive than isolated transactional interactions, like a shopper returning a faulty teapot or a traveler inquiring about the next train's schedule.
A simulation can be viewed as an interactive case study, where participants actively engage in the process, taking on the responsibility to influence the event and address the challenges presented.
According to Jones (1989), simulations offer several advantages in language learning, including the removal of the teacher as a controlling figure, which allows for better monitoring of language and behavior They provide realistic scenarios and documentation, fostering an immersive learning experience Simulations inherently motivate learners by presenting cohesive language in action, emphasizing duty and function Additionally, they serve as effective tools for breaking the ice and promoting cross-cultural understanding Finally, simulations are valuable for assessing language proficiency.
Simulation in the language classroom offers numerous benefits, including making learning enjoyable and preparing students for real-life communication by bridging the gap between classroom experiences and the outside world These activities can serve as effective assessment tools and help consolidate learning, allowing students to gauge their mastery of language content By simulating real scenarios, beginning and EFL students can confidently use the language for communicative purposes, enhancing their self-esteem and fostering cooperative skills Simulations encourage language experimentation, enable personal expression, and provide valuable listening practice while also teaching social behavior and sociolinguistic elements of communication Engaging learners physically aids in language retention and can liberate students who may feel inhibited in traditional settings Additionally, simulations create a context for understanding cultural attitudes and behaviors, stimulate discussion and problem-solving, and can extend controlled practice through dialogue.
According to Sam (2008), utilizing simulation as a teaching technique in English Language Teaching (ELT) offers several benefits, including the stimulation of authentic conversations, enhancement of fluency through engaging activities, and effective consolidation of knowledge Additionally, it fosters sensitivity and awareness among students, boosts motivation, provides a refreshing break from routine, and prepares learners for real-life situations and unpredictability.
To mention advantages of simulation, these three linguists agree that simulation offers high motivation, a useful assessment method, a practical communicative environment, as well as fluency practice, etc
1.1.4 Criteria for applying simulation tasks
Simulation tasks require some teaching procedures in implementing them in ELT classroom
According to Littlewood (1988), steps in applying simulation are as follows:
1) The students are asked to imagine themselves in a situation which could occur outside the classroom, such as a series of business negotiations
2) The students are asked to adopt a specific role in the situation In some cases, they may simply have to act as themselves In others, they may have to adopt a simulated identity
3) The students are asked to behave as if the situation really existed, in accordance with their roles
Furthermore, Joyce and Weil in Savage (1996) draw a complete simulation phase as follows:
Vocabualry
Jones (1989) particularly emphasizes that the procedure of simulation should include the following steps:
1) Decide on the priority of aims – icebreakers, assessment and so on
2) Estimate the interactive language competence of the students
3) Search a wide area, including simulation literature
4) If the language level is suitable, then examine the mechanics of the simulation: time, numbers, hardware, space, organization and so on
5) If it seems suitable, then participate in it personally
6) Consider whether it needs adapting, but bear in mind that over adaptation can kill a good simulation by removing or altering elements which help the simulation to run smoothly in practice
Vocabulary is defined differently by many linguistics depending on the field that he specialized such as semantics, lexicology, etc…According to Pyles and Algeo (1970, p.96)
When considering language, we often focus on words, as vocabulary serves as the foundation for communication The interplay of sound and meaning in words enables us to construct sentences and engage in various forms of discourse Thus, vocabulary is essential for mastering a language.
Vocabulary encompasses not only individual words but also compounds, phrases, and idiomatic expressions According to Ur (1996), vocabulary includes the words taught in a foreign language, emphasizing that these can be multi-word combinations Similarly, the Longman Dictionary of Language and Linguistics defines vocabulary as a set of lexemes that includes single words, compound words, and idioms Both definitions highlight the complexity of vocabulary, illustrating that it consists of various forms beyond just single words.
Vocabulary refers to the collection of words that an individual knows and uses, playing a crucial role in effective communication It encompasses the word capacity one possesses while reading, writing, or expressing thoughts in conversations Without a sufficient vocabulary, it becomes challenging to convey ideas clearly, whether in spoken or written form.
Vocabulary can be classified based on various criteria, particularly semantically into notional (lexical) words and functional (grammatical) words Notional words, which constitute a significant portion of a speaker's vocabulary, refer to objects, actions, and qualities, possessing intrinsic meaning In contrast, functional words, such as particles, articles, and prepositions, derive their meaning primarily from their relationship with other words in a sentence.
In grammar, vocabulary is categorized into various parts of speech, including nouns, verbs, adjectives, adverbs, prepositions, and pronouns Each part of speech follows specific grammatical rules and maintains distinct relationships with other parts within a sentence.
Vocabulary can be categorized morphologically into three types: simple words, derived words, and compound words Simple words are formed from a single root morpheme, while derived words consist of a root combined with one or more derivational morphemes In contrast, compound words are created by combining at least two roots, which may or may not include derivational morphemes.
Vocabulary is divided into two categories: active (productive) and passive (receptive) vocabulary Active vocabulary consists of words that learners can understand, pronounce correctly, and use effectively in both speaking and writing In contrast, passive vocabulary includes words that learners can recognize and comprehend in context, but are unable to produce or use accurately themselves, even if they wish to do so.
A foreign language teacher must grasp various classifications to select the most appropriate vocabulary for their students' proficiency levels, enabling learners to expand their vocabulary both actively and productively.
1.2.3 The role of vocabulary in language learning
Vocabulary plays a crucial role in language teaching and learning, as highlighted by Wilkins (1972), who notes that without vocabulary, communication is impossible McCarthy (1990) emphasizes that even with strong grammar and pronunciation skills, a lack of words limits meaningful expression in a second language This indicates that proper grammar alone is insufficient for effective communication if vocabulary is lacking Reed (2000) further supports this by stating that words are the foundational elements of language, forming the basis for sentences, paragraphs, and texts Therefore, mastering both the meaning and usage of vocabulary is essential for becoming a successful communicator in a foreign language.
Wallace (1982) highlights that the inability to find the right words can be one of the most frustrating aspects of speaking a foreign language A robust vocabulary is crucial for effective communication in English, making vocabulary building a vital component of language learning and skill enhancement Consequently, it is essential for English teachers to assist their students in mastering vocabulary to improve their language proficiency.
According to Nation (2001), word knowledge encompasses three key areas: form, meaning, and use Mastery of vocabulary is essential for learners to effectively communicate across various language skills, making it a crucial factor in successful language acquisition Teaching new vocabulary can be challenging; therefore, instructors must present learners with the form, meaning, and usage of words simultaneously to enhance understanding and retention.
When learning a language, it is essential for learners to master both pronunciation and spelling This involves accurately presenting and understanding the oral and written forms of words However, English pronunciation is fraught with exceptions, making it challenging for foreign language learners to grasp the correct pronunciation of new vocabulary due to the intricate relationship between sounds and spellings.
To effectively teach new vocabulary, it is essential to cover the grammar of the word, including its grammatical function, variations in form based on context, and its singular and plural forms Nation (2005) suggests several strategies for emphasizing the word's form, such as writing it on the board, comparing its spelling to familiar words, demonstrating its stress pattern and pronunciation, encouraging learners to repeat the word, and highlighting any spelling irregularities.
According to Nations (2001, cited in Milton, 2009, p.14), word meaning can be categorized into three components: form and meaning, concepts and referents, and associations The first component, form and meaning, emphasizes the importance of connecting a word's form to its meaning, often involving a translation between foreign and native languages However, vocabulary usage varies significantly across languages, meaning that a single word may have multiple translations or nuanced meanings in another language For instance, the word "fat" in English carries negative connotations when referring to a person, highlighting the need for careful usage among native speakers.
Techniques in vocabulary teaching
1.3.1 Techniques in presenting and practicing new words
The primary objective of vocabulary presentation is to embed the meaning, correct form, and appropriate usage of new words into students' memories Teachers have various methods and techniques at their disposal to present new lexical items, allowing them to choose the most suitable approach for each topic Traditional methods for presenting vocabulary include visual techniques, as noted by Gairns and Redman (1986, p.73).
Visuals – photographs, flashcards, blackboard drawings, pictures, videos, wall charts, pictograms and real objects; they are useful for teaching concrete words
Demonstrating: mime/facial expression and gesture – useful for teaching action verbs b) Verbal techniques:
Illustrative situations (oral or written ) – this technique is helpful when the words are more abstract
Synonyms and antonyms – using the words students have already known to teach them similar words
Definitions and explanations – appropriate for intermediate learners To make definition of words can be difficult, especially at elementary levels
Scales – if students know 'big' and 'small', for example, other steps could be to teach 'short' and 'long' etc
Examples of the type – give examples of words you want to introduce
Translation – it has been the most widespread activity used for presenting the meaning of a word in classes
Discovery techniques, such as matching and labeling, engage learners by having them connect words to sentences or images These methods activate prior knowledge and facilitate the introduction of new vocabulary However, they are best suited for autonomous students who possess a higher level of English proficiency.
Taking into consideration the specific factors of ESP vocabulary teaching, we can see
Many traditional techniques used in English Language Teaching (ELT) can be effectively applied to vocabulary instruction in English for Specific Purposes (ESP), particularly during the initial stages when both the subject matter and language skills are at a basic level This approach allows for a more integrated and accessible learning experience.
Effective ESP vocabulary instruction can be achieved through various methods and techniques, including translation, which can be essential for vocational secondary school students to prevent misunderstandings During vocabulary presentations, teachers can elucidate the practical meaning of words within real-life contexts, particularly in school workshops It is crucial that these presentations remain simple, engaging, and enjoyable to foster student motivation and interest.
Introducing a new word in class does not guarantee long-term retention To effectively embed new vocabulary in learners' memories, various practice activities are essential, which can be categorized into two primary types: receptive and productive exercises.
According to Thornbury (2002, p.94-99) receptive practice (the learner does not really produce the target words) includes these following types:
Identifying – means finding words in a text or listening, e.g underline specific words or expressions in the text, or tick, put in the correct column or list items that you hear
Selecting – means recognizing words and making choices among them, e.g circle the odd word in the line
Matching involves identifying words and pairing them with their synonyms, antonyms, definitions, or corresponding images This technique can also be used to connect different parts of lexical items, facilitating the creation of meaningful collocations.
Sorting – putting the lexical items into different categories, e.g put these adjectives in two groups – positive and negative
Ranking and sequencing involve organizing lexical items in a specific order, such as arranging them chronologically or according to personal preference Productive practice, which integrates productive skills like writing and speaking into vocabulary teaching, encompasses activities such as completion and creation (Thornbury, 2002, p.100).
Completion tasks, commonly known as gap-fills, are extensively utilized in both practical applications and revision phases These tasks can be categorized into open gap-fills and closed gap-fills, which include multiple-choice activities and crosswords.
Vocabulary practice is essential for language learners and is typically categorized into controlled and free practice Controlled practice should come first, as it allows students to focus on accuracy and master specific structures Subsequently, free practice encourages the productive use of vocabulary, aligning with Lewis's (1993) assertion that knowing a word involves its practical application in real-life communication This approach emphasizes the significance of words in determining grammatical structures While free practice promotes fluency and aids in memory retention, Gairns and Redman (1986) caution that it should remain challenging yet not overwhelming for learners Effective vocabulary practice enhances pronunciation, boosts confidence, and motivates learners to engage in English conversations, creating a supportive environment for language acquisition.
Another division includes spoken and written practice Many vocabulary activities used in the class are based on discussions, dialogues, descriptions, role-play activities, or different written tasks
Vocabulary acquisition is crucial for language learners, as it is an ongoing process that forms the foundation of effective communication Thornbury emphasizes that building a robust vocabulary is essential when starting to learn a new language, as it enables learners to understand and use words meaningfully Although vocabulary learning is not classified as one of the core language skills—listening, speaking, reading, and writing—it is indispensable for advancing in a language Without a developed lexicon, students struggle to communicate effectively English for Specific Purposes (ESP) serves distinct objectives in language learning, encompassing fields such as English for Specific Purposes and English for Academic Purposes (EAP) As noted by Hatch and Brown, specialized vocabulary is prevalent across various professions, each requiring unique terms to articulate abstract concepts Kennedy and Bolitho categorize technical vocabulary to enhance teaching effectiveness in these specialized areas.
Technical abbreviations, symbols, and formulae can contribute to misunderstandings in learning It is essential for teachers to patiently clarify their forms and meanings, while students should engage in both spoken and written exercises to practice these concepts effectively.
• Sub - technical vocabulary: words which are not directly a part of specific technical branch, but they occur generally in scientific and technical texts - e.g derivation, conversion, dense and isolation
• Highly technical vocabulary: words that have a close thematic relationship and belong to the specific technical field
Authors of technical teaching materials face a significant challenge: English non-major students in vocational schools, colleges, and universities often lack knowledge of English for Specific Purposes (ESP) This issue is evident in two key areas: students must be able to manage teaching materials that align with both the language and their specific field of study According to Hatch and Brown (1995, p.370), “the specificity of any individual’s knowledge about a word depends on the person and his or her motivation, desires, and needs for the word.”
There is also an important role of teachers to facilitate learning of technical vocabulary with the favourable secondary impact on the good general knowledge of English
Encouraging students to recognize the significance of vocabulary is essential, making contextual examples highly beneficial The learning approach should primarily focus on students, ensuring each unit features clear objectives, engaging topics, and challenging practical activities Presenting relevant issues within real-life contexts allows teachers to enhance the natural acquisition of vocabulary, creating an enriched environment where learners discover authentic motivations for mastering a foreign language.
Morgan and Rinvolucri (2004) emphasize that new vocabulary is acquired associatively rather than mechanically Consequently, effective methods for teaching vocabulary in English for Specific Purposes (ESP) should involve organizing words by processes, categories (such as rigid and brittle materials), word families (like assemble and assembly), themes (including interior and exterior car parts), and synonyms/antonyms Additionally, thematic revision of vocabulary tasks enables learners to explore and engage with vocabulary areas that align with their personal interests.
ESP vocabulary can be effectively practiced and reinforced using techniques similar to those for general vocabulary Writing tasks may involve creating reports and instructions for car processing, summarizing technical journals, describing processes and techniques, labeling diagrams and images, and providing commentary on graphs and charts.
1.3.3 Simulation tasks in ESP vocabulary teaching
RESEARCH METHODOLOGY
2.1 English teaching and learning context in SDU – background information
2.1.1 The course objectives and the textbook “English for Automotive Engineering”
At SDU, English is a mandatory subject, with non-majors receiving 180 periods of English for General Purposes (EGP) from Elementary to Pre-Intermediate levels during their first year In the second year, students in the Automobile Engineering program are taught English for Automobile Engineering (EAE) in their third semester, enhancing their professional English skills at the Pre-Intermediate proficiency level.
The course book is redesigned basing mainly on the combination of the textbooks:
“Technical English 1” by David Bonamy and Christopher Jacques, published by Pearson Longman in 2008, is designed for students with a basic understanding of general English who need an elementary course in English for specific purposes This course book includes twelve units, each subdivided into three sub-themes, and encompasses a total of 60 teaching periods Due to class limitations, students are expected to dedicate an additional 90 hours for self-study and lesson preparation.
The course book aims to equip students with essential English vocabulary, structures, and expressions relevant to technical fields, particularly automotive engineering, to prepare them for future workplace communication Upon completion of the course, students will gain familiarity with various rhetorical functions of technical English and enhance their ability to effectively communicate in both common and professional contexts.
2.1.2 The students’ English background and vocabulary learning
The majority of SDU students hail from rural areas, with only a few coming from urban environments Many of these students have previously failed entrance exams for prestigious national universities and currently possess only a basic level of English proficiency, despite having studied the language since secondary school English is a compulsory subject for their courses, leading students to believe that achieving a passing grade of five is sufficient, which fosters a perception that learning impractical subjects is a waste of time.
All students in the AETD program are male and often struggle with social subjects, particularly English Over the course of 180 periods in the English for General Purposes (EGP) curriculum, they receive foundational instruction in grammar and everyday vocabulary However, end-of-course assessments reveal that students consistently score low on vocabulary exercises, indicating significant challenges in vocabulary acquisition This issue is exacerbated in the subsequent English for Academic Purposes (EAE) course, where they encounter unfamiliar technical terms that are likely to be quickly forgotten due to their infrequent use.
2.1.3 The teachers and current ESP teaching methods
The TFLD at SDU employs 20 English teachers aged between 23 and 48, all of whom are graduates of foreign language universities Among these educators, five hold Master's degrees while another five are currently pursuing their MA The gender distribution includes 3 males and 17 females Notably, half of the teachers have over five years of experience in English teaching, while the remaining teachers have taught the language for one to five years.
Teaching English for Specific Purposes (ESP) presents challenges for educators due to inadequate teaching methodologies, limited knowledge, and a lack of authentic materials Additionally, teachers face issues such as mixed proficiency levels among students, low motivation, and time constraints in large classes At SDU, instructors often rely on word lists displayed with Vietnamese translations, using exercises like gap filling and word matching primarily focused on form This approach leads to a teacher-centered classroom where explanations and translations dominate, resulting in passive student participation and limited interaction, ultimately hindering motivation and communicative competence.
Realizing the problems, teachers in ED are encouraged to apply teaching techniques and activities that can deal with their existential shortcomings
A study involving 170 male students from three classes at AETD examined their English proficiency progression These students completed two courses of English for General Purposes (EGP) during their first year and began English for Specific Purposes (ESP) in the first semester of their second year, expected to be at a pre-intermediate level To enhance the study's findings, 15 participants were interviewed for additional insights.
The study primarily employs a survey questionnaire to find answers for the research questions
To support the questionnaire data, interviews are carried out to obtain further information The data is analysed quantively and qualitatively
The study employs pre-task and post-task survey questionnaires to gather data from students, utilizing both closed and open questions as the primary data collection tool These questionnaires are designed based on the principles outlined in "Questionnaire Design" by Eric Potter and Peter Spratt from Dakin University, published in 1995.
The pre - task survey questionnaire for students including 11 questions was administered to
170 students It was designed with four main parts
Part 1 (question 1, 2) is expected to gather information about the students’ perception and purpose of learning ESP vocabulary
Part 2 (question 3, 4) is aimed to collect information about the students’ attitudes and their evaluation of ESP vocabulary in their course book
Part 3 (question 5, 6) is designed to find out the difficulties and the factors causing these difficulties that students often deal with when they learn ESP vocabulary
Part 4 (question 7, 8, 9, 10, 11) is intended to investigate the techniques employed by the teachers in teaching ESP vocabulary from students’ view
The post - task survey questionnaire was established with 10 questions and was designed with three main parts
Part 1 including 4 questions (question 1, 2, 3) was given in order to explore the impact of simulation tasks on students’ interest and participation
Part 2 (question 4, 5, 6, 7, 8) was designed to discover the benefits of simulation tasks and measure, evaluate the effectiveness of simulation tasks toward ESP vocabulary learning
Part 3 (question 9, 10) was about the preferences and expectations of the teachers’ methodology
The author conducted interviews with students following the administration of a questionnaire in each class, selecting five students at random for a total of 15 interviewees The interviews, conducted in Vietnamese, included questions that were based on the questionnaire but also featured open-ended inquiries to gain deeper insights into the reasons behind the students' choices Each interview lasted approximately 5 to 10 minutes.
The procedures of the study were done through the following steps:
In a span of two weeks, the researcher conducted lessons for three classes, totaling 170 students, to assess their proficiency levels and attitudes towards English for Specific Purposes (ESP) learning Following the instruction, the students were requested to complete a pre-task survey questionnaire.
The course book activities were enhanced with simulation tasks to improve students' understanding of English for Specific Purposes (ESP) vocabulary After three periods of implementing these tasks, the author conducted a post-task survey to assess their effectiveness in enhancing vocabulary skills among the students.
Data from students' pre-task questionnaires and interviews revealed the challenges faced in learning English for Specific Purposes (ESP) vocabulary and the teaching techniques utilized by educators To address the primary focus on the impact of simulation tasks on students' ESP vocabulary enhancement, insights were gathered from post-task questionnaires and interviews.
DATA ANALYSIS AND FINDINGS
This chapter analysed the collected data from the pre – task survey questionnaires, the post – task questionnaires and the interviews to find the answers for the research questions
3.1 Data analysis of the pre - task survey questionnaires
The analysis of pre-task questionnaires from students will reveal their evaluations of the course book, identify challenges they face in learning ESP vocabulary, and assess the current techniques used in teaching this vocabulary prior to implementing simulation tasks.
3.1.1 The students’ perception and purpose in learning ESP vocabulary
3.1.1.1 The students’ opinion of the important role of ESP vocabulary learning
Figure 1: Students' opinion of the importance of ESP vocabulary
Source: Question 1, pre - task questionnaire
According to Figure 1, a significant majority of students, comprising 94.12%, consider the learning of English for Specific Purposes (ESP) vocabulary as either important or very important for their language acquisition Only 5.88% of students hold a differing opinion, highlighting the widespread recognition of the value of ESP vocabulary in enhancing language learning.
3.1.1.2 The students’ purpose in learning ESP vocabulary
At SDU, English is regarded as a mandatory subject, with 82.34% of students aiming to achieve a mark of five, making passing the final exam a primary objective However, only 7.06% of students focus on learning English for Specific Purposes (ESP) vocabulary to enhance communication in their respective fields Furthermore, a mere 8.24% of students prioritize vocabulary acquisition for reading specialized materials in Automotive Engineering.
Only 2.36% of students express a desire to enhance their vocabulary with technical terms, indicating that their focus is primarily on achieving short-term goals rather than preparing for future professional use of English.
Figure 2: Students' purpose in learning ESP vocabulary
Source: Question 2, pre - task questionnaire
3.1.2 Students’ evaluation of vocabulary in the coursebook English for Automotive Engineering 3.1.2.1 How many terminologies?
Figure 3: Students’ evaluation of the number of ESP terminologies
Source: Question 3, pre - task questionnaire
A To communicate in English in their field
B To pass the final exam
C To read specialized material in Automotive Engineering
D To enrich vocabulary with technical terms
Data from Figure 3 indicates varying student perceptions regarding the terminology in the English for Automotive Engineering course book Over half of the respondents (55.88%) believe the textbook contains a substantial number of new terms, while 9.41% feel that it presents too many unfamiliar words This discrepancy may stem from the specialized nature of English for Specific Purposes (ESP) compared to General English Proficiency (GEP) Conversely, only 5.29% of students consider the amount of terminology to be minimal, and 29.42% find the quantity appropriate for their English proficiency level.
3.1.2.2 How difficult is the terminology?
Figure 4: Students’ evaluation of the difficulty level of ESP terminologies
Source: Question 4, pre - task questionnaire
A significant 61.6% of students believe that the vocabulary in their English for Specific Purposes (ESP) textbook is challenging This consensus highlights the need to address the variability and complexity of the terminology, as many students find it difficult to grasp.
The course book has been redesigned based on Longman's Technical English 1, which is intended for students with a fundamental understanding of general English seeking an introductory course in English for specific purposes This indicates that students' foundational knowledge of English for General Purposes (EGP) is inadequate, and the teaching methods currently employed are ineffective.
3.1.3 The students’ difficulties in learning ESP vocabulary
3.1.3.1 Difficulties encountered by students when learning ESP vocabulary
Figure 5: Students’ difficulties in learning ESP vocabulary
Source: Question 5, pre - task questionnaire
This study aims to explore the challenges faced by students in learning English for Specific Purposes (ESP) vocabulary and the underlying factors contributing to these difficulties To achieve this, two multiple-choice questions were developed, and the findings are presented as percentages based on the selected options.
Students encounter significant challenges when learning English for Specific Purposes (ESP) vocabulary According to the data, 75.29% of learners find pronunciation to be the most difficult aspect, while 68.82% struggle with understanding word meanings Despite dedicating substantial time to learning new vocabulary, many students frequently forget the words Additionally, 39.41% of participants report difficulties in using words correctly in context, indicating that while they may know a variety of words, applying them appropriately remains a challenge Notably, respondents experience minimal issues with word spelling, and no other difficulties in vocabulary acquisition were reported.
Figure 6: Factors caused students’ difficulties in learning ESP vocabulary
Source: Question 6, pre - task questionnaire
A significant 69.41% of students report a lack of opportunities to practice vocabulary in class, which may hinder their pronunciation skills Correct pronunciation requires looking up word transcriptions, listening to audio examples, and having a foundational understanding of phonetic rules Unfortunately, time constraints and large class sizes limit teachers' ability to focus on pronunciation instruction Additionally, 57.56% of students acknowledge that their vocabulary learning methods are ineffective, often resorting to writing down words and their meanings or creating word lists This approach tends to emphasize spelling over understanding, making it difficult for students to remember word meanings and usage.
Over 25% of students find lessons boring, with 34% noting that the vocabulary is longer, more complex, and harder to memorize compared to GEP terms Additionally, many students feel unmotivated to learn vocabulary due to a lack of regular checks by teachers and insufficient vocabulary learning strategies This highlights the need for improved vocabulary teaching methods.
A Your vocabulary learning method is ineffective
B You do not have chance to practice vocabulary in the class
C You find the lesson boring
D The terminologies are strange and rather different from the meaning in EGP
3.1.4 Techniques exploited by the teachers in teaching ESP vocabulary
3.1.4.1 Techniques exploited by the teachers in presenting ESP vocabulary
Figure 7: Frequency of techniques used in presenting ESP vocabulary
Source: Question 7, pre - task questionnaire
According to findings from figure 7, a significant majority of students (95.29%) report that their teachers frequently translate terminologies into Vietnamese, while visual aids are used by 79.41% of teachers Additionally, 7.65% of students indicate that their teachers often present ESP vocabulary through synonyms and antonyms These traditional techniques are time-efficient, although activities such as illustrating situations and using dictionary definitions are less commonly employed This is likely due to the challenge of illustrating contexts in ESP vocabulary, particularly when teachers possess limited knowledge of the automotive engineering field Overall, while all five listed activities are utilized by teachers, they are implemented less regularly.
Figure 8: Students’ preference toward vocabulary presenting technique
Source: Question 8, pre - task questionnaire
A significant 62.35% of respondents prefer teachers to provide examples when presenting English for Specific Purposes (ESP) vocabulary, compared to 26.47% who favor related words, lexical sets, collocations, or word families, and only 11.18% who prefer isolated words for repetition This preference suggests that using examples enhances word retention and helps enrich vocabulary Notably, none of the respondents support the use of the target language for defining new words.
3.1.4.2 Techniques exploited by the teachers in practising ESP vocabulary
Figure 9: Students’ preference toward vocabulary practising technique
Source: Question 9, pre - task questionnaire
B Giving related words/ lexical sets/ collocation/ word - family
C Giving isolated word then students repeat in chorus and individual
D Using the target language to define new word
D Guess the meanings from the context
The data indicates that 80.59% of participants prefer vocabulary exercises such as multiple-choice, gap-filling, and word matching, aligning with their goal of mastering ESP vocabulary for final exams In contrast, guessing meaning from context and crossword puzzles garnered only 2.35% and 9.41% support, respectively Additionally, students value a relaxed learning environment in the classroom, highlighting the importance of both effective exercises and a comfortable atmosphere for their learning experience.
3.1.4.3 Techniques exploited by the teachers in consolidating ESP vocabulary
Do the test Translate Give feedback
Figure 10: Students’ preference toward vocabulary consolidating technique
Source: Question 10, pre - task questionnaire
Figure 10 illustrates the techniques and activities used to enhance ESP vocabulary, capturing learners' attention effectively A significant 45.29% of students prioritize teacher feedback to correct mistakes and reinforce their understanding, highlighting its lasting impact on vocabulary improvement The "English for Automobile Engineering" course necessitates 90 hours of self-study, making homework the second most favored method at 27.06% Additionally, 17.65% of students prefer taking tests, while 10% opt for translation exercises.
3.1.4.4 The students’ expectation toward teacher’s vocabulary teaching techniques
Create team/group work combine textbook and relevant materials Check the privious lesson regularly apply reward and punishment policy
Figure 11: Students’ expectation toward vocabulary teaching technique
Source: Question 11, pre - task questionnaire