INTRODUCTION
Rationale
Vocabulary learning is an important and indispensable part of any language learning process According to Jack C Richards and Willy A.Renandya
Vocabulary is essential for language proficiency, influencing how effectively learners communicate through speaking, listening, reading, and writing Without a robust vocabulary and effective strategies for acquiring new words, learners may underperform and miss opportunities for language practice, such as engaging with native speakers or consuming media To communicate effectively in a foreign language, students must develop their vocabulary to express themselves clearly Teachers play a crucial role in facilitating vocabulary acquisition by employing various teaching methods However, vocabulary instruction poses significant challenges, particularly for ethnic minority students in Vietnam, who must navigate the complexities of learning Vietnamese and English while coming from diverse cultural and linguistic backgrounds These students often face difficulties in expanding their English vocabulary due to various obstacles.
English language learners from ethnic minorities engage in trilingual education at school, simultaneously acquiring a new language (English) and mastering new academic concepts.
Learners from ethnic minorities often face greater challenges in language acquisition compared to their peers in urban environments, requiring additional support and scaffolding Moreover, being bilingual can pose significant disadvantages when it comes to mastering a foreign language.
Students from ethnic minorities face challenges in language learning due to limited exposure to native speakers and a low standard of living This lack of interaction restricts their opportunities to engage with English culture and enhance their vocabulary through activities like watching films, listening to music, and enjoying movies in the target language.
In the EFL classroom, various effective methods for teaching vocabulary can significantly enhance student engagement To support students from ethnic minorities in mastering vocabulary, it is crucial for teachers to implement dynamic and impactful strategies that encourage active participation in learning activities and assignments.
This study emphasizes effective vocabulary teaching strategies utilized by educators in English instruction, specifically focusing on the title "Visualization in Teaching English Vocabulary to 10th Graders of Ethnic Minorities."
Aims of the study
The aims of the study are as follows:
- To identify the problems and challenges in learning and teaching vocabulary to 10th graders of ethnic minorities
- To investigate students' perceptions toward visualization in learning English vocabulary
- To explore the effectiveness of visualizations in improving students' English vocabulary.
Questions of the research
In order to reach afore aims, the research attempts to answer the following questions:
1 What problems and challenges do the teachers and students of ethnic minorities encounter in learning and teaching vocabulary to 10th graders of ethnic minorities?
2 What are students' perceptions toward visualization in learning English vocabulary?
3 What is the effectiveness of visualizations in improving students' English vocabulary?
Scope of the study
Due to time constraints, this study will focus on teaching vocabulary strategies rather than conducting a large-scale investigation The primary research will involve teachers and 10th-grade students at Nghe An Ethnic Boarding High School No 2.
Organization of the study
Beside the abstract, bibliography and appendices, the study will include 5 chapters as follows
Chapter 1, The Introduction introduces the rationales for the research, defines the specific focuses, objectives, research questions and organization of the study
Chapter 2, titled "Literature Review," provides a concise overview of prior research that underpins this study The theoretical framework is grounded in the insights of prominent scholars such as Ur, Harmer, Nunan, Jack C Richards, and Willy A Renandya, focusing on key aspects of vocabulary instruction, including definitions of vocabulary, effective teaching methods, and strategies for learning and teaching vocabulary.
The literature review encompasses essential studies, articles, books, and resources that focus on vocabulary teaching It includes detailed descriptions, summaries, and critical evaluations of each referenced work, providing a comprehensive understanding of the subject.
In Chapter 3, the detailed procedure of the study: the methodology, population selection, data collection and analysis will be shown
Chapter 4, "Finding and Discussion," presents and analyzes the study's results, focusing on the experiences of teachers and students in vocabulary teaching and learning It addresses the challenges encountered in this process and offers valuable insights Based on these findings, the chapter concludes with suggestions and implications aimed at enhancing the effectiveness of vocabulary instruction in upper secondary schools.
In the final chapter, titled "Conclusion and Implication," the study will summarize its key findings and insights Additionally, it will outline the implications of the research and provide recommendations for future studies.
LITERATURE REVIEW
Definition of vocabulary
Vocabulary is defined by various scholars, highlighting its complexity and significance Graves (2000) describes vocabulary as the complete set of words associated with a specific knowledge area or known by an individual, while also emphasizing that a language's lexicon comprises its vocabulary, including words and expressions Krashen (1998) expands this concept by explaining that the mental lexicon organizes an individual's vocabulary knowledge Miller (1999) further identifies vocabulary as the fundamental building blocks essential for constructing and understanding sentences Gardener (2009) adds that vocabulary encompasses not only word meanings but also the structure, usage, and learning processes of words, as well as the relationships between them Additionally, Cummins (1999) categorizes vocabulary into four types: reading vocabulary, which includes words recognized while reading; listening vocabulary, encompassing words recognized during speech; writing vocabulary, consisting of words used in writing; and speaking vocabulary, which refers to words utilized in verbal communication.
Celce-Murcia and Larsen Freeman (1999) define lexicon as a mental inventory of words that includes not only single words but also word compounds and multi-word phrases They identify three levels of lexical units: individual words, word compounds, and conventional multi-word phrases Additionally, Nations and Waring (2000, as cited in Adger, 2002) categorize vocabulary into three types: high-frequency words, general academic words, and technical or specialized words.
Vocabulary is categorized into two main types: active (or productive) vocabulary and passive (or receptive) vocabulary Active vocabulary consists of words that learners have been taught and can use effectively in speaking and writing In contrast, passive vocabulary includes words that learners can recognize and understand when encountered but may not be able to pronounce or use themselves Receptive vocabulary refers to the words learners comprehend in context but do not produce, while productive vocabulary encompasses words that learners can articulate and utilize constructively Mastery of vocabulary is essential for effective communication and understanding in a language, as it enables learners to express their ideas and comprehend others' messages.
(2015) defined the mastery of vocabulary as complete knowledge or complete skill
Vocabulary mastery refers to an individual's exceptional skill in processing and using words within a language, representing a personal achievement that relies heavily on self-motivation and interest (Susanto & Fazlinda, 2016; Alqahtani, 2015) This mastery is crucial for enhancing one's language skills, as it serves as a fundamental component necessary for effective communication Ultimately, vocabulary mastery is cultivated through personal dedication and is essential for success in all four language skills.
A strong vocabulary is crucial for both language production and comprehension, making vocabulary growth a fundamental requirement for language acquisition This expansion of vocabulary knowledge is achievable through the implementation of effective teaching and learning strategies by educators, which is the primary focus of this research thesis.
Vocabulary teaching
Richards and Renandya (2002) suggest 7 principles to vocabulary teaching techniques as follows:
Principle 1: Provide opportunities for the incidental learning of vocabulary
Most vocabulary in both first and second languages is likely acquired incidentally through extensive reading and listening This incidental learning of vocabulary not only enhances language curricula but also supports learners across all proficiency levels.
Principle 2: Diagnose which of the 3,000 most common words learned need to study
The authors estimate that 3,000 is the number of words which is required for effective reading at the university level
Principle 3: Provide opportunities for the intentional learning of vocabulary
According to these writers, when teaching unfamiliar vocabulary, teachers need to consider the following:
- Learners need to do more than just see the form They need to hear the pronunciation and practice saying the words aloud as well
- Start by learning semantically unrelated words
- It is more effective to study words regularly over several short sessions than to study them foe one or two longer sessions
- Study five to seven words at a time, dividing larger numbers of words into smaller groups
- Use activities such as the keyword technique to promote deeper mental processing and better retention
- A wide variety of L2 information can be added to the cards for further elaboration
Principle 4: Provide opportunities for elaborating word knowledge
It is suggested that word knowledge can relate to grammar patterns, affixes, common lexical sets, typical associations, how to use the word receptively and productively
Principle 5: Provide opportunities for developing fluency with known vocabulary
From this view, fluency-building activities recycle already known words in familiar grammatical and organizational patterns so that students can focus on recognizing or using words without hesitation
Principle 6: Experiment with guessing from context
They state that guessing from context is a complex and often strategy to carry out successfully
Principle 7: Examine different types of dictionaries and teach students how to use them
Some kinds of dictionaries are advised to use such as bilingual dictionaries, electronic dictionaries, Picture dictionaries, etc
Teaching vocabulary is essential for language acquisition, as languages fundamentally rely on words (Alqahtani, 2015) Effective communication hinges on vocabulary, making it impossible to learn a language without a solid understanding of words However, recent studies reveal that many educators struggle with vocabulary instruction due to a lack of confidence and uncertainty about effective teaching strategies (Berne & Blachowicz, 2008) Both teachers and students recognize that vocabulary acquisition is a pivotal element in language education (Walters).
Teaching vocabulary is a critical aspect of English as a foreign language, often presenting challenges for educators Teachers face the dilemma of effectively imparting vocabulary to achieve satisfactory outcomes, recognizing that teaching vocabulary differs significantly from a student's native language Additionally, the approach to teaching young learners varies greatly from that for adults Therefore, it is essential for teachers to prepare and identify suitable techniques tailored to their students' needs.
Effective vocabulary teaching involves various techniques that English teachers must consider when introducing new words to students It is essential for vocabulary to be learned, practiced, and reviewed to help students retain it The choice of techniques often depends on factors such as content, time constraints, and the relevance of the vocabulary to learners (Takač & Singleton, 2008) Teachers typically use a combination of methods rather than relying on a single approach when presenting vocabulary Additionally, employing diverse vocabulary presentation strategies is recommended (Pinter, 2006) Here are some expert-recommended techniques for teaching vocabulary.
Utilizing visual techniques significantly enhances vocabulary retention, as our memory for images and objects is highly dependable By incorporating visual aids and demonstrations, learners can effectively use these cues to remember words more easily (Takač & Singleton, 2008; Gairns & Redman).
According to research from 1986, the real objects technique is effective for beginners and young learners when teaching concrete vocabulary Utilizing actual objects to demonstrate meanings is particularly beneficial for concrete nouns By visually presenting new words through real objects, learners can enhance their memorization and understanding Teachers can incorporate items available in the classroom or bring in additional objects to facilitate this learning approach.
Teaching vocabulary by drilling, spelling, and active involvement
Drilling is a crucial technique for helping learners become familiar with word forms and their pronunciation, as emphasized by Thorbury (2002) It allows students to internalize words by saying them aloud, facilitating memory recall (Ellis & Beaton, 1993; Read, 2000; 2004) Since English spelling often does not align with pronunciation, memorization of spelling is essential (Reed, 2012) Teachers can enhance understanding through elicitation, encouraging students to discover word meanings while maximizing speaking opportunities (Takač & Singleton, 2008; Thorbury, 2002) Personalization, where learners use new words in contexts relevant to their lives, further reinforces learning Pinter (2006) suggests that teachers should employ diverse vocabulary presentation techniques, combining multiple methods to convey word meanings effectively Additionally, Takač and Singleton (2008) recommend that teachers consider time constraints and teaching material when selecting techniques for the classroom.
Teaching vocabulary using drawings and pictures
Objects can be illustrated on blackboards or flashcards, with the latter being reusable and durable when made with plastic covers These tools assist young learners in grasping key classroom concepts and connecting prior knowledge to new vocabulary through visual aids Various illustrations, such as posters, flashcards, wall charts, and magazine cutouts, enhance vocabulary teaching by clarifying the meanings of unfamiliar words Teachers can utilize colorful images from educational resources or create their own visual aids, making learning more engaging Overall, visual support is crucial for helping students understand and retain new vocabulary effectively.
Teaching vocabulary using mime, expressions and gestures
The term "mime" or gesture highlights the significance of gestures and facial expressions in communication (Alqahtani, 2015) It serves not only to convey the meaning of words in reading passages but also plays a crucial role in speaking activities, enhancing overall communication Various words, particularly adjectives like "sad" and "happy," can be effectively taught through mime and gestures, such as removing a hat to illustrate the word "hat." Numerous studies have underscored the importance of gestures in second language (L2) acquisition (Alqahtani, 2015), with teachers frequently utilizing gestures to facilitate learning (Sime, 2001; Hauge).
Teaching gestures play a crucial role in engaging young learners and beginners, making lessons more dynamic and effective According to Tellier (2007), gestures serve three primary functions: managing the class, evaluating student performance, and explaining concepts such as syntax and vocabulary These gestures can take various forms, including hand movements, facial expressions, and body language, helping students infer meanings and enhancing comprehension However, the effectiveness of gestures can vary, as unfamiliar foreign emblems may cause misunderstandings (Hauge, 1999; Sime, 2001) Additionally, gestures significantly aid in the memorization of vocabulary, as many second language teachers report that students can recall words more easily when associated gestures are used Despite widespread anecdotal evidence of gestures aiding memorization, this area remains under-explored in systematic research (Tellier, 2007).
Teaching vocabulary using enumeration and contrast
An enumeration is a comprehensive and organized list of items within a collection, effectively conveying meaning This technique is particularly useful for clarifying concepts that are challenging to illustrate visually.
Clothes encompass a variety of garments such as dresses, skirts, trousers, and more, which collectively illustrate the meaning of the term Similarly, the word "vegetable" refers to an array of edible plants, while "furniture" includes items like chairs, tables, and sofas, all of which help clarify their respective definitions.
Some words can be easily understood by learners through contrasting them with their opposites, such as "good" versus "bad." However, this method is not effective for all words, particularly those with gradable opposites For example, contrasting "white" with "red" introduces an intermediate color, "pink," which complicates the understanding Additionally, the nuances of verbs can further challenge learners.
The term "contrast" refers to highlighting differences, such as in "before" and "after" photos that illustrate weight loss Research indicates that vocabulary acquisition is most effective when new words are similar to those already known (Alqahtani, 2015) Consequently, learning synonyms is a valuable strategy for vocabulary expansion Additionally, understanding synonyms is crucial since dictionaries, particularly monolingual ones, utilize words to define other words, often employing synonyms in this explanatory process (Elisabeth, 1999).
Teaching vocabulary through guessing from context
Guessing from context is a widely recommended strategy for addressing unfamiliar vocabulary in both L1 and L2 reading, as noted by Dubin (1993) Alqahtani (2015) identifies two types of context: specific context, which encompasses morphological, semantic, and syntactic information within the text, and general context, which refers to the reader's background knowledge The specific context can illuminate the meaning of unknown words through surrounding text Learning from context extends beyond extensive reading to include conversations, storytelling, and media consumption (Nation, 2001) Effective guessing requires four key elements: the reader, the text, unknown words, and contextual clues, with the absence of any element potentially hindering comprehension This technique not only encourages risk-taking in language learning but also boosts self-confidence in deciphering meanings independently Learners can utilize various clues, such as illustrations, phonetic similarities to their native language, and general knowledge to aid in understanding (Walters, 2004).
Along with this, Penny Ur supposes that these aspects should be provided students when teaching vocabulary
Vocabulary learning
Learning is the process of acquiring knowledge or skills through study, experience, or teaching Understanding individual learning styles is crucial for teachers to enhance student performance in the classroom Learning styles refer to the unique ways in which students perceive and process information, with each learner having their preferred method Some students thrive through auditory means, while others excel at analyzing text or utilizing visual aids for study.
Boneva and Elena Mihova (2011) classify learners in to three groups that bases on students' preferred channel of perception
Visual learners think in pictures and create mental images while reading, often overlooking dialogue and missing meanings of complex phrases It is crucial for them to have educational materials presented through visual aids like maps, diagrams, and charts Research indicates that visual learners make up approximately 65% of the student population.
Auditory learners excel in absorbing information through listening, often retaining details more effectively when they hear content rather than read it They are attuned to aspects such as speech quality, tone, and intonation, which enhances their learning experience Typically, these individuals are talkative, enjoy music, and have a knack for remembering song lyrics and conversations It is estimated that approximately 30% of students fall into the category of auditory learners.
Kinesthetic learners excel through hands-on experiences, utilizing touch, movement, and imitation to grasp concepts effectively They retain information best by engaging in physical activities or writing, often finding traditional reading instructions challenging These learners typically struggle with prolonged periods of inactivity, making active participation essential for their understanding Additionally, many dyslexic individuals benefit from a kinesthetic learning approach.
They also categorize characteristics of learners as follow
Visual learners Auditory learners Kinesthetic learners
• Mind sometimes strays during verbal activities
• Observes rather than talks or acts
• Organized in approach to tasks
• Memorizes by seeing graphics and pictures
• Has more difficulty with written directions
• Likes to be read to
• Memorizes by steps in a sequence
• Whispers to self while reading
• In motion most of the tie
• Likes to touch people when talking to them
• Taps pencil or foot while studying
• Likes to solve problems by physically working through them
• Expresses emotions through physical means
Research by Cohen (1987) indicates that most young children are kinesthetic learners, with only 12% of primary school students primarily learning through auditory methods and around 40% through visual means He suggests that as students age, the proportion of visual and auditory learners increases, making visual and auditory approaches more suitable for high school language learning.
2.3.2 Learning style and vocabulary learning
Incorporating learning styles into teaching is essential for effective vocabulary acquisition, as highlighted by Oxford and Crookall (1990) Visual learners, for instance, benefit from using visual imagery, which creates associations between pictures and words, proving more effective than isolated words This method engages different brain areas, enhancing cognitive power Students can visualize familiar locations, linking each space to specific words, a technique particularly beneficial for dyslexic learners who excel in visualization Rief (1993) emphasizes that retention rates vary, with students recalling 10% of what they read, 20% of what they hear, and 50% of what they see and hear Therefore, aligning teaching methods with learners' preferences is crucial, enabling educators to adopt effective vocabulary learning strategies tailored to their students' needs.
When learning a new word, it's essential for learners to consider more than just its meaning and pronunciation According to Nation (2000: 40), the approach to learning a word differs based on its intended use If a word is meant solely for receptive skills like listening or reading, one set of strategies applies However, if the word is intended for both receptive and productive skills—encompassing listening, speaking, reading, and writing—additional strategies are necessary This distinction highlights the complexity of vocabulary acquisition and the need for tailored learning methods.
Spoken form R What does the word sound like?
P How is the word pronounced?
Written form R What does the word look like?
P How is the word written and spelled?
Grammatical pattern R In what pattern does the word occur?
P In what pattern must we use the word?
Collocation R What words or types of words can be expected before or after the word?
P What words or types of words must we use with this word?
Frequency R How common is the word?
P How often should the word be used?
Appropriateness R Where would we expect to meet this word?
P Where can this word be used?
Concept R What does the word mean?
P What word should be used to express this meaning?
Association R What other words does this word make us think of?
P What other words could we use instead of this one?
R is receptive knowledge P is productive knowledge
In order to be successful in teaching vocabulary, teachers need to identify the difficulties confronting students Thornbury (2004: 27) proposes some factors that make words more difficult as follows: a Pronunciation
Research shows that words that are difficult to pronounce are more difficult to learn b Spelling
Sounds-spelling mismatches often lead to pronunciation and spelling errors, making certain words more challenging to master Although English spelling generally follows consistent rules, notable irregularities exist Words with silent letters, such as "foreign," "listen," "headache," "climbing," "bored," "honor," "cupboard," and "muscle," pose significant difficulties for learners.
Long words may appear harder to learn than short ones, but high-frequency words in English are typically shorter This frequent exposure to shorter words enhances their learnability for learners.
Students often struggle with grammar, particularly when it comes to understanding how certain English verbs, such as "enjoy," "mind," and "avoid," are used with either infinitives or gerunds This challenge is exacerbated when the grammatical structures differ from those in their native languages, making it difficult for learners to remember the correct forms.
When two words overlap in meaning, learners are likely to confuse them
Make and do are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire f Range, connotation and idiomaticity
Words with broader contexts are often perceived as easier to understand than their more specific synonyms For example, "put" is a versatile verb compared to alternatives like "impose" or "position." Similarly, "thin" is generally more accessible than "skinny," "slim," or "slender." Additionally, the connotations of certain words can lead to misunderstandings; for instance, "propaganda" carries negative implications in English, while its equivalent in another language may simply refer to "publicity." Lastly, idiomatic expressions such as "make up your mind" or "keep an eye on" tend to be more challenging than straightforward words like "decide" or "watch."
Vocabulary learning strategies are essential techniques that enhance the process of acquiring new words These strategies assist learners in understanding word meanings and reinforcing their usage As noted by Celce-Murcia (2001), such strategies are particularly valuable for independent vocabulary learning Various commonly used strategies can significantly aid in this educational endeavor.
This strategy encourages learners to systematically utilize available clues to decipher the meanings of unknown words (Richards and Renandya, 2003) The authors emphasize that for students to effectively employ this strategy, their confidence in contextual guessing must be enhanced, and they should be made aware of the clues at their disposal.
Vocabulary notebooks and word cards
According to Celce-Murcia (2001), vocabulary notebooks serve as effective memory aids, helping students visualize the connections between new and familiar words Nation (2001) emphasizes the excitement students feel as they recognize their vocabulary progress, highlighting the importance of motivating them through effective use of these notebooks Ledburry (2007) recommends that students place new words on the front of each page, along with details such as pronunciation, derivatives, and collocations, while recording meanings on the reverse side This method allows students to add stylistic aspects and example sentences over time To reinforce learning, students should first view the front page and attempt to recall the information on the back Additionally, Nation (2001) notes that word cards are another effective strategy for quickly expanding vocabulary, with their success largely dependent on the techniques employed in their use.
- Put the words on one side and the meaning on the other to encourage recall
- Do not put the words to each other that belong to the same lexical set or are near synonyms or opposites, or are formally similar
- keep changing the order of the cards in the pack and put difficult words near the beginning
- At early stages see the word and try to recall the meaning, later turn over the pack, look at the meaning and try to remember the word
- Put the word in phrases or sentence or with some collocates
- Say the word aloud or to yourself
Learners' first language and dictionary use
Using a learner's first language to acquire vocabulary in a second or foreign language is an effective strategy Research by Nation (2001) indicates that understanding meanings in the first language enhances learning, as it carries rich associations for the learner Experiments have demonstrated that retention of vocabulary is better when first language glosses are used Similarly, Richards and Renandya (2002) advocate for bilingual dictionaries, which serve the dual purpose of offering definitions and examples in the second language alongside synonyms in the first language, thereby supporting language acquisition.
Visualization
Visualization, as defined by the Oxford Dictionary, involves creating mental images of people or objects and making them visible to the eye It serves as a powerful tool for achieving goals by enabling individuals to envision their success Historically, visualization has been utilized in maps and drawings, but its applications have expanded significantly Today, it encompasses diverse fields such as scientific visualization, knowledge visualization, and visual analytics, highlighting its importance in effectively presenting information and aiding understanding.
Visualization and imagery often imply a focus on sight, but their effectiveness is greatly enhanced by engaging multiple senses Incorporating sounds, such as the click of a switch or the vibrations of an engine, alongside tactile experiences like feeling a rope or smelling fuel, can deepen the impact of your visualizations Additionally, auditory elements, such as the shutter of a camera or the applause of an audience, play a crucial role in enriching the overall experience By involving various senses, you can significantly improve the quality and effectiveness of your visualizations.
Visualization, also known as visual imagery, is a crucial tool for enhancing students' vocabulary comprehension By creating mental images of the texts they read, students can significantly improve their ability to remember and understand words and their meanings.
Visualization is a powerful tool that enhances students' ability to comprehend texts and learn new vocabulary, particularly when they face unfamiliar words By improving visual imagery skills, students can effectively engage with the material Consequently, incorporating pictures and visual aids can captivate and motivate learners, making the process of acquiring new words more enjoyable and effective.
Visualization methods serve as effective approaches for meaningful learning, as they facilitate a deeper understanding and reflection on the subject matter (West, D C., Pomeroy, J R., Park, J K., 2000) Similarly, Burkhard R emphasizes the importance of these techniques in enhancing comprehension.
Research from 2005 suggests that the brain processes visual information significantly faster, highlighting the importance of visualization techniques in the classroom These techniques not only enhance learners' thinking processes and problem-solving abilities but also improve overall learning outcomes By presenting concepts visually, learners stimulate visual thinking among themselves and their peers According to Markham, Mintzes, and Jones, visual thinking fosters creativity and boosts knowledge retention Consequently, visualization techniques have become widely adopted in educational settings.
Visualization techniques, as evidenced in 1994, significantly aid learners in organizing concepts, understanding relationships, and promoting self-reflection on their learning experiences Various methods, including Mind Maps, Concept Maps, Cognitive Maps, Radial Trees, Semantic Maps, Rhizomes, Visual Metaphors, Tree Structures, and Arguments, enhance this process.
Visualization techniques empower us to harness our minds for success and goal achievement By creating mental images, we effectively utilize our imagination to turn our desires and dreams into reality These methods guide us in focusing our thoughts, making them essential tools for realizing our aspirations.
Visualization is essentially the act of using our imagination, where our brains interpret words as images Each image in our subconscious carries an emotional response and influences our behavior While some individuals may struggle with clarity in their visualizations, improvement comes with practice and patience It's important to relax and feel comfortable during the process, rather than striving for perfection or adhering to rigid concepts of visualization Everyone has the innate ability to imagine, but the way we visualize varies from person to person, with some being more visually inclined than others.
Improving visualization skills is achievable for everyone, as we all possess the ability to create mental images To practice, find a quiet and relaxing space, close your eyes, and visualize an object, focusing on its significant details Afterward, recall the object in your mind as vividly as possible Some individuals can visualize even with their eyes open, often drifting into daydreams, which is a form of effective visualization There are two primary types of visualization techniques that can enhance this skill further.
Internalizing - visualization pictures in our mind's eye
Externalizing involves visualizing images outside of ourselves with our eyes open One effective method is the treasure map technique, which entails creating a tangible representation of our desires By drawing a realistic picture of what we want to achieve, we can enhance our focus and motivation It's essential to display this visual in a prominent location where we can see it daily, reinforcing our goals and aspirations.
Visualization techniques are essential tools utilized by elite athletes to enhance their performance A study involving four groups of athletes revealed that those with advanced mental training in visualization outperformed their counterparts who focused primarily on physical training Scientific research indicates that, at a subconscious level, the mind perceives real-world experiences and visualized scenarios as identical, underscoring the power of mental imagery in sports.
Guided visualization is a powerful technique that allows individuals to create vivid mental scenes, making them feel tangible and real In receptive visualization, we assume the role of a director, crafting our mental "movie" to navigate daily challenges and resolve issues effectively Additionally, altered memory visualization serves as a tool for addressing past conflicts and managing anger, enabling us to observe ourselves in challenging situations and transform negative emotions into positive ones.
METHODOLOGY
Research setting
The research was carried out at Nghe An Ethnic Boarding School No 2, established in 2012, which serves 447 students from various ethnic minorities in western Nghe An, including Que Phong, Quy Chau, Quy Hop, Nghia Dan, and Quynh Luu The average age of the students ranges from 16 to 18, and they possess a low and mixed level of English proficiency Although English is a compulsory subject, it is primarily taught with the goal of passing exams, resulting in students struggling to communicate effectively Many students experience shyness and fear of making mistakes due to their limited social knowledge and inadequate English skills.
The school employs 38 young and responsible teachers, with 19 currently pursuing their Master's degrees Among them, there are four English teachers, three of whom hold a Master of Education qualification The team consists of three female and one male teacher, all dedicated to enhancing the quality of English learning and teaching at the school.
The English textbook published by the Ministry of Education serves as the primary teaching material for learners, effectively covering the four essential language skills: listening, speaking, reading, and writing This comprehensive 16-unit textbook integrates both traditional language teaching methods and modern communicative approaches It is designed for a two-semester course, comprising a total of 105 instructional periods.
Participants
This research involves two groups: upper secondary school teachers and students, specifically focusing on four English teachers from Nghe An Ethnic Boarding Upper Secondary School No 2 Detailed information about these participants is provided in the table below.
Participated workshops of teaching for ethnic minority students
A total of 90 randomly selected 10th graders from four classes at Nghe An Ethnic Boarding Upper Secondary School No 2 participated in the study These students, chosen without regard to gender, ethnic background, or English proficiency, completed specially designed questionnaires However, the research was limited to 10th graders who are not specializing in English due to time constraints.
Research methods
The research utilized a combination of questionnaires, interviews, class observations, and quasi-experimental tests to gather both quantitative and qualitative data Students were evaluated using established norm-referenced instruments, while the researcher conducted observations and polls to gain deeper insights.
The quantitative method is defined as the numerical representation and manipulation of observations to describe and explain the phenomena they reflect (Babbie, 1983: 537) This approach was deemed suitable for this study for several reasons Firstly, it facilitated the analysis of data, enabling a clearer understanding of the observed phenomena.
In seeking to understand social phenomena, it is essential to prioritize factual data over individual subjective experiences (Nunan, 1989: 4) However, quantitative studies often lack depth and richness of information, making them insufficient for comprehensive analysis Consequently, this study necessitated the use of qualitative methods to address the shortcomings inherent in quantitative approaches.
Qualitative research differs from quantitative methods as it focuses on the non-numerical examination and interpretation of observations to uncover underlying meanings and relationship patterns (Babbie, 1983) Its primary aim is to achieve a deeper understanding of phenomena rather than simply addressing how well or accurately something is performed (Gay, 1996; Frankel and Wallen, 1996) This approach primarily utilizes three key data collection techniques: participant observation, interviews, and document or artifact analysis (Wolcott, 1995).
The researcher utilized a quasi-experimental method to address specific questions by rejecting certain hypotheses, demonstrating its effectiveness in this study.
To conclude, the research design in this thesis consists of the quantitative, qualitative and quasi-experiment method in the forms of questionnaires, interviews, and tests.
Data collection instruments
To gather data for the research, survey questionnaires were distributed to both teachers and students Additionally, interviews with teachers were conducted, and a test was administered following a period of experimental teaching.
Two questionnaires were administered to participants: Questionnaire 1 (Q1) for teachers, consisting of 10 questions, and Questionnaire 2 (Q2) for students, comprising 11 questions Both questionnaires included a mix of open-ended and closed-ended questions, ensuring clarity through Vietnamese translations that maintained similar structures and content To enhance validity, each question was carefully clarified, and technical terms were simplified for better understanding The questionnaires were logically organized to guide respondents towards the study's themes and were developed based on the author's knowledge, observations, and experience within the Vietnamese context, aiming to capture a comprehensive view of the participants' backgrounds and reflections on the issues addressed.
Classroom observation serves as a quantitative method to assess real-time behaviors and events in educational settings, enabling researchers to gather detailed and precise evidence about teaching practices This approach is particularly useful for evaluating the current state of vocabulary instruction and the effectiveness of visualization methods By observing classroom interactions, researchers can gain insights into the dynamics between teachers and students, as well as the overall atmosphere during speaking lessons, thereby enhancing the understanding of educational processes in natural contexts.
This final achievement test was conducted in a single class to evaluate the effectiveness of visualization in teaching English grammar compared to other methods In contrast, vocabulary was taught without the use of visualization At the semester's conclusion, students retook the same test to assess and compare their results.
Data collection
The main instruments for data collection include questionnaires, experiment test, class observation, and interviews
A survey was conducted involving 90 10th graders at Nghe An Ethnic Boarding High School No 2 to identify the challenges they encounter in learning vocabulary Additionally, a separate questionnaire was administered to ten English teachers to gather insights on their teaching experiences, methods, and strategies for enhancing vocabulary acquisition among students at the same institution.
Class observation will be employed to clarified and test the validity of information about the current situation of learning and teaching vocabulary
Interviews are conducted to gather valuable insights into the experiences and challenges teachers face when teaching vocabulary to ethnic students.
The analysis of the questionnaires will utilize quantitative, descriptive, and interpretative methods, along with a quasi-experimental approach Frequencies will be measured, calculated, and assessed, while data from questionnaires, experimental tests, class observations, and interviews will be systematically collected, classified, and categorized The combined results will then serve as evidence for the discussion.
Data analysis
This research utilized quantitative, qualitative, and quasi-experimental methods to collect data, necessitating varied processing techniques to ensure the accuracy of the results.
As for the quantitative approach, the researcher followed the statistical procedure from coding questionnaire data to summarizing and reporting data in a reader-friendly way
As for the data collected via retrospective method, the method of data analysis was to transcribe the recorded interviews and then synthesize them
As for the test, the following steps were carried out to collect the results from the test:
Doing the test to 2 classes at the same day under the serious control of the teacher and the researcher
Setting up one general score for assessing the tests
Ask another teacher to mark the tests of these 2 classes so that to ensure the objectiveness
The results of the tests were synthesized for analysis and comparison by categorizing data collected from questionnaires, interviews, and tests After categorization, coded categories were compared to identify common patterns across all data sources, which were then compiled to support the discussion The findings are presented using tables and charts, highlighting percentage figures for clarity.
Summary
To sum up, the procedures of the research were carried out according to the following steps:
1 Collecting data through questionnaire interview and test
2 Clarifying the data into intended groups
4 Describing the collected data presented in tables and figures
5 Generalizing and giving comments and evaluations.
FINDINGS AND DISCUSSION
Overview
This chapter analyzes the results from questionnaires completed by teachers and students, focusing on the challenges ethnic minority students encounter in learning English vocabulary It also explores their perceptions of visualization techniques in vocabulary acquisition Furthermore, the findings highlight the support teachers need to offer to assist students in delivering effective oral presentations in English.
Findings
4.2.1.1 Students’ opinions towards vocabulary learning
Vocabulary learning is becoming a more important part of language learning Therefore, a survey starts with the idea of discovering students' opinions about the importance of learning vocabulary in language learning
Figure 4.1 Students’ opinions towards the importance
A significant majority of students, 66.67%, recognize the importance of vocabulary acquisition in their studies, while 27.78% consider it necessary for their personal development Only 5.55% of students feel that learning vocabulary is not essential, suggesting that most do not perceive it as a challenge Notably, no students indicated that vocabulary learning is unnecessary, highlighting its overall value in education.
The second question aims at discovering students' interest towards vocabulary learning Two options were offered and the result was shown in figure 4.2
Figure 4.2 Students’ opinions about their interest of learning vocabulary at school
Surprisingly, the negative answer from students outnumbered the other answer 37.78% of students showed their interest whereas 62.22% said no There must be some reasons for the decision in their answers
It is significant to investigate the main focus of the thesis Therefore, the next question was raised in order to figure out the answer
Figure 4.3 Students’ opinions about difficulty in learning vocabulary
Figure 4.3 indicates that a significant 76.66% of students struggle with vocabulary acquisition, while only 23.34% express comfort in this area This highlights the challenges many students face in effectively learning vocabulary.
The article emphasizes the various challenges students encounter while learning vocabulary, highlighting that the difficulty of vocabulary items can vary based on multiple factors According to data presented in figure 4.4, the most significant struggle for students was remembering word meanings, affecting 86.66% of participants Pronunciation and spelling issues followed closely, impacting 72.22% of students, while difficulties with connotation and idiomatic expressions affected 70% Additionally, 64.44% of students faced challenges with word collocations, and 50% reported problems related to the length and complexity of words These findings indicate that students experience considerable obstacles in effectively learning vocabulary, necessitating a discussion to identify the underlying reasons for these difficulties.
Figure 4.4 Students' difficulties in learning vocabulary
4.2.1.2 Students’ responses about their teachers' technique in teaching vocabulary
The study aimed to identify the challenges students face in learning vocabulary by gathering insights from both teachers and students, allowing for a comparative analysis of their responses.
Figure 4.5 Students' responses towards aspects offered by teachers
F1: What part of speech is the word?
F2: How is it spelled /is it regular or irregular?
F3: Does it belong to a family of words, for example electricity, electrical, electrician
F4: How is the word, or combination of words, pronounced and, in word or more than one syllable, where is the stress?
F5: How does the word collocate with surrounding words? Is it part of set expression?
M1: What exact meaning in which context do you want to focus on?
M2: What is the connotation of the item?
M3: Could the vocabulary item have different meanings for different people? U1: How is the vocabulary item used?
The study on U2 reveals that while teachers emphasize essential aspects of vocabulary, such as part of speech (100%), contextual meaning (80%), and usage (74.44%), they often overlook other important elements Notably, students reported a lack of information regarding the extended fields of form, meaning, and use, with percentages dropping to 35% or lower Alarmingly, the variety of meanings for words was completely absent from instruction, as indicated by a 0% response rate This highlights a gap in vocabulary teaching that needs to be addressed for more comprehensive language learning.
4.2.1.3 Students’ responses about visual learning
Teachers' methods are crucial for effectively enhancing students' vocabulary acquisition Therefore, question number 6 aimed to explore the techniques utilized by teachers in their classrooms, with the results illustrated in the following figure.
A: Teaching vocabulary using enumeration and contrast
B: Teaching vocabulary through guessing from context
C: Teaching vocabulary using mime, expressions and gestures
D: Teaching vocabulary by drilling, spelling, and active involvement
F: Teaching vocabulary using drawing, mapping, diagram or picture
Figure 4.6 Students' responses about teachers' methods
Figure 4.6 highlights the teaching techniques most frequently employed by educators based on student feedback Notably, 94.44% of teachers preferred using enumeration and contrast, while 70% of students indicated that translation was a commonly used method for vocabulary instruction Additionally, guessing from context was utilized by 57.78% of teachers Other techniques, such as using mine, expressions, and gestures (35.56%), drilling, spelling, and active involvement (31.11%), objects (25.56%), and drawing and pictures (18.89%), were less frequently applied Furthermore, students noted that the combination of various techniques was rarely implemented in the classroom, with only 15.56% reporting its use.
Apart from teachers' favorite techniques, the more important thing is whether they fit students' interest in learning vocabulary
Figure 4.7 Students' favorite activities in learning vocabulary
The data reveals students' preferred learning activities and their learning styles A significant number of students favor visual aids like maps, diagrams, charts, and pictures Additionally, 64.44% of students enjoy physical activities involving touch, movement, and imitation Furthermore, 41.11% express interest in learning through songs and conversations.
The survey aimed to identify the vocabulary learning strategies employed by students, as shown in Figure 4.7 It revealed that a significant 84.44% of ethnic minority students preferred using notebooks and word cards for vocabulary acquisition Additionally, 56.67% reported frequently utilizing dictionaries, despite their first language not being Vietnamese, indicating the dictionary's effectiveness in their learning process Furthermore, 43.33% of students attempted to infer meanings from context Notably, two students shared unique strategies: one actively engaged in communication using newly learned words, while the other enhanced their vocabulary by watching films or listening to songs in the target language.
Figure 4.8 Students' strategies in learning vocabulary
4.2.1.4 Students’ Perception about Visualization in Vocabulary Leaning and Teaching
As far as we know, with visualization techniques we make our brain believe that attaining desired goal is possible
Figure 4.9 Students' feedback about the use of visualization in learning
A survey on the use of visualization in vocabulary learning revealed that only 10% of students frequently employed this technique, while 15.56% used it regularly and 25.56% occasionally utilized it Notably, a significant number of students were unfamiliar with visualization as a learning method This raises concerns about whether students from ethnic minorities are both interested in and have opportunities to practice this effective technique in their vocabulary acquisition process.
Figure 4.10 Students' interest in the use of visualization in learning vocabulary
Interestingly, many students showed their concern to this technique (76.67%) However, 15.55% of them still expressed negative feedback to this way Meanwhile, 7.78% had no idea about this
Concerning to research's question about visualization method in learning and teaching vocabulary, the survey tries to discover whether visualization was used in classroom
The analysis from figure 4.10 reveals that the method in question was seldom utilized in vocabulary classes, with no students reporting that their teachers consistently employed it Only 28.89% indicated that it was used occasionally, while a significant majority of students felt that this approach was rarely (82.22%) or never (62.22%) introduced by their teachers.
Figure 4.11 Students' feedback about frequency of using visualization in teaching
A recent survey conducted among students revealed challenges they face in vocabulary acquisition and highlighted the use of visualization methods in vocabulary learning and teaching To gain a comprehensive understanding of these issues, a follow-up survey was administered to teachers, focusing on the same topics.
4.2.2.1 Teachers' opinion about vocabulary teaching
The investigation from teachers started with a question about their opinions about vocabulary teaching
Teachers at Nghe An Ethnic Boarding School No 2 unanimously recognize the critical importance of vocabulary instruction in the language learning process, with 100% agreeing on its necessity.
Figure 4.12 Teachers' response about vocabulary teaching lessons
Vocabulary plays a vital role in language education, particularly for students from ethnic minorities who face unique challenges This study aims to explore effective teaching strategies that educators utilize to enhance vocabulary acquisition among these students Consequently, the following questions will examine the diverse methods currently implemented by teachers in vocabulary instruction.
Figure 4.13 Teachers' response about vocabulary teaching lessons
According to Figure 4.13, teachers effectively provided students with new vocabulary for receptive skills, achieving a 100% success rate However, only 50% of teachers reported offering this vocabulary in productive skills Additionally, during grammar lessons, just 25% of teachers introduced new words to their students.
It is undeniable that teachers need to considerate which words should be taught in a lesson because their choice may affect to the effectiveness of a lesson in language learning
Figure 4.14 Teachers' choice of vocabulary to teach
Experiment test
This study aimed to assess whether visualization techniques could enhance vocabulary and comprehension among ethnic minority students To achieve this, two classes were compared: Class A, which utilized visualization methods for one month, and Class B, which did not A vocabulary test, developed by the researcher, evaluated the initial vocabulary knowledge of participants from both classes The test comprised 30 items, with the first 15 being fill-in-the-blank questions requiring students to select the appropriate vocabulary from given options, while the remaining 15 were multiple-choice questions focused on defining underlined words The test was aligned with the content of the textbook Tieng Anh 10, specifically targeting the vocabulary taught through the visualization method Results from this test will be presented in the following table.
Number of sentences in part 1
Number of sentences in part 2
Discussion
This article analyzes data from questionnaires completed by teachers and students, along with experimental tests, to address key research questions It will explore the challenges faced by ethnic minority students and assess the effectiveness of visualization methods in vocabulary teaching.
A recent study on students' attitudes towards vocabulary learning revealed that 94.45% of students recognized the importance of vocabulary in language acquisition, highlighting its crucial role for English language learners at Nghe An Ethnic Boarding Upper Secondary School No 2 Despite this positive acknowledgment, a significant 62.22% of students expressed a lack of interest in vocabulary learning, indicating a disconnect between understanding its importance and engaging with it Many students, primarily from ethnic minorities such as Thai, H'Mong, Tho, and Kho Mu, face added challenges due to bilingualism and the pressure of learning a foreign language like English This struggle, compounded by unattractive teaching methods and insufficient practice, contributes to their disinterest and difficulty in learning vocabulary It is imperative for educators to address these issues to enhance student engagement and improve vocabulary learning outcomes.
A recent study highlights the challenges students face in vocabulary learning, revealing that 86.66% struggle with understanding meanings, while 72.22% have difficulties with pronunciation and spelling Additionally, 70% of students find connotation and idiomatic expressions challenging, and 64.44% struggle with collocation Grammar poses a challenge for 50% of learners, and 41.11% find length and complexity of vocabulary items to be problematic.
Understanding the relationships between word meanings is crucial in teaching vocabulary effectively Various types of meaning relationships include synonyms, which are words with similar meanings like "bright," "clever," and "smart" as alternatives for "intelligent." Antonyms are words with opposite meanings, such as "rich" and "poor." Hyponyms refer to specific examples of a broader category, like "dog," "lion," and "mouse" as hyponyms of "animal." Co-hyponyms are words that share the same category, such as "red," "blue," "green," and "brown." Lastly, superordinates are general terms that encompass specific items, with "animal" serving as the superordinate for "dog," "lion," and "mouse."
Students often face confusion when one word has multiple meanings, leading to the misuse of vocabulary, especially when reporting information from texts They may simply extract phrases without understanding the context, resulting in a lack of meaningful connection between words and their meanings This confusion is particularly evident with words that have reciprocal meanings, such as "borrow" and "lend," or those within the same semantic field, like "horse," "colt," and "pony." Additionally, distinctions in the target language may not exist in students' native languages or may be expressed differently Many students find connotation and idiomaticity challenging, as common words can possess both general and technical meanings Therefore, when teaching connotation, educators should emphasize that certain words are selected for their emotional or judgmental implications.
Idioms play a crucial role in everyday communication and are essential to mastering any language They often reflect a speaker's fluency and understanding, requiring learners to move beyond literal translations to grasp their figurative meanings.
Many students struggle with pronunciation and spelling in English due to the complex sound-symbol relationships This confusion arises from homophones—words that sound the same but have different meanings—and heteronyms, which are words that are spelled the same but pronounced differently These challenges make mastering English pronunciation and spelling particularly difficult for learners.
Grammar poses challenges for many students, as highlighted in a recent survey It is essential to teach the specific grammatical rules associated with new items that may not align with general grammar principles Some words can change unpredictably in certain contexts, making it crucial for educators to provide this information alongside the basic forms For instance, when introducing a new verb, teachers should also present its irregular past form, such as "think" and "thought." Similarly, when teaching nouns, it's important to cover irregular plural forms, like "mouse" and "mice," or to clarify nouns that do not have a plural form, such as "advice" and "information." Additionally, when presenting verbs like "want" and "enjoy," instructors must also explain the types of verbs that follow them, such as "want to" and "enjoying."
Question number 5 explores the key aspects that teachers prioritize in vocabulary instruction It is essential for educators to present students with three fundamental components when introducing new words: the form, meaning, and usage of the vocabulary.
Teachers primarily focus on fundamental aspects of vocabulary, such as part of speech and contextual meaning, while neglecting elements like connotation, collocation, and stress This limited approach hinders students' comprehensive understanding of words, contributing to the challenges they encounter in learning Additionally, language teachers struggle with time management, preparation, and curriculum constraints when determining the most effective vocabulary learning strategies to meet their students' needs.
The study investigates the vocabulary teaching methods employed by teachers, revealing that enumeration and contrast are the most frequently used techniques, followed by translation Traditional approaches often emphasize memorization of word meanings, leading to superficial understanding and difficulties in application In contrast, guessing from context proves beneficial, as it helps students grasp how words relate to their surrounding context A comprehensive approach that combines definitions with contextual examples fosters deeper knowledge of vocabulary, although teachers must illustrate words in various contexts due to differing meanings Unfortunately, visual methods such as pictures and drawings are underutilized, despite their potential to enhance motivation and foster a positive attitude towards vocabulary learning While these visual strategies require preparation and skill, they are valuable tools that teachers should consider integrating into their vocabulary instruction.
Effective vocabulary teaching methods should align with students' interests and learning styles A survey revealed that the majority of students are visual learners, with 91.11% preferring activities involving maps, diagrams, and images, as they find it easier to recall information through visuals rather than words Additionally, 64.44% of students expressed a preference for kinesthetic learning This preference is particularly common among teenagers, emphasizing the importance of instructors selecting teaching methods that cater to the diverse learning styles present in their classrooms.
The study identifies key challenges in teaching methods and learning styles among students, aiming to survey the strategies they employ in their learning process Learning strategies are defined as consciously selected processes that enhance second language acquisition While numerous strategies exist, this research highlights three primary options for students Notably, 84.44% of students favor using notebooks and word cards, indicating a strong preference for visual learning in their educational approach.
The study highlights that advancements in language teaching methods can greatly enhance students' motivation and linguistic competence, particularly among ethnic minority learners at Nghe An Ethnic Boarding Upper Secondary School No 2 It proposes that visualization techniques can create a more engaging classroom environment and stimulate students' interest in acquiring new vocabulary An investigation into students' perceptions revealed that over 50% had utilized visualization techniques in their learning, although 48.89% found them unfamiliar Furthermore, 76.67% expressed interest in this approach, despite some reservations from over 20% of respondents Ultimately, the findings indicate that visualization is rarely employed in teaching practices, suggesting a need for greater integration of this technique in the classroom.
A recent survey targeting teachers emphasized their perspectives on the importance of vocabulary instruction, revealing unanimous support for its necessity, with 100% agreement among respondents.
Summary
The analysis of findings from questionnaires, interviews, and class observations reveals significant factors affecting the learning and teaching process These issues were objectively examined based on feedback from both teachers and students, along with their personal insights The study also outlines strategies to address these challenges, ultimately leading to a conclusion that will be presented in the following chapter.