INTRODUCTION
Rationale
Reading is a vital skill for students, essential for both academic success and everyday life It enables teachers to assess students' comprehension of texts, making efficient reading skills particularly crucial for English language learners Given the high expectations for academic achievement across all subjects, it is imperative for high school students to enhance their English reading comprehension abilities This underscores the importance of teaching reading as a fundamental responsibility of educators.
Students at Le Thuy Technical High School in Vietnam, like many EFL learners, have studied English for seven years but struggle with real communication due to limited vocabulary and comprehension challenges when reading authentic texts Frustrated with traditional teaching methods, they seek innovative approaches that can enhance their motivation to learn reading and vocabulary Recent efforts in English education have shifted from grammar-translation to communicative language teaching (CLT), which emphasizes collaboration and cooperation among learners CLT incorporates various activities designed to build students' confidence and encourage active participation, making collaborative activities a crucial component of effective communicative teaching and learning.
2 the classroom It also fuels students’ motivation and helps them see the relevance of lesson’ topics
This study was set out to investigate the impact of collaborative vocabulary activities on EFL high school student’s reading comprehension and vocabulary improvement.
The aim of the study
This paper aimed to explore the impact of the collaborative vocabulary activities on EFL high school students’ reading comprehension and vocabulary improvement.
Research questions
Do collaborative vocabulary activities enhance EFL high school students' reading comprehension?
How do collaborative vocabulary activities affect EFL high school students' vocabulary development?
A study involving 70 eleventh-grade students at Le Thuy Technical High School in Quang Binh province examined the impact of collaborative vocabulary activities on enhancing English as a Foreign Language (EFL) students' reading comprehension and vocabulary skills.
The thesis consists of five chapters
CHAPTER 1, the INTRODUCTION, introduces the rationale, the aims of the study, the research questions, the scope of the study and the organization of the study
CHAPTER 2, the LITERATURE REVIEW, presents the previous studies related to collaborative vocabulary activities, reading comprehension and vocabulary improvement
CHAPTER 3, the METHODOLOGY, presents the information of the participants, materials and procedures of the study
CHAPTER 4, the FINDINGS AND DISCUSSION, focuses on analyzing and discussing the impact of collaborative vocabulary activities based on the findings
CHAPTER 5, the CONCLUSION, presents the conclusion of what has been found and discussed, suggests the implications, points out the limitations of the study and the suggestions for further research.
Thesis organization
The thesis consists of five chapters
CHAPTER 1, the INTRODUCTION, introduces the rationale, the aims of the study, the research questions, the scope of the study and the organization of the study
CHAPTER 2, the LITERATURE REVIEW, presents the previous studies related to collaborative vocabulary activities, reading comprehension and vocabulary improvement
CHAPTER 3, the METHODOLOGY, presents the information of the participants, materials and procedures of the study
CHAPTER 4, the FINDINGS AND DISCUSSION, focuses on analyzing and discussing the impact of collaborative vocabulary activities based on the findings
CHAPTER 5, the CONCLUSION, presents the conclusion of what has been found and discussed, suggests the implications, points out the limitations of the study and the suggestions for further research
LITERATURE REVIEW
The reading process
Reading is a crucial skill for English as a Foreign Language (EFL) learners, as it provides essential exposure to the target language and valuable linguistic input, which helps in developing language proficiency (Erten & Razi, 2003).
According to Harmer (2007, p 99), reading plays a vital role in language acquisition and enhances the teaching and learning process It is an essential activity that allows individuals to expand their knowledge and stay informed Additionally, the benefits of reading extend beyond mere information gathering, making it a valuable skill for personal and academic growth.
According to Patel & Jain (2008, p.113) “reading is the skill to understand the meaning of printed words i.e written symbols It is an active process which consists of recognition and comprehension skills”
According to Grabe (1991, p 377), reading is an active comprehension process that requires students to learn effective strategies These strategies include guessing from context, setting expectations, making inferences, and skimming ahead to enhance understanding.
According to Harmer (1989, p 153), reading involves a mechanical process where the eyes capture the message, and the brain interprets its significance He emphasized the interplay between the visual input and cognitive processing, highlighting the importance of both the eyes and brain in this rapid activity.
5 reader”, which means that the readers themselves decide how fast they want to read the text
According to Allen & Valette (1977), reading is defined as a developmental process that goes beyond merely recognizing symbols and sounds It involves mastering the language and grammar used in a text, as well as comprehending the ideas and information conveyed Additionally, effective reading enables individuals to reconstruct the content in their own words, highlighting the importance of understanding and interpretation in the reading process.
In conclusion, it is clear that no single definition can encompass the full scope of reading, as each linguist offers a perspective shaped by their individual experiences Nonetheless, a shared understanding emerges: readers grasp the author’s intent not solely through the words written, but through a deeper engagement with the text.
Theorists have different views on the nature of reading Traditional opinions regard reading as a passive (bottom-top) decoding process Thus it is believed that
“meaning embodied in the text and the reader can extract the meaning from the print if he understands it letter by letter and word by word”(Goodman, 1988, p.42)
Reading is fundamentally a decoding process where readers reconstruct the author's intended meaning by recognizing printed letters and words This involves building meaning from the smallest textual units, ultimately leading to a comprehensive understanding of the text.
Reading is a decoding process that involves progressing from smaller units, such as letters and words, to larger units like phrases and clauses (Goodman, 1988, p.42-45) In teaching, focusing on word analysis helps students memorize new vocabulary, which lays a strong foundation for their reading and learning of English However, this approach may limit students to a focus on details, as noted by Zhao and Zhu.
Rumelhart (1985) emphasized that background knowledge significantly influences reading comprehension, suggesting that teachers should prioritize teaching this knowledge to help students infer meanings from texts In the top-down reading model, students predict the meanings of unfamiliar words rather than focusing on each one, making their prior knowledge crucial for effective reading However, this approach has its limitations, as it can lead to incorrect guesses and misunderstandings (Mushait, 2003).
Reading is an interactive process that involves a continuous interplay between bottom-up and top-down processes, as noted by Eskey (1988) This balanced perspective highlights how both print and background knowledge are essential for understanding text Heilman (1990) emphasized that this interactive view is particularly relevant for reading instruction, as it acknowledges the importance of integrating various sources of information to reconstruct meaning effectively.
Reading is a crucial skill in learning a foreign language, as it encompasses various factors including language knowledge, memory recall, and the ability to connect different cues According to Grabe (1991), reading is an active process where readers engage with the text by relating it to their existing knowledge Effective readers focus on understanding meaning rather than decoding each letter or word; they grasp chunks of text and integrate them with what they already know Mastering reading skills is essential for achieving comprehension and fluency in a new language.
7 can lead to the least time-consuming and the most cost -effective reading According to schema theory (Goodman, 1985), the main reading skills are listed below:
The word-attack skill encompasses several key components that enhance vocabulary comprehension First, it involves understanding morphological information, including free and bound morphemes such as prefixes, suffixes, and roots, along with word formation techniques like clipping and abbreviation Additionally, structural clues help identify the grammatical category of new words, aiding in comprehension Inference skills enable students to deduce the meanings of unfamiliar words from context, which is crucial for developing both active and receptive vocabulary Furthermore, students should learn to overlook challenging words and effectively utilize dictionaries for serious study purposes, ensuring they can look up key terms as needed.
Understanding sentence syntax is crucial for effective communication, as sentences can become challenging to comprehend even when the vocabulary is familiar This difficulty often arises from syntactic complexity, especially when combined with unfamiliar words Key factors contributing to this complexity include complex noun groups, nominalization, coordination, subordination, and the use of participial and prepositional phrases as modifiers.
Reading comprehension
Reading comprehension (RC) is essential in the teaching and learning of reading, serving as a vital communication link between the writer and the reader It emphasizes the importance of students engaging with diverse texts independently while understanding and processing information effectively (Choo, Eng, & Ahmad, 2011, p 141) Comprehension, in this context, refers to the ability to grasp and interpret the content being read.
According to Brown (2007, p.33), comprehension is closely linked to competence, highlighting that listening and reading abilities are essential components of this concept Therefore, when we address reading comprehension, we are inherently discussing reading competence as well.
According to Anderson and Pearson (1984), critical evaluation of text allows students to connect new information with their existing knowledge, highlighting that reading comprehension (RC) involves recognizing graphic forms in the text and understanding their implications This process is significantly influenced by the reader's background knowledge and language proficiency.
Comprehension is the process of linking new information to existing knowledge, as defined by Lee and VanPatten (1995) Readers connect the information they encounter on the page with what they already know, allowing new insights to integrate into their understanding.
According to Nuttal (2000, p 4), reading comprehension (RC) is defined as the process where an encoder transforms thoughts into words, which are then interpreted by a decoder who translates those words back into mental concepts.
Students' reading comprehension (RC) is significantly influenced by the alignment between their prior knowledge and the text's content (Palinscar & Brown, 1984) By enhancing their RC skills, students can better engage with the material, leading to a deeper understanding and improved meaning-making during reading (Doolittle et al., 2006) This process is particularly evident in intensive reading, where the focus is on acquiring knowledge from the text rather than reading for enjoyment.
Swan (1975) defines a proficient student as one who can read with accuracy and efficiency, enabling them to extract the maximum amount of information from a text while minimizing misunderstandings.
Reading comprehension (RC) involves effectively extracting essential information from a written text, as noted by Grilled (1981, p 3) This understanding allows students to demonstrate their grasp of the material through various methods, including summarization and responding to questions.
Reading for comprehension is the fundamental goal of reading, highlighting the importance of helping students identify main ideas and the structure of texts Effective comprehension involves readers recognizing the visual elements of writing and grasping the connection between the text and its meaning Ultimately, reading is synonymous with understanding written language; if comprehension falters, the act of reading itself is compromised.
Assessing reading ability
Research by Grabe (2004b), Harris & Hodges (1995), Kuhn & Stahl (2003), and others highlights that automaticity, accuracy, and reading speed (for silent reading) or prosody (for oral reading) are crucial indicators of reading proficiency Automaticity refers to the rapid, accurate, and effortless identification of words at the single-word level, which is a strong predictor of comprehension In contrast, fluency encompasses not just automatic word recognition but also the use of appropriate prosodic features—such as rhythm, intonation, and phrasing—across phrases, sentences, and entire texts Additionally, Wood, Flowers, and Grigorenko (2001) note that fluency includes the ability to anticipate forthcoming content in the text.
10 and that speeded practice alone is not sufficient Anticipation facilitates reaction time and is particularly important for comprehension.
2.3.2 Methods to assess reading ability
As EFL teachers, our main goal in reading instruction is to enhance comprehension, enabling students to derive meaning from texts To evaluate their reading skills, we administer various assessments, carefully preparing them to effectively measure our students' abilities.
-We ensure that we select an appropriate text
-We make sure that the language used in the text is suitably pitched to our students' proficiency
-We carefully scrutinize the text to ensure that the information in each paragraph is tested
Assessing reading ability can be accomplished through various methods; however, there is no single best approach that fits all testing purposes, as highlighted by Alderson (2000).
Alderson (2000) identifies several effective typologies for assessing learners' reading comprehension, including multiple choice questions, short-answer questions, sentence completion tasks, and summary or table completion Additionally, assessments can involve identifying the writer's views through yes/no questions, as well as matching lists and phrases Each of these methods provides unique insights into learners' understanding and engagement with the text.
The multiple-choice technique is widely recognized as a popular method for assessing reading comprehension, as highlighted by Alderson (2000) This method, which offers two or more alternatives, is commonly utilized in reading textbooks due to its prevalence Hughes (2003) notes that test takers demonstrate their reading success by selecting the correct answer from various options Furthermore, Alderson (2000) emphasizes that this approach allows test constructors to evaluate likely responses to comprehension questions and gain insights into the test taker’s thought process.
The multiple-choice question technique is a widely recognized method for evaluating a reader's text processing skills When responding to these questions, students rely on their prior experiences, knowledge, and logical reasoning abilities.
In the 1970s, the cloze procedure emerged as a popular assessment tool for evaluating language and reading skills Aitken (1977) describes the cloze test as a fill-in-the-blank format where words are randomly omitted from a text, creating gaps for individuals to fill in This method effectively measures comprehension and language proficiency.
Cloze tests, often referred to as "fill in the blank" exercises, share similarities with loss tests According to Alderson (2000), a cloze test is defined as one that does not follow a pseudo-random procedure, with a maximum of five or six words between deleted terms Weir (2005) further elaborates on this assessment technique, describing it as a test where content words are omitted from a passage, requiring test takers to identify the correct word for each gap.
Alderson (2000) defines the matching technique as a test where participants pair two sets of stimuli, such as matching headings to paragraphs or book titles to excerpts In these assessments, students connect items, often with more options than necessary, ensuring thoughtful selection (p 215, 219) Additionally, Alderson describes the ordering task, where test takers arrange mixed words, sentences, or passages in the correct order, highlighting the importance of comprehensive text understanding for successful completion He notes that while ordering tasks can effectively assess cohesion and grammar, they are among the most challenging tests to create (Alderson, 2000).
A true/false question is a type of assessment where test takers receive a statement related to a specific passage and must determine if the statement is true or false, or if the text supports or contradicts it.
The true/false question technique, as noted by Alderson (2000, p 222), is favored for its straightforward construction, making it easy to create assessments This method engages students by requiring them to choose between two options to answer questions However, it faces criticism due to the high likelihood of students guessing answers correctly rather than demonstrating their knowledge.
A short answer test is an effective method for assessing reading ability, as defined by Alderson (2000) as a test where students are asked specific questions that require concise responses According to Weir (2005), this technique prompts test takers to provide written answers within a limited word count Short answer tests more accurately gauge reading comprehension compared to multiple-choice questions, making it essential to pilot these assessments prior to their actual implementation.
Teaching the reading skill
2.4.1 Factors affecting EFL learners’ reading ability
Reading is an essential skill for learners, serving multiple purposes such as acquiring information and enjoyment For EFL learners, reading not only enhances their familiarity with their major subjects but also improves their language proficiency According to Lightbown & Spada (1999), certain learner characteristics can significantly influence the success of language acquisition.
EFL learners are influenced by both subjective and objective factors According to Nunan (1998), subjective factors include background knowledge, attitude, motivation, learning strategies, reading materials, and teaching strategies Understanding these elements is crucial for enhancing the learning experience and outcomes for EFL students.
Background knowledge is essential for reading comprehension, as students rely on their prior experiences to understand new texts Research by Bauer and Fivush (1992) indicates that even young children form schematic representations of familiar events, such as family dinners or birthday celebrations This foundational knowledge allows them to make inferences while engaging with stories, demonstrating that a child's exposure to diverse experiences and narratives enhances their schematic knowledge Consequently, a richer background knowledge leads to improved text processing and reading success.
Attitude and motivation are essential components influencing English as a Foreign Language (EFL) learners' reading abilities According to Gardner and Lambert (1972), these affective factors demonstrate a statistically significant and independent relationship with success in foreign language learning Moreover, Spolsky emphasizes that a learner's attitudes play a critical role in shaping their motivation, highlighting the interconnectedness of these two elements in the language acquisition process.
1989, p 23) Before understanding about the learners’ motivation, the attitude should be made clear
Richards, Platt, and Platt (1993) emphasize that learners' attitudes significantly influence foreign language acquisition Assessing language attitudes offers valuable insights that can enhance both language teaching and learning processes.
Chandrasegaran (1979) defined "attitude" as the emotional and cognitive responses associated with the English language, its learning process, and the culture of English-speaking communities.
According to Gardner (1985, p 8), “individual’s attitude is an evaluative reaction to some referent or attitude object, inferred on the basic of the individual’s
An attitude is a construct formed from a subject's responses to various questions regarding an object Its validity relies on the accuracy of the measurement instrument and the reliability of the subject's answers.
Attitudes do not have direct influence on learning but they lead to motivation which refers the combination of effort plus desire to achieve the goal of learning language
Students motivation “refers to a student’s willingness, need, desire and compulsion to participate in, and be successful in, the learning process” (Bomia et al., 1997)
The definition of student’s motivation is developed by Skinner and Belmont
In 1991, it was noted that individuals select tasks aligned with their competencies, take initiative when opportunities arise, and demonstrate significant effort and focus while executing learning tasks They typically exhibit positive emotions throughout the process, displaying enthusiasm, optimism, and interest.
Motivating students is crucial for fostering effective reading skills, as monotonous material can hinder their comprehension, regardless of the teacher's quality or the curriculum EFL teachers should engage their students by incorporating interesting and diverse materials into their lessons to enhance motivation and improve reading outcomes.
Successful FL learners are usually people who know how to manipulate strategy levels in their dạy-to-day encounters with the language
Learning strategies, according to Spolsky (1998, p 108), are term to describe identifiable individual approaches to learning situation
Kneefe (qtd in Spolsky, 1998, p 108) defines learning strategies as stable cognitive and physiological traits that influence how learners perceive, interact with, and respond to their learning environment.
According to William & Burden (1997), a learning strategy functions similarly to a tactic employed by a player, consisting of a set of skills aimed at achieving specific learning goals Therefore, effective learning strategies require the ability to assess the learning context and adapt responses as needed.
Learning strategies are divided into four groups by Hedge (2000): cognitive, metacognitive, communication, and socio-effective strategies
Cognitive strategies: are thought that processes used directly in learning, which enable learners to deal with the information presented in task by working on it in different ways
Metacognitive strategies: involved planning for learning, thinking about learning and how to make it effective, self-monitoring during learning and evaluation of how successful learning has been
Communication strategies involve learners utilizing gestures, synonyms, paraphrases, and cognates from their first language to express themselves and sustain conversations, even when they encounter gaps in their second language knowledge.
Socio-affective strategies: provides the learners with the opportunities for practice b The objective factors
Reading materials are essential for effective learning, as they introduce new vocabulary, grammar, and phonetics of the target language Through engaging with texts, students enhance their background knowledge, which is crucial for reading comprehension They rely on this prior knowledge to connect familiar concepts with the meanings of the texts they encounter The significant impact of background knowledge on reading comprehension is evident from early childhood, as noted by Bauer and Fivush (1992; in Pressley, 2000, p 549), who found that even young children develop schematic representations that aid their understanding.
Children's experiences with repeated events, such as dining at home or celebrating birthdays, enhance their understanding of bedtime stories by building their schemata This accumulated knowledge allows them to make inferences while reading Consequently, the more diverse experiences and information a child gains from the world, including stories and news, the richer their schematic knowledge becomes, leading to improved text processing skills during reading.
Reading materials are often accompanied with reading tasks which act as guide for learners to deal with the reading process
The study of the effects of teaching on EFL learners’ reading ability seeks to systematically measure or evaluate the effectiveness of language teaching practice
In a study of effective teaching, Brown and McIntyre (1992) (qtd in Williams, M
According to Burden (1997), effective teaching encompasses ten key elements: fostering a relaxed and enjoyable classroom atmosphere, maintaining control, presenting material in an engaging and motivating manner, ensuring students comprehend the content, clearly outlining expectations and objectives, assessing students' capabilities, assisting those who face challenges, encouraging self-improvement, building mature relationships with students, and showcasing personal talents or knowledge.
Vocabulary
Vocabulary is originated from the Latin word “vocabulum” which means
“name” It came to English in the 16 th century
Vocabulary can be defined in various ways, with the Cambridge Advanced Learner's Dictionary describing it as "all the words known and used by a particular person" and "all the words which exist in a particular language or subject." However, Dr Sebastian Wren points out that the words a person knows and uses do not encompass all the words they have been exposed to.
According to Richard, Platt (1992, p 40), vocabulary is “a set of lexemes, including single words, compound words and idioms” Whereas, the Advance
Learners Dictionary (1995, p 1331) offered its own definition “vocabulary is the total number of words in a language”
Webster’s Dictionary (1993, p 327) defined that “Vocabulary is a list or groups of words and phrase, usually in alphabetical order”
According to Harmer, vocabulary serves as the essential components of a language, akin to vital organs and flesh, while language structures form its skeleton A word is a fundamental unit of language that native speakers can easily recognize, as it forms the building blocks of sentences Mastering a word entails the ability to identify it in both spoken and written contexts, understand its meaning, pronounce it correctly, and perform these tasks almost instantaneously (Stahl and Fairbanks, 1986).
To sum up, vocabulary is “a component of language which maintains all of information about meaning and using word in language” (Harimurti Kridalaksana,
1993, p 27) Vocabulary is used as a primary mean for communication and attaining the knowledge and it often change along with the users’ age
Many people believe that knowing a word means knowing its meaning Cook
According to Cook (2001, p 61), a word encompasses more than just its definition Understanding a word involves four key aspects: its form, including spelling and pronunciation; grammatical properties, such as its category and structural possibilities; lexical properties, which pertain to word combinations and their appropriateness; and both general and specific meanings.
According to Stahl (1999, p 15), word knowledge can be categorized into four distinct levels: (a) words that one has never encountered, (b) words that one is familiar with but does not understand, (c) words that one can recognize in context and can relate to their meanings, and (d) words that one fully understands.
According to Ying (2000), readers can utilize various context clues to infer the meanings of unfamiliar words These clues include morphology (derivation), reference words such as pronouns, cohesion, definitions, antonyms, synonyms, hyponyms, alternatives, restatements, examples, summaries, and comparisons or contrasts, as well as punctuation.
According to Nation (1990), what is involved in “knowing” a word depends on whether a word is learned for receptive skills or for productive skills Taylor
Understanding a word goes beyond its spelling, morphology, pronunciation, and meaning; it also requires knowledge of its collocations, registers, polysemy (multiple meanings of a single word), and homonyms (words that share the same spelling and pronunciation but have different meanings).
These aspects of words mentioned above can be examined in detail as followed:
Each English word has its spelling and pronunciation Learners have to know all the spelling, pronunciation and regularities of the word they are learning
Learners must be educated on the grammatical functions of new words, including their unpredictable changes in form across different contexts Understanding both regular and irregular patterns, as well as the distinctions between singular and plural forms, is essential for correct usage.
Collocation refers to the habitual combination of words in a specific language, emphasizing the necessity of using words together in appropriate contexts Understanding collocations is essential, as they play a crucial role in effective communication and can enhance the clarity and naturalness of language use This insight into word combinations is valuable for anyone looking to improve their language skills.
Denotation, connotation, appropriateness and meaning relationship are the key aspects of meaning
The denotation denotes, indicates things and concepts This is often the short of definition given in the dictionaries
The connotation of a word refers to the subtle, often emotional associations it carries, beyond its dictionary definition These associations can evoke positive or negative feelings, influencing how a word is perceived Factors such as stylistic, affective, evaluative, intensifying, and pragmatic communicative values all contribute to a word's connotative meaning, shaping the overall impact of language in communication.
Appropriateness is more subtle aspect of meaning that indicates whether a particular item appropriate one to use in a certain context or not
The shape and the grammatical value of word can be changed Vocabulary items whether one - word or multi - word can be broken down into their components “bits”
In general, there are three aspects of word that learners need to know when learning a new word is the form, meaning and usage
It can be denied that the mastery of vocabulary play a crucial role in learning a foreign language specially English
According to McCarthy (1990), effective communication in a second language (L2) relies not only on mastering grammar and pronunciation but also on having a sufficient vocabulary to convey a broader spectrum of meanings Without the ability to express oneself with words, meaningful interaction in L2 becomes impossible.
Pyles and Algeo (1970) emphasize that language is primarily centered around words, as vocabulary serves as the foundation for communication Words connect sounds and meanings, enabling us to convey messages effectively By arranging these words, we create sentences, engage in conversations, and construct various forms of discourse.
Vocabulary serves as the essential link between the four key language skills: speaking, listening, reading, and writing To communicate effectively in a foreign language, students must acquire a substantial vocabulary and understand its precise usage David Wilkins (1972) highlighted that while grammar can convey limited meaning, vocabulary is crucial for any communication Similarly, Folse (2004) noted that a lack of vocabulary knowledge can halt conversations, whereas poor grammar may only restrict them Thus, even with inadequate grammar, learners face the challenge of conveying their messages in a foreign language.
1982), and because of this communication in foreign languages is considerably constrained to those with limited vocabulary
Vocabulary learning is obviously an essential part of language learning Knight, (1994) indicated that “Learning words can be considered to be the most important aspect of second language acquisition”
Despite extensive research by linguists, psychologists, and second language (L2) acquisition theorists, a comprehensive theory of vocabulary acquisition remains elusive Psycholinguists focus on vocabulary development and formal models, often overlooking L2 vocabulary literature due to its model-free nature Conversely, applied linguists prioritize descriptive aspects of vocabulary but fail to integrate psycholinguistic models of the bilingual lexicon, even when such integration could have significant pedagogical implications (Singleton).
2008) It was these differences that have made it extremely difficult to list all the significant factors and the way in which they influence
According to Singleton (2008), several key factors significantly influence vocabulary acquisition, including the linguistic characteristics of lexical items, the impact of a learner's first and additional languages, and the gradual process of vocabulary development Additionally, memory plays a crucial role in acquiring vocabulary, alongside the organization and growth of the second language mental lexicon Exposure to linguistic input serves as a vital source of vocabulary, while individual learner differences and the teacher's role in vocabulary instruction and strategies also contribute to the overall acquisition process.
In her research on enhancing vocabulary retention through meaningful practice, Quach (2007) supports Singleton's perspective while systematically categorizing the influencing factors into three main groups: learner-related factors, teacher-related factors, and learning context She highlights that learner-related factors include aspects such as memory and storage systems, the individual needs and interests of learners, as well as their preferred learning styles and strategies.
29 factors relating to teacher included teaching method and strategy training Language input and output were two other factors mentioned in the group of learning context
Collaborative vocabulary activities
The collaborative vocabulary activity serves as an effective tool for enhancing vocabulary learning among students, making it ideal for immediate implementation after instruction or as a review exercise before an upcoming exam.
In this engaging classroom activity, the teacher assigns each student a unique keyword from the reading material, ensuring that these keywords remain confidential among peers This method is particularly effective in reading, writing, and grammar-focused classes, as it enhances vocabulary acquisition, which is crucial for students to understand specific topics thoroughly.
To effectively conduct this classroom activity, the teacher should first arrange the desks into a connected shape, such as a square, rectangle, or triangle Next, the teacher needs to identify key vocabulary from the previous reading and write each keyword on a separate, numbered piece of paper to distribute to students, ensuring the number of keywords matches the number of students Finally, students should record the keywords involved in the activity in their notebooks.
The collaborative vocabulary activity consists of six steps designed to enhance learning Initially, each student writes the assigned word number from the teacher in the upper right corner of a blank sheet Next, students spend five minutes creating a drawing that symbolizes their assigned word Following this, the teacher prompts the class with “Rotate!” allowing students to pass their drawings to the next person.
In a classroom activity, students receive a drawing from their left neighbor and write down the word they believe it represents, matching it with a number on their list After a minute, the teacher facilitates the process again, allowing each student to view all drawings and fill in their lists Once everyone has tentatively completed their lists, students take turns sharing their assigned words and explaining how their drawings relate to those words Finally, the teacher elaborates on each term, providing additional examples to enhance understanding.
In conclusion, this collaborative activity encourages students to creatively interpret keywords from prior readings through each other's drawings By working quickly, they enhance their memory and interpretation skills Additionally, this exercise reinforces vocabulary and allows students to practice their oral skills during the explanation phase Teachers can leverage this activity to connect with theme-specific readings and prepare students for upcoming exams Furthermore, it can be easily adapted to align with any class topic that introduces new vocabulary.
2.6.2 The benefits of collaborative vocabulary activities
It cannot be denied the crucial role of collaborative vocabulary activities in teaching
Collaborative activities significantly enhance vocabulary acquisition, as learners can support one another in understanding unfamiliar terms By engaging in group discussions, students can negotiate meanings and gather additional information until they fully grasp new vocabulary Furthermore, these activities create a meaningful context that facilitates the encounter of new words, making the learning process more effective.
When learners engage with new vocabulary items, they are more likely to use them effectively in activities If the task encourages learners to apply the vocabulary creatively rather than merely repeating it as presented, the potential for deeper learning increases significantly (Hall, 1992).
Collaborative vocabulary activities foster learner responsibility and autonomy, as each student is required to contribute equally to the lesson This structure leaves no room for disengagement, ensuring that all participants are actively involved in the learning process.
Collaborative vocabulary activities enhance complex and cognitive thinking skills, fostering critical thinking among students Through these activities, learners can share their knowledge and take ownership of their educational journey.
Collaborative vocabulary activities significantly boost learners' confidence by creating a relaxed environment for language practice Students often feel more at ease speaking with peers than in front of the entire class or teacher, which is particularly beneficial for shy individuals or those struggling with language skills These activities foster communication and cooperation among learners, making it easier for them to engage in language practice and build self-assurance.
Collaborative vocabulary activities significantly boost student motivation by engaging them in interactive lessons with their peers When teachers incorporate a variety of activities, they foster an environment where students feel valued and active participants in their learning process This heightened motivation not only enhances students' language acquisition but also leads to greater overall progress, ultimately contributing to the teacher's success in the classroom.
Collaborative vocabulary activities foster interactive language learning by shifting the focus from the teacher to student engagement In traditional classrooms, teachers often bear the burden of facilitating communication, which can be challenging in large classes By incorporating collaborative activities, educators can enhance opportunities for students to interact and communicate effectively, addressing the limitations of size in language learning environments.
Collaborative activities enhance both the quantity and quality of interactive language in the classroom Unlike traditional methods, where the teacher typically initiates conversation in an artificial setting, collaborative approaches empower students to take the lead These activities foster face-to-face interactions, allowing for meaningful negotiation of ideas, extended conversations, and the adoption of varied roles, ultimately enriching the language learning experience.
METHODOLOGY
Research questions
Do collaborative vocabulary activities enhance EFL high school students' reading comprehension?
How do collaborative vocabulary activities affect EFL high school students' vocabulary development?
Participants
A study conducted with 70 high school students aged 16-17 in rural Quang Binh province revealed significant challenges in their English language learning Despite four years of English education with three weekly classes, students had limited opportunities for real communication with foreigners, resulting in restricted practical language skills The national English curriculum, which includes reading, speaking, listening, writing, and grammar lessons, was followed, occupying five 45-minute periods The reading component was approached conventionally, with pre-reading activities followed by text comprehension questions Instruction focused more on language learning than on developing reading skills, and traditional vocabulary teaching methods contributed to the students' low vocabulary levels.
The participants were randomly divided into two groups The experimental group (hereafter named group A) were trained with the collaborative vocabulary
In a study involving 36 activities, two groups of students were analyzed: Group A, which participated in collaborative vocabulary activities, and Group B, a control group that did not engage in such activities Each group consisted of 35 students, and while some unavoidable variables may have existed, the differences between the two groups were minimized.
Materials
The study utilized the English 11 course book by Hoang et al., which aligns with the basic curriculum set by the Ministry of Education and Training of Vietnam This course, designed for 11th-grade students, is structured into two terms comprising a total of 105 periods and features 16 theme-based units The six key themes covered in the course include personal information, education, community, nature, recreation, and people and places To assess their understanding, students take a test after every three units Each unit is centered around a specific topic and includes essential components such as reading, speaking, listening, writing, and language focus.
The Tieng Anh 11 curriculum features 16 reading lessons, each comprising one or more paragraphs of approximately 240-270 words These readings are designed to help students engage with the unit topic, enhance their understanding of key information and grammar, and improve their reading comprehension skills.
Vocabulary is taught during the reading, speaking, listening and writing lessons by the different ways Especially, the students have a chance to practice using vocabulary in the language focus lesson
Tieng Anh 11 has 16 units corresponding with 16 topics:
-Unit 16: The wonders of the world
Six units unit 8 to unit 13 were chosen for the experiment
The assessment tools consist of three tests: a general test, a pre-test, and a post-test The general test is a standardized evaluation designed to assess learners' English proficiency, ensuring that both the control and experimental groups are at comparable levels This test is based on the Key English Test (KET) and comprises four sections with a total of twenty questions Part A features a matching exercise where test takers match notices to their meanings, Part B includes five multiple-choice questions related to a zoo visit, Part C assesses reading comprehension, and Part D presents an incomplete reading passage that requires learners to fill in the gaps.
The pre-test and post-test for reading comprehension consisted of three reading passages, totaling 470 words, sourced from A2 Cambridge tests deemed appropriate for 11th graders Each test included three passages paired with twenty questions To ensure consistency, the passages were analyzed using a syllable counter, word counter, and vocabulary profiler, and were modified for uniformity in length, vocabulary level, and syntactical complexity The pre-test aimed to assess students' initial reading comprehension abilities, while the post-test evaluated their progress and achievement in reading comprehension after instruction.
38 given the treatment The researcher administered a different test as the post-test to ensure the reliability of the study
The researcher developed a vocabulary test consisting of ten questions focused on new words learned by students This test included a word meaning section featuring a matching exercise, where learners matched six English words with their corresponding Vietnamese meanings Additionally, the spelling portion involved a jumble letters exercise, requiring students to rearrange letters to form the correct words.
Procedures
The researcher prepared the lesson plans (see Appendix A and B), general test, pre-test and post-test before conducting the experiment Then she did the following steps
In a reading comprehension study, all participants completed a general test lasting thirty minutes, which included five matching questions and fifteen multiple-choice questions The results from this test were utilized to categorize seventy students into two groups: the control group and the experimental group.
The pre-test (see Appendix D) was given to the both groups before the treatment The test included three reading comprehension passages which had
A researcher conducted a 470-word A2 Cambridge test, designed for eleventh-grade high school students, to evaluate their reading comprehension skills The test was administered face down, and students were instructed to answer comprehension questions Throughout the testing period, the researcher monitored the participants to ensure no cheating occurred Once the allotted time was up, the researcher collected the answer sheets and graded them by counting the correct responses The primary aim of this assessment was to gauge the learners' reading comprehension abilities.
Upon completion of the treatment, all participants from both groups underwent a post-test, following the same procedure as the pre-test During the test, participants were instructed to read a passage within a designated timeframe, and the assessment was conducted without their awareness that their reading comprehension was being evaluated.
The researcher followed a systematic approach to control the test, beginning with the distribution of tests to all participants To prevent cheating, the reading passage was placed face down until students were instructed to turn it over and read After completing the reading, the researcher collected the tests and evaluated the reading comprehension scores Despite both texts being analyzed using the Vocabulary Profiler program to ensure comparable difficulty levels, it was essential to consider that reading rates could still be influenced by the participants' familiarity with the topic or their general knowledge.
The six-week vocabulary development experiment involved a thirty-minute vocabulary session each week, where the researcher taught both the experimental and control groups The experimental group engaged in collaborative vocabulary activities to introduce and reinforce new words, while the control group utilized traditional teaching methods.
Before the treatment, all participants completed a pre-treatment test designed to assess their vocabulary knowledge This test, sourced from the course book, consisted of ten questions, each featuring six English words and three corresponding Vietnamese meanings Participants were required to match the English words with their correct Vietnamese equivalents by numbering them accordingly The test was conducted under strict conditions, allowing only fifteen minutes for completion without access to dictionaries or additional materials To ensure the integrity of the test, the researcher distributed the papers face down, preventing any prior knowledge of the answers before participants began.
In a study examining the impact of collaborative vocabulary activities on learners' retention of word meanings, participants were given a timed word meaning test where they answered questions within a specified duration After the time elapsed, the researcher evaluated the responses by counting the correct answers, which provided insights into how these activities enhanced vocabulary memorization Similarly, a spelling test required participants to reorder words in ten questions, completed within fifteen minutes, further assessing their spelling proficiency.
Following the treatment, all participants from both groups underwent a post-treatment test, which adhered to the same procedure as the pre-treatment test (refer to Appendix G).