INTRODUCTION iii iv v 1.1 Rationale
Aims of the study
This study focuses on enhancing vocabulary for high school students through an action research approach To support this goal, I developed supplementary vocabulary exercises that complement the textbook approved by the Ministry of Education and Training.
These exercises were designed to meet the students’ needs and used as one of the post-reading activities in the reading lessons.
Research question
In order to achieve the above-stated aim, this action research project was designed and conducted to answer the two following questions::
1 To what extent do focused vocabulary expansion activities at the post- reading stage help to expand students’ vocabulary?
2 What are the attitudes of students at Quynh Luu 1- High School towards vocabulary- focused activities?
Methods of the study
The study aimed to enhance students' vocabulary for improved English usage by adopting an action-oriented approach Initially, a survey was conducted to identify students' vocabulary learning challenges Based on the survey results, supplementary vocabulary exercises were designed and provided to students during the post-reading phase Subsequently, data was collected through tests and analyzed to assess the effectiveness of the interventions.
Scope of the study ………………………………………………………… CHAPTER 2: LITERATURE REVIEW 4 2.1 The role of vocabulary in foreign language learning……………………… 2.2 Second language vocabulary development………………………………… 2.3 Status quo of vocabulary teaching in Vietnam …………………………… 5 7 9 2.4 Approaches to vocabulary learning ( Intentional and Incidental)
This study aimed to assess the effectiveness of supplementary vocabulary-focused exercises in enhancing students' lexical proficiency in English It did not explore the impact of these vocabulary expansion exercises on students' communication skills in English The research was conducted with a group of 11th graders at Quynh Luu I High School in Nghe An.
The thesis comprises five chapters:
Chapter 1 is the introduction, which provides a brief introduction, rationale , aims of the study, research questions, method, and scope of the study
Chapter 2 presents the literature review, in which the definition and classification of vocabulary, the role of vocabulary in foreign language learning, second language vocabulary development, approaches to vocabulary learning, reading texts as a source of lexical input, vocabulary-focused activities in the task-based model and studies on the integration of vocabulary development exercises
Chapter 3 presents the experimental study in order to find the reason action research, characteristics and procedure of conducting action research
Chapter 4 consists of summarize of main findings, discussion, method of data analysis, questionnaires and results of tests
Chapter 5 consists of implications and recommendations, present reflection and some suggestions on expanding vocabulary
2.1 The role of vocabulary in foreign language learning
Vocabulary plays a crucial role in language acquisition, as it is fundamentally a collection of words that enables communication (Alqahtani, 2015) Mastery of a language requires understanding not just individual words, but also the relationships between them With the rise of communicative language teaching, vocabulary instruction has gained prominence over grammar, emphasizing its importance in effective communication According to Wilkins (1972), without grammar, learners can convey limited ideas, but lacking vocabulary prevents them from expressing anything at all Consequently, a deficiency in vocabulary hinders learners' ability to establish communication (Alqahtani, 2015) Furthermore, a robust vocabulary is essential for developing other language skills, including reading, listening, speaking, and writing For instance, students with poor vocabulary struggle to comprehend reading materials or articulate their thoughts in discussions In real life, vocabulary is vital for understanding and identifying names for things, actions, and concepts, as noted by Saville and Troike (1985).
When making decisions about priorities, we can rely on our common sense and personal experiences Many individuals have successfully navigated foreign countries—whether shopping or asking for directions—by simply knowing the names of the items they needed, even without understanding the grammatical structure of the language.
According to vocabulary acquisition theorists (Henriksen, 2008; Read, 2000), words serve as the primary building blocks for language development and use Gass and
According to Selinker (2008), lexical errors hinder learners' understanding and negotiation in a second language A strong vocabulary is essential for effective language use and further learning, with conversation serving as a key facilitator through interactive tasks and cues Vocabulary plays a crucial role in reading comprehension, as readers cannot grasp the content without understanding most words As children progress to more advanced texts, they encounter new vocabulary beyond their oral knowledge Increased reading exposure allows students to expand their vocabulary, and teachers play a vital role by creating opportunities for students to engage with new words, thereby enhancing their reading skills.
Learning and practicing vocabulary is essential for effective communication and language acquisition, particularly in English (Alqahtani, 2015) Vocabulary manifests in both spoken and written forms, making mastery of words crucial for expression Additionally, vocabulary is interconnected with other language components, such as grammar, phonetics, and intonation, highlighting its role as the foundational "bricks" of language alongside these elements.
To effectively build a "linguistic" home using "mortar vessels" (Alqahtani, 2015; Wilkins, 1972), it is essential for vocabulary teaching methods to incorporate both direct and indirect approaches, balancing teacher-centered and student-centered strategies.
Learning and utilizing vocabulary in a foreign language is crucial for effective communication and language mastery A rich vocabulary empowers learners to express their ideas confidently and accurately, facilitating successful interactions (Alqahtani, 2015) Additionally, exploring new words allows learners to appreciate the beauty of the language while comparing it with their native tongue to identify similarities and differences This comparative understanding enhances their proficiency in both languages, ultimately leading to more effective communication Given the significance of vocabulary for English as a Foreign Language (EFL) learners, instructional leaders should focus on developing students' vocabulary and enhancing their communication skills using the vocabulary they possess (Alqahtani, 2015).
Vocabulary is the fundamental building block of language, essential for forming sentences, paragraphs, and texts Historically, vocabulary acquisition received less emphasis compared to other language skills, particularly grammar However, with the rise of communicative language teaching, the importance of vocabulary has gained recognition, as highlighted by Wilkins, who stated that while grammar is necessary for conveying meaning, vocabulary is indispensable Learners themselves recognize the critical role of vocabulary in effective communication In my experience as a teacher, I have observed that students often struggle with speaking English fluently, finding speaking and writing tasks challenging due to limited vocabulary Therefore, teachers play a crucial role in enhancing students' vocabulary to facilitate better communication.
In conclusion, vocabulary plays a very important role in language learning and in communication Vocabulary is the most required skill when learning a foreign language
It is on vocabulary that all other skills, reading, writing, speaking and listening are based and developed Therefore, teaching and learning vocabulary becomes crucial part for any language class
Research on second language (L2) vocabulary development indicates that learners navigate a relationship between the size (breadth) and quality (depth) of their vocabulary knowledge This multidimensional approach highlights that vocabulary development involves not only the quantity of words known but also the conceptual understanding and network connections among those words Henriksen (1999) expands on this by introducing three interrelated dimensions of vocabulary knowledge, emphasizing the importance of both productive use and deeper comprehension in achieving a comprehensive understanding of language.
The article discusses three dimensions of second language vocabulary knowledge: (a) partial-precise knowledge, which involves learners transitioning from approximate to precise word recognition, (b) depth of knowledge, defined as the ability to navigate paradigmatic and syntagmatic relationships of vocabulary, and (c) the receptive-productive dimension, which encompasses the ability to understand and produce vocabulary in various formats It emphasizes the importance of balancing direct (memorization) and indirect (contextual) methods in vocabulary teaching Additionally, it highlights the need for effective assessment tools to measure L2 vocabulary knowledge, referencing John Read's work on developing a new test format that surpasses traditional vocabulary testing methods.
Vocabulary plays a crucial role in language learning and is essential for effective second language acquisition (SLA) The focus on teaching and learning vocabulary significantly impacts a learner's ability to grasp a new language While SLA researchers and educators often prioritize syntax and phonology, vocabulary remains a vital component that cannot be overlooked.
2.3 Status quo of vocabulary teaching in Vietnam
In Vietnam, despite the extensive knowledge available for learning foreign languages, students often struggle to achieve high results, primarily due to limitations in vocabulary instruction To address this challenge, perspectives on teaching and learning English vocabulary have evolved, prompting changes in methodologies The history of English vocabulary instruction has seen various approaches, including the Grammar-Interpretation method, Audio-visual method, Listening-Speaking method, and Communication method, each contributing to the ongoing development of effective vocabulary teaching strategies.
The Grammar-Interpretation Method, also known as the Grammar-Translation Method, was predominantly used in Vietnam from the 1970s to the 1990s This approach prioritizes teaching English grammar and vocabulary to enhance reading skills, text translation, and linguistic understanding, rather than emphasizing communication skills (Ellis, 1993) Learners acquire extensive vocabulary and grammatical structures through lists translated into their native language The method encourages the use of dictionaries for word memorization, with teachers playing a central role in the classroom Vocabulary instruction centers on word meanings, and texts are organized into short paragraphs, focusing on the interpretation of language rules.
To assess learners' understanding of cultural content and language rules, it is essential for them to translate the lessons into their native language (Ellis, 1993).
Despite its‟ criticisms, this method, which was widely used across the country for a long time (about or over two decades), has undeniable advantages (Ellis, 1993):
- Learners are well trained in grammar and absorb large vocabulary
- Learner learns relatively many basic sentence structures, memorized by good passages or sample lectures
- Learners can read comprehension texts quickly
Reading texts as a source of lexical input
We have mentioned to the importance of reading and significance of vocabulary So what is the importance of one to the other? Or what is the relationship between them?
As mentioned above, vocabulary is very important to have a successful communication
Learning reading skills is crucial in language acquisition, as research indicates a strong link between reading and vocabulary development In ESL contexts, English textbooks serve as significant resources for vocabulary growth, offering a wealth of additional words for learners to acquire The selection and quality of these texts play a vital role in enhancing language skills.
Categorizing "other" words can be challenging, and there is uncertainty regarding textbook writers' understanding of ESL students' vocabulary needs Generally, students with a broad vocabulary tend to excel in reading, which aligns with the idea that extensive reading is the most effective method for vocabulary acquisition Consequently, reading is widely recognized as a valuable approach to enhancing vocabulary learning.
Reading comprehension plays a crucial role in vocabulary development and overall linguistic skills Meana and Glyn (1988) emphasize that a robust vocabulary is essential for effective language use, stating that individuals with larger vocabularies tend to perform better in communication Research highlights the strong connection between vocabulary knowledge and reading comprehension; learners with limited vocabulary often struggle to read effectively, missing opportunities to acquire new words This disparity leads to the phenomenon where "the rich get richer and the poor get poorer" in terms of vocabulary acquisition A rich vocabulary enhances understanding, enabling good readers to read more, improve their skills, and learn additional words, while poor readers face challenges that hinder their growth Moreover, a broad vocabulary facilitates easier reading, encouraging learners to engage more with texts Reading is vital for mastering English, allowing interaction with the language Harmer (1989) describes reading as a mechanical process where the eyes gather information and the brain interprets meaning Reading comprehension is influenced by three key factors: the text itself, the reader's background knowledge, and the context, all of which are essential for understanding the material.
Good readers, as noted in 1975, are those who extract maximum information from a text with minimal effort This highlights the critical relationship between vocabulary and reading skills: a robust vocabulary enables effective reading, while extensive reading contributes to vocabulary acquisition To comprehend texts fully, students require a rich vocabulary and the ability to employ diverse strategies for deciphering unfamiliar words.
In conclusion, vocabulary and reading significantly influence each other, making it essential for both teachers and students to focus on contextual learning in the classroom (Alqahtani, 2015) By using sentence hints, teachers can help students deduce the meanings of target vocabulary, fostering their ability to recognize contextual clues independently Context-based teaching methods are practical, requiring no special materials or training, and can be easily implemented (Alqahtani, 2015) For English learners lacking interaction with native speakers, reading becomes a vital tool for communication Furthermore, students must grasp not only the language but also the cultural nuances and contextual usage of vocabulary to fully understand word meanings (Alqahtani, 2015) This approach encourages independent thinking and active engagement in the learning process.
Vocabulary- focused activities in the task-based model
Content-Based Instruction (CBI) is an effective approach in language education that integrates content and language learning, particularly for children aged 10 to 15 years (Brinton, Snow, & Wesche, 1989; Ngan, 2011) As children enter junior high school, they experience significant psychological and intellectual growth, making traditional English learning methods less effective CBI aligns closely with natural language acquisition, emphasizing the development of English language skills, social science knowledge, and academic abilities To engage students, a diverse and rich curriculum should be designed, incorporating topics that resonate with their interests, such as pop culture and science This relevance enhances their motivation and integration into the learning process, fostering daily practice and connection to their favorite media Additionally, CBI includes essential skills like presentation, critical thinking, group work, and writing, allowing children to leverage their strengths in a supportive learning environment.
Content-Based Instruction (CBI) emphasizes pre-determined content, followed by the selection of grammar, skills, and functions Brinton, Snow, and Wesche (1989) highlight that CBI provides meaningful context and comprehensive language input, which are essential for language comprehension (Krashen, 1985) CBI is tailored to analyze learners' needs, qualifications, and objectives, making it effective in meeting diverse learner requirements Key features of CBI include the use of authentic materials, which are real-life resources not specifically designed for language instruction, necessitating teacher creativity in lesson planning Additionally, CBI adopts a learner-centered approach that enhances motivation and encourages active participation, reducing reliance on instructors Furthermore, CBI prioritizes both language and content delivery, ensuring that assessments evaluate both aspects effectively.
CBI models vary in context, transmission levels, and emphasis on language or content Brinton, Snow, and Wesche (1989) identify three main CBI models: the theme-based model, the sheltered model, and the adjunct model The theme-based model is commonly used in ESL courses, where instructors possess both language and subject expertise, focusing on language in exam content The sheltered model emphasizes comprehension of the language, assessing students' abilities through related testing The adjunct model integrates language teaching with technical instruction, evaluating language skills during lessons and conducting practical assessments throughout the academic year Subject-based models are favored for their flexibility, allowing teachers to tailor topics based on learners' needs, proficiency levels, and lesson objectives, effectively guiding lecture design.
Content-Based Instruction (CBI) prioritizes the subject matter, allowing students to engage deeply with specific topics while simultaneously learning a second language According to Brown (2001), CBI integrates subject-specific content with language acquisition, emphasizing that the target language serves as a medium for communicating information about the topic Halvorsen and Gettings (1995) further clarify that CBI focuses on teaching language within the context of themes or topics rather than isolated language skills or grammar, providing a rich context for developing language proficiency.
Content-Based Instruction (CBI) offers several advantages for language learners It enhances engagement and motivation by allowing students to use the language for real purposes, fostering confidence and independence Additionally, CBI broadens students' knowledge of the world, which supports their overall educational development According to Crandall and Tucker (1990), CBI integrates subject matter with language instruction, while Wesche (1993) emphasizes its focus on developing practical language skills alongside specific content This approach provides meaningful contexts and comprehensive language input, addressing learners' needs and objectives However, CBI may not always prioritize language learning explicitly, leading to potential confusion and insufficient improvement in language skills Incorporating language-focused exercises is essential to reinforce vocabulary and grammar Furthermore, finding appropriate resources for lower-level students can be challenging, as not all learners progress at the same pace, and exam content often emphasizes language proficiency.
In UK schools, task-based approaches to language learning are gaining popularity due to their focus on practical communication and real-world language application This instructional method prioritizes the language needed for specific tasks over traditional aspects such as grammar and vocabulary As noted by Ellis (2003), tasks are central to second language acquisition (SLA) research and pedagogy Willis (1996) emphasizes that tasks involve learners using the target language for communication to achieve specific outcomes Additionally, Richards and Rodgers (2001) highlight that tasks facilitate both input and output processing essential for effective language acquisition.
Task-based learning is a student-centered approach that enables learners to apply previously acquired knowledge in new communicative contexts (Nunan, 1989) For instance, when teaching vocabulary, traditional methods often lead to quick forgetfulness; therefore, strategies such as predicting words related to the task, creating word webs, and engaging in cooperative dictionary searches can enhance retention (Newton, 2001) As Willis (1996) states, tasks are activities where learners use the target language to communicate and achieve specific outcomes, which can range from solving puzzles to booking flights According to Le Van Canh, this approach fosters deeper engagement and understanding.
Task-Based Instruction (TBI) is an effective teaching method characterized by a focus on communication through interaction in the target language, the incorporation of authentic language, and an emphasis on the learning process itself It leverages individual experiences as a vital component of learning and strives to connect classroom activities with real-world language use TBI offers several advantages, such as redefining language as a tool rather than an end goal, transitioning from abstract knowledge to practical applications, addressing learners' immediate needs, and fostering engaging and creative classroom environments According to Willis (1996), TBI is structured around three key phases that enhance language learning and application.
(1996), there are three phases in the structure of the TBI:
1 Pre-Task (Pre-Tasks): Problem / Perception; Introduction of topic and task name; The lecturer introduces the topic in full; Use pictures, posters and other annotations
2 Task Cycle (Tasks): Use the target language to perform tasks; Create group activities, pair activities; Make exercises to provide information to each other;
To step up the planning, reporting and presentation activities; Select some pairs or groups to report to the whole class about Tasks performed
3 Post-task phase (after doing tasks, also known as Language Focus): Select, identify and classify words (words, clauses); Practice language in class;
In Task-Based Instruction (TBI), the teacher assumes a pivotal role in facilitating group reporting and class discussions, emphasizing the importance of activity order and weight to enhance learner engagement While TBI shares similarities with traditional teaching methods, it prioritizes learner autonomy by encouraging active language use and minimizing direct teacher interference The complexity of this approach requires trainers to adopt various roles, including task selection and arrangement, preparing learners for successful task execution, and fostering an understanding of practical language applications in real-life contexts These responsibilities are essential for ensuring that learners grasp instructions and effectively summarize lessons, making the trainer's role crucial during the Task Cycle.
Trainers in task-based instruction (TBI) must adopt various roles to enhance the learning experience, ensuring they understand the principles of TBI beyond merely labeling tasks as such It is essential to anticipate potential challenges and clarify the grammatical forms to be taught, while continuously assessing learners' needs The flexibility of TBI allows trainers to create practical tasks that foster effective communication and idea exchange among learners This approach encourages students to use their language skills actively, aligning with the communicative approach that reshapes the understanding of reading in the language classroom By integrating meaningful communication into L2 reading tasks, TBI demonstrates its capacity to focus on both meaning and form simultaneously.
2.7 Studies on the integration of vocabulary development exercises into reading lessons
A survey conducted by Scott and Butler (1994) involving 126 teachers in British Columbia revealed that 94% of educators actively teach vocabulary through direct instruction Common strategies include using new words in context and paraphrasing sentences that feature these words Additionally, most observational studies on reading instruction tend to concentrate on overall reading lessons and comprehension, rather than dissecting specific components of these lessons (Blanton).
Research indicates that while studies on vocabulary instruction provide some insights, they often lack depth For instance, Durkin (1978) found that teachers dedicate less than 3% of reading instruction time to teaching word meanings, a finding supported by Barr & Sadow (1989) and Durkin (1984) Although various teaching behaviors have been identified, the effectiveness of different vocabulary teaching methods remains underexplored (Mezynski, 1983; Stahl & Fairbanks, 1986) Effective vocabulary instruction involves multiple exposures to target words across diverse contexts over time (Beck, Perfetti).
Two highly researched methods for enhancing students' reading comprehension skills are vocabulary instruction and the teaching of reading strategies (Lemire-Théberge et al., 2013) To effectively grasp the material, students must engage actively with the text (Saint Laurent, 2002).
According to Théberge et al (2013), educators can effectively support students with learning disabilities (LDs) by integrating vocabulary instruction with reading comprehension teaching The selection of vocabulary words is crucial for text understanding Two distinct approaches exist for planning vocabulary instruction, one of which is the method proposed by Beck and McKeown (as cited by Biemiller, 2007).
Specifically, learners benefit from receiving both definitional and contextual information about the target word and from meaningful practice over time
Effective instruction fosters active learner engagement, encouraging students to create meaning by integrating their prior knowledge with new concepts being taught.
I Action Research in Language Teaching
Reflection
Students demonstrate a strong motivation to achieve high marks in English and consistently complete exercises However, the lack of engaging teaching methods and the subject matter itself hinder their ability to study more effectively Additionally, students express a positive attitude towards intentional vocabulary teaching and appreciate vocabulary-focused exercises that accompany reading comprehension tasks.
Research indicates that student outcomes are primarily influenced by factors such as motivation, consistent vocabulary practice, active class participation, and understanding the subject's significance While teaching content and teachers' attitudes have a minor effect, the teaching approach can significantly enhance student motivation and willingness to learn.
The findings of this study may be specific to the students at QuynhLuu 1 High School, indicating a need for future research to include diverse student populations Expanding the scope of research to various backgrounds will provide more comprehensive insights into the effectiveness of Content-Based Instruction (CBI) and Task-Based Instruction (TBI) methodologies in foreign language teaching.
Some recommendations and suggestions on extending vocabularies
Vocabulary is crucial in language learning, as it enhances reading comprehension and boosts students' interest in English To improve vocabulary, schools should implement reforms that emphasize intensive reading and speaking practice English as a Foreign Language (EFL) learners can enrich their vocabulary by engaging with books on topics that interest them This approach not only familiarizes them with sentence structures and grammar but also helps them acquire new words To maximize the effectiveness of vocabulary exercises, it is essential to choose appropriate materials and strategies.
Select a suitable vocabulary exercise to enhance new word acquisition and improve reading skills for each lesson, taking into account various factors such as lesson content, objectives, student proficiency levels, and available practice time.
Selecting the right vocabulary exercise for each stage of reading is essential for effective learning During the pre-reading stage, activities should engage students, spark their interest, activate prior knowledge, and introduce relevant vocabulary In the while-reading phase, students can enhance their comprehension skills by completing tasks found in the textbook Finally, the post-reading stage offers an opportunity for vocabulary expansion through targeted exercises, allowing teachers to assess students' understanding and vocabulary related to the reading material.
Effectively managing time is crucial for successful vocabulary exercises Teachers should allocate time evenly among tasks, especially given the limited reading period Typically, post-reading activities take about 10 to 15 minutes, so if vocabulary expansion exercises are included, they should be limited to 5 to 8 minutes to ensure a balanced approach.
To effectively engage students in vocabulary exercises, teachers should prepare clear and appealing materials that differ from textbook illustrations This preparation is essential for capturing students' attention and enhancing their learning experience.
When doing exercises the teacher needs to pay attention to the organization stage With each kind of exercises, the teacher can conduct in individual or pair
To maintain order in the classroom and ensure that students grasp the intended lessons, teachers must adopt a flexible approach in selecting exercises for reading activities By effectively incorporating vocabulary expansion exercises, educators can enhance student engagement and progressively improve their reading skills over time.
To enhance English proficiency, schools should implement a teaching reform focused on intensive reading and practical speaking tasks English as a Lingua Franca (ELF) learners can expand their vocabulary through daily reading and speaking activities, starting with books on topics that interest them This approach helps students naturally grasp sentence structures, grammar, and vocabulary Although initial challenges may arise due to unfamiliar words and phrases, setting a daily goal of learning at least one new word can be beneficial Students should maintain a list of unknown words and seek guidance from teachers or additional resources to aid their understanding.
In conclusion, English serves as an essential international language and has been a mandatory subject for Vietnamese students for years, impacting both teaching and examinations Mastering English enables students to leverage globalization effectively Vocabulary plays a crucial role in language acquisition, as understanding a language hinges on knowing its words Additionally, reading is a vital skill in learning English, allowing students to grasp information accurately from texts Regular reading exposes learners to less commonly used words and enhances their comprehension through contextual understanding.
There are two primary approaches to vocabulary teaching: intentional and incidental While incidental vocabulary learning can be effective for students with a larger vocabulary size, intentional teaching is crucial for those with limited vocabulary, such as the students at Quynh Luu I High School This action research highlights the positive impact of vocabulary-focused exercises implemented during the post-reading stage, demonstrating that reading lessons can effectively enhance students' vocabulary An expanded vocabulary is believed to improve reading comprehension, although it is also influenced by various factors, including reading strategies and students' background knowledge.
Reading skills are essential for students in language learning, particularly in Vietnamese classes Language teachers continue to focus on teaching reading due to the unique characteristics of learners and the varying levels of teacher proficiency and classroom methods.
A study conducted at Quynh Luu I High School involved surveys with five teachers and approximately 80 students, revealing that both groups hold positive attitudes towards vocabulary exercises used in post-reading activities Despite the infrequent use of these exercises in current reading lessons, teachers express support for their implementation in English reading classes This positive outlook creates a favorable environment for integrating vocabulary exercises into future reading skill instruction.
The study faces several limitations, including a small sample size restricted to one high school, which may affect the generalizability of the findings Despite these constraints, the methodology yielded compelling data supporting the effectiveness of vocabulary exercises Additionally, challenges such as students' limited vocabulary and lack of interest in reading hindered the implementation of various exercises I hope these issues can be addressed in the near future This thesis reflects the current state of academic knowledge and methodology, and while errors may exist, I aspire that the outcomes of this study will inspire further research and exploration in this area.
Additional research is essential to confirm the findings related to vocabulary exercises, which are effective strategies for enhancing vocabulary and reading comprehension The researcher believes these results can be applied across various grades, teachers, and schools The author anticipates that future studies will address the limitations of this research, ultimately contributing to the enhancement of English teaching and learning quality.
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This anonymous questionnaire is intended solely for research purposes, and all provided information will remain confidential We appreciate your prompt and careful participation in completing the survey.
Thank you very much for your cooperation!
3 Where do you come from? ( address at present)
4 How long have you been learning English? ………
1 In your opinion, which skills you like learning best a reading b speaking c listening d writing
2 How much time do you spend learning English each day? a 2 hour b 30 minutes c an hour d about 30 minutes
3 What do you find most difficult in learning vocabulary? a there are too many new words in the passage b It is difficult to understand the meaning of new words in context c there are not many vocabulary exercises to practice d there is not any difficult in learning vocabulary