INTRODUCTION
Rationale
English has long been recognized as an international language, increasingly sought after by individuals aiming to enhance their communication skills and improve job prospects A strong vocabulary is essential for mastering English; however, many learners encounter challenges in this area, regardless of their proficiency level.
Vocabulary is crucial for understanding texts and enhancing reading comprehension When students grasp word meanings, they can better comprehend the content Focusing solely on grammar without a solid vocabulary base hampers their communication skills Therefore, vocabulary is vital in the English teaching and learning process; a limited vocabulary results in ineffective communication This importance has led many researchers to explore the topic of vocabulary extensively.
Throughout my teaching experience, I have observed that students often struggle with learning and retaining new vocabulary This challenge is particularly evident among high school students, who must acquire an extensive vocabulary to succeed in the national exam at the end of 12th grade.
The author, driven by a passion for vocabulary and a desire to enhance vocabulary retention among 10th-grade students, has chosen to explore the topic: “Applying Vocabulary Review Games in Teaching Vocabulary to 10th Graders.” This study is grounded in the author's knowledge of English teaching methodologies and experiences gained during a practicum at a high school.
Aims and Objectives of the Study
The main purposes of thesis when I conduct the study are:
- To investigate the real situation of vocabulary teaching and learning at high school
- To find out the effectiveness of using review games in teaching vocabulary by the teachers to the 10th graders
- To propose some suggestions and recommendations for the improvement of memorization vocabulary to the tenth graders by using review games.
Research Questions
In order to fully achieve these aims, the study aims at answering the following research questions:
The attitudes of teachers and students toward the teaching and learning of English, particularly English vocabulary, among tenth graders in high schools play a crucial role in the educational process Understanding these attitudes can provide insights into the effectiveness of current teaching methods and the engagement levels of students Positive perceptions from both teachers and students can enhance vocabulary acquisition and overall language proficiency, while negative attitudes may hinder learning outcomes Therefore, exploring these perspectives is essential for improving English language education in high school settings.
- What is the real situation of using review games in teaching vocabulary to the tenth graders?
- What are the effects of applying these games in vocabulary learning and teaching to the tenth graders?
Scope of the Study
Incorporating games into language teaching is a vast subject, and vocabulary instruction typically occupies a small portion of English lessons Given the constraints of this thesis, the focus will be narrowed to the use of review games specifically for 10th-grade students The title of the paper reflects this targeted approach.
This study focuses exclusively on the implementation of vocabulary review games in teaching vocabulary to 10th graders, highlighting the effectiveness of such games in enhancing vocabulary retention Other language skills were not examined in this research.
Methods of the Study
This thesis aims to enhance students' vocabulary retention by incorporating review games, utilizing both quantitative and qualitative research methods to achieve effective results.
- Reviewing theories and collecting information relating to teaching and learning vocabulary and games from different sources: references, books, Internet and so on
A comprehensive survey was conducted to assess the attitudes of teachers and students in upper secondary schools This involved utilizing various questionnaires and conducting direct interviews with both groups to gather insights on the current situation within these educational institutions.
The survey results reveal insights into the attitudes of teachers and students regarding vocabulary instruction and the use of review games in upper secondary schools It highlights the current state of teaching and learning vocabulary, indicating a need for innovative methods to enhance engagement and retention The findings suggest that incorporating review games can significantly improve students' motivation and understanding of vocabulary, ultimately fostering a more effective learning environment.
- Synthesizing the survey results to suggest suitable review games for vocabulary teaching and learning
1.6 The organization of the Study
The thesis consists of five main chapters:
The rationale for choosing the study, the aims and objectives, research questions, the scope, the methods and the organization of the study are all included in chapter 1
In this chapter, the author provides the concepts of theoretical background about vocabulary learning and teaching, games and review activities
Chapter 3 focuses on research methodology which describes the research context, research methodology, research instruments and data collection
This chapter provides a detailed analysis of the data and offers recommendations for incorporating review games into vocabulary teaching and learning Additionally, the author presents engaging review game suggestions as specific examples tailored for lessons in the textbook "Tiếng Anh 10," aimed at tenth-grade students.
Main points and contents of the study will be summarized basing on the results of the study The recommendations for future independent research will be also presented.
Organization of the Study
This chapter outlines the foundational concepts of the study, focusing on vocabulary, games, and review activities It includes detailed descriptions, summaries, and critical evaluations of each referenced work.
Vocabulary, as defined by Webster's Dictionary (1993), refers to a collection of words and phrases typically arranged in alphabetical order It encompasses a diverse array of language elements, including collocations and phrasal verbs, highlighting the complexity and richness of language.
Vocabulary in a foreign language encompasses the words taught, which can include single words like "book" or "cat," as well as multi-word expressions such as "post office" and "school-yard" that convey a single idea Additionally, idiomatic phrases like "kick the bucket" illustrate how the meaning cannot be inferred from the individual words, highlighting the complexity of vocabulary acquisition.
According to Cameron (2001), understanding a word involves recognizing its meaning To effectively acquire new vocabulary, learners must grasp the meaning of words and learn to apply them in appropriate contexts.
Vocabulary is a crucial element of language that encompasses the meanings and usage of words (Harimurti Kridalaksana, 1993) It plays a significant role in the English learning process, alongside sound systems, grammar, and cultural understanding As individuals age, their vocabulary expands and evolves, serving as an essential tool for effective communication and knowledge acquisition Consequently, a person's vocabulary bank consists of the words they know and use.
LITERATURE REVIEW
English Vocabulary
Vocabulary, as defined by Webster's Dictionary, refers to a collection of words and phrases typically organized in alphabetical order It encompasses a diverse array of elements, including collocations and phrasal verbs, highlighting the richness and complexity of language.
Vocabulary in a foreign language encompasses the words that learners are taught, which can include single words like "book" or "cat," as well as multi-word expressions such as "post office" or "school-yard" that convey a single concept Additionally, there are idiomatic phrases like "kick the bucket," where the overall meaning cannot be inferred from the individual words.
According to Cameron (2001), understanding a word involves recognizing its meaning For learners, acquiring new vocabulary requires not only comprehension of the word's meaning but also the ability to use it appropriately in various contexts.
Vocabulary is a crucial element of language that encompasses the meanings and usage of words (Harimurti Kridalaksana, 1993) It plays a significant role in the English learning process alongside sound systems, grammar, and culture As individuals age, their vocabulary naturally expands and develops, serving as an essential tool for effective communication and knowledge acquisition Consequently, a person's vocabulary bank consists of the words they aim to learn in a new language.
According to different researches, there are different answers to the question: “What are different types of vocabulary?”
Vocabulary can be devided into two types which are active and passive vocabulary
Active vocabulary consists of words that students must comprehend and utilize for effective communication When teaching these vocabulary items, it is crucial to provide examples, visuals, and contextual usage, enabling students to understand how to apply the words appropriately Mastery of active vocabulary significantly enhances productive skills, particularly in speaking and writing.
Passive vocabulary consists of words that students can recognize and understand within context, but do not actively use in communication It is not essential for teachers to explain these passive items in detail; instead, students can infer their meanings from the surrounding text Therefore, passive vocabulary is analogous to receptive vocabulary, while active vocabulary aligns with productive vocabulary.
According to Harmer (1994), distinguishing between active and passive vocabulary in students can be challenging For beginners, particularly children, most words are typically active; however, over time, some may transition to being passive The classification of vocabulary as active or passive depends on factors such as the students' proficiency levels, the specific texts being studied, and the lessons or skills being taught.
Vocabulary can also be categorized in several ways as follow
To begin with, vocabulary can be categorized depending on how we use it
A rich vocabulary consists of basic vocabulary, high-frequency vocabulary, and subject-related vocabulary A word‟s definition, use, context, and complexity determine its category
Ideally, learners should pick up words that will help them in their studies
Learners can enhance their vocabulary by focusing on words they frequently encounter in books and conversations, ensuring they build a practical and relevant word bank for everyday use.
To enhance their career prospects, learners should focus on expanding their vocabulary in line with their specific field of interest For example, those specializing in computer electronics must become well-versed in the technical terminology relevant to computers.
Vocabulary can be divided into two main types: expressive and receptive Expressive vocabulary consists of the words we actively use to convey our thoughts and ideas.
“speaking” and “writing” fall under the expressive category
Speaking vocabulary consists of the words commonly used in everyday conversation, with research indicating that individuals typically possess around 10,000 words in this category In contrast, writing vocabulary encompasses the words employed when expressing ideas in written form, which is often influenced by one's proficiency in spelling.
Receptive vocabulary encompasses all the words that individuals comprehend while reading texts or listening to spoken language This includes the listening vocabulary, which consists of the words we hear and understand during communication Essentially, receptive vocabulary represents the language we process when receiving information.
Adults typically comprehend and process approximately 50,000 words, with their listening vocabulary being significantly larger than their speaking vocabulary Reading vocabulary encompasses all the words we understand while reading, and as highlighted, increased reading leads to enhanced vocabulary development for learners.
Vocabulary can be categorized into oral and written forms Oral vocabulary includes the words we actively use in speech and those we comprehend while listening In contrast, written vocabulary encompasses the words we understand when reading and those we utilize in writing to convey our thoughts.
Building vocabulary is a gradual process that enhances comprehension skills and language mastery through reading and targeted instruction By making an effort to grasp unfamiliar words, learners engage with the broader context, ultimately improving their understanding of the writer's or speaker's message.
Affective factors on second language vocabulary acquisition
Vocabulary acquisition is a crucial component of learning a second language, as effective communication relies on a rich vocabulary to convey diverse meanings Despite advancements in grammar and pronunciation, many learners struggle with vocabulary, often citing it as their primary challenge Recent research has overlooked this vital area, emphasizing the need to address the factors influencing second language vocabulary acquisition.
Since the 1970s, research has shifted from focusing on aptitude to emphasizing the importance of learners' attitudes and beliefs, highlighting their impact on learning behaviors and outcomes A positive learning attitude can lead to insightful beliefs about language learning processes, personal abilities, and effective strategies, ultimately enhancing the learning experience Conversely, misguided beliefs may result in reliance on ineffective strategies, fostering indifference, poor performance, classroom anxiety, and a negative attitude toward autonomy in learning.
Second language acquisition theory shows the crucial importance of a further affective variable, motivation, which is in fact a cluster of elements that
“energize behavior and give it direction” (Hilgard, Atkinson & Atkinson,
Chomsky (1988) highlights that activating learners' motivation is crucial, stating that 99 percent of teaching involves making students interested in the material Motivation plays a key role in engaging learners in second language acquisition, with long-term goals being a significant factor, regardless of the curriculum or teacher Consequently, language learning motivation has become central to many theories of second language acquisition, and it is widely recognized by educators and researchers as a vital element influencing the rate and success of learning, often compensating for gaps in language aptitude (Tremblay & Gardner, 1995).
Gardner and Lambert (1976) significantly advanced the understanding of motivation in second language acquisition by introducing the integrative-instrumental duality, a concept that gained widespread acceptance and was validated by numerous studies Their decade-long research demonstrated that language achievement is influenced not only by learners' aptitude but also by their emotional responses to the target linguistic and cultural group Despite the strong foundation of their model, some research has yielded mixed results, failing to identify a robust integrative factor or producing contradictory findings.
Motivation plays a crucial role in predicting second language achievement and can be influenced by prior learning experiences Students exhibiting integrative or instrumental motivation, or a combination of both, tend to demonstrate increased effort and perseverance in their language learning Additionally, factors like self-confidence can sometimes outweigh traditional forms of motivation in certain contexts Intrinsic interest in specific learning activities is another form of motivation that teachers can more readily influence compared to goal-directed motivation.
In addition to the previously discussed affective factors that impact second language acquisition, other elements such as inhibition, empathy, and tolerance of ambiguity also play a crucial role Inhibition, akin to anxiety, arises as individuals develop a self-image, leading to an awareness of their distinct identity in relation to others.
Increased awareness often leads to a heightened need to safeguard the ego, prompting individuals to steer clear of potential threats to their self-esteem Strong criticism and ridicule can significantly undermine the ego, resulting in heightened defensiveness and inhibition Empathy, defined as the ability to "put yourself into someone else's shoes" (Brown, 2002:143), plays a crucial role in fostering understanding and connection.
Arnold and Brown (2000) emphasize that empathy involves appreciating the identity of others without abandoning one's own feelings or beliefs This concept is closely tied to cultural relativity, which encourages individuals to recognize that their perspective is not the only one and may not be the best Empathetic learners are more inclined to collaborate, benefiting from group work and effective communication with peers They show interest in diverse cultures and accept varying values and life attitudes Additionally, these learners reflect on the purpose behind teaching arrangements, demonstrating a willingness to engage with the tasks set by their instructors.
Students lacking empathy often exhibit passive behavior towards their teachers' instructions, leading to minimal classroom participation and an inability to complete assignments as required.
Tolerance of ambiguity, as defined by Ehrman (2000), consists of three key levels: intake, which involves allowing information to be absorbed; tolerance of ambiguity proper, which is the acceptance of contradictions and incomplete data; and accommodation, where individuals make distinctions, prioritize information, and restructure their cognitive frameworks.
All of aforesaid researches on affective factors will be taken as the references to make the new categorization and present the operational definitions of affective variables in vocabulary acquisition
The affective conditions of learners play a critical role in explaining individual differences in learning outcomes These emotional states can fluctuate significantly, influencing not only overall progress but also reactions to specific learning activities on a daily and even momentary basis Research in naturalistic settings is particularly effective for examining how these transitional emotional states develop and their impact on the learning process (Ellis, 1999:483).
The relationship between affective factors and second language acquisition is complex and interconnected Variables such as anxiety, motivation, and attitudes influence each other, with anxiety potentially leading to decreased motivation and negative attitudes Additionally, an individual's learning attitude is often shaped by their motivation levels These factors can combine in diverse ways among different learners, making it difficult to predict one factor based solely on another.
2.2.4 Learning mode factors on vocabulary acquisition
2.2.4.1 Intentional and Incidental Vocabulary Learning
Recent research has increasingly focused on vocabulary acquisition, particularly incidental vocabulary acquisition The term "incidental vocabulary acquisition" was first introduced in the studies by Nagy and Herman regarding children's first language learning (Zhu, 2004) According to Swanborn and De Glopper (1999), incidental vocabulary learning occurs when individuals derive and learn new word meanings while reading familiar texts without the explicit intention to learn new words This concept suggests that the act of reading does not specifically aim to enhance vocabulary but rather to understand the content Wesche and Paribakht (1999) further emphasize that this type of learning occurs when learners prioritize comprehension over the explicit goal of acquiring new vocabulary Qian (2002) defines incidental vocabulary acquisition as the process by which learners enhance their vocabulary while focusing on text comprehension.
2.2.4.2 Direct and Indirect Vocabulary Learning
Students acquire vocabulary indirectly by encountering words in various contexts, such as through conversations and extensive reading Particularly for children, most word meanings are learned through everyday interactions with both oral and written language.
Students acquire vocabulary effectively through explicit instruction of both specific words and word-learning strategies Research indicates that while much vocabulary is learned indirectly, certain words require direct teaching This direct instruction is crucial for understanding challenging terms and enhances reading comprehension when vocabulary is taught in relation to the text being studied.
Stages of Teaching Vocabulary
There are many different ways to teach vocabulary, but some ways are more effective than others Forseth et.al (1996: 23-25) propose some principles for teaching vocabulary:
The first principle emphasizes the importance of providing context for new vocabulary While this approach can yield positive outcomes, it overlooks a crucial aspect of vocabulary usage: words are inherently tied to their contexts.
The second principle emphasizes that teachers should introduce a limited number of new words at a time This approach allows students to practice and effectively use the vocabulary, making it easier for them to remember Overloading students with too many new words can lead to boredom and hinder their learning experience.
According to Gower, Phillips & Walters (2005) and Thornbury (2002), vocabulary teaching consists of three key stages: presenting, practicing, and revising This research aims to outline each stage along with its distinctive characteristics to enhance the understanding of effective vocabulary teaching techniques.
Thornbury (2002) emphasizes the importance of teaching both the meaning and form of new words together to achieve a strong connection between the two He argues that presenting these aspects in close conjunction is essential for effective learning Additionally, he identifies key factors that influence the number of words that should be taught at one time.
- The learners‟ level (beginner, intermediate, or advanced)
- Learners‟ likely familiarity with the words (learners may have met the words before even though they are not part of their active vocabulary)
- The difficulty of the items (whether, for example, they express abstract rather than concrete meaning, or whether they are difficult to pronounce)
- Their “teach ability”, which means whether they can be easily explained or demonstrated within the context of the classroom
Since more time will be needed for the former, the number of items is likely to be fewer than if the aim is only recognition
After raising two most common questions in presenting new words in teaching vocabulary, Thornbury goes further to notify a principle in introducing new vocabulary items that is learners‟ capacity
According to Gower, Phillips, and Walters (2005), students require time for new vocabulary to be absorbed, often recognizing new words but delaying their active use To address this, planned activities for recycling and reactivating vocabulary are essential Thornbury (2002) supports this notion, highlighting that "practice makes perfect" and emphasizing the importance of transferring words from short-term to permanent memory He explains that new vocabulary must be integrated into the learner's existing mental lexicon to ensure long-term retention and recall Therefore, vocabulary should be placed in "working memory" and engaged in various practices to facilitate effective learning.
In the final stage of teaching, it is crucial to assess students' comprehension and revise the vocabulary they have learned While this stage may seem similar to the second stage, it focuses on high-level production tasks that require students to apply their knowledge creatively According to Thornbury, decision-making tasks are part of this stage, where learners must make choices based on previously acquired information This approach emphasizes the importance of practical application in language learning.
Games
According to Jones (1980), games involve one or more players competing or cooperating based on established rules Rogers (1981) emphasized that gaming is characterized by clear goals, governed by rules, and inherently competitive, which helps engage students Gibbs (1981) described games as activities where decision-makers either cooperate or compete to achieve their objectives while adhering to specific rules Rixon (1981) noted that games are structured activities with defined beginnings and endings, culminating in a winner who signifies the conclusion of the game.
Games foster collaboration among players and competition against opposing teams, enhancing language skills through active participation As learners engage, they utilize verbal communication, gestures, and body language, creating an enjoyable and dynamic learning environment (Rixon, 1981).
Halliwell (1991) emphasized the importance of fostering a communicative atmosphere in the classroom to harness the creative language skills of young learners Teachers should encourage students to actively construct their own language, as the unpredictable nature of language in activities necessitates this engagement Games play a crucial role in this process, as they not only provide enjoyment but also stimulate a desire to communicate and establish predictability in language use.
Incorporating games into vocabulary instruction necessitates skilled teachers who actively engage students in gameplay while ensuring mastery of the language's linguistic aspects According to Rixon (1981), a thorough understanding of games enables educators to discover and develop activities that facilitate learning through play.
This section will define the term "game" and explore the benefits of incorporating games into the education of young learners Additionally, it will discuss the advantages and disadvantages of using games to teach vocabulary in a new language.
2.4.3 Reasons for Using Games in Teaching
Games play a vital role in enhancing language learning by making classes engaging and maintaining students' interest They foster an environment of meaningful communication, allowing young learners to interact before, during, and after gameplay (Wright, Betteridge, & Buckby, 2005) This interactive atmosphere facilitates comprehensible input through listening and reading (Krashen, 1985) and encourages comprehensible output in speaking and writing (Swain, 1993) Additionally, games can alleviate the seriousness of language instruction, evoking positive emotions and reducing anxiety and shyness, particularly in small group settings (Bransford, Brown, & Cocking, 2000; Ersoz, 2000; Richard-Amato, 1988; Uberman, 1998) Moreover, they effectively incorporate all four language skills: speaking, writing, listening, and reading (Lee, 1995).
Games actively engage students in student-centered activities, fostering essential skills such as polite disagreement, collaboration, and teamwork when played in small groups (Jacobs & Kline Liu, 1996) They promote cooperation, team spirit, competition, and turn-taking (Ersoz, 2000; Orlick, 2006) According to Gardner (1999), games tap into various intelligences, including visual intelligence through drawing, interpersonal intelligence through social interaction, and kinesthetic intelligence via hands-on elements like cards.
2.4.4 The importance of games in teaching vocabulary
According to Lewis (1999), children's love for play makes games a popular choice for learning, as they enable interaction, discovery, and experimentation with their environment Incorporating games into education not only boosts students' motivation but also serves as an effective incentive for language use.
According to Harmer (2008), young learners must develop a strong understanding of language features and the ability to process information quickly to achieve fluency in English To facilitate this, it is essential for them to engage in diverse and suitable practices that enhance their information processing skills and support the simultaneous use of the language.
Games play a crucial role in vocabulary teaching, as they emphasize essential words needed to meet game objectives (Allen, 1983) Huyen and Nga (2003) along with Uberman (1998) highlight that games foster a fun and relaxed learning environment, enabling young learners to acquire and retain vocabulary more effectively Vernon (2009) supports the notion that games are a powerful tool for teaching vocabulary, as they engage children, enhance their attention, and create an enjoyable classroom experience This enjoyment leads to increased participation and makes repetition more engaging, ultimately reinforcing their learning of new words.
Incorporating physical movements into games keeps young learners engaged and stimulated, as they tend to lose interest during lengthy lessons By integrating movement, educators can ensure active participation and maintain focus According to Vernon (2009), games that foster healthy competition encourage learning without the need for coercion, making the educational experience more enjoyable and effective.
Thus, choosing the right game can support healthy competition in the classroom
2.4.5 Practical Implications of Using Games to Teach Vocabulary
2.4.5.1 The Implementations of Teaching Vocabulary Using Games
To effectively teach vocabulary to young learners through games, teachers should focus on two key steps: first, grouping the students appropriately, and second, providing clear explanations and instructions about the game This approach ensures an engaging and educational experience for all participants.
Scott & Ytreberg (2004) emphasize the benefits of grouping learners together, as it fosters a collaborative environment However, it's important to note that constant group work isn't necessary Phillips (1993) warns that groups larger than five can lead to chaos and reduced productivity A practical method for forming groups involves having students count off, with those sharing the same number gathering together Once grouped, students can name their teams, which can be recorded on the whiteboard for tracking scores This approach not only promotes cooperation but also instills a sense of competition, enhancing the overall learning experience.
2.4.5.3 Giving Explanation and Instruction about the Game
Effectively explaining the game to young learners is crucial for achieving the desired educational outcomes Teachers play a vital role in this process, as they must provide clear instructions and explanations to ensure students understand how to play and engage with the vocabulary intended for learning.
Without clear explanations of the rules and instructions, using games to teach vocabulary to young learners can lead to wasted class time If students are unaware of how to participate, they will quickly lose interest and fail to achieve any meaningful outcomes.
2.4.6 Practical Challenges of Implementing Games in Teaching Vocabulary
Review
Reviewing is a powerful tool for learning from experience and facilitating growth in others By honing your reviewing skills, you can maximize the benefits gained from work, life, and leisure activities, aligning your insights with your aspirations.
Reviewing encompasses various processes that utilize personal experiences for learning and development Key aspects of reviewing include reflecting on, analyzing, and making sense of experiences, as well as communicating, reframing, and learning from them.
Alternative terms for reviewing are 'processing', 'debriefing' and 'reflection'
The term “reviewing” can be understood in these two ways:
Reviewing is a crucial learning process that involves gaining insights from personal experiences This can be achieved through methods such as maintaining a diary, sharing thoughts with a friend, or seeking guidance from a mentor Ultimately, it emphasizes the active role of the learner in their educational journey.
Reviewing involves assisting learners in their educational journey by facilitating learning through experience This process includes techniques such as asking questions, providing feedback, and exploring different explanations, all of which are essential skills for both facilitators and learners Mastering these facilitation skills not only enhances teaching effectiveness but also contributes significantly to the learning experience.
A skilled facilitator enhances learners' reviewing abilities while simultaneously applying these skills for their own professional growth By reflecting on their experiences, effective facilitators not only teach but also engage in continuous learning, fostering an environment of mutual development.
According to Roger(1993), there are ten 10 reasons for reviewing as follow:
Adding value to experiences is crucial, as the significance derived from them largely hinges on the process of reviewing This review process serves as an opportunity to enhance the meaning of experiences, regardless of their perceived size or emotional impact, whether they are deemed 'small' or 'large,' 'negative' or 'positive.'
To avoid stagnation in personal or group development, it is essential to engage in regular reviews These reviews offer valuable strategies that facilitate progress and reinvigorate the cycles of learning and development, helping individuals and teams to move beyond any developmental standstill.
The third is achieving objectives Reviewing can help to clarify, achieve, measure and celebrate objectives
Opening new perspectives allows individuals to break free from their habitual ways of viewing experiences By considering the viewpoints of others and employing various reviewing techniques, people can broaden their understanding and gain insights beyond their usual tunnel vision This approach encourages learning from a more comprehensive viewpoint, enhancing personal growth and awareness.
Developing observation and awareness is crucial, as immersive experiences can make it challenging to notice details Engaging in review can enhance observation, perception, and overall awareness both during and after these experiences.
Caring is crucial in fostering a positive learning environment By reflecting on activities, we demonstrate our commitment to understanding individuals' experiences and valuing their input This interest in each person's learning and development helps them feel respected and valued, ultimately enhancing their ability to learn effectively.
Reviews foster self-expression by providing a platform for individuals to share their experiences Engaging with reviews through a creative and empathetic lens can guide people in discovering the right medium or symbol to articulate their feelings This is where the expressive and creative arts play a vital role in facilitating communication.
Focusing on success is essential, as it allows individuals to shift their attention from problems to achievements By reviewing successes, people can appreciate their accomplishments, understand the factors that contributed to their success, and become more comfortable with the idea of being successful in the future.
Reviewing serves as a crucial support system, offering reassurance that assistance will be available in case of failure This encouragement empowers individuals to take calculated risks, knowing they have backup Regardless of the outcome, whether failure or success, analyzing the results helps individuals learn how to prevent future failures and leverage their experiences for greater success.
Empowering individuals through reviewing enhances their ability to learn from both personal and group experiences This improved learning capability, combined with increased confidence, fosters greater independence and facilitates self-development Ultimately, this process can lead to self-actualization, or even a shared sense of self-actualization, recognizing the interconnectedness of personal growth and mutual support in the reviewing process.
Roger (1993) suggested some general considerations when planning and preparing for reviewing
Planning ahead enhances the likelihood of a successful review; however, an unplanned or improvised review is still preferable to having no review at all The questions provided should serve as prompts rather than obstacles, encouraging those with an optimistic outlook to recognize potential review opportunities that may have been missed.