THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES LE THUY DUONG A STUDY ON MNEMONIC TECHNIQUES TO HELP STUDENTS OF GRADE 6 INCREASE THEIR VOCABULARY RETENTION AT A SECONDARY SCHOOL N
INTRODUCTION
Rationale
English has become a global lingua franca and a key channel of international communication, shaping education policies around the world In Vietnam, authorities are actively boosting citizens’ English proficiency by improving the quality of teaching and learning The government has implemented policies that make English a compulsory subject from primary school through high school Students are required to pass English exams as part of the national high school graduation assessment to qualify for university admission As a result, English education holds significant importance for students and for the country’s future development.
Vocabulary lies at the heart of learning English: without it, students struggle to communicate and express their ideas, making lexical knowledge the foundation for developing all language skills Schmitt (2000) states that lexical knowledge is central to communicative competence and to the acquisition of a second language, while Wilkins (1972) notes that without grammar, little can be conveyed; without vocabulary, nothing can be conveyed Consequently, learning vocabulary is crucial for all language learners, and teaching vocabulary should be placed at the center of attention in language classes.
One of problems in learning vocabulary is that learners are struggling against the decline of memory retention in time Forgetting Curve by Hermann Ebbinghaus
Research on the forgetting curve by Ebbinghaus (1885) shows that learners lose about 90% of what they have learned within the first month, and after only a few hours of study they can forget roughly half of the new content Compounding this challenge, students are constantly bombarded with new knowledge across subjects they may not be interested in, which increases cognitive load and makes vocabulary retention even harder As a result, learners frequently forget newly learned vocabulary, undermining English teaching and learning To tackle these issues, teachers should integrate evidence-based vocabulary learning strategies—such as spaced repetition, retrieval practice, mnemonic devices, and rich contextual exposure—to reduce memory pressure, improve retention, and help students acquire durable English vocabulary.
Mnemonic techniques, a class of memory strategies, enable students to learn and recall vocabulary rapidly and with better retention These techniques aren’t new—they originate from the Greek word mnemonikos, which means “aiding memory.” Prominent researchers such as Schmitt (1997) and Gu and Johnson (1996) have identified mnemonic techniques as effective vocabulary learning strategies.
At Phuc Triu Lower Secondary School in Thai Nguyen Province, most Grade 6 students struggle with vocabulary learning and report that new words fade from memory soon after English lessons The frequent forgetting of vocabulary points to a retention challenge in early language education among young learners To support progress in English, targeted strategies like spaced repetition, active use in context, and regular vocabulary review could help improve long-term retention for these students.
Many students struggle to complete reading and writing tasks that require understanding word meanings This lack of vocabulary knowledge is a clear, serious obstacle to learning English and improving language skills.
This study builds on the factors identified above to explore mnemonic techniques that can help Grade 6 students at Phuc Triu Lower Secondary School improve vocabulary retention It tests the continuing applicability of these techniques in Vietnamese rural areas, where learners face limited access to facilities for foreign-language learning The goal is to assess the practicality and effectiveness of mnemonic strategies to inform teaching approaches in resource-constrained schools.
Aims of the study
This study investigates students' improvement in vocabulary retention through the use of mnemonic techniques and examines learners' attitudes toward mnemonics as vocabulary-learning strategies It analyzes how mnemonic-based methods impact retention and what learners think about their usefulness and practicality in classroom settings Based on the findings, the study provides recommendations to enhance the implementation of mnemonic techniques in vocabulary instruction.
Scope of the study
This study was conducted in a Grade 6 class of 40 students at Phuc Triu Lower Secondary School in Thai Nguyen Province It examined various mnemonic techniques, but the limited time available and the small class size constrained the evaluation to approaches that can be effectively implemented in a 40-student classroom The aim was to assess the practicality and potential impact of these mnemonic strategies within a compact instructional setting.
I have decided to focus on the effects of three techniques proposed by Thompson
(1987) namely: using pictures, semantic mapping and making-up stories
Using pretest and posttest measures, a questionnaire, and peer-class observation, this study aims to illuminate the positive aspects and strengths of mnemonic techniques in the vocabulary teaching and learning process The mixed-methods approach is designed to provide a well-rounded assessment of how mnemonic devices can support vocabulary acquisition and retention among learners However, the results may not be generalized to all Vietnamese students in rural areas, so implications should be drawn with caution.
The Significance of the study
The significance of this study lies in its ability to demonstrate the effectiveness of mnemonic techniques on students' vocabulary retention, providing clear evidence for educators The findings serve as a practical reference for teachers seeking to enhance vocabulary retention and guide instructional practice Moreover, the study lays the groundwork for future research in vocabulary learning, encouraging ongoing exploration of effective strategies for language acquisition.
Design of the thesis
This study is composed of five following chapters:
Chapter 1:“Introduction” presents the background, aims, research question, the significance, the scope and the design of the study
Chapter 2 “Literature review” conceptualizes the framework of the study through the discussion of issues and ideas on theories of teaching and learning vocabulary and the implementation of Mnemonic techniques
Chapter 3 “Methodology” presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure and data analysis
Chapter 4 “Findings and Discussions” consists of a comprehensive analysis of the data and a discussion on the findings of this study
Chapter 5 “Conclusion” offers a summary of the findings, implications, limitations of the study and future directions for further study
This chapter provides a concise overview of the study, detailing the rationale for the research, the study aims, the key research questions, the scope and boundaries, the significance of the work, and the research design, all of which together frame the study and guide its methodology; the next chapter will present the theoretical framework of the study.
LITERATURE REVIEW
Vocabulary and its importance in language learning
Vocabulary is an unseparated part of any languages There are various definitions of vocabulary proposed by linguists According to Hatch and Brown
Vocabulary refers to the set of words used in a language or by individual speakers Hornby (1995) offers a detailed vocabulary definition that includes the total number of words that make up a language, all the words known by a person or used in a particular book or subject, and a list of words with their meanings Linse (2005) defines vocabulary as the collection of words that an individual knows Together, these definitions show that vocabulary comprises all the words a person can use in communication.
Vocabulary is of paramount importance in learning a second language It is
Vocabulary is the Everest of language learning: there is no larger task than organizing the hundreds of thousands of words that comprise a language Building vocabulary provides the firm foundation for mastering other language skills, and Thornbury (2002) notes that readers need about 2,000 high‑frequency words to understand roughly 90% of everyday text When vocabulary is insufficient, communication breaks down and written texts become hard to grasp Many researchers argue that vocabulary acquisition should take priority over other aspects of learning English, especially grammar, because grammatical rules are fixed while vocabulary expands daily Oxford Dictionaries Online reports around 1,000 new entries added each year, illustrating the ongoing growth of the lexicon Vocabulary size thus remains a central challenge in language tests and exams, as Schmitt (2012) reminds us that vocabulary has traditionally been one of the language components measured in tests For example, the IELTS Academic test presents three passages totaling about 2,700 words to read in an hour Consequently, learners should continually enlarge their vocabulary size and deepen their vocabulary knowledge to perform well.
Vocabulary is fundamental for learners of English as a second language, and employing mnemonic techniques can significantly boost vocabulary retention With a solid vocabulary foundation, students gain a firm base for developing all other language skills—reading comprehension, listening comprehension, speaking, and writing—in the future.
Vocabulary learning in English language acquisition
Vocabulary learning lies at the core of language acquisition for any language—first, second, or foreign When learners study vocabulary, they should develop word knowledge, including form, meaning, usage, and relationships with other words Researchers have consistently identified word knowledge as a fundamental component of successful language learning Focusing on word knowledge in vocabulary development can improve comprehension, expressive ability, and overall language proficiency.
Richards (1976) stated that to understand a word should include following aspects called eight assumptions: the feature of native speakers' vocabulary knowledge, association, syntax, frequency, derivation, register, semantic features and polysemy
To guide vocabulary teaching for grade 6 students, this study adopts Nation’s (2001) classification of word knowledge as a practical framework Nation identifies three aspects of knowing—form, meaning, and use—that teachers and learners should attend to in order to develop robust vocabulary Although the theory may seem complex to implement in the classroom, focusing on these three dimensions provides a clear, actionable path for guiding instruction and assessing students' vocabulary growth.
Form: form of a word involves its pronunciation (spoken form), spelling (written form), and any word parts that make up this particular item (such as a prefix, root, and suffix)
Understanding the meaning of a word involves connecting its form with its meaning, its concept with its referents, and its word associations Typically, the word form and its meaning are learned together, so when learners hear or see the word form, its meaning is retrieved, and understanding the meaning helps recall the form in context This integrated approach supports faster retrieval and stronger vocabulary retention as learners encounter the word in reading or listening.
Use: knowing how to use a word involves knowing grammatical functions, collocations grammatical functions collocations constraints on use (register, frequency )
Within a limited time frame, this study focused on measuring the ability to recall word meanings and collocations to assess vocabulary retention among lower secondary students before and after applying mnemonic techniques For these students, knowing word meanings and collocations is essential for building a robust vocabulary and improving language proficiency, and mnemonic techniques are evaluated as a strategy to enhance retention.
Understanding the meaning of words gives learners a basic grasp of texts and the content of conversations Collocations, defined by the Oxford Advanced Learner's Dictionary as combinations of words that occur very often and more frequently than would happen by chance, enable learners to acquire proficiency in the target language.
Building a strong vocabulary relies on daily word accumulation Grauberg (1997) explains that vocabulary learning is a four-stage process: discrimination; understanding meaning; remembering and consolidation; and extension of meaning Through discrimination activities, learners fine-tune their ability to distinguish between words; by developing a clear understanding of word meanings, they build solid lexical knowledge; by reinforcing memory through practice and retrieval, they improve retention; and by extending meaning, they explore related senses and broader contexts This stage-based approach supports durable vocabulary growth and enables more precise and versatile use of language in everyday communication.
Discrimination is described as a fundamental step tied to the ability to distinguish sounds and letters from those nearby and from the sounds and letters of similar words when listening and reading, and to keep them distinct when speaking and writing; as will be shown later, failure to discriminate is a frequent source of error.
Understanding meaning is the next stage in language learning, where learners grasp the concept behind a foreign word or phrase This step is often straightforward because the term can be linked to its referent by direct association or because there is an exact English equivalent By recognizing these connections, learners anchor new vocabulary more quickly, use the word accurately in context, and build a stronger overall understanding of the language.
Vocabulary learning begins with introducing and explaining items, then using revision to secure recall The Working Memory Model by Baddeley and Hitch (1974) explains how meaning moves from sensory memory to short-term memory, where new words remain only for a few seconds unless transferred to long-term memory To retain vocabulary longer, learners should revise and practice recall to move items into long-term memory Regular revision of meaning helps extend and reinforce understanding, preventing forgetting Finally, providing opportunities to use vocabulary in varied contexts beyond the initial usage strengthens encoding and improves retention.
Grasberg's theory offers researchers clearer insight into how vocabulary learning occurs, guiding efforts to improve memorization To enhance vocabulary retention, the researcher plans an intervention at Stage Three of the learning process, applying targeted strategies designed to optimize encoding and recall.
“remembering” and stage four “consolidation and extension of meaning “with the Mnemonic techniques because meaning of a word is easily forgotten after being elicited and without revision
Learning vocabulary is challenging because it requires learners to both acquire new words and commit them to memory To address this challenge, researchers have proposed various vocabulary learning strategies Among these, three widely cited lists of vocabulary learning strategies are commonly discussed.
Researchers contend that vocabularylearning requires a toolbox of strategies Amed (1989) argued that learners should use diverse approaches—consulting information sources, practicing, using dictionaries, memorizing, and taking notes—to practice and retain vocabulary Gu and Johnson (1996) identified six strategy types, including metacognitive regulation, guessing, note-taking, dictionary use, rehearsal memory strategies, and encoding memory strategies Schmitt (2002) offered a relatively comprehensive list, organizing strategies into two broad groups: discovery strategies and consolidation strategies He further subdivided these into discovery strategies (determination and social strategies) and consolidation strategies (social, cognitive, metacognitive, and memory strategies, the latter traditionally known as mnemonics) Mnemonics are described as linking new words with previously learned knowledge and using imagery or grouping, such as semantic mapping or pictures.
Overall, despite differing approaches to vocabulary instruction, memory strategies are frequently cited as a common method to enhance vocabulary acquisition and long-term retention This underscores the value of mnemonic techniques in vocabulary learning and provides the foundation for the present study.
Learning style is closely related to teaching and learning vocabulary The term
‘learning style’ has been widely used in psychology and pedagogy since the 1930s
Learning style involves the complex patterns through which and under which learners perceive information most effectively, a definition attributed to Dornyei (2005) It also captures each learner’s personally preferred approach to engaging with information and experiences across different subjects, as described by Della-Dora and Blanchard (1979) Essentially, learning style reflects the way an individual tends to learn best, and researchers have proposed multiple models to classify these styles.
Kolb (1984) introduced Experiential Learning Style Model which consists of four distinct learning styles (or preferences) based on a four-stage learning cycle:
Concrete Experience - CE (feeling), Abstract Conceptualization - AC (thinking), Active Experimentation - AE (doing), Reflective Observation - RO (watching)
VARK Learning Styles Model of Fleming and Mills (1992) set out four main learning ways, including Visual (V), Auditory (A), Reading/ Writing (R) and Kinesthetic (K)
In this study, I will discuss Gardner's Theory of Multiple Intelligences (1983) because this model is more compressive than the rest and has close relation with the
Mnemonic techniques According to Gardner, there are eight different intelligences to account for a broader range of human potential in children and adults These intelligences include linguistic intelligence (word smart), logical-mathematical intelligence (number/reasoning smart), spatial intelligence (picture smart), bodily- Kinesthetic intelligence (body smart), musical intelligence (music smart), interpersonal intelligence (people smart), intrapersonal intelligence (self-smart) and naturalist intelligence (nature smart) The model suggests that language teachers should present vocabulary in a wide variety of ways such as using music, cooperative learning and art activities role play to improve students’ vocabulary learning
Teaching vocabulary with Mnemonic techniques
Mnemonic techniques or Mnemotechnics are the tools to support our memory
They were derived from the Greek word ‘mnemonikos’ which means ‘aiding memory.’ Solso (1995) defined that Mnemonics are techniques or devices, either verbal or visual in nature, that serve to improve the storage of new information, and the recall of information contained in memory In plain words, mnemonic strategies allow teachers to relate new information to what students already have stored in their long-term memory
Mnemonic techniques significantly enhance learners' vocabulary retention, a claim echoed by researchers across the field Cohen (1990) asserts that mnemonic links are among the best strategies for learning and retrieving the meaning of new words Thompson (1987) adds that mnemonics can be used voluntarily and, once learned, are hard to forget Consequently, the potential of mnemonic techniques in vocabulary teaching and learning deserves careful consideration.
Mnemonic techniques are categorized in several ways Baddeley (1999) divides mnemonic tools into two main classes: visual imagery strategies and verbal strategies Oxford (1990) expands this framework to four memory strategies: creating mental linkage, applying images and sounds, reviewing regularly, and employing action Yet this section centers on Thompson's (1987) theory of mnemonics, chosen for its comprehensiveness and relevance to the study context According to Thompson, mnemotechnics comprise a structured set of techniques that collectively form a practical framework for encoding, storage, and retrieval of information.
Linguistic Mnemonics: peg word method, the key method
Spatial Mnemonics: the loci method, spatial grouping, finger method
Visual Mnemonics: using pictures, visualization or imaginary
The Verbal Method: group in or semantic mapping, story –telling or narrative chain
Physical Responses Methods: Physical response method, physical sensation method
In my study, I will adopt three techniques proposed by Thompson (1987): using pictures, semantic mapping, and making-up stories There are several reasons for choosing these methods First, they suit the linguistic characteristics of my students, who are young learners and tend to be active, imaginative, and creative, so they prefer learning with visual aids and stories Second, a 45-minute lesson time limit prevents piloting all techniques Finally, these techniques require minimal preparation and can be supported by readily available teaching aids, such as pictures, rather than relying on projectors.
Using pictures to teach vocabulary is a time-tested technique in language classrooms Visuals illuminate the meanings of lexical items and help learners learn, understand, and apply vocabulary in real-life contexts, enhancing their ability to use words across different situations The practical effectiveness of picture-based teaching for English learners is clear and widely recognized.
Research has shown that pictures help students understand the meaning of a word; as noted in 1983, a picture can be a useful aid for meaning-making Hill (1990) adds that pictures offer clear advantages in terms of availability—students can access them online or in magazines—and cost, since many images are cheap or free Pictures can be personal, since teachers select them, and they are easy to keep, supporting flexible use across a range of activities such as drilling and comparing Moreover, pictures are continuously diverse and stimulating, available in a variety of formats and styles, and they often spark learners’ curiosity about what comes next.
There are various definitions about semantic mapping Tateum (2007) defined it as the process for constructing visual displays of categories and their relationships
Semantic mapping is a type of graphic organizer closely related to concept mapping; it is a visual strategy that groups words into categories and shows how they relate to one another In essence, it visualizes meaning-based connections between words or concepts and other related terms This approach is particularly useful for English as a Foreign Language (EFL) learners, helping them identify and recall the meanings of target words and supporting vocabulary learning and retention.
Figure 2.1: An example of a sematic mapping
Semantic mapping in language classrooms can enhance vocabulary retention by helping students see relationships between words and concepts It also strengthens interaction and collaboration, encouraging more meaningful peer discussion and shared meaning-making In addition, semantic mapping supports learner independence and self-confidence while catering to diverse learning styles, making language learning more accessible and personalized.
Storytelling is a powerful tool for vocabulary learning, as learners can connect target words by crafting their own stories When students link new vocabulary into a narrative, the imagination and creativity involved help memory retention, making words easier to recall Cameron (2001) states that stories offer a full imaginary world created by language, inviting learners to enter and enjoy the process of language learning Making up stories to recall vocabulary not only makes learning enjoyable but also lets students draw on their emotions and life experiences to give meaning to words This approach also provides ample opportunities to practice language skills and grammar in a meaningful context, reinforcing pronunciation, syntax, and sentence structure while expanding lexical knowledge Overall, story-based vocabulary learning creates an engaging, emotionally resonant, and practically effective environment that supports both vocabulary growth and overall language proficiency.
3.3 The models of teaching vocabulary with Mnemonic techniques
Effective vocabulary instruction helps move unfamiliar terms toward mastery, deepen understanding, and support long-term retention Marzano (2004) outlines six instructional steps: provide a student-friendly description, explanation, and example of the new term—with stories, pictures, and videos to illustrate the term; have students restate the description in their own words; have students create a visual representation such as a picture, symbol, or graphic; periodically engage students in structured vocabulary discussions to add terms to their vocabulary notebooks; prompt students to revisit and refine notebook entries; and involve students in games that allow them to manipulate and play with the terms Garside (2017) offers five parallel steps: contextualize new words to aid retention by crafting a story that embeds the words and pauses at target terms; present meaning before usage, using gestures, mime, and pictures to fix the concepts; connect newly taught words with related terms; build word families; and recycle or revisit vocabulary regularly to reinforce what was taught Although the two frameworks differ in detail and sequence, they share core ideas: clear, student-friendly explanations; multimodal representations; ample practice and retrieval opportunities; and ongoing reflection or revision of terms.
Multimodal vocabulary instruction—using pictures, maps, and stories to illustrate target words—enhances learners’ understanding and retrieval In addition, consolidation is essential to reinforce recall of newly taught words and ensure long-term vocabulary retention.
Researchers have adapted mnemonic frameworks to enhance vocabulary teaching For example, Zarei (2013) implemented the Mnemonic Keyword Method by presenting new vocabulary, illustrating the keyword method with practical stages, and encouraging students to form memorable mental images that link a Persian keyword to the English word’s meaning; students then use the supplied keywords or create their own keywords and mental images, followed by a review of the vocabulary Similarly, Le (2016) taught vocabulary using acronyms as a mnemonic technique with five steps: identify the new words to be learned, present the teacher’s acronyms, prompt learners to form group acronyms in class, have learners create individual acronyms, and review those individual acronyms before the next lesson.
This study grounds vocabulary teaching with MT in the established models proposed by Marzano (2004) and Garside (2017), whose adapted steps have proven effective in prior research It also combines visual aids and storytelling to present vocabulary, approaches that are highly aligned with mnemonic strategies explored in the study and support deeper retention.
3.4 Previous studies on teaching vocabulary with Mnemonic techniques
Evidence from numerous studies shows that mnemonic techniques enhance vocabulary retention across learners of diverse levels and backgrounds, from primary students to university students, with researchers employing a variety of mnemonic methods to measure their effects In this section, five relevant studies are discussed, collectively supporting the effectiveness of mnemonic techniques in vocabulary learning.
A study by Kusrini (2011) examined the effects of the environmental Mnemonic technique (EMT) on teaching vocabulary for young learners The study involved 100 elementary students from four classes in the South Purwokerto Subdistrict over two months, addressing their difficulties with memorizing newly taught vocabulary Using a pretest–EMT–posttest design, the results showed that posttest scores were higher than pretest scores, leading to the conclusion that EMT effectively boosts students’ vocabulary memorization.
METHODOLOGY
Participants
This study examined 40 sixth-grade students at Phuc Triu Secondary School in Thai Nguyen City, Vietnam All participants began learning English in grade 3 as a compulsory subject introduced under the National Foreign Languages Project.
Despite more than three years of exposure to English, vocabulary remains a major challenge for these learners Teachers' observations indicate that many students spend significant time reading texts and frequently ask about the meanings of familiar words.
Limited vocabulary hinders students’ ability to express their ideas in both writing and speaking activities Teachers frequently report vocabulary-learning difficulties, noting that learners forget words soon after studying them and struggle with memory, which undermines their progress in vocabulary acquisition and overall communication.
Because the school is far from the city center, many students have limited access to online English resources and local English courses, which increases their anxiety about learning English and its vocabulary and adds pressure in English lessons To address this challenge, I advocate applying diverse vocabulary-teaching strategies, especially mnemonic techniques, to boost students' motivation to learn vocabulary and improve their vocabulary retention.
Research questions
Building on Chapter 1, this study aims to determine whether mnemonic techniques can boost students’ vocabulary retention and to explore learners’ attitudes toward using mnemonics as vocabulary-learning strategies To address these aims, three research questions were proposed and investigated.
1 What is the students’ vocabulary retention before and after the use of Mnemonic techniques in teaching vocabulary?
2 In what ways can Mnemonic techniques increase students’ vocabulary retention?
3 What is the students’ attitude toward the use of Mnemonic techniques?
Methods of the study
This study employed a mixed-methods approach, combining quantitative and qualitative data collection to explore the effectiveness of mnemonic techniques on vocabulary learning Quantitative data were collected using pretests and posttests to quantify differences and to track students’ vocabulary retention after the treatment Qualitative data were gathered through questionnaires and classroom observations to explore learners’ attitudes toward mnemonic techniques and how these attitudes relate to the learning process.
Data collection instruments
In order to collect data for the study, the following instruments were employed, including pretest, posttest, questionnaires and class observation
This study employed a pretest–posttest design to evaluate vocabulary retention after students were exposed to mnemonic techniques (MT) in English lessons Posttest scores were compared with pretest scores at the same level to determine the effectiveness of MT in teaching vocabulary Most questions in both tests were sourced from Bai tap tieng Anh 6 by Luu Hoang Tri and Tieng Anh 6 thi diem by Hoang Van Van The pretest (Appendix 1) was conducted after students finished units 6 and 7 with no prior vocabulary techniques; students answered 20 questions to assess retention, divided into two parts: Part I required writing the equivalent Vietnamese meanings of given words, and Part II consisted of 10 multiple-choice items to evaluate knowledge of collocations Each correct answer earned 0.5 points, with a maximum of 10 points, and the test duration was 20 minutes The posttest (Appendix 2), conducted in week 6, followed the same design but covered vocabulary from units 8 and 9 to measure memorization after the intervention Results from both tests were entered into SPSS for analysis to determine whether there was a difference in vocabulary retention before and after the mnemonic techniques.
A questionnaire is a cost-effective and time-efficient tool for gathering information in research, reducing the effort required by researchers In this study, the questionnaire was designed for students and consisted of two parts (see Appendix).
Part 1 of the study included five multiple-choice items to determine students’ perceptions of vocabulary learning through mnemonic techniques during the treatment, with the collected data addressing research question 2 Part 2 assessed students’ attitudes toward using mnemonic techniques and consisted of five Likert-style questions plus one open-ended item, enabling students to freely express opinions related to the topic The summary of the student questionnaire is shown in the table below.
The purposes Number of questions
Part 1: students’ perception toward vocabulary learning through mnemonic techniques
Part 2: Students’ attitudes toward the using Mnemonic techniques for vocabulary learning
Table 1: Summary of the questions in students’ questionnaire
Forty sixth-grade students participated in the study by completing a structured questionnaire The researcher provided guidance on how to respond and translated the questionnaire into Vietnamese to improve accessibility for students who may not fully understand English To avoid influencing participants’ responses, instructions were given only on request, and the researcher did not interfere with the process After administration, the completed questionnaires were collected for analysis.
An open-ended adaptation of Seldin’s (2006) class peer observation was designed to elicit more detailed feedback on lessons Feedback covered the teacher’s vocabulary instruction—materials, explanations, classroom management, attitude, and feedback—and on students’ vocabulary learning—understanding, performance, and attitudes Due to time constraints, only four lessons were subjected to peer observation By collecting and analyzing data from the observation forms, the researcher identified strengths and weaknesses in teaching and learning with mnemonic techniques, and revealed students’ attitudes toward using MT (mother tongue) in the learning process.
Data Collection Procedure
Data collection was conducted over seven weeks, with the study procedure detailed in Table 2 In Week 1, students took a pretest and were introduced to three mnemonic techniques: using pictures, semantic mapping, and making up stories The researcher subsequently integrated these mnemonic techniques into vocabulary instruction and related classroom activities to support students’ retention Throughout the study, the mnemonic-based approach was applied in lessons to strengthen vocabulary recall and long-term retention, aligning with the seven-week timeline for data collection and analysis.
Information about the teaching and learning process was documented in peer-class observation forms After four weeks, students took a posttest to assess whether their vocabulary retention had improved In week seven, they completed a questionnaire Finally, the collected data were analyzed to discuss the findings, leading to conclusions, implications, and recommendations.
Week 1 Subjects were administered the Pretest
Introduce about 3 Mnemonic techniques Week 2 Intervention with MT
Week 3 Intervention with MT Week 4 Intervention with MT Week 5 Intervention with MT Week 6 Subjects were administered the Posttest Week 7 Subjects were asked to fill in the questionnaire
After week 7 Data were collected, scored and analyzed
Conclusions, implications and suggestions were developed
Table 2: The procedures of the study 5.1 Teaching vocabulary procedures with Mnemonic techniques
From week 2 to week 5, students were taught the vocabulary in unit 8 and unit
9 of the book “Tieng Anh 6 tap 2” published by Vietnam Education Publishing House Most of new words related to the topics sports& games and cities in the world
Vocabulary teaching with MT followed the models of Marzano (2004) and Garside (2017), as described in Appendix 4, and lesson plans were used as the intervention instrument to assess MT’s effectiveness in helping students recall vocabulary and to capture their perceptions of the teaching activities using these techniques A representative MT-based vocabulary lesson plan is presented below.
Warm- up - Play games or review previous lessons through some activities
New lesson - Identify the new words to be learned
- Present vocabulary in the lessons with MT (using pictures or stories)
- Teach pronunciation of new term and correct pronunciation mistakes if any
- Check vocabulary through games or activities
- Have students apply newly- learnt words to complete tasks in the textbook
- Ask students to reconstruct a picture, stories, or semantic mapping of the at newly learnt words at home
Table 3: A model lesson plan with the use of MT in vocabulary teaching adapted from Marzano (2004) and Garside (2017)
Data analytical method
Data were collected over seven weeks through tests and a questionnaire and analyzed using both quantitative and qualitative methods First, pretest and posttest results were entered into SPSS to examine differences between the two measures and determine whether students’ vocabulary retention improved In addition, data from the tests and questionnaires were presented in bar charts and figures generated with Excel to support the interpretation Finally, classroom observation data were analyzed to illustrate the effects of mnemonic techniques on learners and to gauge students’ attitudes toward using mnemonic strategies.
MT in vocabulary teaching and learning
This chapter outlines the study’s methodology, showing how the research was designed to address the research questions It details how data were collected using instruments such as pretests, posttests, a questionnaire, and class observations The chapter also provides a descriptive overview of the participants, the data collection procedures, and the data analysis methods used The next chapter will analyse data collected from these research instruments.
FINDINGS AND DISCUSION
Findings from pretest and posttest
Figure 4.1: Result of the Pretest
The pie chart shows 4 levels of scores that 40 students achieved in the pretest
Overall, first results of students were very poor Nearly half (47%) of students got bad scores (below 5) for the pretest The students whose scores were average (from
According to the assessment, 25% of students scored in the 5–6 range, 20% achieved quite good scores (7–8), and only 8% attained very good scores (9–10) This distribution suggests that vocabulary retention was not strong in the absence of specialized teaching techniques for vocabulary instruction.
1.2 Students’ vocabulary retention after using Mnemonic techniques
Figure 4.2: Result of the posttest
Figure 4.2 illustrates a positive change in the scores of students in the post test
Post-test results show notable gains in student performance: the share of scores below 5 fell by 40%, while very good scores rose from 8% to 18% The proportion of average scores increased from 25% to 30%, and the group achieving quite good scores (7–8) doubled to 42% Overall, more students earned higher scores on the post-test, suggesting that mnemonic techniques can enhance vocabulary retention.
The result of the posttest
1.3 The difference in students’ vocabulary retention before and after using Mnemonic techniques
N Total score Minimum Maximum Mean
Table 4: The overall descriptive data of the tests
From the table, the posttest mean score is 7.02, significantly higher than the pretest mean of 5.12, indicating a clear improvement in student performance In the posttest, no student achieved a score of 10, whereas such a top score was observed in the pretest, highlighting a shift in high-end achievement The minimum score rose from 1 to 2, reflecting an upward change in the distribution of scores.
However, not all students made improvement in the posttest, shown the table
5 There were 2 students receiving lower scores in the post-test, which was accounted for 5% of the total test takers Also, two students got the same scores in both tests, namely 7 and 9
Table 5: Students with lower scores and unchanged scores in the posttest
Evidence indicates that mnemonic techniques substantially improve vocabulary retention for the majority of students, but they do not benefit every learner The findings suggest that mnemonic-based instruction can be highly effective for many, yet some students do not experience the same gains and may need alternative strategies to support their retention.
3.1 Comparison of pre-test and post-test scores in term of ability to give meaning of words
N Total score Minimum Maximum Mean
Table 6: The overall descriptive data of ability to give meaning of words
The first part of the posttest, designed to assess students' ability to infer the meaning of words from earlier units, averaged 2.33—1.22 points higher than the pretest Pretest scores ranged from 1 to 4, while posttest scores ranged from 1 to 5, indicating a notable improvement in students' ability to derive word meanings after the treatment.
3.2 Comparison of pre-test and post-test scores in term of ability to remember collocations
N Total score Minimum Maximum Mean
Table 7: The overall descriptive data of ability to remember collocations
In relation to collocations, the table shows that the posttest mean score was 2.79, slightly lower than the pretest mean score of 3.47 Both tests had a minimum score of 1, while the maximum score increased from 4 in the pre-test to 5 in the post-test.
It can be concluded that there is a little improvement in ability of using collocations of students
95% Confidence Interval of the Difference
In this part, paired sample T- test was used to test the assumption of whether there is a statistical difference between the pretest scores and posttest overall scores or not The statistics was processed by SPSS software and shown in the table 3 After analyzing the data in the table, the assumption of the pre-test mean is equal to the post-test mean was rejected (Sig = 000 < 0,05 ) Thus, it can be concluded that there was a difference in the results of the pretest and the posttest
In conclusion, posttest mean scores were 1.9 points higher than pretest mean scores It suggests that using Mnemonic techniques could enable most students to enhance their vocabulary retention, especially ability to remember the meaning of words and collocations In detail, the most considerable improvement came from ability to giving meaning of words with a positive increase of mean score 2,33 in the pretest to 3,55 in the posttest , up to 1,22 score In contrast, students made a slower improvement in their abilities to remember collocations, only up to 0.68 However, the data also indicates that not all students benefit from Mnemonics techniques Some of students got lower scores in the posttest, which shows that they did not improve their vocabulary retention Some did well in the both test, which indicates that MT did not have effects on their vocabulary retention The reasons for this might be related to the limitations of using Mnemonics techniques, which might be found in the questionnaire and class observation.
Findings from questionnaire
2.1 Students’ perceptions toward vocabulary learning through the Mnemonic techniques used in the study
1 help you retain meaning of words better and longer 37.5% 32.5% 30.0%
2 help you remember collocations better 22.5% 45% 32.5%
3 help you improve at least a language skill 20.0% 37.5% 42.5%
5 save you more time and effort to remember 30% 45% 25%
Table 9: Students’ perceptions toward vocabulary learning with MT
The table presents students' perceptions of the effectiveness of three mnemonic techniques used in lessons across five criteria In terms of word meaning, pictures emerged as the most useful technique, with 37.5% of students selecting it; semantic mapping ranked second at 32.5%, and making up stories third at 30% For collocations, semantic mapping was highly valued by 45% of students, while 32.5% chose making up stories; pictures appeared least effective for helping recall collocations Regarding language skills and grammar, making up stories was regarded as the most effective, attracting 17 votes for language skills and 21 for grammar It was followed by semantic mapping and pictures, which received 8 and 7 votes respectively This pattern suggests that making up stories may require more vocabulary and grammatical use, potentially boosting language skills more than the other mnemonic techniques.
The survey shows differing time and effort requirements for vocabulary learning across techniques Semantic mapping appears to be the most time-saving option, receiving the highest vote at 45% Using pictures accounts for 30%, while only 20% of students believed that creating stories did not take much time and effort.
To sum up, 3 Mnemonic techniques above can be beneficial to students to a certain extent Using pictures was evaluated as the best way to remember words
Semantic mapping helps most students learn more collocations and save time when building vocabulary By visually organizing related words and phrases, semantic maps reveal patterns, reinforce retention, and accelerate vocabulary acquisition Creating short stories around target vocabulary provides meaningful context and is believed to boost language skills and grammar, giving learners frequent opportunities to practice usage in authentic sentences Together, semantic mapping and storytelling offer an efficient, engaging approach to vocabulary learning that supports overall language fluency and communicative competence.
2.2 Students’ attitude toward using Mnemonic techniques in English lessons
6 You are interested in the Mnemonic techniques introduced by the teacher
7 After using these Mnemonic techniques, learning vocabulary become more interesting and much easier
8 You become more creative and self- motivated after learning vocabulary with MT
9 These techniques might help you learn other subjects like (history, geography ) better
10 You are expecting to use Mnemonics techniques to recall vocabulary in next units
Table 10: Students’ opinion on Mnemonic techniques in English lessons
Most students (62.5%) expressed interest in the mnemonic techniques introduced by the teacher, while 27.5% were neutral and 10% not fond A majority also found vocabulary learning more interesting and easier thanks to mnemonic techniques Half of the students reported positive effects on vocabulary recall, with 25% disagreeing and 25% neutral About 55% felt that mnemonic techniques enhanced creativity and self-motivation in learning, with only a small minority denying this benefit When asked about transfer to other subjects, 45% believed these techniques would not help, 35% were optimistic about their effectiveness in other subjects, and the remainder were unsure Regarding future use in upcoming units, more than half intend to continue using mnemonic techniques to remember vocabulary, while about 20% do not.
Question 11 asked students about their favorite techniques and the reasons behind their choices A majority, 92%, provided responses, while the remaining 8% did not express their opinions These results are shown in the pie chart below.
Students most preferred using pictures and semantic mapping as learning techniques, with 40% choosing pictures and 35% choosing semantic mapping, while fewer students (17%) favored making up stories They also shared reasons for their choices, suggesting that visual aids and structured meaning‑making tools enhance engagement, comprehension, and recall.
Using pictures Semantic mapping Making-up stories
“I like using pictures because drawing pictures to learn new words is really fun “ SS1
“Using pictures is my favourite one Drawing pictures help me remember words longer than writing them again and again” SS2
“I like semantic mapping most New words seem to stay in my mind longer if
I make a map of new words by myself” SS3
“I like making up stories because making up a story is fun way to memorize words I often have a lot of good ideas with new words” SS 4
Finding 11 suggests that mnemonic techniques can correlate with Gardner's Theory of Multiple Intelligences (1983) Students who find visual methods—such as using pictures and semantic mapping—more effective may belong to the picture-smart group, while those who prefer creating stories may excel as word-smart or linguistic intelligences.
Overall, the data show that most students have a positive attitude toward using mnemonic techniques for vocabulary learning, and they become more creative and self-motivated as they engage with these strategies They are optimistic that mnemonic techniques can enhance memory not only in English but also in other subjects that require absorbing large amounts of information, such as History and Geography A key finding from the questionnaire is that mnemonic methods—using pictures, semantic mapping, and making-up stories—tend to align with many students' learning styles, which helps explain the better posttest performance and improved vocabulary retention Nevertheless, some students are not mindful of using mnemonic techniques.
Findings from class observation
Classroom observation data were gathered using a peer observation form, and after analyzing the collected data, the strengths and limitations of the MT lessons are presented below.
Overall, the teacher was well-prepared for most lessons, and the teaching approach received positive feedback for strong preparation and effective instruction Using handouts, projectors, and pictures makes the teaching-and-learning process more engaging and accessible, and the materials are appropriate for students’ levels and the lesson aims The teacher presents vocabulary clearly with the support of pictures and PowerPoint, and telling stories through visuals helps to capture and maintain students’ interest in vocabulary learning Class management—including pair work and group work—stays under the teacher’s control, creating a friendly and supportive classroom The teacher responds to wrong answers and misunderstandings constructively and treats all class members equitably and respectfully.
Regarding students' learning, most students remained attentive during the lessons and were excited about the vocabulary techniques used by the teacher, especially storytelling activities, which stimulate students' creativity and imagination in the classroom.
When working in pairs or groups, they were collaborative and brave enough to ask the teacher for more explanation when needed Task performance improved as students became familiar with MT, with tasks completed more quickly than in previous lessons and their work showing greater creativity More students were willing to share their answers in class than before.
However, there were some limitations in process of teaching and learning with
MT which were noted down during observation First, apart from students who were interested in the lessons, there were some who did not concentrate on the lessons
They sometimes made noise, which distracted other students from their studies
Some students were slow to keep pace with their classmates when using story‑making techniques, often unable to finish tasks on time due to gaps in grammar and ideas Time management in each lesson should be improved to prevent unfinished tasks that students then have to complete at home In addition, providing more detailed corrections and feedback on students’ work helps them learn from their mistakes and improve future performance.
Overall, classroom observations aligned with questionnaire results, showing that a majority of students favor mnemonic techniques for teaching and learning vocabulary, and that applying these techniques increases students' motivation to learn English more effectively.
Discussion
In this part, both similarity and difference of the present study and previous studies would be discussed Also, theoretical background and methodology are used to explain the findings
There are some similarities between the present study and the previous ones
Like many prior studies, this study collected data through pretest, posttest, peer-class observation, and questionnaires to examine the effects of mnemonic techniques (MT) on students who struggled with vocabulary learning and language skills After the mnemonic-based vocabulary teaching intervention, findings indicate considerable improvement in vocabulary retention, aligning with Le (2016) and Azmi (2016) The results also echo Sirigajannavong (2013) in the posttest findings: while the majority of students improved their vocabulary memorization, there were some exceptional cases where a few students performed well on both tests or showed no improvement after the intervention Furthermore, most prior work suggests that students become more motivated to learn vocabulary after using MT, a positive shift supported by questionnaire responses and classroom observations.
Although there are notable differences in findings and methodology that warrant consideration, relying solely on pretest and posttest results does not explain why students’ vocabulary retention did not meet the researchers’ expectations, as observed by Sirigajannavong (2013) In line with Sirigajannavong (2013), other researchers likewise mention the limitations of mnemonic techniques (MT) but do not illuminate them This study incorporates peer-class observations, questionnaires, and discussions of learning styles—particularly Gardner’s Theory of Multiple Intelligences (1983)—and shows that mnemonic techniques may not align with the learning styles of all students in the same class.
This study’s emphasis on pictures and stories appears to favor learners who excel in both visual and verbal processing, while observations suggest that some students did not engage attentively during lessons, potentially slowing vocabulary retention Those who perform well on both tests may possess natural or linguistic intelligence, as Gardner (1983) suggested, enabling strong vocabulary recall regardless of teaching techniques Methodologically, the study differs from many prior works by employing three mnemonic techniques simultaneously rather than a single technique, implying that varied mnemonic strategies can benefit many students within a single class Regarding research design, this study used a one-group pretest–posttest design (as in Le, 2016), whereas other studies (Latiff, 2016; Sirigajannavong, 2013) used control and experimental groups; cross-group comparisons with and without mnemonic techniques tend to yield more convincing findings To mitigate the limitations of a one-group design, the researcher added instruments such as a questionnaire and open-ended peer-class observations to measure the effect of mnemonic techniques more precisely.
Based on findings from pretests, posttests, observations, and questionnaires, this study concludes that MT is effective in improving students’ vocabulary retention and in fostering a positive attitude toward MT Additionally, a comparative analysis with previous studies highlights the similarities and differences in results and methodology, placing the current work within the broader research context.
CONCLUSION AND PEDAGOGICAL IMPLICATIONS
Conclusion
This study investigated the effects of mnemonic techniques on students’ vocabulary retention and their attitudes toward using these techniques The majority of students faced difficulties in vocabulary learning, which hindered their language skill development Conducted over seven weeks, the study collected data through pretests, posttests, a questionnaire, and classroom observations The major findings of the study are briefly discussed below.
Results show that the mean posttest score was much higher than the pretest, indicating that mnemonic techniques can effectively enhance students' vocabulary retention after exposure With mnemonic training (MT), students made great progress in remembering both the meanings of words and their collocations Nevertheless, most students remembered the meanings of words better than the collocations, suggesting that MT improves overall lexical retention but word meanings are more readily retained than collocations.
Based on the questionnaire and class observations, a majority of students demonstrate a positive attitude toward using MT in vocabulary learning, becoming more creative and self-motivated Many express a desire to apply a wider range of MT techniques in future English lessons and appreciate MT's usefulness in learning other subjects Regarding perceptions of learning vocabulary with MT, using pictures is viewed as an effective way to remember words, while most students believe they can learn more collocations and save time by using semantic mapping Making up stories is also seen as a way to boost language skills and grammar Overall, the findings suggest that teaching vocabulary with MT has a positive impact on how students learn and recall vocabulary.
During the teaching-learning process, students showed increased attention, enthusiasm to participate, and confidence in communication, leading to more interactive engagement with the teacher This greater engagement translated into better vocabulary recall after lessons Questionnaire results indicate that using pictures is the most effective strategy for remembering words, while semantic mapping helps learners acquire more collocations and makes vocabulary learning more efficient Additionally, making up stories is seen as a powerful approach to boost language skills and grammar.
Although the teacher's use of MT aimed to improve students' vocabulary retention, some learners did not meet her expectations and showed no progress in vocabulary learning This lack of progress may be due to distractions during English lessons and to the teaching approach—using pictures and stories—that did not align with these students' learning styles Adjusting instructional strategies to better match individual learning preferences could help enhance vocabulary development.
Based on the analysis of all findings, the use of machine translation (MT) enhanced students' vocabulary retention, particularly in remembering word meanings A sizable number of students reported satisfaction with MT-assisted learning and felt more motivated to learn vocabulary However, the study also identified drawbacks of MT in vocabulary teaching, including a lack of feedback from teachers and challenges in integrating MT with other language skills.
Pedagogical implications
Based on the conclusion above, this section will provides some pedagogical suggestions for using Mnemonic techniques in teaching and learning vocabulary
Language teachers must innovate and adopt a range of modern teaching techniques to meet students' English-learning needs For vocabulary instruction, educators should deploy diverse mnemonic techniques in language classes to help students memorize words more effectively and to identify which methods work best for different learners Understanding learning styles is crucial because these styles influence how students approach vocabulary learning By equipping learners with vocabulary learning strategies aligned to their individual styles, teachers can boost vocabulary acquisition and long-term retention.
Mnemonic techniques for teaching vocabulary should be designed to boost students' language skills, especially speaking and writing By linking vocabulary instruction to overall skill development, teachers help learners use English more effectively in real communication When mnemonic approaches align with speaking and writing goals, students recall vocabulary more easily and apply it confidently, resulting in noticeable improvements in their English in use.
To foster active student engagement, teachers should create a relaxing, enjoyable, and friendly learning environment A positive atmosphere in English lessons can transform students’ attitudes toward vocabulary learning, making the process more approachable and effective By blending comfort, encouragement, and interactive activities, educators can boost participation, retention, and enthusiasm for expanding vocabulary.
Therefore, teaching- and learning vocabulary will be more effective
Active and creative participation in vocabulary teaching and learning fosters engagement and retention Students should feel empowered to ask for explanations or support in English lessons and to voice their opinions about how vocabulary is taught Their reactions and feedback regarding the use of machine translation (MT) by teachers help educators make timely adjustments to instructional methods, tailoring the vocabulary learning process to learners’ needs and improving outcomes.
Students should develop their own vocabulary learning strategies, especially for self-study at home without direct teacher instruction Effective strategies enable autonomous practice, helping learners expand their word repertoire and improve retention of new terms By adopting tailored methods—such as spaced repetition, context-based guessing, semantic associations, and active use in writing and speech—students can enhance vocabulary acquisition and sustain progress even when classroom support is limited.
Limitations of the study
Despite substantial efforts to complete this study, certain limitations were inevitable Limited time and knowledge restricted the ability to cover all aspects of the topic in depth, and the analysis relied on a small sample of 40 grade-6 students, which may limit the generalizability of the findings to all students at Phuc Triu Lower Secondary School.
Using a one-group pretest-posttest design, the study leaves open whether gains in vocabulary retention are due to mnemonic techniques or the natural process of learning To determine the true effectiveness of mnemonic techniques (MT), future research should be replicated with a controlled design that includes both a control group and an experimental group, enabling a direct assessment of MT's impact on vocabulary retention.
Suggestions for further studies 39 REFERENCES XL APPENDIX 1 V APPENDIX 2 VII APPENDIX 3 IX APPENDIX 4 XIII APPENDIX 5
Given the variety of mnemonic techniques, each type should be tested empirically to determine which approach best suits a particular group of learners for memorizing vocabulary This evidence-based comparison informs instructional choices and helps educators tailor mnemonic strategies to improve vocabulary retention and recall.
This study, conducted at Phuc Triu Lower Secondary School with a small sample of 40 students over a short period, limits the generalizability of its findings to other lower secondary schools Future research should involve a larger sample size and a longer duration to validate and extend these results.
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I Give Vietnamese equivalent meanings of these word phrases
Word phrases Vietnamese Equivent meaning
II Choose the correct answer A ,B, C or D to finish the sentences
1 VTV1 is a television channel in VietNam
2 What is your TV programme?- “ It’s cartoon”
3 Disney Chanel is one of the most channels children
A good- for B popular- with C exciting –for D boring - with
4 That TV channel attracts millions of TV because it offers many different interesting programme
5 My father likes watching sports on VTV3
6 In London people cheer and sing when the clock midnight on New Year’s Eve
7 On new year’s day, children lucky money red envelope
A get – in B.ask – on C.take –at D.have – with
8 Children should help their parents their house with flowers and pictures
9 January 1 st is a day when people in Europe and America _New Year
10 I wish you a _life and _heath
A long- best B big- good C long- good D happy- bad
I Give Vietnamese equivalent meanings of these word phrases
Word phrases Vietnamese Equivent meaning
II Choose the correct answer A ,B, C or D to finish the sentences
1 I _aerobics and weight training at the gym in my free time
2 Foodball is as the most popular sport in the world
3 When it is hot, I often swimming with my uncle
4 Phong three goals for our team and made it a hat trick
5 Pele began his at the age of 15 when he started to played for Santos Football Club
6 The air is getting more because there is more smokes from factories and motorbike
7 That city is famous _its fashion shops
8 New York is an _city with many skyscrapers
9 Pho is the most _food I’ve tasted
10 Britain’s most popular is fish and chips
This survey questionnaire is part of a research project on mnemonic techniques and students’ vocabulary retention at Phuc Triu Lower Secondary School We would be grateful if you could spare a few minutes to complete it All responses are collected solely for the study, and participants will remain anonymous in any reporting of the data Please respond in English or Vietnamese.
Part 1 What is your perception toward vocabulary learning through the Mnemonic techniques used in the study? Put a tick on your opinion
Mnemonics techniques can Using picture Semantic mapping
1 help you retain meaning of words better and longer
2 help you remember collocations better
3 help you improve at least a language skill
5 save you more time and effort to remember
Part 2: What is your attitude toward using Mnemonic techniques in learning vocabulary? Put a tick on your opinion
6 You like the Mnemonic techniques introduced by the teacher
7 After using these Mnemonic techniques, learning vocabulary become easier
8 You become more creative and self- motivated
9 These techniques might help you learn other subjects like (history, geography ) better
10 You are expecting to use more Mnemonics techniques in the future
11 Among Mnemonic techniques (using pictures, Semantic mapping and making-up stories) , which one do you like best? Why?
Thank you very much for your cooperation
BẢNG CÂU HỎI DÀNH CHO HỌC SINH Gửi các em học sinh
Phiếu điều tra này được thực hiện nhằm mục đích nghiên cứu các kĩ thuật mnemonic (kỹ thuật ghi nhớ) đối với việc ghi nhớ từ vựng của học sinh lớp 6 trường THCS Phúc Trìu Những thông tin các em cung cấp rất cần thiết và quan trọng cho khảo sát này, và được sử dụng duy nhất cho nghiên cứu, không phục vụ cho mục đích khác Thông tin cá nhân của các em sẽ được bảo mật và xử lý an toàn để đảm bảo quyền riêng tư.
Chân thành cảm ơn các em !
Câu hỏi 1-5 được thiết kế để khảo sát nhận thức của học sinh về hiệu quả của các phương pháp mnemonic trong việc học từ vựng Học sinh được yêu cầu đánh dấu lựa chọn của mình để phản ánh quan điểm cá nhân về mức độ hiệu quả của từng phương pháp, từ đó hỗ trợ giáo viên điều chỉnh phương pháp giảng dạy và tối ưu hóa quá trình học từ vựng cho học sinh.
Các kĩ thuật Mnemonic có thê: Dùng tranh ảnh
Dùng sơ đồ ngữ nghĩa
Tạo ra các câu chuyện
1 Giúp em nhớ nghĩa của các từ tốt hơn và lâu hơn
2 Giúp em nhớ các cách kết hợp từ (collocations) tốt hơn
3 Giúp em cải thiện ít nhất một kĩ năng ngôn ngữ (nghe, nói, đọc, viết)
4 Giúp em cải thiện ngữ pháp
5 Tiết kiệm nhiều thời gian và công sức để ghi nhớ từ
Câu hỏi 6-11 dùng để khảo sát thái độ của các em đối với việc sử dụng kĩ thuật Mnemonic trong các giờ học Tiếng Anh
6 Em cảm thấy thích các kĩ thuật Mnemonics mà giáo viên đã dùng trong giờ học Tiếng Anh
7 Sau khi sử dụng các kĩ thuật này, em thấy việc học từ vừng trở nên dễ dàng và thú vị hơn
8 Em trở nên sáng tạo và năng động hơn sau khi học từ vựng với các kĩ thuật này
9 Những kĩ thuật này có thể giúp em học các môn khác như (lịch sử, địa lý) tốt hơn
10 Em mong muốn tiếp tục sử dụng các kĩ thuật này để học sừ vựng trong các giờ học Tiếng Anh tiếp theo
11 Trong các kĩ thuật Mnemonics ( dùng tranh ảnh, sơ đồ ngữ nghĩa và tạo ra các câu chuyện), em thích kĩ thuật nào nhất?.Tại sao?
APPENDIX 4 Classroom Visit Observation Form (Open-Ended)
Lesson: Number of students present _
Date/time of observation _ Class: 6A
This form provides 2 areas for observation, and may be used by the observer to record feedback during the classroom visit The observer is encouraged to provide feedback for each area of the instructor’s teaching practices which was observed
I Teacher’s vocabulary teaching Observer’s description/ feedback
APPENDIX 5 LESSON PLAN UNIT 9: CITIES OF THE WORLD
1 Objectives By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic “Cities of the world”
- Use the vocabulary and structures to describe cities and landmarks
- Vocabulary: continent, place of interest, capital, population, popular drink
1.2 Anticipated problems: Some Ss may lack vocabulary to communicate and complete the tasks
1.3 Attitude: Ss take part in the activities seriously and study attentively 1.4 Skills: speaking, reading, listening
2 Teaching aids: Textbooks, pictures, tape and handouts
11 Attitudes toward the use of Mnemonic techniques
T- C - T shows a picture of a city Ask students to guess where it is
- T asks more questions about England
-Do you know anything about London?
- T introduces the topic of new lesson
Before Ss read the dialogue, T presents the vocabulary to students through an imaginary flight to England and pictures (using Power Point)
Target words: continent, place of interest, capital, population, popular drink
Over 53 million Big Ben/ London Gherkin Tea
Guys, fasten your seatbelt the flight number
0000 is going to land England - the part of the United Kingdom on European continent Let’s me tell you something about this beautiful country
The population is over 53 million people The capital is London England has many places of interest such as Big Ben, The London Eye or London Gherkin – an unusual egg- shaped building Tea is the most popular drink in England
- When tell a story , T pauses at the target words for students to guess the meaning
- T writes down words on the board and have students repeat
- T corrects the pronunciation mistakes if any
- Then T checks vocabulary by pointing at the pictures then call on students to say aloud the target words
- Ask SS questions about the pictures:
What are Mai and Tom doing?
What are they looking at?
- Ss look at the picture and answer the questions
- In pairs, Ss practice the dialogues
- T calls some pairs to perform the dialogues before class
- Take notes students about the use the present perfect in the conversation “Have you ever…?”
* Task 2: Read the conversation again and write True (T) or False(F)
- Ss work individually to give the answers
- Ss compare the answers with a partner
- T asks Ss to share the answers with two other Ss
- Ss report the answers before class
1.F (They are looking at the photos on the computer)
2.F (Tom has been to most of the cities) 3.T
4.F (There are modern buildings in London as well)
5 F (Tom has never been to New York The photo is from his brother)
- Ss work in pairs to complete this task
- T checks as the whole class
- T asks students some questions about countries and continents For example:
Which continent is England in?
Which continent is Vietnam in?
Task 4 Match the words in the blue box to the names of the places in the yellow box
-T has students read aloud the words in the blue box and asks for recalling the meaning of words before doing the tasks
- Ss work in pairs and report the answer
- T checks and feedback Key: a Asia, Africa b Sweden, the USA c, Ha Noi, Nha Trang, Amsterdam, Liverpool d Ha Noi, Amsterdam e Ben Thanh market, the Louvre
Task 5: Base on the information in task 4, design an info graphic of any country in the world Then introduce your info graphic to your classmate
- T shows a sample of info graphic of Vietnam to students, asks them to design their own info- graphic and introduce about their products
- T encourages Ss to use the target words ( continent, place of interest, capital, population, popular drink) to build the info graphics
- T goes around the class to give supports
- T instructs SS to give an individual presentation about their info graphic
Vietnam is a country in Asia with a population of 97 million Its capital is Hanoi The country features famous sights such as Ha Long Bay and the Hue Citadel, making it a top destination for travelers Vietnamese people enjoy green tea and beer, and rice is the most popular staple food in Vietnam.
- T asks Ss to finish their info-graphics at home then check them in the next lesson
- T reminds SS to do homework and be ready for A