1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ ANH THOA EXPLOITING SUPPLEMENTARY READING MATERIALS TO CONSOLIDATE AN[.]
Rationale for the Study
In today's era of globalization and international cooperation, English has become a vital tool for global communication As a result, there is a growing global effort to master the English language In Vietnam, the importance of English for national development and integration has led to increased emphasis on teaching and learning English over the past decades Currently, English is a compulsory subject at all levels of education, particularly in high schools, reflecting its crucial role in modern education.
Vocabulary is essential in teaching and learning English, as it directly impacts effective communication and language proficiency According to Wilkin (1972), “without vocabulary, nothing can be conveyed,” highlighting its critical role alongside grammar Moreover, vocabulary connects the four key language skills—listening, speaking, reading, and writing—making it a fundamental component for comprehensive language development A deficiency in vocabulary can lead to weaknesses across all other language skills, emphasizing its importance in mastering English.
The teaching and learning of English, particularly vocabulary, in Vietnamese high schools remains inadequate English vocabulary has not received sufficient attention from teachers and students, with lessons focusing more on grammar practice and task completion Consequently, many students struggle to develop a strong vocabulary and often have difficulty using words appropriately in different contexts.
As an English teacher at a specialized high school, I recognize the crucial role of extensive vocabulary in language proficiency Currently teaching grade 11 English-major students preparing for gifted student examinations, I understand they need a vast vocabulary for reading, listening, writing, and speaking tests Despite their efforts, my students’ vocabulary remains limited, prompting me to conduct a study on effective strategies to enhance their English vocabulary acquisition and improve their overall language skills.
“Exploiting supplementary reading materials to consolidate and develop vocabulary for grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam.”
Aims and Research Questions of the Study
This study focuses on improving Grade 11 English-major students' vocabulary through the use of supplementary reading materials combined with targeted vocabulary enhancement exercises It aims to evaluate the effectiveness of this approach in developing students' English language skills Additionally, the research explores students' attitudes towards the supplementary reading program after a trial period, providing insights into its acceptance and impact on their learning experience.
In order to achieve the mentioned aims, the following questions have been proposed:
Is it effective to consolidate and develop vocabulary for grade 11 English-major students through supplementary reading materials plus vocabulary enhancement exercises?
What are the students’ attitudes towards the supplementary reading programme after the trial period?
Scope of the Study
This study aims to enhance vocabulary acquisition among 11th-grade English majors at Bien Hoa Specialized High School (BHSHS) through supplementary reading materials Conducted over a 10-week period due to time constraints, the research focused on five themes from the textbook “Tieng Anh 11 Nang Cao,” utilizing ten supplementary reading texts with various vocabulary reinforcement exercises The goal was to support students in consolidating and expanding their vocabulary, with a target of mastering fifty new vocabulary items by the post-test.
Significance of the Study
This research aims to enhance the effectiveness of teaching and learning English vocabulary for grade 11 English-major students at BHSHS If this innovative approach successfully improves students' vocabulary knowledge, it has the potential to be applied across different grade levels Implementing effective vocabulary teaching methods can significantly boost students' language proficiency and overall academic performance Therefore, the study recommends extending this successful strategy to other grades to foster better language learning outcomes.
Research Methodology
This action research was conducted in the researcher’s own class at BHSHS to enhance teaching effectiveness Data were collected through multiple instruments, including pre-task and post-task questionnaires, a pre-test, and two post-tests, providing comprehensive insights into student progress The collected data were analyzed using descriptive statistical methods to ensure accurate and reliable results By combining these data collection tools, the study aims to produce trustworthy findings that contribute to improved educational practices.
Design of the Study
This study includes three main parts, which are presented as follows:
Part A is the introduction which includes the rationale for the research topic, aims and research questions, research methodology, scope, significance and design of the study
Part B is the development which consists of three following chapters:
Chapter 1 provides a comprehensive overview of the theoretical foundations essential to this study, focusing on key concepts in English vocabulary acquisition within foreign language teaching and learning It discusses the importance of supplementary reading materials in enhancing vocabulary development and explores effective strategies for vocabulary acquisition, highlighting their role in improving language proficiency.
Chapter 2 presents the research methodology This chapter introduces the research context, research approach, participants, intervention, data collection instruments, data collection procedures and data analysis procedures
Chapter 3 goes into details of the data analysis, results and discussion
Part C is the conclusion which includes the summary, implications, limitations of the study and suggestions for further studies
LITERATURE REVIEW
Summary
This chapter reviews key issues related to vocabulary study, including the definitions and classifications of vocabulary, essential aspects of teaching words, and methods for developing and consolidating vocabulary, highlighting its crucial role in foreign language acquisition It also provides an overview of supplementary reading materials, emphasizing their definition, importance in language learning, and the connection between reading activities and vocabulary growth The literature review demonstrates that reading texts are valuable resources for exposing learners to new words, and vocabulary can be learned more effectively when supplemented with targeted exercises post-reading Based on this theoretical framework, the study aims to produce reliable and meaningful findings.
RESEARCH METHODOLOGY
Research Context
The study was carried out at BHSHS, which is located in the centre of Phu Ly city,
Ha Nam province The shool has 27 classes with an average of 30 students per class Since
1997, this school has been in charge of educating gifted students at upper-secondary education in Ha Nam province
The school employs 8 English teachers and over 70 educators teaching various other subjects All English teachers graduated from the University of Languages and International Studies, Vietnam National University, Hanoi The researcher, also a teacher at this school, is 30 years old with 7 years of experience teaching English as a foreign language Her extensive teaching background provides valuable knowledge and insight for conducting this action research.
Approximately 65% of the school's students originate from five districts within the province, while about 35% reside in or near the city In terms of English education, non-specialized students typically receive only three English classes per week, using standard textbooks prescribed by MOET Conversely, students majoring in English benefit from an intensive curriculum, with 11 hours of English classes each week.
English-major students study advanced textbooks tailored for learners, focusing on improving their language skills In addition to core materials, they have the opportunity to explore supplementary resources carefully curated and developed by their teachers This comprehensive approach enhances their learning experience and supports language mastery.
This study focused on English-major students, specifically grade 11 students, due to the researcher’s role as their English teacher These highly motivated students have more dedicated study time, creating ideal conditions for implementing innovative teaching methods The research aims to improve English vocabulary acquisition, an area that has historically lacked effective instructional strategies By targeting motivated learners in a supportive classroom environment, the study seeks to enhance vocabulary learning outcomes and explore new pedagogical approaches.
Research Approach
This study utilizes an Action Research approach to facilitate a comprehensive understanding and analysis of the research process Clearly explaining the rationale for selecting this methodology is crucial, as it underscores the importance of collaborative and reflective inquiry in achieving meaningful outcomes Employing Action Research enhances the validity of the findings and ensures the research is contextually relevant, making it an effective approach for in-depth investigation.
Action research is a widely used approach in applied linguistics, involving small-scale interventions in real-world settings to examine their effects (Cohen & Manion, 1994) It is a collaborative method where educators test ideas, innovations, or hypotheses about student learning to observe outcomes (Wisker, 2001) Additionally, action research is viewed as a self-reflective inquiry conducted by participants to improve their practices, enhance understanding, and address social situations effectively (Carr & Kemmis, 1986).
Kemmis and McTaggart (1988, as cited in Nunan, D., 1992, p 17) identified three key characteristics of action research: it is conducted by practitioners rather than external researchers, emphasizing practical involvement; it is inherently collaborative, involving teamwork and shared insights; and it is focused on creating change to improve practices or situations.
This study was conducted within the researcher’s own classroom at BHSHS, highlighting a practical and immersive approach Collaboration between the researcher and students was integral to the research process, fostering active engagement and insights The main goal of the study was to enhance the effectiveness of teaching and learning vocabulary, aiming to improve current educational practices in this area.
This study follows Nunan’s (1992) seven-step action research cycle, which includes initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination of findings, and follow-up Adhering to these structured steps ensures a systematic approach to the research process The implementation of this action research methodology will be demonstrated in Chapter 3: Results and Discussion, highlighting its effectiveness in driving meaningful educational improvements.
Participants
This study involves 32 Grade 11 English major students, including four males and twenty-eight females, all aged 17 with eight years of English learning experience Their English proficiency is at an intermediate level, with sufficient but limited vocabulary Despite studying five periods of English in the morning and six in the afternoon at BHSHS, many students struggle with vocabulary essential for practice tests and find it difficult to express ideas orally and in writing Additionally, they lack effective strategies for learning and revising vocabulary, which hinders their language development This situation motivated the researcher to conduct action research aimed at improving students' vocabulary skills and overall English proficiency.
Data Collection Instruments
This study focuses on enhancing vocabulary development for English major students by utilizing ten supplementary reading texts combined with targeted vocabulary exercises To assess the effectiveness of this approach, researchers employed various instruments, including pre-task and post-task questionnaires, a pre-test, and two post-tests The findings aim to demonstrate improvements in students' vocabulary proficiency through this instructional method.
Questionnaires are widely used tools for data collection in educational research, especially in English Language Teaching (ELT) studies According to McDonough & McDonough (1997), questionnaires offer several advantages, including controlled knowledge through carefully designed questions, suitability for small-scale research, flexibility in collecting data at multiple time points, and the ability for respondents to complete them independently, providing access to diverse outside contexts.
This study involved 32 Grade 11 English-major students at BHSHS who completed both pre-task and post-task questionnaires The pre-task questionnaire was administered prior to the implementation of a supplementary reading program, serving as a baseline measure of students’ initial reading skills and attitudes The post-task questionnaire was distributed after the reading program to assess its impact on students’ learning outcomes and engagement This approach allowed for a comprehensive evaluation of the effectiveness of the supplementary reading intervention on students' reading proficiency and attitudes toward reading.
At the end of the trial period, the post-task questionnaire was also handed out to collect the feedback from the students
2.4.2 Pre-test and Post- tests
This study assesses the effectiveness of vocabulary consolidation and development through ten supplementary reading texts combined with vocabulary enhancement exercises To measure progress, a pre-test was conducted at the start of the research, followed by an immediate post-test and a delayed post-test after the intervention All assessments utilized The Vocabulary Knowledge Scale, developed by Pribakht and Wesche (1997), to ensure accurate measurement of students' vocabulary gains and retention.
This study utilized a 5-point Vocabulary Knowledge Scale that combines self-report and performance measures to assess students' familiarity with specific words The scale ranges from total unfamiliarity to the ability to use the word correctly in a sentence, capturing both recognition and productive knowledge Participants were presented with a list of 50 target words and asked to rate their knowledge level; for higher self-report levels, they also demonstrated their understanding through usage The scale's scoring categories, along with the list of target words, are included in the study's appendices, ensuring a comprehensive evaluation of vocabulary acquisition.
Intervention: The Supplementary Reading Programme
According to Nunan (1992), the most crucial step in action research is the intervention conducted by the researcher To achieve the study's objectives, a supplementary reading program was designed, including vocabulary enhancement exercises This intervention aims to help students consolidate and develop their vocabulary skills effectively.
This study focused on the first five units of the "Tieng Anh 11 Nang Cao" textbook by MOET, covering themes such as friendship, personal experience, parties, volunteer work, literacy programs, and competitions After each reading lesson, the researcher selected two supplementary texts from reference books and online sources to enhance students' vocabulary and comprehension skills Vocabulary exercises were designed based on these supplementary texts to help students consolidate existing words and acquire new vocabulary All supplementary reading materials were carefully evaluated by the researcher and other teachers at BHSHS to ensure they matched the students' English proficiency levels and effectively supported their language development.
2.5.2 The Types of Vocabulary Exercises Exploited in the Supplementary Reading Texts
This study explores various types of vocabulary exercises designed to enhance language skills Recognition vocabulary exercises, such as matching words to their definitions and completing sentences with provided words, help students infer word meanings from context Manipulation activities like supplying correct word forms and completing word-formation charts enable students to understand different word structures Making sentences with given words provides opportunities for applying vocabulary in real contexts Finally, summarizing key information and writing essays about the reading material develop students’ ability to express their own ideas using new vocabulary, fostering active language production These diverse exercises support both understanding and active use of vocabulary, aligning with effective language acquisition strategies and SEO best practices.
2.5.3 The Schedule for the Supplementary Reading Programme
The supplementary reading programme was conducted over 10 weeks, with 12 optional sessions scheduled during this period Each week, participants received a supplementary reading text along with vocabulary enhancement exercises, which were distributed and corrected during one morning optional session This structured schedule aimed to improve students' reading comprehension and vocabulary skills consistently throughout the programme.
Introducing the supplementary reading programme Asking students to complete the pre-task questionnaire Asking students to do the pre-test
Asking students to read supplementary reading text 1 and do the exercises at home Checking the answers to supplementary reading text 1
Supplementary reading text 2: The benefits of having a good friend
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Supplementary reading text 2: Types of Parties
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
Asking students to read supplementary reading text 1 and do the exercises at home
Checking the answers to supplementary reading text 1
Asking students to read supplementary reading text 2 and do the exercises at home
Checking the answers to supplementary reading text 2
12 Asking students to complete the post-task questionnaire
Asking students to do the post-test One month later
Asking students to do a delayed post-test
Data Collection Procedures
The data collection procedures started at the beginning of August and finished at the end of November, 2011 Following are major steps in collecting data for the research
Step 1: In early August, the pre-task questionnaires were administered to 32 grade
Eleven English-major students at BHSHS participated in the study by completing a structured questionnaire Each participant was provided with a copy of the questionnaire and advised to answer all questions thoroughly They were allocated 20 minutes to complete the questionnaire, ensuring sufficient time for thoughtful responses.
Step 2: In the middle of August, a vocabulary test called a pre-test was given to these students This test was designed to measure the students’ knowledge of 50 words which they would meet during the supplementary reading programme The time for the test was 40 minutes and students were not allowed to consult with their friends during the test
Step 3: From the middle of August to the end of October, the researcher started to implement the supplementary reading programme to help the students to consolidate and learn more new words through the ten supplementary reading texts plus a set of vocabulary enhancement exercises
Step 4: At the beginning of November, after the last supplementary reading text was corrected, the post-task questionnaires were also administered to the students to gather students’ feedback on the effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts Moreover, to reaffirm the effectiveness of this way of studying vocabulary, an immediate post-test was handed out The students had to complete this test in 40 minutes Four weeks later, at the end of November, a delayed post- test was given to the students The format and content of the the pre-test, post-test and delayed post-test was the same
Step 5: Based on the results and findings of the first cycle of the study, the researcher decided whether to carry out the next cycle.
Data Analysis Procedures
The study collected three sets of data: the first included 64 questionnaires, comprising 32 pre-task and 32 post-task questionnaires to assess participants' initial and subsequent responses The second dataset consisted of 32 pre-tests, 32 post-tests, and 32 delayed post-tests, allowing for a comprehensive analysis of performance changes over time These data collection procedures provided valuable insights into participant progress and the effectiveness of the intervention.
After collecting the questionnaires, the researcher proceeded to code the items to facilitate data analysis Once coding was completed, the data were analyzed using a descriptive approach, providing valuable insights into the responses The results of these descriptive analyses were then summarized and reported in percentages, ensuring clear and concise presentation of the findings.
2.7.2 Pre-test and Post-tests
This study utilized pre-test, post-test, and delayed post-test assessments to measure students' vocabulary retention and development following participation in a supplementary reading program combined with vocabulary enhancement exercises The collected test data were systematically graded and analyzed quantitatively to evaluate the effectiveness of the intervention.
Summary
This study investigates the effectiveness of consolidating and developing vocabulary through supplementary reading texts for Grade 11 English-major students at BHHS, using a 10-week action research approach Data were collected through pre-task and post-task questionnaires, a pre-test, and two post-tests, and analyzed using descriptive statistics The combination of these data collection instruments aims to provide comprehensive insights to address the research questions thoroughly.
RESULTS AND DISCUSSION
Preliminary Investigation
During the teaching of Grade 11 English-major students at BHSHS, it was observed that students have limited vocabulary knowledge, and most lack effective strategies for vocabulary acquisition To gain a deeper understanding of this issue, the researcher conducted a preliminary investigation using a pre-task questionnaire.
This questionnaire aimed to assess students' awareness of the importance of vocabulary in their English learning, their current methods for acquiring and consolidating new words, and the challenges they face in learning new vocabulary.
(4) students’ awareness of consolidating and developing vocabulary through supplementary reading texts and their preference in joining the supplementary reading programme designed by the researcher
3.1.1 Students’ awareness of the role of vocabulary in their English learning
Table 1: Students’ awareness of the role of vocabulary in their English learning
All students recognize the crucial role of vocabulary in their English learning, with 100% expressing appreciation for its importance The majority of students (93.75%) consider vocabulary to be highly significant in their language acquisition, while 6.25% view it as an important component This highlights the universal recognition among students of vocabulary's vital role in effective English learning.
3.1.2 Students’ actual ways of learning and consolidating new words (Questions 2, 3,
B From one hour to one hour and a half
C From one hour and a half to two hours
Figure 1: The number of hours spent on learning new words every day
Figure 1 illustrates students' daily time spent on learning new words, with 43.75% dedicating less than one hour More than half of the students spend between one hour and one hour and a half on vocabulary learning, demonstrating consistent effort A minority, 6.25%, allocate one and a half to two hours, while 3.12% spend over two hours each day studying new words These findings indicate that all students recognize the importance of vocabulary development and consistently dedicate time to learning new words at home daily.
B From the exercises given by the teachers 100%
Table 2: The sources from which the students learn new words
Question 3 explores the sources from which the students learn new words All students ( 100%) reveal that they learn new words from the textbook and all of them claim that they learn new words from the exercises given by their teachers 31.25% of the students state that they learn new words from reading newspapers and magazines and 15.63% say that they learn new words from other sources
A Looking the words up in the dictionary 100%
B Writing the words in English and their meanings in Vietnamese 100%
D Guessing their meanings of the words from the texts 15.63%
E Learning other forms of the words 6.25%
F Making sentences with the words 0%
G Playing language games with the words 0%
A Writing down the words in English many times 100%
B Writing the words in papers and stick them up wherever you can see later
C Making sentences with the words 6.25%
D Making a book of new words 0%
E Practising using the words in conversations with your classmates
F Playing language games with the words 0%
Table 3: Students’ actual ways of learning and consolidating new words
Question 4 investigates the current ways that the students have been using to learn new words All of the students (100%) admit that they only look up the words in the dictionary and all of them report that they write down these words in English and their meanings in Vietnamese A few students (15.63%) say that they guess the meanings of the words from the texts Two students (6.25%) admit that they read the words aloud to learn the pronunciation and stress and only two students (6.25%) claim that they acquire other forms of the words Generally, most students only learn the meanings of new words when they study them
Question 5 is aimed to explore how the students consolidate the words they have learnt From the results shown in the table, it can be realized that all of the students (100%) revise new words by writing them down in English many times, 31.35% choose the way to consolidate new words by writing the words in papers and sticking them up wherever they can see them later Occupying smaller percentage (6.25%) is the respondents who make sentences including the new words to remember them for a long time
Most students lack effective strategies for consolidating and learning new vocabulary, which explains their frequent difficulties and frustrations when studying vocabulary effectively.
3.1.3 Students’ difficulties in learning new words
A Memorizing the spelling and meaning of the words 62.5%
C Using the words in real contexts 78.13%
D Remembering the words for a long time 31.25%
E Learning other forms of the words 50%
Table 4: Students’ difficulties in learning new words
Question 6 deals with the difficulties the students have in learning vocabulary The fact shows that the majority of the students (78.13%) find it hard to use new words in real contexts, many students (62.5%) claim that they have difficulties memorizing the spelling and meaning of new words Moreover, half of the respondents think that learning other forms of new words is difficult, more than half of the students (46.88%) consider pronouncing new words as their trouble and 31.25% of the students find it difficult to remember new words for a long time From the results of this question, the researcher knows the difficulties the students have in learning vocabulary and find suitable ways to help them overcome these difficulties
3.1.4 Students’ awareness of consolidating and developing vocabulary through supplementary reading texts and their preference in joining the supplementary reading programme (Questions 7, 8)
A It is a very effective way to consolidate and develop vocabulary 25%
B It is an effective way to consolidate and develop vocabulary 68.75%
C It is not an effective way to consolidate and develop vocabulary 0%
Table 5: Students’ awareness of consolidating and developing vocabulary through supplementary reading texts
Table 5 reveals that 25% of respondents strongly agree that consolidating and developing vocabulary through supplementary reading texts is very effective, while 68.75% find it effective, indicating widespread recognition of its benefits Only 6.25% of students are unsure about this approach These results demonstrate that the majority of respondents are aware of the advantages of using supplementary reading materials to enhance vocabulary acquisition.
Figure 2: Students’ preference in joining the supplementary programme
Figure 2 illustrates that all students are eager to participate in a specially designed supplementary reading program, including enhancement exercises aimed at consolidating and developing their vocabulary.
The preliminary investigation reveals that most students recognize the importance of vocabulary learning in their English studies and actively dedicate time at home to reinforce and acquire new words However, they face challenges due to ineffective learning strategies and difficulties in consolidating new vocabulary Students also understand the benefits of supplementary reading materials for vocabulary development and show enthusiasm for participating in the researcher-designed reading program These findings indicate the need for the researcher to develop effective methods to help students revise and learn new words more efficiently, as outlined in the research methodology.
Evaluation
To assess the effectiveness of the supplementary reading programme and address the research questions, results from the pre-test and post-tests, along with responses from the post-task questionnaire, were carefully analyzed The comparison of pre- and post-test scores provided measurable evidence of student progress, while the questionnaire offered valuable insights into participants’ perceptions and experiences with the programme This comprehensive evaluation approach ensured a thorough understanding of the programme’s impact on improving reading skills.
3.2.1 Results and discussion from the post-task questionnaire:
The post-task questionnaire aimed to gather students' feedback on their feelings and attitudes towards vocabulary consolidation and development through supplementary reading texts combined with vocabulary enhancement exercises It also assessed students’ evaluations of the ten supplementary reading texts and the design of the exercises, as well as identifying the most effective types of vocabulary activities Additionally, the questionnaire collected students’ opinions on the overall effectiveness of using supplementary texts and exercises for vocabulary enrichment, providing valuable insights into the impact of these methods on their language learning.
3.2.1.1 Students’ feelings and attitudes towards consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises (Questions 1, 2)
Figure 3: Students’ feelings while taking part in the supplementary reading programme
Most students demonstrate high motivation during the supplementary reading program, with 75% feeling quite motivated and 18.75% being very motivated Only 6.25% of students are not motivated to participate, indicating strong engagement overall.
Figure 4: Students’ attitudes towards consolidating and developing vocabulary through the supplementary reading texts
Most students prefer consolidating and developing vocabulary through ten supplementary reading texts combined with vocabulary enhancement exercises, with 93.75% (30 out of 32 students) expressing their positive preference Conversely, only 6.25% (2 students) do not favor this method of vocabulary learning, indicating a strong overall preference for this instructional approach.
Most students responded positively to studying vocabulary through supplementary reading texts, demonstrating the effectiveness of this approach These findings confirm that vocabulary learning via reading texts proposed by renowned linguists is beneficial Additionally, the positive reactions boost the researcher's confidence in applying this method to other student populations, suggesting its broader potential for enhancing vocabulary acquisition.
3.2.1.2 Students’ assessment of the selected supplementary reading texts and the design of the vocabulary enhancement exercises (Questions 3, 4)
A They are very well-selected: in term of length, content, language and range of vocabulary
B They are quite well-selected: in term of length, content, language and range of vocabulary
C They are not well-selected: in term of length, content, language and range of vocabulary
A They are vey well-designed 28.13%
B They are quite well-designed 65.63%
C They are not well-designed 3.12%
Table 6: Students’ assessment of the selected supplementary reading texts and the design of the vocabulary enhancement exercises
The survey results indicate that the majority of students highly appreciate the supplementary reading texts and vocabulary enhancement exercises, with 53.13% agreeing that the texts are well-designed and 34.37% confirming they are very well-designed Regarding the exercises, 65.63% consider them quite well-designed, while 28.13% believe they are very well-designed, demonstrating overall positive perception A small number of students (6.25%) feel the reading texts are not well-designed, and one student is uncertain about the quality of the exercises, indicating general student satisfaction with the materials’ design.
3.2.1.3 Students’ assessment of the most effective types of the vocabulary enhancement exercises (Question 5)
A Matching the words with their definitions 6.25%
B Completing the sentences wih the words provided 3.12%
C Supplying the correct forms of the words in the brackets and completing the word-formation charts
D Making sentences with the words provided 43.75%
E Summarizing the key information in the reading text 6.25%
F Writing an essay about the topic relating to the information provided in the text
Table 7: Students’ assessment of the most effective types of the vocabulary enhancement exercises
According to Table 6, nearly half of the respondents (43.75%) believe that sentence construction using provided words is the most effective exercise for consolidating and developing vocabulary, as it helps improve writing skills and contextual understanding Additionally, 28.13% think that supplying correct word forms and completing word-formation charts effectively reinforce vocabulary, aiding in understanding word usage, pronunciation, and stress About 12.5% consider writing an essay on related topics as the most useful method for vocabulary development Furthermore, 6.25% favor the exercise of guessing word meaning from context, which helps in understanding words without dictionary consultation, while another 6.25% find summarizing key information beneficial for consolidating learned words Only 3.12% prefer completing sentences with the provided words, believing it enhances their memory of new word meanings.
3.2.1.4 Students’ evaluation of the effectiveness of consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises (Questions 6, 7, 8, 9, 10)
Students’ assessment of the benefits gained from reading the supplementary reading texts
A It helps me have a chance to consolidate the words I have learnt in the reading lessons and learn more new words
B It improves my background knowldege 81.25%
C It provides more ideas for my speaking and writing skills 78.13%
D It helps me improve my reading skills 75%
Table 8: Students’ assessment of the benefits gained from reading the supplementary reading texts
Question 6 explores the benefits that the students gain from reading the ten supplementary reading texts during the programme All of the students (100%) agree that reading these reading texts helps them have a chance to meet the words they have learnt in the reading lessons in their textbook and acquire more new words 81.25 % of the respondents admit that their background knowledge has been improved through reading these supplementary reading texts 78.13% reveal that reading the supplementary reading texts provides them ideas for their speaking and writing skills and 75% of the students report that their reading skills have been improved when they read these supplementary reading texts In general, most of the students find that reading the ten supplementary reading texts selected by the researcher brings them a lot of benefits especially the chances for them to consolidate the words they have learnt and develop their vocabulary
Students’ assessment of the benefits gained from doing the enhancement vocabulary exercises after the supplementary reading texts
A It helps me pronounce the words better 34.38%
B It helps me know how to use the words in real contexts 90.63%
C It helps me remember the words better 65.63%
D It helps me know the other forms of a word 84.38%
E It helps me develop the writing skills 62.5%
Table 9: Students’ assessment of the benefits gained from doing the enhancement vocabulary exercises after the supplementary reading texts
Question 7 is aimed at assessing the benefits that the students gain from doing the enhancement vocabulary exercises after the supplementary reading texts The majority of the respondents (90.63%) confirm that doing vocabulary enhancement exercises helps them know how to use the words in real contexts Most of them (84.38%) declare that doing these exercises helps them know other forms of a word and more than half of them (65.63%) say that they can remember the words better through these exercises Furthermore, 62.5% of the respondents admit that their writing skills have greatly been developed through doing the tasks 34.38% of the students report that they can pronounce the words better Because when the teacher corrects these exercises, she also puts strong emphasis on the spelling, pronunciation and stress of these words The results of this question show that the students can revise and acquire vocabulary more effectively through the supplementary reading texts when they do some types of vocabulary enhancement exercises
Students’ assessment of their vocabulary knowledge gained through the supplementary reading programme
Figure 5: Students’ assessment of their vocabulary knowledge gained through the supplementary reading programme
The results from question 8 demonstrate that the supplementary reading programme significantly enhanced students’ vocabulary knowledge, with 78.13% of respondents reporting improvements and 9.38% noting substantial progress Conversely, only 3.12% indicated no improvement, and 9.37% were uncertain about their vocabulary development These findings suggest that the programme helped students understand the importance of learning comprehensive aspects of new words, including their meanings, forms, pronunciation, and usage, thereby strengthening their overall vocabulary skills.
Students’ explicit evaluation of the effectiveness of consolidating and developing vocabulary through the supplementary reading texts plus vocabulary enhancement exercises
Figure 6: The effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts plus vocabulary enhancement exercises
Question 9 reaffirms the effectiveness of consolidating and developing vocabulary through the ten supplementary reading texts accompanied by the vocabulary enhancement exercises When being asked an explicit question, most of the respondents (97%) agree that it is very effective to consolidate and develop vocabulary through the supplementary reading texts and only one student (3%) finds that this way of studying vocabulary is not effective
Figure 7: Students’ expectation after joining the supplementary reading programme
Out of 32 students, 97% (31 students) expressed a desire to continue the vocabulary learning program, highlighting its positive impact Only 3% (1 student) preferred not to continue studying vocabulary through supplementary reading texts These results indicate strong student approval and satisfaction with the current supplementary reading approach for vocabulary enhancement.
3.2.2 Results and Discussion from the Pre-test and Post-tests
3.2.2.1 Results and Discussion from the Pre-test
Case Category I Category II Category
Table 10: Results of the pre-test
Table 10 presents the pre-test results, which assess students' familiarity with 50 target words Students categorized each word from I to V to indicate their level of knowledge, with scores ranging from a minimum of 50 to a maximum of 250 points The highest score achieved in this test is highlighted, reflecting the students' initial vocabulary recognition before any intervention.
The study revealed a score range from 104 to 145 points, indicating variability in students' performance Among the 50 target words, most are categorized into Category I, II, and III based on students' vocabulary knowledge, highlighting that these words are largely unfamiliar to students before the supplementary reading program This suggests that the target vocabulary, expected to be acquired and mastered during the intervention, remains challenging for students in the pre-test phase.
3.2.2.2 Results and Discussion from the Post-test
Case Category I Category II Category III Category IV Category V
Table 11: Results of the post-test
Table 10 presents the post-test results, indicating significant progress in students’ vocabulary knowledge after participating in the supplementary reading program The majority of the 50 target words, previously categorized in categories IV and V during the pre-test, demonstrate improved understanding and mastery Students can now fully comprehend the meanings of most target words and actively use them in sentences, reflecting the effectiveness of the vocabulary development program.
3.2.2.3 Results and Discussion from the Pre-test and Post-tests
Table 12: Results of the pre-test and post-test
Table 13: Results of the pre-test and post-tests
Case Pre-test Post-test Gain Case Pre-test Post-test Delayed
Summary
The data from the post-task questionnaire, pre-test, and two post-tests demonstrate the effectiveness of the vocabulary consolidation and development program for grade 11 English-major students at BHSHS Specifically, the results indicate significant improvements in students' vocabulary knowledge through the integration of supplementary reading texts and vocabulary enhancement exercises Additionally, the study highlights positive student attitudes towards the supplementary reading program, confirming its impact on both vocabulary learning and learner motivation.
The study’s findings indicate that reading supplementary texts and engaging in vocabulary enhancement exercises significantly improve Grade 11 English-major students’ vocabulary acquisition The post-task questionnaire revealed that supplementary texts provided opportunities for students to revise and learn new words effectively, especially when combined with exercises that emphasized understanding the meaning, form, pronunciation, and usage of target words in context Additionally, results from pre-tests and post-tests demonstrated that students successfully learned all 50 target words from the ten supplementary reading texts, retaining and productively using them over time Overall, these results confirm that integrating supplementary reading materials with targeted vocabulary exercises effectively enhances vocabulary development among high school English students.
The post-task questionnaire revealed that most students felt motivated and enjoyed the program, particularly appreciating the supplementary reading texts and vocabulary enhancement exercises They found the selected texts engaging and valued the design of the vocabulary activities, which helped in consolidating and developing their vocabulary Additionally, the majority of students expressed a desire for the continuation of the program to further improve their vocabulary skills.
In general, almost all of the students had positive attitudes towards the supplementary reading programme
This chapter summarizes the main findings of the study, discusses the implications and limitations of the study and proposes some suggestions for further research.
Summary of Major Findings
This study aimed to assess the effectiveness of vocabulary consolidation and development through ten selected supplementary reading texts and accompanying exercises for grade 11 English-major students at BHSHS, as well as to explore students’ attitudes towards the program after implementation Data were collected using pre-task and post-task questionnaires, a pre-test, and two post-tests throughout the research process After analyzing these data, the key findings revealed significant improvements in students’ vocabulary knowledge and positive attitudes towards the supplementary reading program, indicating its success in enhancing language skills.
Participating in a vocabulary development program using ten supplementary reading texts and targeted exercises significantly improved students' vocabulary knowledge Post-task questionnaires indicated that students valued the reading texts for encountering new words and found the exercises helpful for revising word forms, meanings, and usage, leading to better retention and practical application The supplementary readings provided opportunities to acquire new vocabulary, while the accompanying exercises systematically reinforced understanding of meaning, form, and usage As a result, students learned effective strategies for vocabulary acquisition The two post-tests demonstrated that most students not only memorized the 50 target words but also demonstrated their ability to use them confidently in sentences and retain them over time.
The post-task questionnaire revealed that students held positive attitudes towards the supplementary reading programme, expressing increased motivation and enjoyment Most students appreciated consolidating and expanding their vocabulary through the carefully designed reading texts and exercises They highly valued the ten selected supplementary readings and the vocabulary enhancement activities, expressing a desire for the programme to continue in order to learn more new words.
Pedagogical Implications of the Study
Based on the study's findings, several important implications for English Language Teaching (ELT) in Vietnam emerge Firstly, teachers should adopt innovative and student-centered teaching strategies to enhance language acquisition and engagement Additionally, integrating technology and authentic materials can create more interactive and meaningful learning experiences For high school students, it is crucial to develop autonomous learning habits and actively participate in language practice opportunities Overall, these insights aim to improve ELT effectiveness in Vietnam, fostering better language proficiency and preparing students for future academic and professional success.
Effective vocabulary instruction is crucial in English teaching, requiring teachers to prioritize introducing and revising new words in each lesson To reinforce learning, teachers should assign additional vocabulary exercises for students to complete at home, ensuring consistent revision and mastery Moreover, educators should teach students independent strategies to expand their vocabulary beyond the classroom, encouraging self-directed learning Utilizing contextually appropriate methods tailored to the teaching environment can significantly enhance students' vocabulary development and overall language proficiency.
High school students should recognize the importance of vocabulary in English learning and dedicate time to learning and revising new words both in class and at home Developing personalized strategies for vocabulary acquisition—such as using supplementary reading materials, exercises, newspapers, or magazines—can enhance memorization To effectively learn new words, students need to focus on their meanings, forms, and usage, ensuring they retain and understand vocabulary better Without consistent practice and innovative learning approaches, students may struggle to remember words and become bored with studying English.
Limitations of the Study
This study's findings are limited by its participant sample, as it was conducted with only 32 Grade 11 English-major students in a single action research cycle, making it difficult to generalize results to other populations or contexts Despite the observed significant improvement in students’ vocabulary knowledge following the supplementary reading program, the specific responses of these participants may not reflect how different groups might react under similar conditions Therefore, future research should include larger and more diverse samples to enhance the generalizability of the results.
The study's data collection was limited by reliance solely on the post-task questionnaire to measure participants’ attitudes toward the supplementary reading program Incorporating students’ journals as a qualitative data collection tool could have provided deeper insights into their self-reflections on vocabulary learning after each reading However, due to time constraints, the researcher was unable to utilize this method, which may have affected the reliability of the results.
An action research process should be ongoing, using feedback from collected data to inform and improve subsequent cycles However, in this study, only one cycle was completed due to limited time constraints, emphasizing the need for continuous improvement in future research.
Suggestions for Further Studies
To address the current limitations, future research should focus on exploring the effectiveness of using supplementary reading materials for vocabulary consolidation and development It is important to investigate different participant groups, such as non-English major students, to determine whether they also benefit from this approach Additionally, conducting studies that utilize students’ journals as a data collection instrument can provide valuable insights into the students' experiences and the impact of supplementary reading on vocabulary learning.
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APPENDICES Appendix 1: Pre-Task Questionnaire (English Version)
This survey questionnaire aims to support research on "Exploiting supplementary reading materials to enhance vocabulary development for Grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam." Participants are kindly asked to select their responses by ticking the appropriate boxes, with some questions allowing multiple answers Your valuable assistance will contribute significantly to understanding effective strategies for vocabulary acquisition through additional reading resources Thank you for your cooperation and support in this educational study.
1 What do you think about the role of vocabulary in your English learning?
A Very important C Not very important
B Rather important D Not important at all
2 How much time do you spend learning new words every day?
B From one hour to one hour and a half
C From one hour and a half to two hours
3 What do you learn new words from? (you can choose more than one option)
B From the exercises given by the teachers
4 How do you learn new words? (you can choose more than one option)
A Looking up the words in the dictionary
B Writing the words in English and their meanings in Vietnamese
C Reading them aloud in English many times
D Guessing their meanings from the text
E Learning other forms of the words
G Playing language games with them
5 How do you consolidate new words? (you can choose more than one option)
A Writing down the words in English many times
B Writing the words in papers and sticking them up wherever you can see later
C Making sentences with the words
D Making a book of new words
E Practising using the words in conversations with your classmates
F Playing language games with them
6 What are your difficulties in learning new words? (you can choose more than one option)
A Memorizing the spelling and meaning of the words
C Using the words in correct contexts
D Remembering the words for a long time
E Learning other forms of the words
7 What do you think about consolidating and developing English vocabulary through reading texts?
A It is a very effective way to consolidate and develop vocabulary
B It is an effective way to consolidate and develop vocabulary
C It is not an effective way to consolidate and develop vocabulary
8 If your teacher designs a special programme to help you consolidate and develop vocabulary through supplementary reading texts, are you willing to join?
Thank you again for your cooperation!
Appendix 2: Pre-Task Questionnaire (Vietnamese Version)
BẢNG CÂU HỎI ĐIỀU TRA
(Trước khi áp dụng chương trình đọc hiểu bổ trợ để ôn tập và học từ vựng)
Các câu hỏi dưới đây nhằm mục đích nghiên cứu về việc ôn tập và học từ vựng qua các bài đọc hiểu bổ trợ cho học sinh lớp 11 chuyên tiếng Anh tại Trường THPT Chuyên Biên Hòa, Hà Nam Các em vui lòng đánh dấu (√) vào ô trống để thể hiện lựa chọn của mình, giúp chúng tôi thu thập dữ liệu chính xác và cải thiện phương pháp giảng dạy Chân thành cảm ơn sự hợp tác của các em trong quá trình nghiên cứu này!
1 Em nghĩ như thế nào về vai trò của từ vựng trong việc học tiếng Anh?
A Rất quan trọng B Khá quan trọng
C Không quan trọng D Không quan trọng chút nào
2 Em thường dành bao nhiêu thời gian để học từ mới hàng ngày?
B Từ một tiếng cho đến một tiếng rưỡi
C Từ một tiếng rưỡi cho đến hai tiếng
3 Em thường học từ mới từ các nguồn nào?
A Từ sách giáo khoa B Từ các bài tập của giáo viên
C Từ báo và tạp chí D Từ các nguồn khác
4 Em học từ mới như thế nào?
A Tra các từ trong từ điển
B Viết các từ bằng tiếng Anh và nghĩa tiếng Việt của chúng
C Đọc to các từ nhiều lần bằng tiếng Anh
D Đoán nghĩa của từ dựa vào bài đọc
E Học thêm các dạng từ khác có liên quan đến từ mới
F Đặt câu có sử dụng từ mới
G Chơi trò chơi với các từ mới
5 Em thường ôn tập từ mới như thế nào?
A Viết các từ nhiều lần bằng tiếng Anh
B Viết các từ vào mẩu giấy và dán lên bất cứ chỗ nào mà em có thể nhìn thấy chúng
C Đặt câu với các từ mới
D Lập một quyển sổ từ mới
E Thực hành sử dụng từ mới trong các hội thoại với bạn
F Chơi trò chơi với các từ mới
6 Khó khăn mà em gặp phải trong việc học từ mới là gì?
A Khó nhớ nghĩa và cách đánh vần của từ mới
B Khó phát âm từ mới
C Khó sử dụng từ trong đúng văn cảnh
D Khó nhớ các từ mới trong trong khoảng thời gian dài
E Khó nhớ các dạng từ khác có liên quan đến từ mới
7 Em nghĩ như thế nào về việc ôn tập và học từ vựng thông qua các bài đọc?
A Đó là một cách thức rất hiệu quả để ôn tập và học từ vựng
B Đó là một cách thức hiệu quả để ôn tập và học từ vựng
C Đó không phải là một cách thức hiệu quả để ôn tập và học từ vựng
8 Nếu giáo viên thiết kế một chương trình để ôn tập và học từ vựng thông qua các bài đọc hiểu bổ trợ, em có sẵn sàng tham gia không?
Cảm ơn sự giúp đỡ của các em!
Appendix 3: Post-Task Questionnaire ( English Version)
This survey questionnaire supports the study titled “Exploiting supplementary reading materials to enhance vocabulary development for Grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam.” Participants are asked to select their answers by ticking the boxes, with the option to choose multiple responses for certain questions Your valuable input will contribute significantly to understanding effective strategies for vocabulary acquisition through supplementary reading materials in high school English education Thank you for your cooperation and assistance in this research.
1 How do you feel while taking part in the supplementary reading programme?
C Not very motivated D Not motivated at all
2 Do you like consolidating and developing vocabulary through the selected supplementary reading texts plus a set of vocabulary enhancement exercises?
3 What do you think about the supplementary reading texts selected by your teacher?
A They are very well-selected: in term of length, content and language and range of vocabulary
B They are quite well-selected: in term of length, content and language and range of vocabulary
C They are not well-selected: in term of length, content and language and range of vocabulary
4 How are the vocabulary enhancement exercises designed?
A They are very well-designed B They are quite well-designed
C They are not well-designed D I have no idea
5 Among the types of the vocabulary enhancement exercises in the supplementary reading texts, which one do you think is the most effective to consolidate and develop your vocabulary? Why? (Choose only one option)
A Matching the words with their definitions
B Completing the sentences with the words provided
C Supplying the correct form of the words in the brackets and complete the word- formation charts
D Making sentences with the words provided
E Summarizing the key information in the reading text
F Writing an essay about the topic relating to the information provided in the text
Why?(Please specify the reasons)………
6 What are the benefits you gain from reading the selected supplementary reading texts? (choose more than one option)
A It helps me have a chance to consolidate the words I have learnt in the reading lessons and learn more new words
B It improves my background knowledge
C It provides more ideas for my speaking and writing skills
D It helps me improve my reading skills
7 What are the benefits you gain from doing the vocabulary enhancement exercises after the supplementary reading texts? (choose more than one option)
A It helps me pronounce the words better
B It helps me know how to use the words in real contexts
C It helps me remember the words better
D It helps me know the other forms of a word
E It helps me develop the writing skills
8 How has your knowledge of vocabulary been improved since you took part in the supplementary reading programme?
A Much better than before B Better than before
C Not better at all D I have no idea
9 After taking part in this programme, do you think that it is very effective to consolidate and develop your vocabulary through the supplementary reading materials plus vocabulary enhancement exercises?
10 Do you think that your teachers should continue designing more vocabulary exercises like these ones to help you consolidate and develop vocabulary after selected supplementary reading materials?
Thank you again for your coopera
Appendix 4: Post-Task Questionnaire (Vietnamese Version)
BẢNG CÂU HỎI ĐIỀU TRA
(Sau khi áp dụng chương trình đọc hiểu bổ trợ để ôn tập và học từ vựng)
Các câu hỏi sau nhằm phục vụ cho nghiên cứu về việc ôn tập và học từ vựng qua các bài đọc hiểu bổ trợ cho học sinh lớp 11 chuyên tiếng Anh tại trường THPT chuyên Biên Hòa, Hà Nam Các em vui lòng trả lời các câu hỏi này bằng cách đánh dấu (√) vào ô trống để thể hiện sự lựa chọn của mình Chân thành cảm ơn sự hợp tác của các em!
1 Em cảm thấy như thế nào khi tham gia vào chương trình đọc bổ trợ để ôn tập và học từ vựng?
A Rất thú vị B.Khá thú vị
C Không thú vị D Không thú vị chút nào
2 Em có thích ôn tập và học từ vựng thông qua các bài tập đọc bổ trợ và các bài tập củng cố từ vựng không?
3 Em nghĩ như thế nào về các bài tập đọc bổ trợ được chọn lọc bởi giáo viên?
A Các bài đọc được lựa chọn rất kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
B Các bài đọc được lựa chọn kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
C Các bài đọc không được lựa chọn rất kỹ về mặt độ dài, nội dung, ngôn ngữ và sự đa dạng về từ vựng
4 Những bài tập từ vựng sau các bài đọc bổ trợ được thiết kế như thế nào?
A Các bài tập từ vựng được thiết kế rất công phu
B Các bài tập từ vựng được thiết kế công phu
C Các bài tập từ vựng không được thiết kế công phu
5 Trong số các bài tập từ vựng sau các bài đọc bổ trợ, bài tập nào mà em cho là hiệu quả nhất để ôn tập và học từ vựng? Lý do tại sao?
A.Kết nối từ đã cho và định nghĩa
B Hoàn thành các câu với các từ đã cho
C Cho dạng đúng của từ trong ngoặc và hoàn thành bảng các từ vựng
D Đặt câu với các từ đã cho
E Tóm tắt thông tin chính trong đoạn văn
F Viết một bài luận về đề tài có liên quan đến chủ đề của bài đọc
Lý do cho lựa chọn của em:………
6 Những lợi ích mà em thu được từ việc đọc các bài đọc bổ trợ là gì? ( Em có thể chọn nhiều đáp án)
A Đọc các bài đọc giúp em ôn tập lại các từ em đã học trong các bài đọc trong sách giáo khoa và học thêm từ mới
B Đọc các bài đọc giúp em nâng cao kiến thức nền
C Đọc các bài đọc cung cấp thêm ý tướng khi em nói và viết
A Đọc các bài đọc giúp em nâng cao kỹ năng đọc hiểu
7 Những lợi ích mà em thu được từ việc làm các bài tập củng cố từ vựng là gì? ( Em có thể chọn nhiều đáp án)
A Làm các bài tập từ vựng giúp em phát âm các từ tốt hơn
B Làm các bài tập từ vựng giúp em biết cách sử dụng từ trong đúng văn cảnh
C Làm các bài tập từ vựng giúp em nhớ các từ tốt hơn
D Làm các bài tập từ vựng giúp em học thêm các dạng từ của một từ
E Làm các bài tập từ vựng giúp em nâng cao kỹ năng viết
8 Kiến thức về từ vựng của em được cải thiện như thế nào từ khi em tham gia vào chương trình học từ vựng thông qua các bài đọc?
A Cải thiện rất nhiều hơn so với trước khi em tham gia
B Cải thiện nhiều hơn so với trước khi em tham gia
C Không cải thiện nhiều hơn so với trước khi em tham gia
9 Sau khi em tham gia vào chương trình học từ vựng này, em có nghĩ rằng ôn tập và học từ vựng thông qua các bài đọc hiêu bổ trợ cùng với việc làm các bài tập phát triển từ vựng là một cách học rất hiệu quả?
10 Em có nghĩ rằng giáo viên nên tiếp tục thiết kê các bài tập từ vựng sau các bài đọc bổ trợ để giúp em ôn tập và học từ vựng?
Cảm ơn sự giúp đỡ của các em!
Appendix 5: The Vocabulary Knowledge Scale
I I don’t remember having seen this word before
II I have seen this word before, but I don’t know what it means
III I have seen this word before, and I think it means (synonym or translation)
IV I know this word It means .(synonym or translation)
V I can use this word in a sentence: _.( Write a sentence) (If you do this section, please also do Section IV)
(Paribakht and Wesche, 1997, p 180 as cited in Read, J 2000, p 133)
Appendix 6: The VKS Scoring Categories
I 1 The word is not familiar at all
II 2 The word is familiar but its meaning is not known
III 3 A correct synonym or translation is given
IV 4 The word is used with semantic appropriateness in a sentence
V 5 The word is used with semantic approriateness and grammatical accuracy in a sentence
(Paribakht and Wesche, 1997, p 181 as cited in Read, J 2000, p 134)
Appendix 7: Pre-test, Post-test and Delayed post-test
This vocabulary test is part of my study titled “Exploiting supplementary reading materials to consolidate and develop vocabulary for grade 11 English-major students at Bien Hoa Specialized High School, Ha Nam.” Your assistance in completing this vocabulary test is highly valued and greatly appreciated Thank you for supporting the enhancement of vocabulary learning among grade 11 students through effective supplementary reading materials.
Look at the following list of words below and decide which category a word belongs to (I-V) to show how well you know the word
Look at the VKS (Vocabulary Knowledge Scale) below:
I I don’t remember having seen this word before
II I have seen this word before, but I don’t know what it means
III I have seen this word before, and I think it means (synonym or translation)
IV I know this word It means .(synonym or translation)
V I can use this word in a sentence: _.( Write a sentence)
(If you do this section, please also do Section IV)
(Paribakht and Wesche, 1997, p 180 as cited in Read, J 2000, p 133))
Thank you very much for your cooperation!
UNIT 1: FRIENDSHIP Supplementary reading text 1
True friendship is rare, as genuine connections require both individuals to possess special qualities While everyone has acquaintances, true friends are fewer and more meaningful Lasting and close friendships are built on mutual trust, understanding, and shared values, making them a valuable and cherished part of life.
Unselfishness is the most essential quality of a true friend, as genuine friendship is built on mutual concern and support A person who focuses solely on their own interests and feelings cannot be a reliable friend, because friendship thrives on a balanced give-and-take Lasting friendships require reciprocity, where both parties contribute and benefit equally; an imbalance of all give or all take will ultimately weaken the bond.
Constancy is a vital quality, as it reflects unwavering commitment and reliability Many individuals lack this trait, often starting new interests with enthusiasm only to quickly lose interest and pursue something else Such inconsistent and unpredictable behavior hampers the development of lifelong friendships, highlighting the importance of steadfastness in building meaningful relationships.
Loyalty is essential in true friendship, as friends must trust each other deeply and understand one another well, leaving no room for suspicion Genuine friends are those who resist believing rumors and gossip about each other, demonstrating their steadfast loyalty Being easily influenced by rumors indicates a lack of trust and loyalty, which can undermine the strength of any friendship.