Difficulties in teaching vocabulary to elementary adult learners of english at the foreign language center of university of social sciences and humanities submitted to the faculty of

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ------ DIFFICULTIES IN TEACHING VOCABULARY TO ELEMENTARY ADULT LEARNERS OF ENGLISH AT THE F

INTRODUCTION

Background to the study

Recent research highlights the significant role of English in Vietnam, particularly in employment and economic development According to Do, Huy Thinh (2006), English proficiency is essential for job opportunities and higher education, both domestically and internationally Phan, Thi Thanh Hang (2009) emphasizes that English facilitates access to global environments for work and study, stating that it is crucial for securing quality jobs and scholarships Additionally, Ton, Pham & Vo (2010) assert that English is a key subject in Vietnam's educational system, underscoring its importance over other foreign languages in the country today.

The significance of vocabulary in learning a foreign language is underscored by research, highlighting its essential role McCarthy (1992) emphasized that vocabulary is "the single and biggest component of any language course" (p.iii), indicating that mastering a foreign language is nearly impossible without a strong vocabulary foundation (Schmitt, 2008) This is evident as foreign language learners often prefer to carry dictionaries over grammar books while traveling, reflecting the importance of a rich vocabulary in language acquisition.

2 learners to be good at other language skills and help them convey their feelings, emotions and ideas to others

Despite the critical role of vocabulary in language acquisition, previous studies indicate that it has often been overlooked in English language teaching Celce-Murcia (2001) emphasizes that vocabulary has not consistently been prioritized in language instruction (p 285), a perspective echoed by Richards & Renandya (2002) and Hedge (2008, as cited in Amiryousefi & Dastjerdi).

2010), confirming that “vocabulary was often given little priority and received only incidental attention in textbooks and language programs” According to Amiryousefi

Vocabulary has often been overlooked in language teaching programs, with a greater emphasis placed on grammar and other language components When vocabulary is taught, it is frequently done ineffectively, such as through mere memorization of word lists This lexical ignorance poses a significant barrier to the progress of foreign language learners Therefore, it is essential to focus on vocabulary instruction, not only in foreign contexts but also in Vietnam.

Recent studies in Vietnam have explored various aspects of vocabulary teaching and learning, including the use of games (Nguyen, Vu Thuy Tien, 2006; Huynh, Huu Hanh Nguyen, 2007), the effectiveness of computer aids (Pham, Thi Thuy Van, 2006), and vocabulary learning strategies among English majors (Huynh, Thi Bich Van, 2007) Additionally, research has identified effective strategies for vocabulary instruction (Tran, Van Duong, 2008) and the challenges faced by information technology students at Thanh Hoa Teachers’ Training School (Vo, Mai Do Quyen, 2008) However, there has been a lack of focus on the specific context of the Foreign Language Center at the University of Social Sciences and Humanities (FLC-USSH).

At the FLC-USSH, the majority of learners in evening classes are beginners over the age of 18, often from various faculties where English is not part of the curriculum These adult learners, who have worked throughout the day, typically show high enthusiasm at the start of their courses but tend to drop out as the course progresses Many of them struggle with vocabulary, which they identify as their biggest challenge in learning English The process of learning vocabulary is often perceived as time-consuming and tedious, leading to quick forgetfulness of newly learned words Therefore, enhancing vocabulary teaching methods for elementary adult learners is crucial, which is the focus of this study.

Aims of the study

This study aims to identify the key challenges faced in teaching vocabulary to elementary adult learners of English at FLC-USSH Based on the identified difficulties, the research proposes effective solutions to enhance vocabulary instruction for these learners.

Research questions

The study is carried out in an attempt to find out the answers to the following research questions:

1 What are the major difficulties in teaching vocabulary as perceived by teachers and elementary adult learners of English at the FLC-USSH?

2 What solutions should be offered to assist teachers of English in teaching vocabulary to elementary adult learners at the FLC-USSH?

Significance of the study

This study highlights the significant challenges faced in teaching vocabulary to elementary adult learners of English at FLC-USSH, emphasizing its importance for both teachers and students It aims to raise teachers' awareness of the often-overlooked role of vocabulary instruction and offers practical suggestions to address these challenges For learners, the study underscores the critical role of vocabulary in language acquisition and provides strategies to enhance their interest and efficiency in learning vocabulary Ultimately, this research contributes valuable insights for future studies in the field.

Delimitation of the study

The current study, conducted at FLC-USSH, involved 18 teachers and 298 learners from 15 elementary evening English classes A larger sample size could yield more significant results Additionally, the suggestions provided are specifically aimed at enhancing English vocabulary teaching and learning for adult learners at the elementary level, and do not apply to other learner groups at this center.

Organization of the study

The study consists of five chapters including (1) Introduction, (2) Literature Review,

(3) Methodology, (4) Results and discussion and (5) Conclusion

To begin with, chapter 1 provides a general overview of the study, starting with the context and aims of the study Later in this chapter, the two research questions are

5 stated followed by the significance of the study The delimitation and organization of the study come in the end

The second chapter establishes the study's foundation by outlining the conceptual framework for designing research tools The subsequent chapter details the methodology employed in the study, including a comprehensive description of the sampling process, participants, research tools, data collection procedures, and data analysis methods.

Chapter 4 presents the framework of analysis, discussion of the results, and summary of major findings The last chapter comes up with the conclusion of the study, and offers some suggestions for the administrators, teachers and learners alongside some recommendations for further research

LITERATURE REVIEW

Definition of vocabulary

Defining vocabulary precisely is challenging, as it encompasses all the words an individual knows or uses, as well as all the words within a specific language, according to the Oxford Advanced Learners’ Dictionary.

Vocabulary encompasses the words taught in a foreign language, which can range from single words to compounds of multiple words (Ur, 1996) According to Stahl (2005, as cited in Mokhtar et al., 2010), vocabulary knowledge extends beyond definitions; it includes understanding how words relate to the world Similarly, Diamond & Gutlohn (2006, as cited in Mokhtar et al.) emphasize that vocabulary involves knowledge of words and their meanings Pyles & Algae (1970, as cited in Vo, Mai Do Quyen, 2008) further contribute to this understanding.

Vocabulary consists of words that interlock in sound and meaning, enabling effective communication It encompasses the arrangement of words into sentences, conversations, and various forms of discourse While a new vocabulary item may have multiple definitions, it primarily focuses on the words being taught in a foreign language, whether they are single words or phrases Therefore, teaching new vocabulary is closely linked to exploring different aspects of individual words or combinations of words.

Aspects of vocabulary knowledge

A solid understanding of new vocabulary is crucial, but comprehending the significance of word knowledge is even more vital This is primarily because a learner's lexical knowledge significantly influences their listening, speaking, reading, and writing abilities in a foreign language (Mokhtar et al.) Nation (2001) identifies three essential aspects of vocabulary knowledge that are fundamental to language acquisition.

R What does the word sound like?

P How is the word pronounced?

Written R What does the word look like?

P How is the word written and spelled?

Word parts R What parts are recognizable in this word?

P What word parts needed to express the meaning?

R What meaning does this word form signal?

P What word form can be used to express this meaning?

R What is included in the concept?

P What items can the concept refer to?

Associations R What other words does this make us think of?

P What other words could we use instead of this one?

R In what patterns does the word occur?

P In what patterns must we use this word?

Collocations R What words or types of words occur with this one?

P What words or types of words must we use with this one?

Constraints on use (register, frequency, etc.)

R Where, when, and how often would we expect to meet this word?

P Where, when, and how often can we use this word?

Table 2.1 Aspects of vocabulary knowledge (cited from Nation 2001, p.27)

In summary, aspects of vocabulary knowledge are particularly significant, which can be indispensable to vocabulary teaching process It is known that “foreign

Vocabulary knowledge is crucial for language learners, as a deficiency in this area is the primary barrier faced by those learning a foreign language (Yang & Dai, 2011) This highlights the pressing need to address vocabulary knowledge in vocabulary instruction.

Aspects of teaching vocabulary

It is quite clear that vocabulary knowledge is comprised of three significant aspects identified in Table 2.1 in the previous page According to the research by Schmitt

In order to effectively use vocabulary, learners must not only possess a large vocabulary size but also have a deep understanding of each word (Schmitt, 2008) The key components for foreign language learners are form and meaning, while the contextual use of words is more challenging to teach Successful acquisition of this contextual aspect can be achieved through extensive exposure to the target language, particularly through repeated reading of lexical items Therefore, focusing on these three aspects of word knowledge is essential for teaching vocabulary, especially to elementary-level learners.

Nation highlighted the significance of pronunciation, spelling, and word parts in language learning Many beginners struggle to pronounce new words correctly, particularly long and complex ones, which can hinder their ability to communicate and understand native speakers Teacher support is crucial in this process Furthermore, teaching vocabulary should include an emphasis on word parts, such as prefixes and suffixes, as they play a vital role in understanding word meanings As noted by Nation (2001), “knowing a word can involve knowing it is made up of affixes and a stem that can occur in other words” (p.46) Providing learners with knowledge of these components enhances their grasp of the language.

The creation of word families highlights the significance of form, which should be prioritized in teaching Key aspects to focus on include the pronunciation of words, correct spelling, and understanding word parts.

Understanding word meaning is crucial for language learners as it facilitates expression and comprehension in the target language According to Table 2.1 (p.7), knowledge of word meaning encompasses three components: form and meaning, concepts and referents, and associations The connection between a foreign language word and its native language translation is particularly significant This form-meaning relationship enables learners to retrieve meanings upon encountering a word or to recall the word when trying to convey a specific meaning (Nation, 2001, p.47) Additionally, Schmitt and McCarthy (2000) clarify that meaning includes both concepts and referents.

Understanding a word's meaning involves its referential, affective, and pragmatic aspects, highlighting that a single word can have multiple translations and meanings across languages The context in which a word is used is crucial for comprehension, encompassing its inherent lexical meaning and inferential meaning derived from surrounding words and world knowledge Additionally, lexical relations such as synonymy, antonymy, and hyponymy further define a word's associations Teaching vocabulary to foreign language learners is challenging due to the multifaceted nature of word meanings, emphasizing the importance of context in fully grasping new vocabulary Therefore, focusing on the immediate context and lexical relations is essential in effectively teaching word meanings.

Table 2.1 (p.7) highlights the importance of teaching grammatical functions, collocations, and usage constraints to foreign language learners Nation emphasizes that understanding a word's part of speech and its grammatical function is essential for proper usage (p.55) For instance, the phrase "a beautiful girl" is correct, while "*a girl beautiful" is not Additionally, it is crucial to teach learners about irregular and common regular forms (Vo, Mai Do Quyen, 2008, p.9) For example, when teaching the verb "sleep," educators should also introduce its past form, "slept."

Likewise, if the word woman is taught, its plural form women should be also given

Collocation plays a crucial role in language use beyond just grammar According to the Oxford Advanced Learners’ Dictionary, collocation refers to the tendency of certain words to frequently appear together, more often than would occur by chance Nation emphasizes that understanding a word includes knowing its typical co-occurring words.

According to a study by Nation (1999), the collocation of a word is determined by the words that are in close proximity to it This highlights that effective teaching of word usage relies on understanding the various contexts in which a word can appear.

In conclusion, effective vocabulary teaching should focus on key elements of word knowledge, including form, meaning, and use It is essential to teach learners proper pronunciation, spelling, and word parts to enhance their understanding of word form The meaning aspect enables learners to discern word meanings through context and lexical relationships Additionally, practicing the use of words in various contexts while studying their grammatical functions is crucial These foundational aspects are particularly important for foreign language learners, especially at the elementary level.

Teaching vocabulary to elementary adult learners of English

2.4.1 Elementary adult learners of English

Elementary adult learners of English exhibit unique characteristics that significantly impact their language acquisition Experience plays a vital role, as it allows adult learners to connect prior knowledge with new learning, enhancing the process (Kistler, 2011) This connection provides opportunities for practical application of language rather than mere theoretical understanding (Brown, 2007) Additionally, it is essential to treat these learners with respect, as many believe they are not good learners, leading to feelings of embarrassment and inadequacy (Grundy, 2010; Light & Spada, 1998) Consequently, anxiety and lack of confidence are common among them Furthermore, the learning goals of adult learners greatly influence their motivation; they are more engaged when their studies align with their immediate needs (Mensah, 2000; Leberman et al., 2006) Overall, understanding the experiences, emotional challenges, and goals of elementary adult learners is crucial for effective English vocabulary instruction.

2.4.2 Hypothetical difficulties in teaching English vocabulary to elementary adult learners

The teaching and learning processes are intricately linked, influencing one another significantly Challenges in vocabulary instruction can stem not only from educators but also from learners themselves and the physical classroom environment, among other factors.

The difficulties arising from learners might include those derived from adult learners and those originated from the aspects of vocabulary knowledge

Difficulties derived from adult learners

Adult language learners often rely on their first language (L1) when acquiring new vocabulary, as they have already established conceptual and semantic systems linked to it (Visnja, 2008) This reliance leads them to map new lexical forms onto existing meanings or translations in their L1 Nguyen, Thi Nhu Quynh (2007) emphasizes that learners struggle to understand word units without their L1 translations, highlighting a significant dependency on their mother tongue Baljit (1999) identifies this translation habit as a primary challenge for foreign language learners, indicating that the initial difficulty they face in vocabulary acquisition stems from their tendency to translate into L1.

Research indicates that adults may not possess superior memory capabilities compared to adolescents, as they often forget newly acquired information rapidly (Ellis, 1992) Additionally, Schmitt (2000) highlighted the importance of lexical information in understanding memory retention.

13 it tends to transfer from short-term to long-term memory Short-term memory is

Short-term memory is relatively fast but retains information only briefly, while long-term memory has an almost unlimited storage capacity (Schmitt, 2000, p.131) Forgetting can occur in both types of memory, but recalling learned vocabulary is crucial in foreign language acquisition, impacting both spoken and written communication as well as comprehension (Lei, 2007, p.96) Consequently, learners with weaker memory may find vocabulary acquisition particularly challenging, highlighting a significant difficulty for elementary adult learners in recalling new words.

Anxiety among adult learners significantly impacts vocabulary teaching in the classroom Research by Ellis (1996) highlights that learners often face language anxiety, which arises from the challenges of learning and communicating in a foreign language Gardner and MacIntyre (1993, as cited in Zhang & Zhong, 2012) emphasize that feelings of tension and apprehension are common among learners with lower English proficiency Gregersen (2005) illustrates this with the example of a learner who feels so fearful of appearing incompetent that they struggle to form sentences This fear of communicating in a foreign language can lead to heightened anxiety, particularly when learners perceive themselves as less proficient than their peers.

A significant factor contributing to the passivity of elementary adult learners in English classrooms is their "dislike-and-a-lack-of-enthusiasm learning" (Suwantarathip & Wichadee, 2010) This issue is particularly pronounced among learners with lower English proficiency, who tend to experience higher levels of anxiety compared to their more proficient peers Consequently, this anxiety may pose a substantial challenge in teaching vocabulary to these learners.

Lack of exposure to linguistic input significantly impacts English vocabulary learning, as highlighted by Blachowicz et al (2006), who emphasized the importance of repeated exposures and diverse information sources for vocabulary development Teachers should proactively highlight vocabulary before reading, engage learners with questions afterward, and incorporate follow-up activities to ensure repeated exposure Gallingane (2009) noted that more encounters with words are more effective for building vocabulary knowledge and comprehension Similarly, Eckerth & Tavakoli (2012) stressed the need for increased exposure to unfamiliar words Thus, word repetition positively influences the growth of English vocabulary, and utilizing a variety of contexts is essential for enhancing word encounters, moving beyond rote learning of meanings and translations Ultimately, insufficient exposure to English vocabulary can hinder learners' acquisition of the language.

Learners' motivation plays a crucial role in the success or failure of foreign language vocabulary acquisition, as highlighted by Bassiri (2011) Motivation is defined as the inner drives, such as wishes and desires, that engage a person's interest in an activity (Tracy, 2000, as cited in Ofoegbu, 2004) In the context of language learning, Brown (2007) identifies two types of motivation that significantly impact vocabulary learning: integrative and instrumental Integrative motivation involves an interest in the foreign language and a desire to connect with native speakers and their culture, while instrumental motivation is driven by the desire to achieve social or practical benefits.

15 recognition or economic advantages through knowledge of a foreign language” such as improving individual’s future employment opportunities or meeting the graduation requirement (Gardner & Lambert, 1972, p.14, as cited in Sayadian & Lashkarian,

Learners with integrative motivation tend to exert more effort and achieve greater success in foreign language acquisition compared to those driven by instrumental motivation It is challenging to teach students who recognize the necessity of learning a language for graduation but lack passion for the target language and its culture Consequently, the absence of integrative motivation among learners may pose significant challenges in teaching vocabulary in English.

Learners' personality significantly influences language learning success, with two primary types identified: introverted and extroverted Extroverts are outgoing and enjoy social interactions, often engaging easily with others, while introverts tend to be more reserved and reflective Research by Alavinia & Sameei (2012) highlights that extroverts focus on fluency, reacting quickly in conversations, whereas introverts prioritize accuracy, spending more time contemplating their responses This distinction suggests that extroverted learners may acquire foreign languages more rapidly and effectively Additionally, Ellis (1992) supports the notion that extroverted traits can enhance classroom learning experiences.

Introverted learners often struggle to practice the target language, leading to a lack of cooperation in the classroom This deficiency in collaboration can hinder meaningful discussions about the subject matter Consequently, introversion is seen as a significant barrier to effectively teaching vocabulary.

Difficulties derived from aspects of vocabulary knowledge

Vocabulary knowledge is a significant challenge for many English learners, particularly adult beginners, as it directly impacts their listening, speaking, reading, and writing abilities Research indicates that a lack of vocabulary is the primary barrier for foreign language learners To effectively master new vocabulary, learners must focus on correct pronunciation, especially for complex words, and understand word spelling and components such as prefixes, roots, and suffixes Additionally, grasping the meanings of new words often involves learning their lexical relationships, such as synonyms and antonyms, as well as understanding meanings through context Finally, learners need to comprehend the grammatical functions of words and apply them appropriately in various contexts.

Adult learners face significant challenges in language acquisition, primarily stemming from their tendency to translate into their first language (L1) and their difficulty in recalling new vocabulary Additionally, anxiety during communication in English, limited exposure to English vocabulary, and a lack of integrative motivation further complicate their learning process.

The article discusses the challenges faced by adult learners of English, particularly focusing on the impact of introversion on their learning process It highlights the difficulties that arise from understanding word forms, meanings, and usage, which can significantly hinder vocabulary acquisition for these learners.

Conceptual framework of the study

Teaching vocabulary to elementary adult learners presents challenges stemming from learners, teachers, and the physical classroom environment While numerous factors may impact vocabulary instruction, this study focuses on the most significant ones identified in the literature A concise summary of the hypothetical difficulties in teaching English vocabulary to this demographic is provided in Table 2.2 on the following page.

Sources of difficulties Hypothetical difficulties

- Learners’ habit of translation into L1

- Learners’ inability to recall new words

- Learners’ anxiety in communicating in English

- Learners’ lack of exposure to English vocabulary

- Learners’ lack of integrative motivation in learning English

From aspects of vocabulary knowledge

- Learners cannot pronounce a new word correctly

- Learners cannot remember prefixes and suffixes of a new word

- Learners cannot remember lexical relations of a new word

- Learners cannot learn the meanings of a word through its immediate contexts

- Learners cannot remember grammatical functions of a new word

- Learners cannot use a new word in the set of contexts in which the word might occur

Teach vocabulary through a list of words and their L1 equivalents

Break the new word into smaller parts like prefixes, root, and suffixes

Instruct learners to infer word meanings from the context

Integrate new knowledge with the existing one of the learners

Present the vocabulary to elementary adult learners

Review the vocabulary for elementary adult learners

Classroom technology Physical design of classroom (seating arrangements, classroom lighting, noise level, room temperature, etc.)

Table 2.2 Summary of hypothetical difficulties in teaching vocabulary to elementary adult learners

In conclusion, this conceptual framework serves as a theoretical guide for the current study, offering a comprehensive overview of potential challenges in teaching English vocabulary to adult learners at the elementary level.

The questionnaires for teachers and learners, along with the interview questions, were developed based on this framework, which also serves as the theoretical foundation for data analysis in Chapter 4 This conceptual framework guided the study in exploring the challenges faced by English teachers at FLC-USSH in teaching vocabulary to elementary adult learners The subsequent chapter will detail the instruments, participants, and data analysis methods employed to meet these objectives.

English national certificate exam aims to test the skills of listening, speaking, reading and writing, including three different levels: level A (beginner level), level B

METHODOLOGY

Research context

The study conducted at FLC-USSH focused on adult learners of English, aged 18 and above, who were non-English majors from various faculties Their primary motivation for learning English was to fulfill university requirements, specifically to obtain a level B national certificate Many of these learners hailed from diverse regions of Vietnam, including rural and remote areas where exposure to English in high school was minimal This background contributes to the significant challenges they face in learning English, particularly in acquiring vocabulary.

Research method

The study aimed to identify the challenges faced in teaching English vocabulary to elementary adult learners at FLC-USSH To achieve this, questionnaires were distributed to both teachers and learners in the elementary classes, complemented by interviews to gather teachers' insights on the relevant issues These tools served as the primary instruments for the researcher, highlighting the survey nature of the study and its focus on exploring the identified challenges.

Sampling

The English teaching staff at FLC-USSH comprised 50 teachers, all holding at least a BA degree in English However, only 24 of these teachers had experience teaching English to elementary adult learners at the center In May 2012, a study was conducted involving 18 of the 24 teachers, as the remaining six were unavailable due to other commitments.

According to Table 3.1, female teachers comprised 77.8% of the sample, significantly outnumbering their male counterparts, who represented only 22.2% This data highlights the predominant presence of female educators within the English teaching staff at FLC-USSH.

A description of teacher respondents No of respondents Percent

Table 3.1 Description of teacher respondents

The learner respondents comprised 298 learners learning English in the elementary classes at the FLC-USSH by the time the study was carried out In fact, there were

A total of 301 learners from 15 elementary-level classes, including English 1, English 2, and English 3, participated in the study However, three learners under the age of 18 were excluded, as the focus was solely on adults aged 18 and over The background information of the learner respondents is presented in the following charts.

Research tools

The study utilized questionnaires as the primary tool for data collection to address the research questions As noted by Burns (1999), questionnaires facilitate the gathering of responses from a large number of participants efficiently Given the low English proficiency of the learner respondents, the questionnaires were crafted to be simple, clear, and unambiguous, tailored specifically to the information required To enhance readability, the response options included yes-no items and a 5-point Likert scale, with a maximum of two or three open-ended questions This dichotomous design was intended to make the questionnaires more accessible and user-friendly for participants.

Chart 3.1 Distribution of learner respondents by age

Chart 3.2 Distribution of learner respondents by gender

Chart 3.3 Distribution of learner respondents by class

This study utilized both questionnaires and interviews to gather data According to Burns (1999), individual interviews allow researchers to explore specific issues in greater detail and reflect on insights that may not have been fully addressed Essentially, interviews provide researchers with deeper insights into the topics identified in the questionnaires completed by teacher respondents.

In May 2012, a survey questionnaire was distributed to teachers at FLC-USSH to identify the key challenges they encounter while teaching vocabulary to elementary adult learners The survey also sought teachers' suggestions regarding these challenges The questionnaire was developed based on hypothetical difficulties outlined in the relevant literature, which is summarized at the end of Chapter 2 Details of the questionnaire can be found in Table 3.2 and Appendix B.

Table 3.2 Distribution of questions on the questionnaire to teacher respondents

Section A Difficulties arising from learners 12 (a1 a12)

From teachers’ approaches of vocabulary 5 (b1  b5) From teachers’ teaching strategies 3 (b6  b8) Strategies to present the vocabulary 10 (b9  b18) Strategies to review the vocabulary 9 (b19  b27)

Section C Difficulties arising from physical classroom environment 3 (c1  c3)

In May 2012, questionnaires were distributed to learners to identify their challenges in vocabulary acquisition and gather their recommendations regarding the studied issues This questionnaire was developed based on the hypothetical difficulties outlined in Chapter 2 A summary of the questionnaire's content for learner respondents can be found in Appendix C.

CONTENT No of questions PART

Learners’ difficulties in learning vocabulary 12 (a1a12) Degree of difficulties facing learners 12 (a13a24)

From teachers’ approaches of vocabulary 5 (b1b5) From teachers’ strategies to present the vocabulary 10 (b6b15) From teachers’ strategies to review the vocabulary 9 (b16b24)

Section C Learners’ other difficulties in learning vocabulary 2 (c1c2)

Table 3.3 Distribution of questions on the questionnaire to learner respondents

While questionnaires served as the primary data collection tool in the study, teacher respondents may not have fully addressed the questions posed To gain deeper insights into the issues highlighted in the questionnaires, semi-structured interviews were conducted, providing a valuable means for researchers to elicit more candid responses from teachers As noted by McMillan & Schumacher (1993), semi-structured interviews enable respondents to express their thoughts freely, yielding richer qualitative data.

The interview included 31 additional responses to the posed issue, featuring four predetermined open-ended questions designed to elicit detailed feedback on the same topics, complementing the closed-ended items from the questionnaires A summary of the interview content can be found in Table 3.4 (see Appendix E, p.95).

Teachers’ difficulties from learners Q1 from teachers Q2 from physical classroom environment Q3

Table 3.4 Distribution of questions in the interview to teachers

Summary of research tools

Table 3.5 below provides a short summary of the instruments employed in the study

Number of measurement questions in:

Table 3.5 Summary of research tools

Data collection procedure

In May 2012, a study at FLC-USSH utilized both quantitative and qualitative data to explore the challenges of teaching English vocabulary Quantitative data were gathered through questionnaires distributed to teachers and learners, while qualitative insights were obtained from interviews with teachers, offering a comprehensive understanding of the difficulties faced in this area.

3.6.1 Procedure for conducting the questionnaires

In May 2012, the first set of questionnaires was distributed to all elementary learners at FLC-USSH, with the learners' questionnaires translated into Vietnamese for clarity The teachers' questionnaires were administered shortly after, and while the learners' responses were collected immediately, the teachers' responses were gathered a few days later.

3.6.2 Procedure for conducting the interviews

To gain a comprehensive understanding of the identified issues, all 18 teacher respondents participated in individual interviews shortly after the questionnaire collection Conducted at the researcher's teaching center in Vietnamese, these interviews encouraged open responses Each session lasted approximately 20 minutes, during which the researcher read questions aloud, and respondents answered orally Note-taking facilitated the process for both the interviewer and the respondents The interviews took place near the end of May 2012, close to the course's conclusion, as it was anticipated that after 12 weeks of teaching, teachers would have a deeper insight into their classes and learners, resulting in more reliable data.

Data analysis

This section outlines the analysis of data from questionnaires and interviews aimed at identifying the challenges teachers face in teaching English vocabulary to adult learners at FLC-USSH and gathering recommendations from both teachers and learners The analysis involved calculating frequency, percentage, and mean scores from the collected data, which included responses to yes-no and open-ended questions Results were visually represented in charts and tables Specifically, items on a five-point Likert scale were analyzed for mean scores and standard deviations For teacher respondents, a mean score of 3.0 or higher indicated a low frequency of vocabulary teaching strategies, while scores below 3.0 suggested a high frequency of these strategies For learner respondents, a mean score of 3.0 or above indicated that the factors were not problematic, whereas scores below 3.0 highlighted significant difficulties in learning English vocabulary All findings were systematically presented in tables.

The data was analyzed with two primary objectives in mind, ultimately providing answers to the research questions and revealing the study's key findings.

Chapter summary

This chapter outlines the methodology utilized to investigate the primary challenges faced in teaching vocabulary to adult learners of English at the FLC-USSH The research employed two sets of questionnaires and semi-structured interviews as key data collection tools.

The study involved 18 teachers and 298 adult learners at the center, utilizing 34 collection instruments for data gathering The analysis of the data was conducted using frequency, percentage, and mean score methods Detailed results from the questionnaires, interviews, and discussions of the main findings will be presented in the following chapter.

RESULTS AND DISCUSSION

Analysis of data

In the light of the conceptual framework of the study, data collected from questionnaires and interviews was analyzed and interpreted according to the following framework

From questionnaire to teacher respondents

From questionnaire to learner respondents

C Difficulties from physical classroom environment

C Difficulties from physical classroom environment

Chart 4.1 Framework of data analysis of the study

Cronbach alpha is the most widely used method for estimating internal-consistency reliability in surveys (Brown, 2001) It provides an accurate estimate for both dichotomous responses and scaled answers, such as those on a Likert scale In this study, Cronbach alpha was applied to assess the internal consistency of yes-no and Likert scale items in questionnaires directed at teachers and learners The results of the Alpha reliability analysis for the statements included in the questionnaires are presented below.

Table 4.1 Cronbach Alpha Coefficient of the statements included in the questionnaire to teacher respondents

The Cronbach alpha internal-consistency reliability estimate for the 42 items in the teacher questionnaire, excluding the open item and four demographic questions, is 0.7923, indicating that the data collected from the teachers is highly reliable.

Table 4.2 Cronbach Alpha Coefficient of the statements included in the questionnaire to learner respondents

The Cronbach alpha internal-consistency reliability estimate for the 48 items in the questionnaire, excluding 3 open-ended questions and 3 demographic items, is 0.7640 This indicates that the statements in the questionnaire are highly reliable for learner respondents.

Overall, the statements included in two sets of questionnaires are within acceptable range of reliability.

Results of the questionnaire to teacher respondents

The analysis of the questionnaire data from teacher respondents was organized into three distinct sections The findings from the first section are presented below.

Section A - Difficulties arising from learners

This section, detailed in Table 4.3, explores the challenges teachers face when teaching vocabulary to elementary adult learners at the FLC-USSH.

A significant percentage of learners exhibit a habit of translating into their first language, with 66.7% relying on this method Additionally, 88.9% struggle to recall new vocabulary, while 94.4% experience anxiety when communicating in English A lack of exposure to English vocabulary affects 72.2% of learners, and 83.3% show insufficient integrative motivation in their English studies Introversion is a challenge for 77.8% of learners, and 83.3% are unable to pronounce vocabulary correctly Furthermore, 72.2% struggle to remember prefixes and suffixes, and 61.1% have difficulty recalling lexical relations between words Many learners, 38.9%, cannot learn word meanings through immediate context, and 44.4% find it hard to remember grammatical functions of words Lastly, 44.4% are unable to use new words in appropriate contexts.

Table 4.3 Difficulties arising from learners

A significant 94.4% of respondents reported that their learners experienced anxiety when communicating in English, while 88.9% noted difficulties in recalling new vocabulary Additionally, 83.3% highlighted challenges with correct pronunciation and a lack of integrative motivation among learners This indicates that many students are apprehensive about using English publicly and struggle with vocabulary retention Furthermore, most respondents found that learners did not enjoy learning English or interacting with others The data also showed that 72.2% of teachers faced issues due to learners' limited exposure to English vocabulary and difficulties in remembering prefixes and suffixes.

Teaching vocabulary to elementary adult learners at this center presents seven significant challenges The most prominent issue is learners' communication apprehension in English, affecting 94.4% of them, which aligns with Light & Spada's (1998) research indicating that beginner adult learners often feel embarrassed when speaking due to a perceived lack of language mastery Additionally, 88.9% of learners struggle to retain vocabulary over time, suggesting a lack of effective rehearsal methods in teaching Furthermore, 83.3% of learners face difficulties with accurate pronunciation and exhibit a lack of integrative motivation for learning English Many of these learners come from remote areas in Vietnam where English instruction is minimal, contributing to their pronunciation challenges and disinterest in mastering the language.

Many adult learners at the FLC-USSH study English primarily to meet university graduation requirements, resulting in a passive classroom environment where 77.8% of teachers observe students as quiet and shy These learners often avoid engaging in discussions with peers and face challenges due to limited exposure to English outside the classroom, which hinders their ability to remember prefixes and suffixes Overall, it appears that most students do not dedicate sufficient time to practicing English beyond their formal education.

Section B of the questionnaire was specifically designed to identify potential challenges that teachers may face, in addition to the significant difficulties highlighted by learners in Section A The data collected in this section has been thoroughly analyzed and interpreted.

Section B - Difficulties arising from teachers

The first part of section B (question items b1b4), whose results are presented in

Chart 4.2 below, got involved in exploring difficulties from teachers’ approaches of vocabulary

Chart 4.2 Difficulties from teachers’ approaches of vocabulary

Teach vocabulary through a list of words and their L1 equivalents

Break the new word into smaller parts like prefixes, root and suffixes

Instruct learners to infer word meanings from the immediate context

Teach word meanings by integrating new knowledge with learners' prior knowledge

Chart 4.2 demonstrated that a large number of teacher respondents found it difficult to instruct learners to infer the meanings of a word from the immediate context (83.3%) and teach word meanings by integrating new knowledge with learners’ prior knowledge (also 83.3%) As can be seen from the Chart, it seemed easier for most teachers to teach vocabulary by providing a list of words and their L1 equivalents (72.2%) In those cases, learners’ rote memorization was considered as an important factor for the success or failure of this approach The last important thing pointed out in Chart 4.2 was that almost half of the teacher respondents (55.6%) preferred showing prefixes and suffixes of the words to be learned to their learners

Teaching vocabulary contextually and conceptually to elementary adult learners at FLC-USSH proved to be quite challenging for the majority of teacher respondents.

The second part of section B was deeply concerned about difficulties in regard to teaching strategies of presenting and reviewing the vocabulary

Table 4.4 Difficulties regarding teaching strategies

According to the analysis of Table 4.4, a significant 77% of respondents reported facing considerable challenges in teaching vocabulary to elementary adult learners at the FLC-USSH Additionally, only 55.6% expressed concern regarding vocabulary review, indicating that vocabulary reinforcement in the classroom received minimal attention.

The questionnaire, detailed in Tables 4.5 and 4.6, was specifically designed to identify the most frequently used strategies for presenting and reviewing vocabulary, as well as to assess the effectiveness of these strategies.

% b6 Present the vocabulary to elementary adult learners 14

4 22.2% b7 Review the vocabulary for elementary adult learners 10

41 most appropriate to elementary adult learners All responses given by the respondents were rated according to five point Likert scale: 1 (Always), 2 (Often), 3 (Sometimes),

4 (Rarely), and 5 (Never) The mean score above or equal to 3.0 indicated low frequency of the strategies employed and below 3.0 showed high frequency of using these strategies

Table 4.5 Frequency of strategies employed to present the vocabulary

The mean scores of the strategies used to present vocabulary to elementary adult learners at FLC-USSH were generally below 3.0, ranging from 2.06 to 2.56 Notably, the lowest mean score of 1.89 for item b9 indicated that most respondents frequently taught new vocabulary by providing Vietnamese equivalents Conversely, the highest mean scores of 3.22 for items b12 and b13 suggested that few teachers employed real-life contexts for vocabulary instruction.

1 2 3 4 5 b9 Connect a new word with its equivalent in L1

0 0% 1.89 676 b10 Define the meaning of the word

0% 2.17 1.043 b11 Present the word through context

0% 2.56 1.042 b12 Directly connect the meaning to real objects or phenomena

3 16.7% 3.22 1.215 b13 Involve learners in presenting word meaning

0% 2.11 900 b16 Present the graphic form of the word

0% 2.28 958 b17 Encourage learners to try and spell the word

The study revealed that the strategies for explaining word meanings were inconsistently applied, with an average mean score of 2.40 from nine items, indicating insufficient focus on vocabulary presentation in class Teacher recommendations showed that 40% preferred teaching high-frequency words, another 40% favored all significant words from the textbook, while only 20% focused on simple words appropriate for learners' levels This suggests a tendency among English teachers at FLC-USSH to cover all new vocabulary items included in the textbook lessons.

In conclusion, significant time was dedicated to vocabulary presentation in class for adult learners at the elementary level at FLC-USSH Teachers typically provided Vietnamese equivalents for the words being taught, while the use of real objects and learner participation in vocabulary instruction was infrequent.

1 5.6% 2.61 1.195 b20 Copy the word many times to remember it

8 44.4% 3.83 1.383 b21 Require learners to do some vocabulary exercises

1 5.6% 2.67 1.029 b22 Integrate new words with the already known

2 11.1% 2.56 1.247 b23 Drawing diagrams, illustrations of the word

1 5.6% 2.89 1.132 b24 Relate to real events and learners’ experience

1 5.6% 2.89 1.079 b25.Use words in sentences, conversations, stories, etc

1 5.6% 2.78 878 b26 Increase exposure to the new words

Table 4.6 Frequency of strategies employed to review the vocabulary

Table 4.6 provides a comprehensive overview of the vocabulary review strategies used for elementary adult learners at the FLC-USSH, with mean scores ranging from 2.56 to 2.89 indicating common usage Notably, the highest mean scores for items b20 (M=3.83) and b26 (M=3.17) suggest that strategies such as repetitive writing and increased exposure to new vocabulary were not prioritized Furthermore, the average mean score of 2.93 for eight statements in Table 4.6, which is below the neutral score of 3.0, highlights that vocabulary review strategies were employed less frequently than those for presenting vocabulary, as evidenced by the lower score of 2.40 for nine items in Table 4.5.

Results of the questionnaire to learner respondents

The data obtained from the questionnaire to learners included two major sections for analysis The results of the first section was analyzed and interpreted as follows

Section A - Difficulties arising from learners

Section A focused on identifying the most common challenges encountered by elementary adult learners at the FLC-USSH in vocabulary acquisition The findings from the initial part of Section A, specifically regarding question items a1 to a12, are presented below.

Chart 4.4 Learners’ difficulties in learning vocabulary

Chart 4.4 clearly shows that the number of participants who responded positively was significantly higher than those who responded negatively, indicating that most learners faced challenges in acquiring English vocabulary Notably, 84.6% of participants reported experiencing anxiety during English communication, which contributed to their difficulty in remembering new words and led to a tendency to translate words instead of recalling them directly.

Vietnamese before learning by heart was slightly lower (both at 72.5%) It was also very surprised to see that 69.1% of the sample showed no interest in learning English

Moreover, of all the people surveyed, 67.8% revealed that they lacked exposure to

A study revealed that 68.5% of participants experienced boredom with the grammatical functions of English vocabulary The findings indicate a significant presence of English communication apprehension, difficulties in recalling new words, and reliance on rote learning.

Vietnamese equivalents among elementary adult learners at the FLC-USSH

To assess the challenges presented in Chart 4.4, participants answered 12 specifically designed questions using a 5-point Likert scale, ranging from most difficult (1) to least difficult (5) A mean score below 3.0 indicated that these factors posed significant difficulties for learners in acquiring English vocabulary.

3.0 showed that these factors had no hindrance to learners’ learning vocabulary

The results presented in Table 4.7 in next page identified the factors which made learning English vocabulary quite difficult for most elementary adult learners at the

The FLC-USSH study revealed an average mean score of 2.90 from 12 items, indicating a preference for learning word meanings through Vietnamese equivalents and context, as shown by the highest scores of 3.16 for item a13 and 3.06 for item a22 Conversely, the lowest scores of 2.29 for item a17 and 2.54 for item a15 highlighted significant anxiety among respondents regarding English communication, particularly in classroom settings This suggests a notable lack of integrative motivation and apprehension in English communication among the participants.

46 learning English might be the main obstacles to elementary adult learners’ learning vocabulary at the FLC-USSH

Deviation a13 Get habit of translating a new word into L1

24 8.1% 3.16 1.020 a14 Be unable to recall new words

43 14.4% 2.95 1.275 a15 Experience anxiety in communicating in English

37 12.4% 2.85 1.299 a17 Be not enjoyable to learning English

21 7.0% 2.29 1.260 a18 Be introverted (quiet, shy and not enjoying being with other people)

38 12.8% 2.84 1.334 a20 Remember prefixes and suffixes of a new word

24 8.1% 2.71 1.243 a21 Remember lexical relations of a new word

30 10.1% 2.94 1.178 a22 Learn word meanings through its immediate context

41 13.8% 3.06 1.205 a23 Remember grammatical functions of a new word

35 11.7% 2.99 1.249 a24 Use the word in the set of contexts in which the word might occur

Table 4.7 Degree of the difficulties facing learners in learning vocabulary

In addition to the significant challenges outlined in Chart 4.4 and Table 4.7, Chart 4.5 on the following page highlights additional difficulties encountered by elementary adult learners in acquiring English vocabulary.

Chart 4.5 Other difficulties facing elementary adult learners in learning vocabulary

A significant 93% of learner respondents reported facing considerable challenges in memorizing new vocabulary through rote learning, while 88% indicated they lacked opportunities to regularly use the words they had learned This aligns with the 83.2% of learners who expressed a desire for more frequent English practice Additionally, 73.5% of respondents showed a lack of interest in learning English, citing time constraints and a lack of motivation, which made English seem boring and unenjoyable for many elementary adult learners at the FLC-USSH Furthermore, 53% of participants found it extremely difficult to pronounce vocabulary correctly.

Chart 4.5 reveals that rote learning of vocabulary poses the greatest challenge for elementary adult learners at FLC-USSH Additionally, a significant difficulty faced by these learners is the lack of opportunities to practice the vocabulary they have acquired Furthermore, a notable barrier to their vocabulary learning is the absence of integrative motivation in their English studies, suggesting that their engagement with the language is limited.

48 as a university graduation requirement but without strong passion for English The last troublesome thing was for pronouncing the vocabulary correctly

Data analysis reveals that many elementary adult learners at FLC-USSH face significant challenges in learning English vocabulary A primary issue is the lack of integrative motivation, which fosters fear and passivity in classroom participation Additionally, reliance on rote memorization of Vietnamese equivalents hinders long-term retention of vocabulary This approach, coupled with insufficient opportunities for regular practice, contributes to difficulties in accurate pronunciation These challenges may also impact teachers' effectiveness in teaching English vocabulary.

Section B - Difficulties arising from teachers

This section aims to gather learners' opinions on challenges stemming from their teachers, particularly regarding vocabulary approaches and teaching strategies As shown in Table 4.8, certain vocabulary methods may hinder elementary adult learners at FLC-USSH from effectively mastering English vocabulary.

Statements YES NO b1 Teach vocabulary through a list of words and their L1 equivalents 187

111 37.2% b2 Break the new word into smaller parts like prefixes, root and suffixes

49.7% b3 Instruct learners to infer word meanings from the immediate context 161

46% b4 Teach word meanings by integrating the new knowledge with learners’ prior knowledge

Table 4.8 Learners’ opinion on difficulties derived from teachers’ approaches of vocabulary

According to Table 4.8, a significant 62.8% of respondents strongly opposed the method of teaching vocabulary through lists of words and their L1 equivalents, as many learners find it exhausting to memorize all meanings from the dictionary Additionally, 59.7% of participants were not accustomed to teaching meanings by connecting new knowledge with prior knowledge However, nearly half of the respondents (49.7%) expressed enjoyment in learning popular prefixes and suffixes, while 46% preferred to learn meanings from immediate contexts.

Teaching vocabulary using lists of words and their L1 equivalents has proven to be ineffective for many learners This method often leads to poor retention of vocabulary, resulting in boredom and exhaustion, which can instill a fear of learning new words.

The literature review highlights that challenges arising from teachers' instructional methods can stem from their approaches to presenting vocabulary and their strategies for vocabulary review.

Chart 4.6 Learners’ opinion on difficulties derived from teachers’ strategies of presenting the vocabulary

Chart 4.6 indicates that the percentage of affirmative responses significantly exceeded negative ones, highlighting the challenges faced by many respondents due to the vocabulary presentation strategies The primary difficulties identified were related to teachers' methods of word transcription, stress, and spelling, each at 70.5% In contrast, oral repetition emerged as a favored approach among elementary adult learners, with 43.6% support Additionally, nearly half of the respondents showed a preference for learning vocabulary through real objects and phenomena (40.9%) or by actively engaging in vocabulary activities (44.3%).

From the learners' perspectives, the presentation of word transcription, stress, and spelling by teachers can lead to confusion and gradually increase their fear of learning English Additionally, it was discovered that oral repetition and the use of real objects are particularly effective for beginner learners and should be utilized frequently.

Chart 4.7 Learners’ opinion on difficulties derived from teachers’ strategies of vocabulary review

Results of the interview to teachers

The data obtained from the interviews to teachers included three major sections The results of the first section are discussed as follows

Section A - Difficulties arising from learners

This section, whose results are presented in Chart 4.8 (p.53), aimed to find out other likely difficulties originated from learners over and above those reviewed in the literature in chapter 2

Chart 4.8 Other likely difficulties arising from learners

A significant challenge faced by elementary adult learners at the FLC-USSH is their lack of integrative motivation in learning English, as highlighted in Chart 4.8 A striking 88.2% of teachers noted that their students showed little interest in the language, while 82.4% reported that learners were very apprehensive about speaking English in class Additionally, 76.5% observed that many students appeared shy and passive during classroom activities Over half of the respondents (52.9%) expressed concerns about their learners' reluctance to study vocabulary at home, and 41.2% found it challenging to assist students with pronunciation due to their strong local accents.

In conclusion, the findings suggest that learners significantly impact vocabulary instruction A major challenge for teachers is engaging students who approach English with reluctance and lack integrative motivation, as English is often viewed merely as a required subject rather than a subject of genuine interest.

Many adult learners at FLC-USSH find vocabulary acquisition enjoyable; however, some exhibit laziness and a lack of motivation to engage with the material outside the classroom This reluctance extends to discussions with peers and overcoming the fear of speaking English publicly Additionally, teaching students with strong local accents and a disinterest in learning English presents further challenges.

Section B - Difficulties arising from teachers

This section was planned to find out further difficulties that teachers might encounter in teaching vocabulary to elementary adult learners at the FLC-USSH

Chart 4.9 Further difficulties arising from teachers

According to Chart 4.9, the primary challenge faced by teacher respondents is the limited time available for vocabulary review in class, with 72.7% indicating this issue Additionally, 90.9% of teachers noted the importance of engaging learners' interest in vocabulary acquisition Learner respondents also expressed a strong preference for vocabulary learning through English songs, with 89.4% supporting this method.

The article highlights the use of 55 vivid illustrations and practical examples to enhance vocabulary learning Due to the limited time allocated for teaching vocabulary in class, teachers often encourage students to engage in self-study and review vocabulary independently outside the classroom.

Section C - Difficulties arising from physical classroom environment

The study aimed to identify potential challenges that teachers encounter in the physical classroom environment while teaching vocabulary to elementary adult learners at FLC-USSH The responses from 15 teachers are summarized in Chart 4.10.

Chart 4.10 Other likely difficulties arising from physical classroom environment

Chart 4.10 indicated three major obstacles derived from physical classroom environment 93.3% of the teacher respondents had difficulty with lack of classroom technology when teaching English at the FLC-USSH According to the analysis of recommendation from teachers, 55.6% of the sample expected some improvement on classroom technology at this center As Chart 4.10 depicts, the second difficulty that teachers might suffer was overcrowding in English language classrooms (86.7%) Such an overcrowded class may prevent teachers from approaching every learner for

Lack of classroom technology No proper assitance from the center

Overcrowded class (usually over 30) Total of respondents

56 advice and mistake correction Only 53.3% of the respondents were deeply concerned about proper assistance from the center.

Discussion of results

This section focuses on discussing the results derived from the previous analyses, aligning them with the study's objectives and the conceptual framework established earlier in the chapter.

The analysis of data from questionnaires and interviews with teachers revealed that a significant challenge in teaching vocabulary to elementary adult learners at FLC-USSH stems from the learners themselves.

A recent questionnaire conducted among teachers identified seven key challenges faced by elementary adult learners in English vocabulary acquisition at FLC-USSH The primary issue was learners' foreign language communication apprehension, which significantly undermined their confidence in speaking English publicly Additionally, many learners struggled with recalling vocabulary, as they often forgot newly learned words shortly after acquisition Another challenge stemmed from a lack of integrative motivation; despite recognizing the importance of English, many learners viewed it merely as a requirement for graduation rather than a valuable skill Furthermore, introverted learners exhibited difficulties, often appearing shy and reluctant to participate in classroom activities or collaborate with peers.

The study identified that learners struggled with remembering prefixes and suffixes, largely due to insufficient regular exposure to English Consistent with previous research, including Grundy (2010), it was found that many elementary adult learners of English experience anxiety and embarrassment, stemming from a belief that they are not effective learners These findings align with earlier studies by Ellis (1996) and Visnja, reinforcing the challenges faced by this demographic.

(2008), asserting that it was very normal for adult language learners to forget what they have just learned As discussed before in the study by Sayadian & Laskarian

A study conducted in 2010 revealed that learners often struggle to succeed in acquiring a foreign language, particularly English, due to a lack of interest, despite understanding its importance The findings indicated that instrumental motivation alone is insufficient for effective language learning without genuine interest Additionally, teacher questionnaires highlighted seven significant challenges faced by learners, which were identified as the most pressing issues within the conceptual framework discussed in chapter 2 (refer to Table 2.2, p.24).

The analysis of questionnaire data from learners at FLC-USSH identified six significant challenges teachers face when teaching vocabulary to elementary adult learners Notably, the most pressing issue was the learners' lack of integrative motivation for learning English, as many students viewed it merely as a requirement for graduation rather than a subject of genuine interest This lack of motivation likely contributes to minimal engagement with English outside the classroom, particularly in vocabulary acquisition, and may lead to higher drop-out rates among these learners Additionally, the findings indicated that L2 communication apprehension was the second major challenge teachers frequently encountered, complicating the teaching process.

Many learners fear learning English due to its perceived difficulty, which leads to slow progress in classroom activities and a lack of motivation to study vocabulary at home A significant obstacle is their inability to recall vocabulary, as rote memorization of L1 translations hinders long-term retention and practical usage in daily communication Additionally, the lack of opportunities to regularly practice learned words contributes to their struggle in mastering the target language Pronunciation also poses a challenge, as strong regional accents and insufficient background knowledge prevent learners from accurately pronouncing words as transcribed by teachers or found in dictionaries Overall, the findings from learner questionnaires reveal that these six difficulties are prevalent among learners, aligning with issues identified in existing literature.

Interviews with teachers revealed significant challenges in teaching English, particularly with shy and passive learners who struggle to engage in cooperative learning and self-study A notable issue was learners' communication apprehension, which hindered vocabulary acquisition Additionally, strong local accents posed difficulties in teaching correct pronunciation Overall, these three learner-related difficulties emerged as the most pressing challenges, surpassing those previously discussed in the conceptual framework.

In summary, the findings reveal eight significant challenges faced by elementary adult learners at the FLC-USSH when learning English vocabulary Among these, the most prominent issue is the lack of integrative motivation, surpassing other difficulties identified in the literature Additional challenges include learners' introversion, communication apprehension, and difficulties in vocabulary retention Notably, strong local accents hinder pronunciation, while insufficient exposure to English and reliance on rote learning of L1 equivalents further complicate the learning process Lastly, a lesser-known obstacle is the lack of opportunities for learners to regularly use the vocabulary they have acquired.

The difficulties arising from teachers were provided from the results of the questionnaire to teachers and learners, and the interviews to teachers

The analysis of the questionnaire revealed that many English teachers at FLC-USSH found it challenging to teach vocabulary in a contextual and conceptual manner The primary difficulty identified was helping students infer word meanings from their immediate context and effectively integrating new vocabulary with students' existing knowledge.

Despite significant time dedicated to vocabulary instruction, teaching English vocabulary to elementary adult learners at FLC-USSH proved challenging The predominant method utilized involved presenting words alongside their Vietnamese translations, necessitating rote memorization In contrast, the use of real objects as a teaching strategy was infrequently implemented.

The study revealed that while learners actively participated in presenting word meanings, vocabulary review strategies were significantly underutilized Techniques such as repeatedly writing words and increasing exposure to them were seldom employed In contrast, the frequency of vocabulary presentation strategies was notably higher than that of vocabulary review methods.

Many learners at FLC-USSH expressed dissatisfaction with rote memorization of new vocabulary, finding it boring and exhausting The traditional teaching methods did not engage elementary adult learners effectively Respondents highlighted issues with how teachers presented word transcription, stress, and spelling They preferred oral repetition and the use of real objects for learning Additionally, the study found that diagrams, vivid illustrations, and regular reviews of vocabulary were more beneficial for reinforcing their learning.

Interviews revealed that teachers' primary obstacle in teaching vocabulary was a lack of time, making it challenging to present and review new words effectively Consequently, limited class time was dedicated to vocabulary instruction, necessitating that students independently review learned words outside of class Additionally, engaging learners in vocabulary acquisition proved difficult, as many viewed learning English merely as a requirement for university graduation.

The analysis revealed five significant challenges in teaching English vocabulary to elementary adult learners at FLC-USSH, primarily stemming from the instructors The most pressing issue was the difficulty in guiding these learners to deduce word meanings from the surrounding context.

Summary of major findings

The researcher summarizes the key findings that address research question 1, while the response to research question 2 is detailed in the suggestions section of chapter 5.

Research question 1: What are the major difficulties in teaching vocabulary to elementary adult learners of English at the FLC-USSH?

The current study identifies key challenges in teaching English vocabulary to elementary adult learners at FLC-USSH, which stem from the learners themselves, the teachers, and the physical classroom environment.

The current study identified eight significant challenges in teaching vocabulary to elementary adult learners at FLC-USSH, primarily stemming from the learners themselves The foremost issue was the lack of integrative motivation among students, making it challenging for teachers to engage those who were reluctant and frequently absent Additionally, teaching introverted learners posed difficulties, as they often exhibited quietness, shyness, and passivity during teamwork activities Furthermore, learners' anxiety regarding English communication significantly impacted vocabulary instruction, as many adult learners felt apprehensive about speaking in front of others, which hindered their participation in classroom activities.

It resulted in lack of cooperation among students in class and their failure in

The study identified several challenges faced by elementary adult learners at the FLC-USSH in vocabulary acquisition A significant issue was the learners' difficulty in recalling new words, often forgetting what they had just learned Additionally, many struggled with pronunciation due to strong regional accents and insufficient knowledge of English phonology A less common barrier was the lack of regular exposure to English, which hindered their ability to use learned vocabulary in various contexts and led to rote memorization Furthermore, learners exhibited a tendency to memorize L1 equivalents of words, focusing excessively on Vietnamese translations Lastly, the study noted that the lack of opportunities to use learned words regularly was a minor difficulty impacting their language development.

The study identified five major obstacles faced by English teachers at FLC-USSH, with the most significant challenge being the instruction of elementary adult learners in inferring word meanings from context Another notable difficulty was integrating new vocabulary with learners' existing knowledge Additionally, attracting the attention of learners, who often lack enthusiasm for learning English, posed a considerable challenge Conversely, effectively presenting and reviewing vocabulary was found to be the least difficult aspect of teaching.

The study identified three significant challenges in the physical classroom environment faced by English teachers at FLC-USSH The most pressing issue was the lack of classroom technology, which raised considerable concern among educators Additionally, overcrowding in foreign language classrooms posed a significant difficulty In contrast, the absence of proper assistance from the center was viewed as a less critical obstacle.

All the findings discussed and identified above are summarized in Table 4.10 as follows

Hypothetical sources of difficulty reviewed in chapter 2

Major difficulties found in teaching English vocabulary to elementary adult learners at the FLC-USSH

1 Lack integrative motivation in learning English

2 Be introverted (quiet, shy and not enjoy being with other people)

3 Experience anxiety in communicating in English

4 Be unable to remember the vocabulary longer

5 Fail to pronounce the vocabulary correctly because of strong local accent

6 Lack regular exposure to English

7 Get used to rote learning of Vietnamese equivalents of the vocabulary

8 Lack condition to use learned words constantly

1 Instruct elementary adult learners to infer word meanings from the immediate context

2 Teach the meanings of the word by integrating new knowledge with learners’ prior knowledge

3 Attract learners’ attention in learning vocabulary

4 Present the vocabulary to elementary adult learners

5 Review the vocabulary for elementary adult learners

Difficulties arising from physical classroom environment

3 No proper assistance from the center

Table 4.10 Summary of major findings

Chapter summary

This chapter first presents a summary of framework of analysis and test of reliability of the questionnaires to teacher and learner respondents It then examined the results

The study utilized two sets of questionnaires and teacher interviews to identify the primary challenges faced in teaching English vocabulary to elementary adult learners at FLC-USSH The chapter focused on discussing the results and summarizing the key findings The subsequent chapter presents the final conclusions and explores the pedagogical implications of the research, along with several recommendations for future studies.

CONCLUSION

This chapter concludes by addressing the key issues identified, offering valuable suggestions for administrators, teachers, and learners Additionally, it presents several recommendations for future research.

The study provides valuable insights into the challenges faced in teaching vocabulary to elementary adult learners at FLC-USSH Its findings are crucial for teachers and administrators aiming to enhance English language learning for these students.

The study identified eight major difficulties faced by learners in learning English, as compared to the literature reviewed in Chapter 2 A primary concern was the lack of integrative motivation, leading to minimal effort in learning Additionally, introverted learners struggled with engagement, while anxiety hindered communication during lessons Other challenges included difficulties in recalling new vocabulary and accurately pronouncing words A less significant issue was the lack of regular exposure to English, which contributed to forgetfulness Many elementary adult learners relied on rote memorization of L1 equivalents, resulting in boredom and fear of vocabulary acquisition Lastly, the least common difficulty stemmed from insufficient opportunities to use learned words regularly.

67 caused teachers a lot of trouble in teaching vocabulary to elementary adult learners at the FLC-USSH

The study identified five major difficulties faced by teachers in instructing elementary adult learners, with the most significant challenges being helping learners infer word meanings from context and integrating new vocabulary with their prior knowledge Additionally, attracting learners' attention during vocabulary lessons emerged as a notable obstacle, while the least challenging issues involved presenting and reviewing vocabulary Overall, these difficulties were found to have a slightly negative impact on teaching vocabulary to elementary adult learners at the FLC-USSH.

The study identified three significant challenges faced by English teachers in physical classroom environments, diverging from existing literature The most pressing issue was the lack of classroom technology, which emerged as a major barrier Additionally, overcrowded foreign language classrooms hindered teachers' ability to effectively address students' mistakes Furthermore, insufficient support from the center often left teachers feeling discouraged Overall, there is an expectation that these identified difficulties will be addressed and improved in the near future.

In summary, this study identified 16 key challenges in teaching vocabulary to elementary adult English learners at FLC-USSH Based on these findings, several recommendations were proposed to enhance the instruction of English vocabulary for these learners at the center.

Based on the key findings presented in Table 4.10 and earlier conclusions, several recommendations have been made for administrators, teachers, and learners to enhance English vocabulary instruction for elementary adult learners at FLC-USSH These suggestions also address the second research question of the study.

A significant barrier to teaching vocabulary at the FLC-USSH is the lack of classroom technology Most foreign language classrooms are equipped only with fixed tables, blackboards, and CD players, with minimal access to useful tools like computers, projectors, and posters Although projector screens are installed, the absence of usable projectors limits the ability to incorporate visual aids such as pictures, videos, or films in vocabulary instruction To enhance teaching efficiency, improvements in classroom facilities are essential.

Classroom overcrowding significantly hinders the effectiveness of foreign language learning, particularly in elementary classes where the average number of students exceeds 30 To enhance the learning experience, it is recommended to reduce class sizes, allowing for better interaction between students and teachers Additionally, administrators should offer teachers adequate support, including free course materials, audio resources, photocopies, supplementary materials, and free library access.

The findings include teachers' recommendations for creating internal materials tailored for elementary students at this center The existing course book has been described as somewhat dull and not aligned with the learners' levels, knowledge, and interests, yet it received nearly unanimous feedback.

To enhance the learning experience, 69 teachers were required to adhere strictly to the course book, highlighting the need for supplementary materials that can be utilized in both classroom settings and for homework These additional resources can be derived from various sources, including other textbooks, newspapers, and online content It is essential that this supplementary material aligns with the learners' English proficiency levels and encompasses a range of topics, such as grammar, reading comprehension, and listening assessments.

In the light of main findings concluded earlier in this chapter, this part of the chapter offers some suggestions to help teachers improve their teaching efficiency

A study revealed that the primary challenge for teachers at FLC-USSH in teaching vocabulary to elementary adult learners is the lack of integrative motivation among students Most learners view English merely as a requirement for graduation rather than a subject of interest, leading to minimal effort and cooperation in class To enhance learners' motivation, it is crucial to implement engaging activities that promote interaction with the English language through multimedia resources like emails, radio broadcasts, and films Additionally, incorporating pair-work and group-work can foster a sense of community and encourage learners to share information in English When students develop a genuine interest in the language and its culture, their vocabulary acquisition becomes more enjoyable and effective.

One significant challenge identified in the study was the introversion of elementary adult English learners at FLC-USSH, who often exhibited shyness and reluctance to engage in classroom activities These learners tended to avoid participation in discussions and group work, making it essential for teachers to play a proactive role To foster a supportive environment, teachers should frequently interact with introverted students, building strong relationships to help them feel more at ease Additionally, regular praise and encouragement can motivate these learners to engage in classroom activities, while providing concrete assistance when they face difficulties is crucial for their development.

Learners' anxiety in English communication poses a significant challenge for teachers at FLC-USSH, particularly when it comes to teaching vocabulary to elementary adult learners This fear often hinders participation in classroom activities, making it essential to alleviate their apprehension about speaking English publicly To address this, teachers should slow their speaking pace to accommodate learners' low proficiency and emphasize that making mistakes is a natural part of language learning Creating a warm, friendly, and motivating classroom atmosphere is crucial for helping learners overcome their fears Incorporating songs and games into lessons can enhance this environment; songs should relate to the topic and grammar being taught, with learners engaging in group activities that include illustrations Additionally, a variety of games can be introduced before and after lessons, or learners can be encouraged to create vocabulary games based on the current topic Utilizing humor, such as jokes and comic sketches from television or movies, can also effectively contribute to a supportive classroom atmosphere.

After watching the movie or story, students will collaborate in groups to reconstruct the narrative using their own words and illustrations It is essential for teachers to foster cooperation among students and build strong relationships with them.