The results of the post-treatment vocabulary test at the end of the experiment indicated that using supplementary reading materials can help the participants develop their ability to ret
INTRODUCTION
Introduction
Vocabulary serves as a fundamental component of language, connecting the four key skills: speaking, listening, reading, and writing To address the challenges associated with specialized vocabulary, it is crucial for learners to be educated about the various types of vocabulary, their applications, and effective strategies for vocabulary acquisition.
Materials, such as textbooks and supplementary resources, play a crucial role in language teaching and learning Research indicates that second language learners enhance their vocabulary through reading However, there is a lack of studies examining the impact of supplementary reading materials on the retention of word meanings and spellings.
This study investigated the impact of supplementary reading materials on the retention of word spelling and meaning among EFL learners Two groups of college EFL students were assigned different homework instructions while learning a specific vocabulary set The experiment spanned nine lessons, conducted at a rate of two lessons per week, with results analyzed to determine which group exhibited superior retention of word spelling and meaning.
Rationale
Acquiring vocabulary is essential for second language learners, particularly for those studying English for specific purposes (ESP) According to Nation (2001), learners should focus on specialized vocabulary after mastering 2000-3000 general words Teachers must also identify which vocabulary is most important and decide whether to address these words in class or during independent study This consideration directly impacts the teaching content and classroom activities prepared for learners.
A key challenge in English for Specific Purposes (ESP) is assisting students in comprehending authentic academic texts, which necessitate a high level of proficiency This proficiency primarily involves a robust vocabulary, as understanding the meaning of words is crucial for grasping the content While grammatical structure can influence the interpretation of subtle nuances, the ability to extract, evaluate, and summarize information from these texts hinges more on vocabulary knowledge (Coady, 1993; Grabe & Stoller, 1997).
To enhance their proficiency in a second language, English language learners must develop a strong vocabulary foundation While a basic vocabulary enables limited communication, a richer vocabulary significantly improves their ability to express ideas effectively in speaking, listening, writing, and reading.
Vocabulary is essential for language proficiency, serving as the foundation for speaking, listening, reading, and writing For many students, a limited vocabulary poses a significant barrier to effective communication This lack of vocabulary often hinders their performance in English Consequently, English teachers face the challenge of helping students remember words and motivating them during vocabulary lessons To address this, educators must discover effective strategies that facilitate word memorization for learners.
Wilkins (1972) emphasized that grammar alone cannot convey much, while vocabulary is essential for effective communication Vocabulary serves as a crucial element that activates learners' cognitive abilities and enables them to express their intended meanings As noted by Hatch (1983), a strong vocabulary foundation is vital for facilitating basic communication Thus, vocabulary knowledge significantly enhances communication and supports activities like writing and reading in a second or foreign language Additionally, vocabulary often conveys meaning more effectively than grammar in various contexts (Wilkins, 1972).
Numerous studies have investigated the effectiveness of vocabulary development through supplementary reading materials Pigada and Schmitt (2006) found that knowledge of 65% of target words improved significantly They concluded that extensive reading can lead to greater vocabulary acquisition than previously indicated by earlier research.
Matsuoka and Hirsh (2010) emphasized the importance of integrating extensive reading programs and diverse language-rich inputs to enhance vocabulary development A study by Hui and Wen (1997) demonstrated that participants engaged in reading-plus-vocabulary-enhancement activities significantly outperformed those in a narrow reading treatment on both acquisition and retention tests In Vietnam, Tran (2008) found that EFL learners who participated in extensive reading showed greater improvements in vocabulary acquisition compared to a control group.
Helping learners effectively remember vocabulary has become a significant concern for English language teachers, particularly in English for Specific Purposes (ESP) courses Selecting the appropriate vocabulary and determining the best teaching approaches and activities are crucial challenges for educators This study aims to assess the effectiveness of supplementary reading materials in aiding medical students at a college in retaining word meanings and spellings.
Hence, it would be useful to carry out the study on the effects of using supplementary reading materials to investigate students’ memorization of word spelling and word meaning.
Aims of the study
This research aimed to investigate how supplementary reading materials impact students' ability to memorize medical vocabulary, including word spelling and meaning The findings are anticipated to provide valuable insights for English language teachers, particularly those teaching college students.
Research questions
1 How does the use of supplementary reading materials affect EFL students’ retention of word spelling?
2 How does the use of supplementary reading materials affect EFL students’ retention of word meaning?
Scope of the study
The research focused on measuring meaning retention, while excluding other vocabulary aspects like functions and collocation It was conducted with second-year students who are not majoring in English and hail from various regions of the country.
Thesis design
The thesis comprises five chapters:
Chapter 1 is the introduction, which provides a brief introduction, rationale and an overview of the study
Chapter 2 presents the literature review, in which the theorical background of the ESP, the definition and classification of vocabulary, roles of vocabulary in language learning and teaching, aspects of vocabulary need to be taught, ESP vocabulary instruction, factors affecting vocabulary acquisition, method and techniques in teaching ESP vocabulary, supplementary reading materials are discussed
Chapter 3 presents the methodology including the information about participants, instruments and research procedure
Chapter 4 consists of results and discussions about students’ memorization of word spelling and word meaning
Chapter 5 summarizes the main findings and provides implications and limitations of the research This chapter also presents suggestions for further study.
LITERATURE REVIEW
Theorical background of ESP
“ESP” stands for English for Specific Purposes Different authors have proposed different definitions for this term
According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is defined as an approach to language teaching that prioritizes the learner's motivations and objectives, influencing all decisions regarding content and methods This perspective is echoed by Munby, who emphasizes the importance of tailoring language instruction to meet specific learner needs.
ESP courses are designed based on a thorough analysis of learners' communication needs, as highlighted by (1978, p.2) Robinson (1991, p.3) further emphasizes that these courses focus on a needs analysis to clearly define the specific tasks students must accomplish using English.
Streven (1988, p.1-2) posited that “ESP is a particular cause of the general category of special purpose language teaching”
ESP, or English for Specific Purposes, has become a crucial area within applied linguistics Dudley-Evans and St John (1998) identified key similarities and differences between ESP and General English by outlining absolute and variable characteristics that define ESP courses Notably, absolute characteristics highlight the unique features inherent to ESP.
First of all, ESP is defined to meet specific needs of the learner
Secondly, ESP makes use of the underlying methodology and activities of the disciplines it serves
For the variable characteristics, there have been following features:
First, ESP may be related to or designed for specific disciplines
Second, ESP may use in specific teaching situations, different methodologies from General English
Third, ESP is likely to be designed for adult learners, either at an institute or in a professional work situation; however, it could be used for learners at secondary level
ESP courses are primarily tailored for intermediate to advanced learners, although they can also accommodate beginners These courses presuppose that students possess a foundational understanding of the language system (Dudley-Evans & St John, 1998, pp 4–5).
Carver (1983) discusses three characteristics of ESP courses as below:
The first feature is authentic material Using authentic learning materials is entirely feasible Closer examination of ESP materials will follow that use of authentic content materials
Purpose-related orientation in education emphasizes tailoring lessons to meet learners' needs, particularly in self-directed study and research tasks This approach involves simulating communicative tasks relevant to the target setting For instance, students are encouraged to utilize various resources, including the Internet, for research Carver (1983) highlights the importance of student simulations, such as preparing papers and participating in conferences At Algonquin College, English for business courses engage students in designing and presenting unique business ventures, which include market research and promotional materials These projects culminate in poster presentations to invited ESL classes Additionally, in the health science program, students enhance their listening skills through seminars and practical experiences, such as field trips to community centers where they interact with English-speaking residents.
Self-direction is a key characteristic of English for Specific Purposes (ESP) courses, as it aims to transform learners into proficient users of the language (Carter, 1983) For effective self-direction, learners need the freedom to choose their study schedule, content, and methods Additionally, teachers must systematically guide students in learning strategies, which are crucial for navigating and accessing information within a new cultural context.
Robinson (1991) proposed that English for Specific Purposes (ESP) is characterized by two main criteria: it is typically goal-directed and arises from a needs analysis that identifies the specific tasks students must perform in English He outlined several features of ESP courses, noting that they are usually time-constrained, with defined objectives to be met within a limited period, and are designed for adult learners in homogeneous groups based on their professional or academic fields.
2.1.3 English for Medical Purpose (EMP)
English for Medical Purposes (EMP) is a vital subset of English for Specific Purposes (ESP), gaining traction in Vietnamese universities since the 1990s alongside other ESP genres like English for economics and law Despite the growing demand for EMP, its course offerings remain limited in Vietnam Medical language comprises a vast array of terminology essential for healthcare professionals, as doctors must master medical English to effectively document patient information and communicate with nursing staff To excel in their roles, medical and nursing professionals must not only learn medical vocabulary but also engage with medical literature, utilize online resources, participate in international conferences, and publish research, particularly if they aim to work in English-speaking countries.
Vocabulary
Vocabulary consists of words that interlock in sound and meaning, enabling effective communication It encompasses the words we combine to form sentences, engage in conversations, and create various forms of discourse.
According to Ur (1996, p.60), vocabulary encompasses not only individual words taught in a foreign language but also includes compounds of two or three words and multi-word idioms.
Vocabulary, defined as a collection of words and their combinations in a specific language (Joklova, 2009), plays a crucial role in language acquisition Effective vocabulary learning is essential for students to build a robust lexicon that meets their academic needs (Komachali & Khodareza, 2012) Teachers can enhance vocabulary learning in the classroom by tailoring activities to the students' language proficiency levels, ensuring a successful and impactful learning experience.
The term "vocabulary" originates from the Latin word "vocabulum," meaning "name," and has been part of the English language since the 16th century According to the Macmillan English Dictionary, vocabulary encompasses all the words in a specific language Various definitions exist, with Joklova (2009) describing vocabulary as a list of words and their combinations in a particular language Lewis (1993, p.89) adds that vocabulary can include individual words or complete sentences that convey fixed social or pragmatic meanings within a community.
According to Algeo (1970), many people associate language primarily with words, emphasizing that vocabulary is central to language Pyles and Algeo assert that it is through words that we construct sentences, engage in conversations, and create various forms of discourse.
According to Harmer (1991), vocabulary serves as the essential components of language, akin to vital organs and flesh, while language structures form its skeleton Understanding a word involves the ability to recognize it in speech or print, access its meaning, and pronounce it—all within a fraction of a second (Stahl & Fairbanks, 1986).
In summary, vocabulary encompasses all the words in a language, including single words, phrases that convey a single idea, and multi-word idioms whose meanings cannot be inferred from their individual components but must be understood within specific sentences or contexts.
Vocabulary can be classified in various ways according to different criteria Below are three most common ways of vocabulary classification
According to the concept of morpheme
According to McCarthy (1990), vocabulary can be categorized into three types: simple words, derived words, and compound words Simple words consist of a single root morpheme, such as "pen," "cat," "big," "book," and "bag." Derived words contain a root morpheme along with one or more affixation morphemes, exemplified by terms like "unhappy," "careless," "friendliness," and "booked." Lastly, compound words are formed from at least two root morphemes, with or without affixation, including examples like "car park," "feedback," "rainfall," and "greenhouse."
Words can be categorized into two types: lexical meaning and grammatical meaning Vocabulary is thus divided into notional words and functional words Notional words, which carry lexical meanings, constitute a significant portion of a speaker's vocabulary, naming objects, actions, and qualities; these include nouns, verbs, adjectives, and adverbs In contrast, functional words possess grammatical meanings and derive their significance from their relationship with other words, encompassing particles, articles, and prepositions.
According to the use of word
Vocabulary is categorized into two types: active and passive Passive vocabulary consists of words that students can recognize but may not use in reading or listening, aiding their receptive skills In contrast, active vocabulary includes words that students can understand and utilize in communication, enhancing their productive skills like speaking and writing Therefore, it is essential for learners to work on activating their passive vocabulary knowledge.
Learners possess a significantly larger passive vocabulary than active vocabulary, meaning they understand more words than they can use in conversation Throughout life, the number of words actively used is much smaller than those comprehended Mastering a new word requires extensive practice and contextual understanding, as words can have varying meanings depending on their context and associated prepositions Consequently, having an extensive English vocabulary does not guarantee the ability to use these words effectively when needed, highlighting the distinction between passive and active vocabulary.
2.2.3 Roles of vocabulary in teaching and learning
Words serve as the fundamental components of any language, and mastering vocabulary is essential for developing proficiency in a target language Language learners often acknowledge the significant challenges they face with vocabulary, even as they progress from beginner to advanced levels This sentiment is supported by Meare (1980), who highlights the difficulties learners encounter Additionally, language practitioners widely agree on the critical role that vocabulary plays in second language acquisition, as evidenced by findings from Macaro’s survey.
In 2003, it was highlighted that secondary language teachers consider vocabulary a crucial area requiring further research to improve classroom teaching and learning Consequently, the significance of vocabulary in second language acquisition is widely acknowledged, and there is a pressing need for substantial research to inform effective teaching practices.
Vocabulary serves as a crucial foundation for learners to develop their communication skills According to Wilkin (1972), vocabulary, alongside phonetics and grammar, is essential for effective language use; without vocabulary, communication is impossible The breadth of a learner's vocabulary is a key indicator of their English proficiency Insufficient vocabulary knowledge can hinder fluency in conversation and reading comprehension Rivers (1981) further highlights the dynamic nature of language, stating that it is a living entity enriched by words.
Vocabulary is often recognized as the most significant challenge for L2 learners (Meara, 1980) This difficulty may stem from the perceived complexity of the vocabulary system, which lacks the clear rules found in syntax and phonology, making it harder for learners to acquire and enhance their vocabulary knowledge.
ESP vocabulary instruction
Vocabulary acquisition is crucial for assessing language proficiency, as highlighted by various researchers (Henriksen, 1999; Huckin & Coady, 1999; Laufer & Hulstijn, 2001; Paribakht & Wesche, 1996) Henriksen (1999) identified three dimensions of vocabulary development, while Aitchison (1994) described three stages in vocabulary learning: labeling, packaging, and network building Paribakht and Wesche (1996) noted that new vocabulary acquisition is stimulated through reading, and incidental vocabulary learning occurs via both written (Huckin & Coady, 1999) and oral input (Brown, Sagers, & Laporte, 1999) Lewis (1992) emphasized that vocabulary acquisition is fundamental to second language learning, as it underpins essential language skills such as listening, speaking, reading, writing, and translating.
Below are several factors in reading significantly contribute to vocabulary acquisition:
Repetition plays a crucial role in vocabulary acquisition; as learners are exposed to target words more frequently, they not only retain the meanings better but also find it easier to use these words in conversation.
Marginal glosses and dictionary usage significantly enhance vocabulary acquisition When learners come across unfamiliar words, they grasp their meanings more effectively through the use of marginal glosses or dictionaries.
Instruction of the target words positively affects acquiring new words, while only reading a word meaning is less effective
Context – whether it contains enough contextual cluesto guess the target word – plays a significant role in understanding and recalling a word meaning
As the level of text comprehensionincreases, learners have more benefits in intake, gain, and retention of the new vocabulary
Learner proficiency significantly influences vocabulary acquisition, with lower proficiency groups being less affected by frequency compared to higher proficiency groups.
Pictorial input added to text definitions makes gain and retention of words stronger, compared to a text-only condition
Reading-while-listening mode is more effective to gain a new word than the reading only condition
L1 lexicalization greatly helps learners not only immediately understand the word meanings but also better retain the target words
Reading tasks play a crucial role in vocabulary acquisition, with form-oriented tasks proving to be more effective in retaining target words compared to message-oriented tasks.
Word class can be a factor related to the effectiveness of gaining and retaining a new word: students retain nouns easier than verbs and adjectives
Semantic elaboration can have a negative impact on vocabulary acquisition For instance, the activity of synonym generation negatively affects vocabulary acquisition
2.3.2 Methods and techniques to teach ESP vocabulary
Effective vocabulary teaching is crucial in language education, especially in English It goes beyond merely memorizing new words; it involves employing diverse techniques to engage students, enhance their vocabulary, and improve their speaking skills Selecting the right method should consider the students' age, abilities, interests, and the teacher's insights on what will yield the best outcomes The following are some of the most commonly used techniques for presenting vocabulary items.
Visual techniques in education, as noted by Gains and Redman (1986), include the use of realia, flashcards, and gestures Realia involves incorporating actual objects into the classroom, such as pencils, erasers, and animals, to clarify word meanings Teachers can utilize elements from the classroom environment, like tables, boards, and windows, which are tangible and can be interacted with The effectiveness of learning is significantly enhanced by engaging multiple senses throughout the educational process.
Flashcards are highly effective tools in language teaching due to their versatility These cards typically feature a picture on one side and a corresponding word on the other, making them ideal for various learning methods.
Mine, action, and gesture serve as effective techniques for illustrating actions and grammatical concepts, such as kicking, running, and walking These methods provide an enjoyable experience for children who enjoy acting and moving during class activities.
The following verbal techniques can be used only with learners who have some knowledge of English, for instance, upper beginner level
Firstly, contrast is the technique which shows differences and similarities about persons, ideas and things
Enumeration is a technique employed to clarify words that are challenging to explain visually For instance, when a teacher mentions "colors," they can enhance understanding by listing examples such as red, yellow, tan, grey, and blue, thereby making the meaning of the term more apparent.
Explanation is a key technique for upper beginners with some prior knowledge of English Teachers must ensure that their language is clear and understandable when explaining new words to students.
Teachers can enhance vocabulary by using synonyms, explaining a word's meaning through another familiar term that conveys a similar idea For instance, they might use "huge" to describe "big," "high" for "tall," and "small" in place of "little."
Antonyms are a valuable tool for teachers to convey the meanings of words effectively By presenting a word alongside its opposite, such as "sad" and "not happy," educators can enhance students' understanding and vocabulary.
Definition is a widely used technique by language teachers to convey word meanings to learners This method is particularly effective for upper beginners and involves providing definitions of specific words, which can range from simple to complex, including dictionary definitions.
In this method, the teacher provides translations of vocabulary words in the students' native language, which is a quick way to convey meaning However, this approach may discourage students from engaging with the words When teaching vocabulary, it is essential for the teacher to consider effective techniques and the importance of context, as the meanings of many words can vary based on their usage in specific sentences or situations.
Reading and vocabulary development
Reading is essential for learning a foreign language, as it significantly contributes to vocabulary development Numerous studies highlight the strong connection between vocabulary knowledge and reading comprehension (Joshi, 2005; Joshi & Aaron, 2000; Manyak & Bauer, 2009; Martin-Chang & Gould, 2008; Ricketts, Nation, & Bishop, 2007) According to Nation (2001), vocabulary knowledge and reading comprehension are interrelated, with each supporting the other Tze-Ming Chou emphasizes that reading comprehension requires understanding vocabulary, recognizing relationships among words, and evaluating context (Tze-Ming Chou, 2011) Furthermore, a limited vocabulary can impede learners' ability to grasp the meaning of texts.
Mastering vocabulary is essential for students, as emphasized by various researchers According to Tze-Ming Chou (2011, p.108), extensive reading significantly enhances vocabulary knowledge Moras (2001) notes that vocabulary instruction beyond the elementary level often focuses on introducing new words within the context of reading or listening materials, suggesting that vocabulary acquisition is facilitated through the practice of other language skills.
Therefore, the teachers should provide their students with reading texts in class With proper textbooks and reading materials, students will be able to develop their vocabulary knowledge.
Supplementary reading materials
Supplementary materials are defined as resources used alongside core course materials to enhance the development of language skills such as reading, writing, listening, and speaking (Tomlinson, 1998) According to Richards and Schmidt (2002), these materials often focus on skills that are not thoroughly addressed in standard course books Most language-teaching course books require some form of supplementation to better meet the specific needs of students and provide a richer learning experience Various types of supplementary materials exist, including computers, simplified readers, overhead projectors, posters, pictures, and games, each offering unique benefits and drawbacks in language teaching (Ur, 1996).
In conclusion, teachers must incorporate supplementary materials in the classroom to enhance students' four language skills It is crucial for educators to understand how to choose appropriate supplementary resources and adapt them effectively for instructional use.
2.5.2 Criteria for selecting supplementary reading materials
Supplementary materials play a crucial role in English language teaching by enabling students to engage with words, images, and concepts, thereby enhancing their skills in various literacies, including reading, listening, speaking, and writing As a vital resource, it is important to choose these materials carefully to ensure they align with instructional goals across different grade levels, courses, and subjects.
When choosing supplementary materials, it is crucial to align them with the course's goals and the learners' attitudes and preferences (Nunan, 1991) Additionally, Nuttall (1996) emphasizes three key criteria for selecting texts: suitability, exploitability, and readability.
The suitability of content is crucial for meeting students' needs and interests Engaging and relevant text enhances the learning experience, making tasks more rewarding and improving classroom effectiveness.
Exploitability refers to the enhancement of learning by utilizing texts to improve students' reading skills Effective reading materials should engage readers while also advancing their language proficiency To achieve the course objectives, it is essential to create a variety of exercises and activities that effectively leverage the text.
Readability encompasses both structural and lexical difficulty, ensuring that texts align with students' English proficiency levels in vocabulary, syntax, and style Teachers need to assess their students' language proficiencies to identify familiar vocabulary and structures, enabling them to select appropriately leveled texts and effectively balance varying proficiency levels.
Selecting materials necessitates a comprehensive understanding of students' backgrounds, learning experiences, abilities, and interests It also requires knowledge of educational objectives and the best practices for utilizing high-quality materials to achieve them Furthermore, one must consider the specific work in relation to its medium, genre, and historical context Ultimately, responsible material selection demands both the expertise to make informed decisions and the capability to justify those choices effectively.
THE EXPERIMENT
Research questions
1 How does the use of supplementary reading materials affect EFL students’ retention of word meaning?
2 How does the use of supplementary reading materials affect EFL students’ retention of word spelling?
Participants
The research was conducted at Ha Tinh Medical College, which specializes in training nurses, assistant doctors, midwives, and primary pharmacists The college comprises six departments: Basic Study, Fundamental Medicine, Clinical Medicine, Nursing, Pharmacy, and Public Health It employs 110 teachers and staff and offers a three-year curriculum for healthcare professionals at the college level.
The study involved 90 second-year nursing students from Ha Tinh Medical College, comprising 70 females and 20 males, aged between 19 and 26 All participants were non-majored in English and had a minimum of seven years of English education, attending secondary and high school for about six hours each week.
The participants finished learning the basic English course with the textbook
In their first year, students utilized the "New Headway" (Elementary, Liz and Soars) textbook while participating in the ESP course, which featured the "English for Medical Students" textbook (for internal circulation only) This program consisted of approximately two lessons per week.
Ninety participants were divided into a control group and a treatment group for the research study Data on these subjects was collected and analyzed in the subsequent chapter Although some unavoidable variables, such as intelligence and individual characteristics, may exist among students, the differences between the two groups were minimized.
Materials
The present study utilized the "English for Medical Students" textbook as the primary resource for participants This textbook comprises sixteen topics, with vocabulary organized by unit, allowing for a structured approach to learning Each of the sixteen units corresponds to a specific topic, facilitating targeted vocabulary acquisition for medical students.
- Unit 1: Parts of the body - Unit 9:Stress
- Unit 2: Medical specialists - Unit 10: Headaches
- Unit 3: Jane Johnson - Unit 11: Common cold
- Unit 4: Jane on the ward - Unit 12: Shock
- Unit 5: How to examine a sick person - Unit 13: Hepatitis
- Unit 6: General condition of health - Unit 14: Dehydration
- Unit 8: The eyes - Unit 16: Better food at low cost
For the experiment, nine units were selected, specifically from unit 7 to unit 15, encompassing a total of nine lessons conducted at a rate of two lessons per week Each lesson featured reading texts accompanied by relevant pictures or charts to enhance understanding Additionally, various exercises were curated from multiple sources to complement the reading materials.
All participants, including the control group, completed pre-treatment and post-treatment vocabulary tests assessing word spelling and meaning The treatment group received specific instructions to enhance their vocabulary skills.
“supplementary reading materials” at home while the control group did not
The pre-treatment and post-treatment tests were designed to contain an equal number of words, each comprising fifty English medical vocabulary terms selected for the experiment In the word meaning test, participants were required to provide the meanings of the words in their native language, Vietnamese Additionally, the spelling test included blanks for participants to fill in the correct spellings of the vocabulary words.
The pre-treatment vocabulary test ensured that participants were familiar with specific words, allowing for the exclusion of any correctly identified words from the post-vocabulary test Additionally, the post-treatment vocabulary test assessed the students' progress in memorizing both the spelling and meanings of words.
The supplementary reading materials were sourced from various references, including ten passages that align with the topics covered in the English coursebook The researcher developed a comprehension section featuring diverse reading exercises, incorporating approximately fifty essential English medical vocabulary terms found in the texts taught in class.
Procedures
The experimental course was conducted for more than 4 weeks with nine lessons During the experiment, the researcher taught both the experimental group and the control group
At the start of the English course, participants completed a simplified A2 level English test from the PET (Preliminary English Test) to ensure uniformity in their language skills This assessment evaluated their listening, reading, and writing abilities.
The teacher instructed participants to complete a pre-treatment vocabulary test prior to the intervention and a post-treatment vocabulary test upon its conclusion (refer to Appendices B and C) Both groups first assessed their spelling skills, followed by a 20-minute evaluation of word meanings The correct responses from the pre-test were excluded from the post-treatment assessment Participants then took the same tests in the post-test, with the number of correct answers recorded to evaluate their vocabulary improvement.
In the study, two groups participated in the English program at school, with the experimental group receiving additional reading materials while the control group did not.
DATA ANALYSIS AND DISCUSSION
Results
Prior to analyzing the outcomes of the pre-treatment and post-treatment vocabulary tests, we ensured the comparability of students in both groups by examining their scores on the general English test, which served as an indicator of their initial proficiency levels.
In this section, the scores from the general English test are presented in the
Table 4.1 presents the scores from the general English test for both the treatment and control groups The control group achieved a highest score of 9 and a lowest score of 3, while the treatment group had a highest score of 9 and a lowest score of 2 Overall, the control group exhibited a wider range of higher marks compared to the treatment group.
In addition, the table 4.1 presents means and standard deviations scores on general English test for the treatment group and the control group
Table 4.1 The average total scores and standard deviations of general English test for the treatment group and the control group
The treatment group achieved an average total score of 6.71 (SD = 1.66), while the control group had an average score of 6.57 (SD = 1.42), indicating a slight difference of 0.14 between the two groups This suggests that the General English levels of participants in both groups were comparable.
Moreover, the general English test was also carried out to describe the percentage of participants’ number of scores
Figure 4.1 The percentage of participants’ number of scores on General English test for the control group and the treatment group
The pie chart indicates that there were no statistically significant differences between the control and treatment groups Participants' scores were categorized into three ranges: under 5, from 6 to 7, and over 7, with scores from both groups arranged from lowest to highest.
According to the results which appear in figure 4.1, the number of
In the study, the control group comprised 7 participants who scored between 6 and 7, representing 67% of the total In contrast, the treatment group included 16 participants, making up 36% Notably, the lowest scores (below 5) were observed in both groups, with 11% of the control group and 22% of the treatment group falling into this category.
To make it esier to understand, the figure 4.2 compares the amount of participants of the control group and treatment group with different scores
Figure 4.2 Summary of participants having different scores on General English Test of the control and treatment group
The results revealed that the average scores were comparable between the two groups Notably, thirty participants in the control group achieved average scores of 6-7, the highest on the chart, while only sixteen participants in the treatment group reached these scores Additionally, as illustrated in Figure 4.2, nineteen out of forty-five participants in the treatment group attained the same level of performance.
Bad scores(