INTRODUCTION
Rationale
English has become an international language widely taught across the globe, making it the most commonly used language among foreign language speakers Mastering English enables people to travel and communicate effortlessly with foreigners, highlighting the increasing importance of learning English proficiently.
English is regarded as a vital language in Vietnam, with children required to start learning it from third grade of primary school Teaching English as a foreign language presents challenges due to differences in culture, grammar, and pronunciation, making it a difficult subject for students It is the teacher’s responsibility to make English lessons engaging and enjoyable, as students who enjoy learning are more likely to understand and retain what they are taught.
In the process of teaching and learning English, vocabulary plays a crucial role in developing the four core language skills: reading, writing, listening, and speaking Students need to acquire an extensive vocabulary to effectively express their ideas, feelings, and opinions in spoken and written communication Language elements such as grammar, pronunciation, spelling, and vocabulary are all essential components that support the overall language development According to Richard (1987), vocabulary and grammar are fundamental to all language use, emphasizing that vocabulary is the primary element in learning English Myers (1993) also notes that possessing a large vocabulary reflects broader knowledge and enables learners to distinguish words accurately, which is vital for effective communication.
In vocational training schools like Nghe An Trading and Tourism Vocational College, English vocabulary is a mandatory subject essential for students’ future careers Teachers focus heavily on vocabulary alongside the four main skills—listening, speaking, reading, and writing—due to its crucial role in language learning However, students often struggle with memorizing new words, including their meanings, spellings, and pronunciations, and find it challenging to apply grammar correctly in sentences They also have difficulty understanding audio and video materials, which hampers their learning progress Traditional teaching methods and repetitive activities can lead to boredom and decreased motivation among students Therefore, adopting engaging and innovative teaching techniques is vital to improve vocabulary acquisition and foster a sustained interest in learning English.
Students at Nghe An Trading and Tourism Vocational College face challenges in understanding vocabulary due to limited language knowledge and a lack of initiative in exploring new words Many students have insufficient vocabulary skills and rarely attempt to identify or learn new words from texts, hindering their overall language proficiency Enhancing vocabulary learning strategies is essential to improve students' comprehension and communication skills in this institution.
To address challenges in language learning, teachers can implement various strategies to enhance students' vocabulary and encourage idea exploration This article aims to present effective techniques for teaching English vocabulary, with the goal of increasing student engagement and interest in learning English Given the constraints of my English proficiency and the scope of my graduation paper, I have chosen to focus on research related to teaching English vocabulary to first-year students at [institution or context].
Nghe An Trading and Tourism Vocational College”.
Aims and objectives of the study
This study aims to identify the challenges faced in teaching and learning English vocabulary at Nghe An Trading and Tourism Vocational College It also seeks to explore effective solutions and innovative techniques for enhancing vocabulary instruction The research focuses specifically on teaching vocabulary, providing valuable insights for classroom teachers interested in implementing new and effective methods The findings can inform educators looking to improve their vocabulary teaching strategies and facilitate better student learning outcomes.
Research questions
Based on the background of the study above, the questions to answer in this study are formulated as follows:
1 What are the main difficulties facing the students and teachers in the process of teaching and learning English vocabulary at Nghe An Trading and Tourism Vocational College?
2 What are strategies used by teachers and students to overcome difficulties in teaching and learning English vocabulary?
Significance of the study
The researcher was conducted with the aim of finding out students‘ attitude towards using some new techniques in teaching English vocabulary
From that, teachers will know the ways to apply the techniques in their teaching affectively The researcher will give the chance for the teachers in Nghe
An Trading and Tourism Vocational College to find out the best methods for teaching English vocabulary to the first-year students.
Scope of the study
This study explores effective methods for teaching and learning English vocabulary among first-year students at Nghe An Trading and Tourism Vocational College, focusing on those learning basic English It identifies common challenges faced by students in acquiring vocabulary and analyzes the underlying causes Based on these findings, practical solutions are proposed to enhance the quality of English instruction and improve students' vocabulary acquisition The goal is to optimize English language teaching strategies at Nghe An Trading and Tourism Vocational College, fostering better learning outcomes.
This study contributes to both theoretical and practical aspects of vocabulary teaching and learning It addresses the challenges faced by English Language Learners (ELLs) in acquiring and memorizing vocabulary, highlighting the importance of effective strategies Additionally, by examining various vocabulary instruction techniques within academic settings, the research offers valuable insights into the characteristics and benefits of these methods, emphasizing their potential to enhance vocabulary acquisition This exploration aims to fill gaps in current research and provide useful guidance for educators seeking innovative approaches to improving vocabulary learning for ELLs.
This study aims to offer practical solutions and clear guidelines for teachers to effectively manage vocabulary instruction, thereby enhancing overall English teaching Additionally, it provides valuable self-learning tips for students to independently improve their vocabulary skills The research seeks to facilitate a more efficient and engaging approach to vocabulary acquisition for both educators and learners.
Methods of the study
This study was conducted with 10 teachers and 70 students at Nghe An Trading and Tourism Vocational College, utilizing a survey questionnaire as the primary data collection method The collected data were analyzed statistically to determine the percentage distribution of various items, with results presented clearly through tables and figures in Chapter Four Additional details about the research methodology are thoroughly explained in Chapter Three.
Organization of the thesis
The study consists of the following parts:
This part introduce the issues leading to the study, including rationale, aims, methods, scope, and organization of the study
This section presents the theoretical background relevant to the study's topic by reviewing key articles, books, and resources It offers comprehensive descriptions, summaries, and critical evaluations of each referenced work, highlighting their contribution to the field and informing the research framework This analysis ensures a solid foundation for understanding existing knowledge and identifies gaps that the current study aims to address.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
Chapter IV Findings and Discussions
This article presents key findings from an analysis of challenges in teaching and learning English vocabulary The study highlights common difficulties faced by students and educators, such as limited vocabulary knowledge and ineffective instructional methods Additionally, it explores practical solutions to overcome these barriers, including innovative teaching strategies and tailored learning approaches By addressing these issues, the research aims to improve English vocabulary acquisition and enhance language proficiency among learners.
This study summarizes its key findings, highlighting the main points and results It discusses the implications of these findings for future research and provides recommendations for further investigations to advance understanding in this area.
LITERATURE REVIEW
Vocabulary
There are many definitions of vocabulary
Vocabulary is defined as "all the words known and used by a particular person" and ―all the words which exist in a particular language or subject‖ (Cambridge Advanced Learners Dictionary)
According to the Collins Cobuild English Language Dictionary (1989, p.1629), ―the vocabulary of a language is the total number of words in it‖ and
Vocabulary refers to the total number of words a person knows, which is essential for effective language use In this article, we focus on a more specific aspect of vocabulary as defined by Michael Wallace in his work *Teaching Vocabulary*, emphasizing the understanding and practical application of words within language learning. -Boost your language articles with AI-powered keyword insights for SEO success—[Learn more](https://pollinations.ai/redirect/2699274)
Content words, such as nouns, verbs, adjectives, and adverbs derived from adjectives, carry the essential meaning in language, whereas structure words serve a grammatical function According to Wallace, structure words are almost devoid of meaning when considered in isolation, emphasizing their role within the grammar system rather than conveying standalone information Understanding the distinction between content and structure words is crucial for effective language analysis and communication.
Vocabulary encompasses the knowledge of words and their meanings, but it is a more complex concept than simple definitions suggest It consists of two primary forms: oral vocabulary, which includes words we recognize and use in listening and speaking, and print vocabulary, comprising words we understand and utilize in reading and writing Understanding these distinctions is essential for effective language development and literacy skills.
Word knowledge manifests in two key forms: receptive and productive vocabulary Receptive vocabulary consists of words we recognize when we hear or see them, often larger in size and including words to which we assign some meaning, even if we do not know their full definitions or use them ourselves In contrast, productive vocabulary comprises the words we actively use when speaking or writing, representing our active language skills Understanding the distinction between receptive and productive vocabulary is essential for effective language development and teaching strategies.
Besides, according to Webster‘s Dictionary (1993, p.327) ―Vocabulary is a list or group of words and phrase, usually in alphabetical order‖
In general, vocabulary is a component of language that maintains all of information about meaning and using word in language (Harimurti Kridalaksana
Vocabulary is a crucial component of learning English, alongside sound systems, grammar, and culture It naturally grows and evolves with age, serving as a fundamental tool for effective communication and knowledge acquisition A person's vocabulary consists of the set of words they are familiar with in a language, making it essential for language mastery and proficiency.
In general, vocabulary is divided into four types: reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary
Reading vocabulary is made up of the words in print that we recognize or can figure out
A person's reading vocabulary is all the words he or she can recognize when reading This is the largest type of vocabulary simply because it includes the other three
Strong vocabulary knowledge is essential for students' reading comprehension and overall academic success A robust vocabulary allows students to understand and interpret texts more effectively To fully grasp the meaning of their reading material, students must possess a broad range of words and utilize strategies to decode unfamiliar terms Enhancing vocabulary skills directly contributes to improved reading comprehension and academic achievement.
Listening vocabulary refers to the words we need to know to understand what we hear
A person's listening vocabulary is all the words he or she can recognize when listening to speech This vocabulary is aided in size by context and tone of voice
Writing vocabulary consists of the words we use in writing
A person's writing vocabulary is all the words he or she can employ in writing
Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user
Speaking vocabulary consists of the words we use in everyday speech
A person's speaking vocabulary is all the words he or she can use in speech Due to the spontaneous nature of the speaking vocabulary, words are often misused
This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures
However, according to Nation (1990, p.29), vocabulary is divided in the specific reference, such a word
Understanding a word involves recognizing it both aurally and visually, meaning you can identify it when you hear its sound and when you see its written form This also requires anticipating the grammatical patterns in which the word typically appears Additionally, it includes the ability to differentiate the target word from similar-looking or similar-sounding words and to judge whether the word's form sounds correct or looks appropriate.
Knowing a word involves more than just recognizing its meaning; it includes being able to pronounce, write, and spell the word correctly It also requires understanding its grammatical usage and common collocations to use it appropriately in context Additionally, effective vocabulary knowledge entails not overusing low-frequency words and selecting the right situations for their use to ensure clarity Being able to convey the word’s intended meaning and identify suitable synonyms enhances communication and enriches language proficiency.
Jo Ann Aeborsold and Mary Lee Field classified vocabulary into two terms: active vocabulary and passive vocabulary
Active vocabulary, also known as productive vocabulary, consists of words that learners can effectively use in speaking and writing Mastering active vocabulary requires proper pronunciation, a solid understanding of grammar, familiarity with collocations, and awareness of the words' connotations Developing this vocabulary is essential for enhancing communication skills, especially in speaking and writing.
Passive vocabulary, also known as receptive vocabulary, includes language items that individuals can recognize and understand in context during reading or listening It consists of words that people comprehend when they encounter them through reading or audio, enabling better language comprehension and overall communication skills Building a strong passive vocabulary is essential for language learners to enhance their understanding and facilitate active language production.
Experts differ in how they classify types of vocabulary because each individual expresses and conveys their opinions and ideas uniquely.
Vocabulary is a crucial element of language since most meaning is conveyed lexically, making it essential in both Second and Foreign Language Teaching However, language comprehension involves other components such as grammar, stress, intonation, tone of voice, pauses, hesitations, silences, and non-verbal cues like kinetic and phonemic features While language learning extends beyond vocabulary, extensive lexical knowledge is vital; as McCarthy (1990) states, "no matter how well the student learns grammar or master the sounds, without a wide range of words, meaningful communication in an L2 cannot occur." This perspective is supported by numerous applied linguists, including Allen (1983), Wallace (1988), and Corder, highlighting the fundamental role of vocabulary in effective language use.
Vocabulary is often the least systematized and most neglected aspect of second language learning, despite its crucial importance (Kennedy & Bolitho, 1984) This oversight persists in both English for General Purposes (EGP) and English for Specific Purposes (ESP), across traditional and modern communicative approaches While earlier grammatical syllabuses overlooked vocabulary, even contemporary methods tend to prioritize structures, functions, notions, and communicative strategies over lexical development (Taylor, 1990; Willis, 1990; Dubin & Olshtain, 1986) Addressing vocabulary systematically can enhance language proficiency and communicative effectiveness in both EGP and ESP contexts.
Students must understand the importance of vocabulary, as there is often a tendency to focus mainly on grammar while neglecting lexical development This can be addressed through awareness activities, such as designing two texts from a single passage—one with all content words and another with all structure words—to help students infer the original meaning Research shows that students with access to content words can better guess the passage's topic, highlighting the need to emphasize vocabulary in language learning.
2.1.4 What vocabulary to teach: criteria for selection
When designing language course content, teachers must carefully select vocabulary based on clear criteria linked to course objectives, syllabus design, and learner needs, enabling proper evaluation and justification of vocabulary choices (McCarthy, 1990) Lexis is primarily drawn from notional-functional and grammatical inventories, such as time expressions and prepositions, but is more significantly shaped by thematic content relevant to learners’ interests and backgrounds (Dubin & Olshtain, 1986) While thematic selection enhances engagement and contextual understanding, specific language goals like spelling, pronunciation, or word formation may also require including vocabulary outside the thematic scope to meet targeted skill development.
Teachers' beliefs
Understanding teachers' perceptions of teaching vocabulary is essential, as it falls within the broader domain of teachers' beliefs Exploring this area helps develop a strong theoretical framework for researching teachers' mental lives and instructional practices This section defines teachers' beliefs both generally and specifically within language teaching, ultimately establishing an operational definition of teachers' beliefs relevant to this study.
Defining teachers' beliefs is challenging, as they are a complex construct that is not easily captured or clearly distinguished, according to researchers like Pajares (1992) The concept of teachers' beliefs has been described using various terms, including knowledge, theories, attitudes, metaphors, assumptions, conceptions, and perspectives (Borg), highlighting its multifaceted nature and importance in understanding effective teaching practices.
According to Richardson (1996), a teacher's belief is defined as "a proposition that is accepted as true by the individual holding the belief," highlighting that beliefs are subjective perceptions about various aspects of teaching Unlike factual knowledge, beliefs are considered "judgments of the truth or falsity of a proposition" (Pajares, 1992, p 316), meaning they reflect personal impressions rather than objective facts This study adopts these definitions to explore teachers' beliefs through analyzing their evaluative comments and statements related to specific teaching practices, such as vocabulary instruction, to gain deeper insights into their instructional perspectives.
2.2.2 Research on teachers’ beliefs and teaching practices
Numerous studies have explored how teachers' beliefs impact their classroom practices, revealing that instructional methods are shaped by a complex interplay of various, sometimes conflicting, factors While teachers' beliefs are widely acknowledged as a significant influence on their teaching behaviors, there is often a discrepancy between what teachers profess to believe and their actual classroom practices, personal theories, and pedagogical principles (Borg, 2003).
Correspondence between Beliefs and Practices
A study by Johnson (1992, cited in Richards 1998) identified three distinct methodological beliefs among thirty ESL teachers: a skills-based approach focused on four discrete language skills, a rules-based approach emphasizing the creative manipulation of grammar rules, and a function-based approach centered on real-life communicative abilities Most teachers’ instructional practices aligned with their beliefs, reflecting one of these theoretical orientations Additionally, Woods (1991, cited in Richards 1998) conducted a longitudinal study examining two ESL teachers with different teaching approaches, highlighting the diversity in instructional philosophies within language education.
Teacher beliefs significantly influence instructional practices, as evidenced by two key perspectives: curriculum-based and student-based approaches The curriculum-based teacher primarily designs classroom activities according to predefined curriculum standards, while the student-based teacher considers the specific needs and context of their learners when making instructional decisions Woods' research highlights that teachers’ decisions in planning and executing lessons reflect their underlying beliefs about language, learning, and teaching, demonstrating that these beliefs guide and shape their teaching practices These studies collectively emphasize the strong connection between teachers' beliefs and their instructional approaches.
Discrepancy between Beliefs and Practices
Research shows a complex relationship between teachers' beliefs and their actual classroom practices For instance, Yim (1993, cited in Richards, 1998) found that Singaporean ESL teachers often implemented exam-oriented and structured grammar activities that did not align with their professed communicative language teaching beliefs Borg (2003) notes that external factors such as parental expectations, school policies, curriculum requirements, classroom environment, and resource availability can hinder teachers from practicing their ideal instructional approaches Additionally, Richards and Pennington (1998) observed that newly qualified teachers in Hong Kong, despite receiving training in communicative teaching methods, often struggled to apply these principles due to challenges like large class sizes, unmotivated students, exam pressures, set syllabi, peer influence, students’ low English proficiency, resistance to innovative methods, and heavy workloads, leading to a significant discrepancy between their beliefs and actual practices.
Such factors discourage experimentation and innovation, and encourage a
Teachers often adhere to a “safe” strategy by sticking close to prescribed materials and familiar teaching methods, which naturally leads them to adopt more conservative approaches aligned with the current educational context For example, Chang & Huang (2001), citing Nien (2002), examined Taiwanese high school English teachers' beliefs about Communicative Language Teaching (CLT) and their actual practices, finding that despite holding positive attitudes toward CLT, teachers predominantly used traditional teacher-centered methods due to factors like large class sizes and insufficient school facilities Additionally, limited opportunities for in-service training further hindered teachers from implementing ideal, student-centered instructional practices.
Research on pre-service and novice teachers’ beliefs and practices enhances our understanding of ESL teacher development Johnson (1994) suggests that a limited range of models for teachers and teaching hinders pre-service teachers’ ability to modify their behaviors To address this, Richards (1998) recommends integrating case studies and video materials of expert teachers into teacher education programs, supporting novice teachers in developing stronger pedagogical reasoning skills.
This study adopts Richardson’s (1996) definition of a teacher’s belief as “a proposition that is accepted as true by the individual holding the belief,” aligning with Pajares’ conceptualization Understanding teachers’ beliefs as deeply held propositions influences instructional practices and educational outcomes Recognizing the role of personal beliefs is essential for effective teacher development and professional growth This framework provides a foundation for exploring how educators’ perceptions shape their teaching strategies and student engagement.
In 1992, teachers' beliefs were defined as judgments regarding the truth or falsity of a proposition, highlighting their evaluative nature In this study, teachers' beliefs are examined in relation to their actual classroom behaviors, revealing how personal ideas, thoughts, and judgments about language teaching become explicit through their evaluative statements These beliefs serve as interpretative lenses that influence how teachers approach and implement teaching strategies in the classroom.
Building on the foundational work of Green (1971) and Rokeach (1968), Haney and McArthur (2002) alongside Phipps and Borg (2009) identified a distinction between core and peripheral beliefs Core beliefs are more influential and resistant to change, as their centrality is defined by Rokeach (1968) through the concept of "connectedness." Beliefs that are closely linked to an individual's identity and shared within their community are highly connected, especially if they have been positively experienced or learned through observation Conversely, beliefs about matters of taste tend to be peripheral, as they are less connected to other beliefs and personal experiences.
In the present study, core and peripheral beliefs are identified according to whether such beliefs are enacted in the classroom behaviours (Haney & McArthur,
Core beliefs are defined as those held by teachers that are both expressed verbally and consistently demonstrated through classroom practices In contrast, peripheral beliefs are mentioned by teachers but are not reflected in their actual teaching behaviors Understanding the distinction between these belief types is essential for analyzing teaching methods and their alignment with educational goals.
2.2.3 Teachers’ perceptions of learner difficulty
Teachers’ perceptions of learner difficulty (TPLD) in EFL vocabulary learning significantly influence lesson planning and the feedback provided to students, ultimately shaping learners’ own perceptions of difficulty Tajino’s review of SLA literature highlights that difficulty has traditionally been viewed as a product, with errors serving as indicators of difficulty However, a focus solely on observable errors or successes may hinder a deeper understanding of how students progress along a continuum of language acquisition.
Research indicates that measuring vocabulary knowledge is challenging, emphasizing the need for teachers to focus on both vocabulary learning processes and individual perceptions of difficulty (Read, 2000; Nation, 2001) A shift away from a solely product-oriented approach is driven by recognizing the complex, incremental nature of word knowledge, the influence of the L1 lexicon, and the importance of understanding learning processes (Richards, 1976; Nation, 2001; Laufer, 1997; Swan, 1997; Schmitt, 1997) Incorporating both product and process perspectives enhances understanding of how teachers can effectively support vocabulary acquisition Additionally, individual perceptions of difficulty are subjective and influenced by social psychology theories like attribution theory, which suggests that perceived difficulty impacts motivation and learning outcomes (Weiner, 1980; Hewstone, 1989; Horowitz, 1987; Tajino, 1997; Dornyei & Schmidt, 2001) Exploring teachers' and students' views on vocabulary learning challenges offers valuable insights for maintaining motivation throughout the long-term process of second language vocabulary development, as demonstrated by a study of upper secondary school teachers' perspectives on students' difficulties in learning new words.
2.2.4 Teachers’ perception of vocabulary teaching
Vocabulary, according to Armbruster & Nagy (1992), plays an important part in both reading and content area lessons
Previous studies on vocabulary teaching and learning
Pang, Yee-lam, Elaine (2009) explored teachers' perceptions of effective vocabulary teaching methods through in-depth interviews with four educators, highlighting the significance of building a rich vocabulary Teachers discussed various instructional strategies they have used, identified the most effective approaches, and pointed out less successful methods They also emphasized alternative student-led vocabulary learning techniques outside the classroom, underscoring the importance of diverse practices for enhancing language proficiency.
All teachers agree that vocabulary is essential as it facilitates communication and supports language learning while boosting students' confidence in using English They employ diverse teaching methods, including vocabulary games, worksheets, mind maps, and context-based activities, with teachers highlighting vocabulary games, student-related worksheets, mind maps, and meaning inference as the most effective strategies for vocabulary acquisition.
This study explores students’ perceptions of vocabulary teaching methods, highlighting the importance of a rich vocabulary for language proficiency Through in-depth interviews with four students—three males and one female—they discussed their experiences with various vocabulary learning techniques used in schools The students identified the most effective methods for vocabulary acquisition, as well as those they found less effective, providing valuable insights into instructional practices Additionally, they shared alternative vocabulary learning strategies outside of the classroom, emphasizing the need for diverse and engaging approaches to enhance vocabulary development.
All students agree that a rich vocabulary is essential for effective communication They utilize various vocabulary learning methods at school, such as reading news articles, listening to songs, learning prefixes and suffixes, using word cards, memorizing word lists, watching movies and TV shows, maintaining a vocabulary notebook, and practicing conversations with native speakers Although students have diverse opinions on which method is most effective for vocabulary acquisition, they recognize the importance of combining multiple strategies to enhance their language skills.
Teachers and students generally perceive vocabulary teaching and learning methods positively, recognizing reading English newspapers and books as highly effective strategies Both groups' responses from questionnaires and semi-structured interviews indicate a shared positive attitude towards vocabulary acquisition Teachers employ a variety of methods, with a consensus that inferring meaning from context is the most effective way to teach new words, while dictation is considered less useful Similarly, students have experienced multiple vocabulary learning techniques at school and have identified their preferred methods that help them learn most effectively.
Craig Smith and Akira Tajino's study on "Teachers' Perceptions of Learner Difficulty in Vocabulary Learning" involved a survey of 49 Japanese EFL teachers They found that while there was some agreement on the relative difficulty of certain words, teachers' beliefs were influenced by a wide range of factors, reflecting diverse teaching contexts Teachers perceive vocabulary difficulty both as a process—considering cross-linguistic influences and word frequency—and as a product, with concerns about intralexical challenges This indicates that teacher perceptions of vocabulary difficulty are shaped by multiple, context-specific reasons, emphasizing the complexity of vocabulary teaching in EFL settings.
This research highlights the importance of understanding teachers' and learners' perceptions of the difficulty of vocabulary learning Exploring these perceptions can inform the design of targeted learning tasks that foster motivation Implementing such strategies helps maintain high levels of both learner and teacher engagement, ultimately enhancing vocabulary acquisition and overall language learning effectiveness.
This study emphasizes that understanding which words are easy or difficult to learn is important, but asking "why" behind these difficulties is even more crucial The reasons for a word's ease or complexity—whether actual or perceived—can significantly influence learning and teaching strategies Recognizing the causes of word difficulty helps educators make informed decisions to enhance language acquisition and improve instructional methods.
Lai (2005) identified that teachers prefer various vocabulary learning strategies based on personal experience The most frequently mentioned methods include reading and writing a word repeatedly, engaging in extensive reading, and consulting a dictionary, each cited by five teachers Learning words in context and studying prefixes and suffixes were also popular, each noted by four respondents Additionally, listening to words repeatedly and exploring synonyms and antonyms were considered beneficial by three teachers Other strategies, such as using pictures or maintaining vocabulary notebooks, were less common but still contributed to effective vocabulary acquisition among the surveyed educators.
Brigitta Dóczi (2011) had some conclusions after conducted his study
This pilot study compares vocabulary learning strategies among high school and university students, highlighting key methods such as learning idioms together and note-taking on handouts While students rarely use note-taking when initially discovering new words, it becomes a crucial tool for memorization Common techniques include studying words in a dictionary, verbalizing the word aloud, and associating it with similar L1 words Although 65.5% of students say new words aloud, only 50% focus on pronunciation, and just 15.5% note down the pronunciation, indicating areas for improving pronunciation-focused strategies in vocabulary learning.
Summary
This chapter reviews relevant literature on vocabulary and vocabulary instruction, including teachers' perceptions of teaching vocabulary It also summarizes previous studies on vocabulary learning and teaching methods Notably, no research has been conducted at Nghe An Trading and Tourism Vocational College, where I am teaching, which motivates my decision to explore this area further.
RESEARCH METHODOLOGY
Participants
Seventy students and ten teachers in the Foreign Language Department participated in this study
Students aged 17 to 22 from classes 18D1 and 18D2 at Nghe An Trading and Tourism Vocational College participated in the study, representing various provinces across Vietnam, with the majority coming from Nghe An and Ha Tinh provinces.
25 male and 45 female in two classes Most of them have studied English since 6 th grade; about one fourth of them have studied English since 10 th grade
First-year students at Nghe An Trading and Tourism Vocational College have varying English proficiency levels, despite most having studied English since high school English language skills are crucial for their future careers, emphasizing the importance of enhancing their language competence during their studies.
This study involved female teachers from the Foreign Language Department at Nghe An Trading and Tourism Vocational College All participants are relatively young, with the oldest teacher being 38 years old and the youngest having less experience Their demographic profile provides valuable insights into the teaching dynamics within the institution.
28 years old All of them graduated university and four of them had M.A certificate
Experienced English teachers, each with a minimum of three years of teaching practice, play a vital role in early education At the beginning of each school year, most of these teachers are tasked with instructing first-year students in basic English, laying the foundation for their language learning journey Many students show a strong interest in learning English and actively seek ways to enhance their teaching methods, reflecting a collaborative effort to improve language education.
Sites
The site of this study is in a vocational college which was established in
Founded in 1996 in Cua Lo Town, Nghe An Province, Nghe An Trading and Tourism Vocational College specializes in training students in tourism and commerce As the tourism and service industries grow, the college has seen an increasing number of students choosing these fields To meet this rising demand, the institution continually enhances the quality of education by improving faculty expertise and upgrading facilities All teachers are equipped with laptops for more effective teaching, and most classrooms feature projector systems, making lessons more engaging and convenient.
Rationale of using the survey method
A survey is an essential data collection tool used to gather valuable information about individuals’ opinions, attitudes, values, and evaluations related to specific issues or phenomena In educational research, surveys are widely employed to collect self-report data from participants, making them particularly useful in studying both student and teacher perspectives This study aims to explore first-year college students' and teachers’ perceptions of the challenges in learning and teaching vocabulary, as well as their strategies for improving vocabulary acquisition Utilizing a survey method, specifically a questionnaire, is appropriate due to its cost-effectiveness and ability to quickly collect data from a large sample size The questionnaire serves as the primary instrument for data collection in this study, and its advantages and limitations are discussed to ensure comprehensive understanding.
There are different types of questionnaire Each type is used for a different purpose
A questionnaire is a structured list of written questions designed to gather specific information from respondents It can be completed in two main ways: respondents filling out the questionnaire independently without the researcher present, known as a postal questionnaire, or through other methods such as interviews Postal questionnaires are a common method where participants complete the survey privately and send it back for analysis This approach allows for efficient data collection while minimizing researcher influence, making it an effective tool for survey research.
Secondly, respondents could be asked to complete the questionnaire by verbally responding to questions in the presence of the researcher This variation is called a structured interview
1 Using questionnaire is very practical
2 Questionnaire allows the author to collect large amounts of information from a large number of people in a short period of time and in a relatively cost effective way
3 Can be carried out by the researcher or by any number of people with limited affect to its validity and reliability
4 The results of the questionnaires can usually be quickly and easily quantified by either a researcher or through the use of a software package
5 Can be analyzed more 'scientifically' and objectively than other forms of research
6 When data has been quantified, it can be used to compare and contrast other research and may be used to measure change
7 Positivists believe that quantitative data can be used to create new theories and / or test existing hypotheses
1 It is argued to be inadequate to understand some forms of information - i.e changes of emotions, behavior, feelings etc
2 Phenomenologist states that quantitative research is simply an artificial creation by the researcher, as it is asking only a limited amount of information without explanation
4 There is no way to tell how truthful a respondent is being
5 There is no way of telling how much thought a respondent has put in
6 The respondent may be forgetful or not thinking within the full context of the situation
7 People may read differently into each question and therefore reply based on their own interpretation of the question - i.e what is 'good' to someone may be 'poor' to someone else, therefore there is a level of subjectivity that is not acknowledged
8 There is a level of researcher imposition, meaning that when developing the questionnaire, the researcher is making their own decisions and assumptions as to what is and is not important therefore they may be missing something that is of importance
Quantitative data can be effectively collected by distributing questionnaires with closed questions, allowing respondents to select answers from predefined options This method provides structured, measurable insights while limiting respondents to specific choices rather than open-ended responses Using closed questions in surveys ensures easier data analysis and reliable statistical results, making it a valuable tool for obtaining useful quantitative data.
Qualitative data is collected through open-ended questions that encourage respondents to express their views, feelings, opinions, and suggestions in their own words These questions are carefully designed to elicit detailed, descriptive responses that provide deeper insights into respondents' perspectives This method allows researchers to gain richer, more nuanced understanding of the subject matter, making it valuable for exploring complex attitudes and experiences.
The researcher developed two questionnaires—one for teachers and one for students—comprising both close-ended items and open-ended questions These questionnaires were reviewed and piloted by an experienced researcher and a small group of students to ensure reliability and clarity before their official deployment.
The questionnaire was distributed to teachers during an academic meeting, where the researcher explained the study's purpose and requested their assistance in completing the forms A total of ten questionnaires were collected, representing a 100% response rate.
The researcher introduced her study to the class, explaining its purpose and providing clear instructions on how to complete the questionnaires Students were encouraged to ask questions during the survey process to ensure understanding A total of 70 completed questionnaires were collected, providing valuable data for the research.
Data from teachers and students were organized into separate files and digitized using Microsoft Excel to calculate the percentage of item choices, facilitating efficient analysis For open-ended responses, the researcher carefully reviewed the answers multiple times to interpret their overall meaning before selecting the most relevant extracts for in-depth examination These qualitative insights were then compared and contrasted with the closed-ended item results to identify key similarities and differences, enriching the overall analysis.
Summary
This chapter outlines the research methodology, detailing participant and site information essential for understanding the study's context It explains the rationale behind selecting a survey questionnaire as the primary data collection tool, highlighting its advantages such as efficiency and broad reach, along with potential disadvantages like response bias Additionally, the chapter briefly describes the data collection procedures employed, ensuring transparency and replicability of the research process.