ABSTRACT This study investigates the application of lexical semantic relations LSRs to enhance vocabulary use and long-term retention among EFL learners at FPT Polytechnic College in Han
INTRODUCTION
Rationale
Proficiency in vocabulary is essential for language learning, greatly affecting academic success and effective communication (Nation, 2001) Many English as a Foreign Language (EFL) students struggle with vocabulary acquisition and retention, which hampers their language use and academic performance This challenge is especially evident in EFL contexts, where limited exposure to the language outside the classroom hinders the development of a robust vocabulary foundation.
This study investigates the impact of integrating lexical semantic relations—such as synonyms, antonyms, hyponyms, homonyms, polysemes, and metonymy—into vocabulary instruction for EFL students Lexical semantic relations highlight the connections between words based on meaning, enhancing learners' comprehension of word usage nuances (Murphy, 2003) By understanding these relationships, students can better acquire vocabulary, as this framework links new words to their existing knowledge, ultimately improving retention and application in diverse contexts.
This research aims to overcome the limitations of traditional vocabulary instruction, which frequently depends on rote memorization and fails to provide a deep contextual understanding (Laufer, 2003).
This study emphasizes the importance of lexical semantic relations to enhance vocabulary teaching through a dynamic and interactive approach By examining how semantic relationships affect vocabulary acquisition and retention among EFL learners, the research aims to inform teaching strategies that promote more effective and sustainable vocabulary learning (Schmitt, 2000).
In addition, the study aligns with broader educational goals that emphasize fostering autonomy, critical thinking, and lifelong learning skills in students
Equipping EFL students with a comprehensive understanding of word meanings and their interconnections fosters independence, creativity, and adaptability in language learning This foundational knowledge enhances their ability to use language flexibly across diverse contexts, ultimately improving their overall communicative competence.
This study highlights the significance of exploring lexical semantic relations to improve vocabulary acquisition and retention among EFL students By conducting empirical research, the project seeks to enhance language teaching methodologies, ultimately fostering greater linguistic proficiency and communicative competence in real-world contexts for EFL learners.
Aims and objectives of the study
This study aims to investigate the role of lexical semantic relations in improving vocabulary usage and long-term retention among students learning English as a Foreign Language (EFL) It focuses on two main objectives: evaluating the effectiveness of semantic-based techniques on vocabulary development and retention, and examining students’ perceptions of these strategies.
This study aims to explore the impact of lexical semantic relations on the long-term vocabulary retention of EFL learners It focuses on the significance of various semantic relationships, including synonyms, antonyms, homonyms, polysemes, hyponyms, and metonymy, in enhancing students' ability to learn and remember vocabulary effectively.
The second objective is to explore EFL learners' attitudes and beliefs regarding the integration of lexical semantic relations into vocabulary instruction This includes analyzing students' perceptions of the relevance, effectiveness, and practicality of semantic-based methods for vocabulary acquisition.
This study focuses on understanding the impact of lexical-semantic relations in English as a Foreign Language (EFL) vocabulary education and explores learners' attitudes toward innovative teaching methods By providing evidence-based recommendations, the research aims to enhance vocabulary instruction in EFL contexts, ultimately improving vocabulary learning outcomes and enriching student experiences.
Research questions
The research questions that will guide this study are as follows:
1/ To what extend does applying lexical semantic relations affect EFL students' long-term vocabulary retention?
This study explores the impact of using lexical semantic relations in vocabulary instruction on the long-term acquisition and retention of vocabulary among EFL students It aims to determine if teaching word relationships fosters deeper cognitive processing and enhances vocabulary retention compared to conventional memorization techniques.
2/ What are the attitudes of EFL learners towards utilizing lexical semantic relations to enhance their vocabulary use?
This study investigates learners' attitudes and beliefs about integrating lexical semantic relations in vocabulary instruction, complementing quantitative research on vocabulary retention By examining subjective experiences, it seeks to clarify the perceived impact of semantic-based approaches on vocabulary learning outcomes, enhancing our understanding of language acquisition The research aims to advance applied linguistics and EFL education by providing valuable insights into learners' perspectives on semantic-based instruction and its pedagogical effectiveness Ultimately, it addresses the gap between theory and practice, offering guidance for curriculum development and teaching methods to improve the quality and effectiveness of EFL vocabulary training across diverse educational contexts.
Scope of the study
Time Scope: The study was conducted over a period of five months
Space Scope: The study was carried out at FPT Polytechnic College in Hanoi, Vietnam
Content Scope: The thesis focuses on teaching English vocabulary to intermediate students at FPT Polytechnic College, aiming to improve their vocabulary usage and long-term retention.
Methods of the study
The intervention aims to enhance the language learning curriculum by incorporating lexical semantic relations such as synonymy, antonymy, hyponymy, and collocation To achieve this, tailored pedagogical activities and materials will be created to explicitly teach and reinforce these concepts, aiding in vocabulary acquisition The implementation of this intervention will occur over a designated timeframe, with regular sessions integrated into the course syllabus.
Prior to the intervention, participants will take a pre-intervention vocabulary assessment to establish a baseline for their vocabulary knowledge This assessment will include multiple-choice questions, fill-in-the-blank exercises, and short-answer questions to evaluate various aspects of vocabulary knowledge and usage.
During the intervention, data collection will involve observing classroom activities, interactions, and student engagement Additionally, teachers will keep reflective journals to record their experiences, challenges, and successes in applying the intervention strategies.
After the intervention period, participants will take a post-intervention vocabulary assessment to measure the intervention's effectiveness on their long-term vocabulary retention This assessment will mirror the pre-intervention evaluation, featuring a range of tasks designed to assess both vocabulary knowledge and usage.
Participants will be invited to complete surveys to assess their perceptions, attitudes, and experiences related to incorporating lexical semantic relations into vocabulary instruction Additionally, semi-structured interviews will be held with a select group of participants to obtain in-depth insights into their learning experiences and views on the intervention.
The study will utilize statistical methods, including descriptive statistics and inferential tests, to analyze quantitative data from pre- and post-intervention assessments, focusing on changes in vocabulary knowledge and retention Additionally, qualitative data from interviews will undergo thematic analysis to uncover recurring patterns and insights related to learners' attitudes and experiences By triangulating both quantitative and qualitative findings, the research aims to offer a comprehensive understanding of how applying lexical semantic relations influences EFL students' vocabulary usage and long-term retention.
Significant of the study
Vocabulary acquisition is fundamental to language learning, significantly impacting communicative competence and overall proficiency In English as a Foreign Language (EFL) education, developing effective strategies for enhancing vocabulary acquisition and retention is a critical concern for educators and researchers This study aims to tackle this issue by exploring the effectiveness of incorporating lexical semantic relations into teaching methods to improve students' vocabulary usage and retention abilities.
This study enhances the understanding of vocabulary acquisition in second language acquisition (SLA) by exploring the effects of lexical semantic relations—such as synonymy, antonymy, hyponymy, and collocation—on English as a Foreign Language (EFL) learners It aims to clarify the complex dynamics involved in vocabulary learning and seeks to expand current theoretical frameworks by highlighting how these semantic relations contribute to long-term vocabulary retention and usage.
Investigating lexical semantic relations enhances our understanding of vocabulary organization and storage in the mental lexicon, shedding light on how learners perceive, categorize, and retrieve words in their language repertoire (Ellis, 2002) This study also aims to clarify the pedagogical principles and practices essential for effective vocabulary instruction, informing the creation of theoretically based approaches to language teaching and curriculum development.
This study offers valuable insights for language educators, curriculum designers, and policymakers in English as a Foreign Language (EFL) pedagogy By identifying effective strategies for incorporating lexical semantic relations into vocabulary instruction, the research aims to provide educators with practical, evidence-based approaches to improve language teaching effectiveness across various educational settings.
Integrating lexical semantic relations equips educators with effective pedagogical tools to enhance vocabulary learning and deepen lexical processing for students By explicitly teaching the connections between words through semantic relations, teachers can support learners in their vocabulary acquisition and foster the growth of a strong, interconnected lexical network (Nation, 2013).
The study emphasizes the importance of incorporating vocabulary development into language curricula as a key aspect of language proficiency By showcasing the effectiveness of using lexical semantic relations in vocabulary instruction, curriculum designers are encouraged to adopt innovative teaching methods that systematically and explicitly enhance vocabulary knowledge and skills.
This study highlights the crucial role of effective vocabulary instruction in education, emphasizing its impact on language proficiency and overall student development By enhancing communicative competence, critical thinking skills, and cross-cultural understanding, this research underscores the need for educational policies and practices that prioritize vocabulary learning to improve educational outcomes.
By empowering students with a rich and diverse vocabulary repertoire, educators lay the foundation for lifelong language learning and academic success across various domains
The study emphasizes the importance of fostering equity and inclusivity in language education by catering to the varied needs of learners from different linguistic and cultural backgrounds By implementing teaching strategies that focus on vocabulary enhancement and linguistic diversity, educators can cultivate inclusive learning environments that enable students to excel in the multicultural and multilingual contexts of the 21st century.
This study highlights the importance of integrating lexical semantic relations into vocabulary instruction, aiming to enhance our understanding of vocabulary acquisition and inform evidence-based teaching practices By addressing theoretical, practical, and educational aspects, the research promotes equitable language education initiatives and seeks to drive transformative changes in language teaching and learning Ultimately, it empowers learners to become competent and confident users of the English language.
Structure of the study
The first chapter establishes the foundation for the research by discussing the importance of vocabulary acquisition in English as a Foreign Language (EFL) education and the challenges learners encounter It clearly articulates the research questions and objectives, defining the study's scope and aims Furthermore, the chapter outlines the methodology used and emphasizes the research's significance in enhancing EFL teaching practices The introduction concludes with a roadmap for the thesis, summarizing the content of the following chapters.
This chapter offers an in-depth analysis of relevant theories and studies related to the research topic, focusing on crucial concepts in lexical semantics like synonymy, antonymy, hyponymy, and polysemy, which significantly influence vocabulary acquisition It reviews empirical research on vocabulary learning strategies, placing these insights within the context of English as a Foreign Language (EFL) Additionally, the chapter highlights gaps in the current literature and establishes the theoretical framework that supports the study.
Chapter three outlines the research design and methodology employed in the study, highlighting the action research approach utilized for the intervention It details the procedures for data collection and analysis, including participant selection, the design of pre- and post-tests, and the schedule of instructional activities Furthermore, the chapter underscores the validity and reliability of the instruments developed to assess the effectiveness of integrating lexical semantic relations into vocabulary teaching.
This chapter analyzes research results, focusing on quantitative data from pre- and post-tests that show improvements in vocabulary retention Additionally, qualitative data from surveys and interviews reveal learners' perceptions and experiences The discussion situates these findings within the current literature, emphasizing their implications for English as a Foreign Language (EFL) teaching and learning practices.
The final chapter summarizes the key findings and their importance in improving EFL vocabulary acquisition via lexical semantic relations It highlights the practical and theoretical contributions of the study, while also discussing its limitations and recommending avenues for future research The chapter underscores the need for innovative vocabulary instruction methods in various educational contexts.
Each chapter contributes to a cohesive exploration of the research topic, ensuring a systematic approach to understanding and addressing the challenges of vocabulary acquisition in EFL education.
LITERATURE REVIEW
An overview of the lexical semantics
Lexical semantics is a key branch of linguistics that investigates the intricate study of word meanings and their interactions within language It focuses on how individual words convey meaning and relate to one another in the linguistic system By examining the subtle semantic distinctions in lexical items, researchers gain valuable insights into the complex patterns of human language and cognition.
The study of lexical semantics is rooted in the concept of word meaning, which encompasses various aspects and dimensions of semantic content related to lexical items (Cruse, 1986) To fully grasp word meanings, it is essential to analyze both the denotative aspects, referring to the literal meanings of words, and the connotative dimensions, which include the associative, affective, and pragmatic implications that words evoke in specific contexts (Lyons, 1977).
Lexical semantics delves into the complex relationships between words, highlighting their semantic connections Key aspects of this field include synonymy, where words have similar meanings (Miller, 1998); antonymy, which identifies oppositional relationships between words with contrasting meanings (Cruse, 1986); and hyponymy, a hierarchical relationship in which one word (the hyponym) is a subtype of another (the hypernym) (Cruse, 1986; Lyons, 1977).
Lexical semantics delves into polysemy, where words possess various meanings based on context (Cruse, 1986; Geeraerts, 1993) This ambiguity in word meanings presents challenges for language learners and highlights the importance of context in semantic interpretation.
Exploring lexical semantics provides researchers with valuable insights into the intricate cognitive processes involved in human language comprehension and production This field not only enhances our understanding of language structure and meaning but also illuminates the complex interplay between language and cognition The implications of studying lexical semantics are profound, impacting areas such as linguistics, psycholinguistics, computer linguistics, and natural language processing.
The field of logic and linguistics focuses on the study of meaning, with semantics encompassing various branches such as lexical semantics, which examines word meanings and relationships; formal semantics, which delves into the cognitive structure of meaning; and conceptual semantics, which explores logical aspects like sense, reference, implication, and logical form Readers rely on the connections between words to enhance their understanding of texts, and word pairs can combine to form larger groupings of similar terms that can be used interchangeably within a statement A comprehensive understanding of lexical semantic relations is crucial, as they underpin lexical coherence.
Students primarily learn vocabulary through indirect exposure at home and school, including listening, conversations, and reading Research by Cunningham and Stanovich (1998) emphasizes that the quantity of reading significantly contributes to long-term vocabulary growth A strong vocabulary is essential for developing key skills such as reading, listening, speaking, and writing.
Besides, vocabulary focus on literacy teaching and the knowledge of words that contains structure (morphology), use (grammar), meanings (semantics), and links to other words (word/semantic relationships)
Lexical relations explore the connections between word meanings and how they are organized within the lexicon This field examines various types of relationships among lexical items, including homonymy, polysemy, synonymy, antonymy, hyponymy, and metonymy Understanding these relations is essential for grasping the complexities of language and meaning.
Homonymy is a captivating linguistic phenomenon where words share the same spelling and pronunciation but have distinct meanings, leading to semantic ambiguity that can cause confusion in communication This complexity is illustrated through homographs, which are spelled the same but differ in meaning and often pronunciation, and homophones, which sound alike but may differ in spelling and meaning A prime example is the word "bank," which can refer to a financial institution or the side of a river, highlighting the necessity of context for disambiguation The study of homonymy has significant implications for fields like psycholinguistics and cognitive science, providing insights into how individuals process language and resolve ambiguities For English as a Foreign Language (EFL) learners, mastering homonyms requires innovative teaching strategies that leverage context to aid comprehension Overall, understanding homonymy enriches linguistic research and enhances our grasp of language's complexities in various contexts.
Polysemy is a fascinating linguistic phenomenon that highlights the relationship between context, meaning, and the evolution of word senses It refers to words with multiple related meanings, all linked by a central concept, distinguishing them from homonyms, which have unrelated meanings This complexity allows for a deeper exploration of language's dynamic nature and the semantic associations within the lexicon Polysemous words exhibit semantic versatility, with various senses stemming from a core meaning that expands through metaphorical extensions over time An example is the word "foot," which primarily refers to the lower part of the leg but also signifies a unit of measurement, illustrating how related meanings can evolve from a common origin Ultimately, polysemy enhances communication by allowing speakers to express nuanced ideas with a limited vocabulary.
Polysemy, the phenomenon of words with multiple meanings, enhances communication by allowing speakers to convey nuanced concepts through a network of associations This area of study has significant implications across various linguistic fields, such as cognitive linguistics, which explores how the mind organizes polysemous meanings, and psycholinguistics, which examines how individuals process these expressions and resolve lexical ambiguities Historical linguistics reveals the evolution of word senses, showcasing the dynamic nature of language For English as a Foreign Language (EFL) learners, mastering polysemous words involves understanding core concepts and recognizing contextual cues to clarify meanings Effective teaching strategies that emphasize the connections between polysemous senses can aid EFL students in navigating complex semantic networks Ultimately, the study of polysemy enriches linguistic research and pedagogy, offering deeper insights into language comprehension and the intricate ways in which meaning is conveyed.
Synonymy is a fascinating aspect of linguistics that highlights the diversity and flexibility of human language It refers to the semantic connection between words that share similar or identical meanings, known as synonyms These interchangeable terms can be used in various contexts without altering the main intent of a sentence Exploring synonymy provides valuable insights into the complexity of vocabulary and the nuances of meaning in language.
The use of synonyms enhances the expressive power of language, allowing speakers and writers to select from a diverse range of words to accurately convey their messages with stylistic variety By incorporating synonyms, individuals can add depth and nuance to their communication, tailoring their language to fit different contexts.
Synonymy varies significantly among word pairings, with true synonyms—words that share identical meanings in every context—being quite rare across languages Generally, terms that are considered synonymous exhibit a high degree of similarity in meaning, though they often have overlapping definitions and distinct nuances in implications or usage.
Words like "happy" and "joyful" are often considered synonyms as they both convey a positive emotional state However, they vary in intensity and context, providing speakers with options to better align their expressions with their intended feelings.
An overview of vocabulary
Vocabulary is crucial for language acquisition, especially in English as a Foreign Language (EFL) education This section explores the definition of vocabulary and various effective teaching methods that enhance vocabulary acquisition and retention for EFL learners.
In the realm of language learning, vocabulary encompasses the words and phrases that individuals use for effective communication and comprehension (Nation, 2001) It serves as the fundamental building blocks for expressing ideas and engaging in various communicative tasks In the context of this thesis, "vocabulary" refers to the collection of words and expressions that English as a Foreign Language (EFL) learners acquire and utilize Beyond being a crucial component of language proficiency, vocabulary knowledge is a dynamic and multifaceted construct that includes not only the literal meanings of words but also their connotations, nuances, and contextual usage Additionally, vocabulary encompasses collocations, idiomatic expressions, and formulaic language patterns, showcasing the diverse linguistic resources available to proficient language users.
Effective vocabulary instruction is essential for EFL learners to acquire lexical competence Prominent teaching methods include Direct Vocabulary Instruction, which uses systematic presentation of meanings and examples through techniques like word lists and mnemonic devices Contextual Learning emphasizes vocabulary acquisition through authentic language use, promoting incidental learning via rich language input and activities like inferencing Vocabulary Learning Strategies empower learners with cognitive techniques for retention, such as context guessing and self-monitoring Teaching Word Formation and Derivation helps students understand morphological structures, enabling them to decipher unfamiliar words through activities like word puzzles By incorporating diverse and interactive methods, educators create engaging learning experiences that cater to various needs, ultimately enhancing learners' vocabulary, communicative competence, and proficiency in English.
2.3 Interactive Approaches to Vocabulary Learning
Peer-assisted learning strategies encourage students to collaborate in pairs or small groups to enhance their vocabulary skills Through activities like peer teaching, vocabulary quizzes, and collaborative storytelling, students can share knowledge, address uncertainties, and strengthen their understanding via discussion and feedback This engaging method fosters mutual support and collective problem-solving among learners.
Role-playing scenarios enable learners to practice vocabulary in realistic contexts, such as restaurants, job interviews, or travel agencies By acting out dialogues, students effectively use relevant terms to manage various situations This hands-on approach not only improves vocabulary retention but also boosts confidence in spontaneous language use.
Interactive multimedia tools, including interactive videos, online games, and virtual reality (VR) simulations, provide dynamic platforms for vocabulary acquisition These resources enable learners to engage with content meaningfully, whether by identifying objects in virtual settings or tackling language challenges within immersive storylines.
Encouraging students to keep creative vocabulary journals enhances their learning experience by making it more engaging These dynamic journals can feature illustrations, word clouds, thematic categories, and personal anecdotes related to new words This reflective practice not only helps students internalize vocabulary but also personalizes their learning journey.
Engaging learners in group discussions on relevant topics provides a valuable opportunity to actively and contextually use vocabulary By introducing topic-specific word lists and guiding conversations, teachers can promote the effective use of target vocabulary This approach not only enhances critical thinking but also boosts students' confidence in their conversational abilities.
Interactive Question-and-Answer Sessions
Incorporating Q&A sessions that involve students asking and answering questions with target vocabulary enhances active engagement and comprehension By encouraging learners to formulate their own questions from reading materials or thematic word lists, teachers promote creativity and a deeper understanding of vocabulary usage.
Integrating peer collaboration, experiential role-playing, multimedia tools, and discussion-based activities transforms vocabulary learning into an engaging and participatory process These interactive methods support active learning and equip students with practical language skills applicable in diverse contexts.
Theoretical of framework: Lexical semantics and vocabulary acquisition
This study's theoretical framework focuses on lexical semantics and its role in vocabulary acquisition for English as a Foreign Language (EFL) It outlines key concepts that inform the investigation of how semantic structures relate to effective vocabulary teaching methods.
3.1 The Foundations of Lexical Semantics
Lexical semantics is a vital branch of linguistics that explores word meanings and their interrelationships, shedding light on vocabulary structure and its role in communication Key concepts within this field include synonymy, antonymy, hyponymy, polysemy, and lexical fields, which collectively create a network of semantic relationships This network enhances language understanding and promotes deeper cognitive connections among speakers.
Grasping the hierarchical and associative aspects of vocabulary relationships helps learners contextualize new words, facilitating a deeper understanding beyond simple memorization This approach suggests that employing semantic frameworks in vocabulary instruction can significantly improve retention and practical application for learners.
3.2 Vocabulary Acquisition as a Cognitive Process
Vocabulary acquisition is a dynamic cognitive process that combines memory, contextual inference, and semantic associations This study highlights the significance of meaningful interactions with new vocabulary from a cognitive-linguistic perspective By utilizing lexical semantic relations, learners can connect new words to their existing knowledge, which enhances retention and understanding.
Teaching vocabulary through synonyms and antonyms enhances comprehension of nuanced meanings and context-specific applications Additionally, examining polysemy and hyponymy helps learners recognize patterns and hierarchies in language, which promotes adaptability in language usage.
Research has shown that lexical semantics plays a crucial role in vocabulary teaching, with studies indicating that methods such as using synonymous and hyponymous sets can significantly boost EFL learners' retention rates (Sotoudehnama & Soleimanifard, 2013) Additionally, the application of semantic mapping has been found to enhance learners' ability to connect and recall words (Zahedi & Abdi, 2012) These findings highlight the necessity of incorporating semantic relations into teaching practices to improve vocabulary acquisition.
Bak (2012) investigated how semantic relatedness influences vocabulary recall, finding that learners retain words more effectively when they are taught in related groups This research underscores the cognitive advantages of using semantic frameworks for vocabulary instruction, offering evidence-based support for this teaching approach.
3.4 Lexical Semantic Relations in EFL Instruction
The integration of lexical semantic relations into EFL instruction aligns with contemporary pedagogical practices that prioritize active learning and contextualized teaching By leveraging these relationships, educators can:
Enhance learners’ ability to infer meanings from context
Develop semantic networks that support long-term retention
Foster critical thinking and problem-solving through vocabulary analysis
Using semantic maps to visualize word relationships, role-playing activities for contextual vocabulary application, and collaborative tasks to explore lexical fields are effective strategies These methods support the study's objectives of enhancing vocabulary retention and promoting active engagement among learners.
This theoretical framework supports the integration of lexical semantics into vocabulary teaching by highlighting the importance of semantic relationships in enhancing vocabulary instruction It underscores their potential to boost learners' linguistic competence and aids in designing interventions that foster meaningful and lasting learning experiences for EFL students.
The current research supports the study's goals, providing a strong basis for the suggested interventions By anchoring the study in lexical semantics, this framework maintains coherence with the research objectives and enhances the ongoing conversation about innovative practices in EFL education.
Several international studies have delved into the efficacy of various vocabulary learning strategies in EFL contexts
A study by Sotoudehnama and Soleimanifard (2013) explored the effectiveness of various vocabulary teaching methods—specifically synonymous, semantically unrelated, and hyponym sets—on the retention of words by EFL learners The research aimed to assess how these different approaches influenced learners' ability to remember newly acquired vocabulary Findings from this study offer valuable insights into the most effective strategies for vocabulary instruction in EFL contexts, highlighting the significance of semantic relationships between words.
Zahedi and Abdi (2012) investigated the impact of semantic mapping strategies on vocabulary learning among EFL learners Their study demonstrated that employing semantic mapping techniques significantly enhances vocabulary acquisition The findings highlight the effectiveness of semantic mapping as a teaching method, underscoring the necessity of integrating semantic relationships into vocabulary instruction for improved learning outcomes in EFL contexts.
Bak (2012) explored the impact of semantic relatedness on vocabulary recall and retention in EFL learners The research aimed to understand how the relationships between words affect learners' ability to remember and retain vocabulary By focusing on semantic relations in vocabulary instruction, the study sought to identify effective strategies for improving vocabulary learning outcomes The findings underscored the importance of semantic relations in vocabulary acquisition and retention, providing valuable insights for EFL teaching practices.
In Vietnam, localized studies have also investigated vocabulary learning and teaching strategies in EFL settings
Phung and Nguyen (2021) conducted a study published in the TNU Journal of Science and Technology, focusing on high school students' attitudes towards the use of synonym and antonym dictionaries in vocabulary learning Their research revealed students' perceptions of the utility of these dictionaries in enhancing language acquisition By analyzing these attitudes, the study offered valuable insights into the effectiveness of utilizing such resources in the classroom and their influence on vocabulary learning outcomes.
Tran and Dinh (2022) conducted a study published in the International Journal of Social Science and Human Research, focusing on enhancing writing performance among EFL learners through the strategic use of synonyms and antonyms Their research explored how these linguistic tools can improve writing skills, providing valuable insights into effective pedagogical methods for EFL instruction.
Summary
The acquisition of vocabulary is essential for developing linguistic competency in English as a Foreign Language (EFL) learners Effective vocabulary instruction is crucial, with educators employing diverse methods to enhance lexical competence Among these, Direct Vocabulary Instruction is a key approach, emphasizing explicit teaching through systematic presentation of word meanings and examples Techniques such as word lists, semantic maps, and mnemonic devices are used to introduce new vocabulary and improve understanding This structured instruction supports learners in comprehending and retaining vocabulary effectively.
Contextual Learning approaches complement Direct Vocabulary Instruction by facilitating vocabulary acquisition through exposure to authentic language contexts like texts and dialogues This method encourages meaningful language use, leading to incidental vocabulary acquisition and a deeper understanding of word meanings Teachers utilize strategies such as contextual guessing, inferencing, and semantic mapping to help students grasp and retain vocabulary in real-life situations By linking vocabulary to practical scenarios, Contextual Learning enhances learners' ability to apply new words appropriately in context.
Vocabulary Learning Strategies are essential for enabling learners to take charge of their vocabulary development These cognitive and metacognitive techniques improve vocabulary acquisition and retention through various activities, such as inferring word meanings from context, using flashcards for memorization, creating word webs to explore associations, and engaging in self-monitoring of vocabulary use By providing effective strategies, educators promote autonomous and lifelong vocabulary growth, allowing learners to broaden their lexical repertoire and improve their communicative competence.
Word Formation and Derivation is an effective method for teaching vocabulary that emphasizes the morphological structure of words By recognizing common affixes, prefixes, suffixes, and roots, learners can understand unfamiliar words and expand their vocabulary systematically Educators incorporate engaging activities like word puzzles, morpheme analysis, and word-building exercises to enhance morphological awareness and deepen comprehension of word structure and meaning This approach equips learners with the skills to independently analyze and decode new vocabulary, leading to a richer understanding of the English language.
Lexical semantics explores the complex nature of word meanings, highlighting the dynamic interplay between semantics, cognition, and linguistic intricacies It asserts that words are interconnected within a vast semantic network, emphasizing their fluidity and multidimensionality, which challenges traditional static definitions This perspective reveals phenomena such as polysemy, where a single word can have multiple related meanings, and underscores the importance of synonyms and antonyms in understanding language nuances In educational contexts, the principles of lexical semantics significantly enhance vocabulary acquisition and language instruction by promoting immersive and dynamic learning experiences Research indicates that utilizing lexical semantic connections, including synonymy, antonymy, hyponymy, and polysemy, equips learners with cognitive tools to navigate the intricate landscape of word meanings more effectively.
Integrating semantic linkages into instructional design enhances vocabulary acquisition and fosters cognitive engagement, linguistic adaptation, and communicative competence in learners This approach aligns with contemporary language teaching methods that prioritize authentic language contexts and communicative proficiency Ongoing research into the interplay of different lexical semantic linkages across various communication environments and skill levels holds great potential for improving vocabulary instruction and boosting language proficiency among EFL learners.
METHODOLOGY
Research design: Action research
This study utilizes action research, a dynamic and participatory methodology, to enhance vocabulary instruction by integrating lexical semantic relations This approach fosters a continuous cycle of planning, implementation, observation, and reflection, making it well-suited to tackle real-life educational challenges within a college setting in Hanoi, Vietnam.
This study employs action research as its chosen methodology, which effectively integrates lexical semantic links into vocabulary education Grounded in the principles of Kemmis and McTaggart (2005), this approach promotes a dynamic and responsive framework that encourages active involvement from both researchers and participants The participatory nature of action research ensures that the process is reflective and adaptable to the practical needs of education.
Action research is characterized by its collaborative and iterative nature, engaging all stakeholders in the process of identifying problems, implementing solutions, and assessing outcomes This cooperative approach fosters teamwork and shared responsibility, enhancing problem-solving efforts to achieve research objectives For example, in this study, the partnership between researchers and EFL students ensures that interventions are tailored to the learners' specific needs, while also promoting a sense of ownership in their learning journey.
Action research's iterative cycle of planning, acting, observing, and reflecting fosters continuous improvement in teaching strategies This structured approach enables educators to make informed adjustments based on real-time feedback and outcomes Such adaptability is essential for effectively integrating complex concepts, such as lexical semantic relations, into vocabulary education, allowing for the refinement of methods to enhance overall effectiveness.
Action research is ideal for this study as it focuses on the specific educational environment of a college in Hanoi, targeting EFL students who seek to enhance their vocabulary acquisition and retention This methodology offers customized solutions that effectively address the unique challenges faced by these learners, ensuring that the findings are both academically significant and practically applicable in similar educational settings.
Action research is characterized by its collaborative, iterative, and context-sensitive nature, making it ideal for this study This methodology promotes active participation and ongoing improvement, aligning seamlessly with the study's objective of enhancing vocabulary instruction through the integration of lexical semantic relations.
Descriptive of the tests
This thesis presents an action research study focused on a cyclical approach to enhance vocabulary use and long-term retention among English as a Foreign Language (EFL) students in a college in Hanoi The initial phase identifies the research problem, highlighting the necessity to improve vocabulary acquisition and retention for EFL learners This identification is supported by a thorough literature review, needs assessments, and an analysis of specific areas needing improvement in vocabulary instruction within the educational setting.
After identifying the problem, the intervention involved designing instructional strategies that incorporate various lexical semantic relations such as synonymy, antonymy, hyponymy, and polysemy This planning phase included establishing clear learning objectives, selecting suitable instructional materials, and creating pre- and post-tests to effectively measure students' vocabulary growth The intervention was then implemented in the classroom, focusing on lesson delivery, engaging students in vocabulary activities, and providing support and feedback to enhance their learning experience.
During the intervention period, systematic data collection is conducted to evaluate the impact of instructional strategies on students' vocabulary use and retention This process includes administering pre and post-tests, observing classroom interactions, and gathering feedback from students and instructors After data collection, a comprehensive analysis is performed to assess the intervention's effectiveness in achieving its goals, utilizing statistical techniques to compare test scores, qualitative analysis of observational data, and thematic analysis of student feedback.
The researcher conducts a critical reflection on data analysis findings to assess the strengths and weaknesses of the intervention, focusing on the effectiveness of instructional strategies and identifying factors that influence outcomes This reflective practice informs necessary adjustments, which may include revising lesson plans, adapting teaching methods, or enhancing student support The impact of these modifications is then evaluated, promoting ongoing improvement and refinement of instructional strategies in a continuous action research cycle.
Ensuring the validity and reliability of pre and post-tests is crucial for accurately measuring the impact of interventions on EFL students' vocabulary use and retention Validity focuses on whether the tests effectively measure the intended constructs, making it essential for test items to align closely with the learning objectives and content of the intervention This alignment is key to accurately assessing the vocabulary knowledge and retention that the intervention aims to improve.
Reliability is defined as the consistency of test results across different administrations and over time To improve reliability, it is essential that test items are clear, unambiguous, and unbiased Conducting pilot tests can help identify potential issues and ensure consistent outcomes Additionally, utilizing established vocabulary assessment tools or validated test banks can further enhance test reliability.
To effectively evaluate students' vocabulary knowledge and retention, tests must include a representative sample of targeted vocabulary, such as synonyms, antonyms, hyponyms, and polysemy Incorporating a diverse range of relevant vocabulary items encountered in EFL coursework ensures comprehensive coverage, allowing researchers to accurately assess students' language proficiency.
The difficulty of test items for EFL students must align with their proficiency levels, incorporating a blend of easy, moderate, and challenging vocabulary to effectively evaluate their skills Furthermore, test formats can differ—ranging from multiple-choice and fill-in-the-blank to matching and short-answer questions—tailored to the specific learning objectives and the type of vocabulary being assessed.
Establishing a reasonable time limit for tests is essential to give students adequate time to respond without feeling rushed, with the limit based on the test's length and complexity Additionally, clear and consistent scoring criteria should be implemented, including point assignments for correct answers, deductions for incorrect ones, and partial credit for partially correct responses A pre-test should be conducted before the intervention to assess students' vocabulary knowledge, while a post-test should follow to evaluate changes in vocabulary use and retention Using the same test items for both assessments allows for a direct comparison of student performance Finally, ethical considerations such as obtaining informed consent, ensuring confidentiality of results, and providing feedback must be prioritized throughout the testing process.
The pre-test was conducted to assess the proficiency levels of students, selected based on criteria established by the institute to match the participants' abilities.
Approximately 20 words are selected for this purpose, aiming to provide a nuanced understanding of students' self-reported vocabulary knowledge and awareness This information serves as a foundation for tailored instruction, ensuring subsequent interventions align with students' perceived levels of familiarity and understanding Following the pre-test, the post-test is administered to evaluate different aspects of vocabulary retention and application The Long-Term Retention Post-Test, designed to assess vocabulary retention over an extended period This test employs a mixture of question formats, including multiple-choice, fill-in-the-blank, and matching The purpose here is to determine the sustained impact of applying lexical semantic relations on students' long-term retention of vocabulary
The assessment scoring and analysis utilize both quantitative and qualitative methods to evaluate student performance Quantitative analysis involves comparing pre-test and post-test scores to measure growth and retention, employing statistical methods such as t-tests to identify significant changes In contrast, qualitative analysis focuses on examining written responses in post-tests to gauge students' understanding and application of concepts Additionally, feedback sessions and interviews enhance the quantitative data by capturing students' perceptions and experiences, providing a comprehensive view of their learning outcomes.
The integration of pre-test and post-test assessments offers valuable insights into students' baseline knowledge, the effects of experimental interventions, and the long-term retention of vocabulary This method is instrumental in evaluating the effectiveness of using lexical semantic relations in vocabulary teaching, ultimately guiding future instructional strategies.
The following table demonstrates the teaching schedule for 4 units:
Introduction to Hotel Vocabulary Presentation
Introduction to Driving Vocabulary Presentation
Vocabulary teaching Multiple-Choice Questions Quiz
Simulated Driving Scenarios Interactive activities
Introduction to Personal Care Vocabulary Presentation
Vocabulary teaching Fill-in-the-Blank Exercises Peer review
Role-playing Grooming Routines Interactive activities
Introduction to Nutrition Vocabulary Presentation
Vocabulary teaching Vocabulary Quizzes Group activities Discussions
Planning and Preparing a Balanced Meal Discussion
Table 1: Teaching schedule for 4 units
The teaching schedule for four units—Staying in Hotels, Cars and Driving, Personal Care and Appearance, and Eating Well—spans three days for each unit, featuring specific daily activities On the first day, students are introduced to essential vocabulary through presentations and discussions, such as hotel-related terms in Unit 3 and car-related vocabulary in Unit 4 These introductory sessions establish a solid foundation for the learning activities that follow.
On the second day, vocabulary instruction is enhanced through interactive exercises designed to deepen understanding In Unit 3, students participate in vocabulary activities, including group discussions and exercises, to strengthen their knowledge of hotel-related terms Likewise, Unit 4 utilizes multiple-choice questions and quizzes to evaluate students' comprehension and retention of the material.
Participants
Participant selection and the sampling process are crucial elements of any empirical study, including this action research focused on integrating lexical semantic relations into vocabulary education This section explores the complexities involved in choosing participants and justifying the sampling technique, emphasizing the significance of these choices within the research framework.
The study involves 60 English as a Foreign Language (EFL) students from FPT Polytechnic College in Hanoi, Vietnam, a vibrant city with a growing interest in English learning, highlighting its global significance (Bao, 2019) Integrating EFL students into a college setting is advantageous, as these learners possess diverse language proficiencies and academic backgrounds, making them an ideal group for investigating vocabulary retention strategies (Yao, 2017).
The collegiate environment fosters a diverse learning community, encompassing individuals with varying levels of English proficiency, language learning experiences, and sociocultural backgrounds This diversity enriches the study by incorporating a wide range of perspectives and responses to the intervention (Creswell, 2014) It aligns with the action research tradition, which emphasizes the involvement of stakeholders in the research process and recognizes learners as active contributors to educational knowledge (Burns, 2010).
1 English Proficiency Level: Students are basic proficiency levels were included to guarantee that participants exhibit a sufficient degree of English ability to participate effectively with vocabulary education This range thoroughly investigates language retention mechanisms across different competency levels
2 Willingness to Participate: Participation in this action research project is optional Only students who desired to engage in the study process and attend the vocabulary education sessions were included
3 Diversity: Efforts were made to include people with varied sociocultural origins and language learning experiences, reflecting the heterogeneous dynamics of the college's student community
4 Consent: Informed consent was acquired from all participants, stressing their engagement's voluntary and confidential nature
Purposive sampling is an essential aspect of action research, emphasizing participant involvement in the study process This method can yield valuable insights into the effectiveness of interventions, as highlighted by Kemmis and McTaggart (2005).
In conclusion, the selection of participants and the use of purposive sampling strategies are essential elements of the research design in this action study By including EFL students with diverse backgrounds and varying skill levels who are actively participating in vocabulary instruction, the study aims to comprehensively examine the impact of integrating lexical semantic connections on vocabulary retention within a real-world educational context.
Instrument
This thesis focuses on data instrumentation designed to collect quantitative data for evaluating the effectiveness of incorporating lexical semantic relations into English as a Foreign Language (EFL) vocabulary instruction The analysis of the gathered data will be conducted using SPSS (Statistical Package for the Social Sciences) to determine the intervention's impact on students' vocabulary acquisition and retention.
To effectively assess the impact of the intervention, a variety of data collection tools will be used, including pre and post-tests and observational checklists The pre and post-tests will evaluate students' vocabulary knowledge before and after the intervention, ensuring alignment with the instructional content (Brown, 2015) Additionally, observational checklists will be employed to track student engagement and behavior throughout the intervention sessions (Lee & Chang, 2020).
Interviews will be conducted with chosen participants to collect qualitative data on their experiences with the intervention Using semi-structured interviews will facilitate a thorough examination of participants' perceptions, insights, and challenges regarding vocabulary acquisition and the effects of integrating lexical semantic relations This qualitative information will enhance the quantitative data obtained from tests and observational checklists, offering a comprehensive understanding of the intervention's impact.
The data collection process starts with a pre-test to establish baseline vocabulary knowledge among students before the intervention During the intervention, observational data will be gathered using checklists for each session Finally, a post-test will be conducted after the intervention to assess any changes in students' vocabulary knowledge and retention (Johnson & Smith, 2021).
A comprehensive data analysis plan is established, incorporating descriptive analysis, paired samples t-tests, correlation analysis, and qualitative analysis Descriptive statistics will summarize demographic and observational data, while paired samples t-tests will evaluate changes in students' vocabulary knowledge by comparing pre-test and post-test scores Correlation analysis will investigate relationships between variables, and qualitative analysis will focus on interview transcripts to uncover common themes (Smith, 2020).
Ethical considerations in research involve securing informed consent from participants, maintaining data confidentiality, and conducting debriefing sessions post-study Informed consent forms detail the study's purpose and methods, while anonymizing data safeguards participants' privacy Debriefing sessions are essential to inform participants about the study's objectives and findings (Brown & Johnson, 2018).
The data instrumentation plan details the methods for gathering and analyzing both quantitative and qualitative data to assess the effectiveness of integrating lexical semantic relations into English as a Foreign Language (EFL) vocabulary instruction Employing SPSS for quantitative analysis alongside qualitative approaches like interviews, the study seeks to deliver in-depth insights into the intervention's influence on students' vocabulary acquisition and retention, thereby enriching the landscape of language education research (Anderson et al., 2019).
Data collection
The study aimed to evaluate the impact of applying lexical semantic relations on vocabulary retention among EFL students at FPT Polytechnic through a comprehensive data collection process that included both quantitative and qualitative measures A key component of this process was the pre-test phase, which was essential for determining the baseline proficiency levels of the participants.
The Pre-Test Administration phase engaged 60 voluntary EFL students from FPT Polytechnic, who were fully informed about the study and provided consent prior to participation A standardized exam was utilized as the assessment tool, measuring English proficiency in listening, speaking, reading, and writing skills Participants' performances were evaluated across these areas, with calculations of mean and standard deviation conducted to analyze the central tendency and variability of the pre-test scores.
After the pre-test, participants received personalized feedback that emphasized their strengths and areas needing improvement They were encouraged to reflect on their pre-test experiences, providing qualitative insights into their perceived challenges Based on the analysis of the pre-test results, targeted interventions were developed to tackle identified difficulties and improve language proficiency.
In preparation for the Post-Test phase, a suitable instrument was chosen to evaluate the impact of the lexical semantic relations intervention on vocabulary learning and retention Participants will engage in a focused intervention that applies lexical semantic relations to enhance their vocabulary skills Following this, post-test scores will be analyzed to measure improvements and assess the intervention's effectiveness, consistent with the pre-test evaluation approach.
The thorough data collection process allows for a clear assessment of participants' initial proficiency levels through a pre-test, enabling focused interventions and effective evaluation of the lexical semantic relations approach in the subsequent post-test.
Procedure
In the initial phase of the intervention, EFL students receive a comprehensive introduction to lexical semantic relations, focusing on key concepts such as synonymy, antonymy, hyponymy, and polysemy Through interactive discussions, multimedia resources, and illustrative examples, students gain a clear understanding of the nuanced relationships between words and their meanings This foundational knowledge serves as a crucial basis for future learning activities.
The intervention focuses on enhancing vocabulary instruction through the integration of synonymy and antonymy It features detailed lesson plans designed to create structured learning experiences, utilizing diverse instructional strategies to actively engage students These strategies encompass guided discussions, vocabulary games, and contextualized exercises, all aimed at reinforcing students' understanding and application of synonym and antonym word pairs.
In subsequent sessions, students explore hyponymy and polysemy, examining the hierarchical and multi-meaning relationships among words Through a scaffolded approach, they engage in activities that categorize words based on hyponymic relationships and identify the various senses of polysemous words in different contexts Interactive exercises, collaborative tasks, and multimedia resources are utilized to boost student engagement and enhance conceptual understanding.
During the intervention, students are offered numerous opportunities to practice and apply lexical semantic relations, enhancing their learning and proficiency Activities include crafting sentences with synonyms, antonyms, hyponyms, and polysemous words, as well as engaging in role-plays, scenario-based tasks, and collaborative projects The focus is on real-world application, motivating students to utilize their acquired knowledge in genuine language use contexts.
To enhance intervention effectiveness, both formative and summative assessment strategies are utilized to track student progress and assess learning outcomes Formative methods, like quizzes, classroom discussions, and peer feedback, offer continuous insights and highlight areas needing improvement Meanwhile, summative assessments, such as pre- and post-tests, evaluate students' vocabulary growth and retention throughout the intervention.
The intervention culminates in a reflection and evaluation session, where students share their learning experiences and assess the effectiveness of the instructional strategies used This feedback is crucial for enhancing future interventions and improving teaching practices Ultimately, the aim is to empower EFL students with the knowledge, skills, and confidence needed to effectively navigate the complexities of language use by strategically applying lexical semantic relations.
Data analysis
This action research project employs data analysis methodologies to thoroughly evaluate the impact of integrating lexical semantic connections into vocabulary instruction on both short-term and long-term vocabulary retention, along with students' experiences and perceptions To achieve a comprehensive understanding of the research goals, the study utilizes a blend of quantitative and qualitative data analysis techniques.
Descriptive Statistics and Inferential Statistics
Descriptive statistics are essential for evaluating the immediate effects of an intervention on vocabulary retention By calculating mean scores and standard deviations for pre-test and post-test results, we can effectively compare participants' vocabulary proficiency before and after the educational intervention This analysis offers valuable insights into the extent and direction of vocabulary knowledge development (Creswell, 2014).
Inferential statistics are utilized to assess significant differences in vocabulary retention between traditional methods and lexical-semantic relations techniques By using paired-sample t-tests, researchers can determine if the differences in vocabulary scores are due to random chance or if they reflect meaningful improvements from the instructional intervention This statistical method offers a solid foundation for evaluating the effectiveness of the new teaching strategy (Creswell, 2014).
Thematic analysis is a method employed to analyze qualitative data gathered from classroom observations and focus group interviews This approach focuses on identifying, assessing, and presenting patterns or themes within the qualitative data (Braun & Clarke, 2006).
Thematic analysis allows for a detailed exploration of recurring themes related to students' experiences and perceptions of vocabulary education methods By employing an iterative coding process and developing themes, researchers can extract valuable insights from qualitative data, highlighting the essential characteristics of the study (Braun & Clarke, 2006).
Triangulation is an essential method for analyzing both quantitative and qualitative data, significantly improving the validity and reliability of research findings (Denzin, 1978) By integrating diverse data sources and methodologies, it reinforces conclusions with multiple lines of evidence This study employs triangulation by cross-referencing quantitative results, such as vocabulary score changes, with qualitative insights from student experiences, thereby strengthening the overall robustness of the research (Creswell, 2014).
The integration of quantitative and qualitative data analysis in this action research project offers a comprehensive understanding of how lexical semantic linkages in vocabulary training impact both immediate and long-term vocabulary retention, as well as students' perceptions and experiences This rigorous methodology aligns with the action research tradition, emphasizing an in-depth investigation within a realistic educational context By combining these analytical approaches, the study aims to provide nuanced insights into the effects of introducing lexical semantic connections on vocabulary education.
Summary
This thesis project investigates how incorporating lexical semantic connections into vocabulary instruction affects both short-term and long-term retention among EFL students at FPT Polytechnic College in Hanoi, Vietnam The vibrant metropolitan setting of Hanoi serves as an ideal backdrop for this study, reflecting a burgeoning interest in effective language education strategies.
The global importance of the English language in modern culture is highlighted in English language learning (Bao, 2019) This study focuses on college-level EFL students, leveraging their diverse language skills and intellectual backgrounds, which are characteristic of higher education language learners (Yao, 2017).
The study involved 60 volunteer EFL students from FPT Polytechnic College, selected through purposive sampling to ensure a diverse and representative sample Inclusion criteria included intermediate to advanced English proficiency, willingness to participate, and varied sociocultural backgrounds and language learning experiences This approach aligns with the action research tradition as outlined by Kemmis & McTaggart (2005).
The data collection process began with pre-tests to determine baseline proficiency levels, followed by tailored feedback and targeted interventions aimed at improving language skills A post-test was then conducted to evaluate the effectiveness of the lexical semantic relations intervention on vocabulary retention The analysis utilized both quantitative and qualitative methods to assess the outcomes.
The study employed quantitative data analysis, utilizing descriptive statistics to measure the immediate impact of the intervention and inferential statistics to identify significant variations in vocabulary retention Additionally, qualitative data analysis through thematic analysis of classroom observations and focus group interviews uncovered recurring themes related to students' experiences and perceptions of vocabulary education methods By triangulating findings from both quantitative and qualitative analyses, the study enhanced its validity and reliability, offering a comprehensive understanding of the intervention's effects (Creswell, 2014; Braun & Clarke, 2006).
In summary, this research design highlights the significance of purposive sampling strategies and participant integration to gain valuable insights into intervention success By engaging EFL students from varied backgrounds and skill levels in practical educational contexts, the study seeks to deliver a thorough evaluation of how lexical semantic connections impact vocabulary retention.