04051001850 tóm tắt nghiên cứu sử dụng sổ tay học tập nhằm nâng cao việc học từ vựng chuyên ngành cho sinh viên năm hai tại khoa du lịch khách sạn Ở một trường cao Đẳng nghề Ở tỉnh phú thọ

04051001850 tóm tắt nghiên cứu sử dụng sổ tay học tập nhằm nâng cao việc học từ vựng chuyên ngành cho sinh viên năm hai tại khoa du lịch khách sạn Ở một trường cao Đẳng nghề Ở tỉnh phú thọ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

LE THI THU TRANG

USING SCRAPBOOKS TO ENHANCE LEARNING ESP VOCABULARY FOR SECOND YEAR STUDENTS AT FACULTY OF TOURISM AND HOTEL IN A VOCATIONAL COLLEGE IN PHU THO PROVINCE: AN

ACTION RESEARCH PROJECT

(Nghiên cứu sử dụng sổ tay học tập nhằm nâng cao việc học từ vựng chuyên ngành cho sinh viên năm hai tại khoa du lịch khách sạn ở một trường cao

đẳng nghề ở tỉnh Phú Thọ)

MINOR PROGRAM THESIS

Field: English Language Teaching Code: 8140231.01

Supervisor: Dr.Nguyen Thi Huong

Hanoi- 2022

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ABSTRACT

This study aimed to investigate the effect of using scrapbooks in enhancing learning ESP vocabulary for second year students at faculty of tourism and hotel in a vocational college in Phu Tho province An action research approach was used in this study The researcher employed pre-test and post-test, and pre-questionnaire and post-questionnaire and teaching diaries to collect data from 20 second year students of the faculty of hotel and tourism at a vocational college in Phu Tho province After collecting data, the researcher would use SPSS software to analyze data The results were shown in descriptive statistics of mean and frequency , and pair sample t-test The findings of results showed that using scrapbooks in learning ESP vocabulary could improve vocabulary retention and students had positive attitudes towards the use of this technique to improve their vocabulary

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CHAPTER 1: INTRODUCTION

This chapter provides the background which explains the current situation of English learning and teaching and the importance of learning students’ ESP vocabulary skills Then, the statement of the problem clarifies the reasons why it is necessary to conduct the study concerning the effect of using scrapbook on learning ESP vocabulary of the second year students at faculty of hotel and tourism in a vocational college Based on the background and rationale of the study, research objectives and questions are derived Lastly, the organization of the thesis is presented

1.1 Rationale of the study

Nowadays, English plays an important role in increasing the development of science, technology, politics, culture, and international relations in Vietnam For that reason, there is

a great demand for teaching and learning English throughout the country for different purposes In the rapidly changing world, teaching English for Specific Purposes (ESP) has become one of the most prominent features of the English teaching process It focuses on using English effectively in specific academic fields such as business, law, medicine, sciences, and tourism, etc In teaching ESP, no one argues that the scope of specialized vocabulary is a primary goal However, up to now, teaching and learning ESP, particularly learning vocabulary has still been far from satisfactory With many similar characteristics and a number of different features in comparison with General English, ESP is viewed as something hard for students to learn

ESP learners have applied different methods to learn vocabulary Among them, using scrapbooks is a learning strategy, which is encouraged to be applied in learning vocabulary Scrapbook is the way that learners keep vocabulary notebooks in which they put in words and knowledge about words that they learned (Schmitt & Schimitt, 1995) Keeping a vocabulary notebook enables learners to take charge of their vocabulary learning Combining with effective dictionary skills, using scrapbooks can assist learners in making them independent in vocabulary learning Moreover, using scrapbooks can enable learners

to learn vocabulary collaboratively and creatively (Deni, Zainal, & Mohamed, 2007)

At a vocational college, especially the faculty of tourism and hotel, learning ESP vocabulary is a challenging job, especially English for chefs Chef-related vocabulary has been considered a difficult and boring subject by many ESP students at the college It takes much time and energy to make progress in this field For ESP teachers, correspondingly, it

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is difficult to get students involved in vocabulary explanation Even if they devote a lot of time to vocabulary learning; the results have been disappointing The question posed for ESP teachers now is how to meet the needs of learners of ESP, especially the need of enhancing their ESP vocabulary through using scrapbooks

For all these reasons, I would like to conduct a research project with the title “Using scrapbooks to enhance learning ESP vocabulary for second year students at faculty of tourism and hotel in a vocational college in Phu Tho province: An action research project” to investigate the use of scrapbooks to improve learners’ ESP vocabulary

1.2 Aims and objectives of the research

This study aims to investigate whether using scrapbooks can enhance learning ESP vocabulary for second year students at the faculty of tourism and hotel, a vocational college

or not

Based on the aims of the research, two objectives of the research are deployed as below:

- To examine the effects of scrapbooks in enhancing students’ ESP vocabulary learning

- To find out the students’ attitudes towards the use of scrapbooks in learning ESP vocabulary;

1.3 Research questions:

Based on the aims and objectives of the research, the following questions are designed to find out the answers to the objectives of the research:

(1) How can scrapbooks enhance ESP vocabulary learning?

(2) What are the students’ attitudes towards the use of scrapbooks in enhancing their

ESP vocabulary learning?

1.4 Research method

Action research was carried out and the research instruments are tests, questionnaires and teaching diaries This approach combined with both quantitative and qualitative methods was employed in this study to analyze the effectiveness of scrapbooks in enhancing vocational college students’ learning of ESP vocabulary and their attitudes towards the use

of this technique in learning ESP vocabulary The researcher purposively chose 20 students for a Chef course in the faculty of Tourism and Hotel at the college Data was collected through pre-test and post-test, questionnaires and teaching diaries After collecting data, SPSS Software 20.0 was used to analyze data

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1.5 Scope of the research

The current research is conducted at the faculty of Tourism and Hotel in a vocational college in Phu Tho province The objectives of the research are to examine the effects of scrapbooks in enhancing students’ learning ESP vocabulary and find out their attitudes towards the use of scrapbooks in learning ESP vocabulary The research will use action research to obtain the research objectives 20 students of a Chef course at the faculty of Tourism and Hotel at a vocational college in Phu Tho will be purposively chosen to take part in the study Three instruments used in this research are pre-test and post-test,pe-questionnaire and post-questionnaire, and teaching diaries The pre-test, post-test and post-questionnaire are used to check the students’ enhancement in learning ESP vocabulary through using scrapbooks; whilst the pre-questionnaires, post-questionnaires and teaching diaries are used to explore the students’ attitudes towards the use of scrapbooks in learning ESP vocabulary The time to conduct the research is in the first semester of the school year 2021-2022

1.6 Statement of the problem

Hornby in Choiriyah (2004, p.313) states, “vocabulary is the total number of the words (with their meaning and with rules for combining them) making up the language” Vocabulary mastery is one of the components to master English The students have the ability in understanding and using the meaning of the words The students not only need to learn a lot of words but also to remember them By mastering a number of vocabularies, the students understand what they hear and read, and they can say what they want to speak and write

According to Larsen and Freeman in Donal (2012, p.78-79), “One of the effective teaching methods is by using the direct method” An example of a direct method is to use scrapbooks in teaching English It is very useful because it will motivate students to know the new words Besides, the use of scrapbooks can help students to choose the words given Teaching and learning vocabulary through using scrapbooks can create a relaxing and motivating atmosphere

The scrapbooks motivate the students to get ideas, information and make the students more interested to study English Indeed, it makes the aim of teaching and learning

be reached The students must improve their vocabulary mastery because they learn and find vocabulary not only in their English books but also in other books There are also some ESP vocabularies that must be known by students Sometimes, the students find it difficult

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to know, understand, and memorize the vocabulary Besides, the students need to repeat vocabulary and work with a word or a phrase many times so that they can remember the new words which had been learned Therefore, I applied scrapbooks to get goals in vocabulary learning process

From these above, it is summarized that scrapbook is one of the alternative and effective media that can be applied to enhance the students’ ESP vocabulary mastery

1.7 Significance of the study:

The current research investigates how scrapbooks can be used to enhance learning ESP vocabulary for second year students at a faculty of tourism, a vocational college The results of the research are expected to contribute to the theoretical framework regarding teaching ESP vocabulary to students, which might help teachers and researchers with interest to find more ways to help students overcome difficulties in learning ESP vocabulary The study can also serve as a source of reference on how scrapbooks can be used for teaching ESP

Besides, the significance of this research stems from the fact that vocabulary plays an important part in teaching and learning ESP This study emphasizes the application of scrapbooks in teaching ESP vocabulary to students

Furthermore, the action program conducted at a vocational college can benefit the development of the “English for chef” course and assist teachers and students in the faculty

in vocational training

1.8 Structure of the research

This research project is divided into five chapters as below:

Chapter 1- Introduction: This part presents the rationale, statement of the problems, research aims and objectives, research question, scope of the research, and significance of the research

Chapter 2- Literature review: in this part, the concepts of vocabulary and scrapbooks are given Moreover, the relationship between scrapbooks and vocabulary learning and teaching is presented to see the influence of scrapbooks on learning which is reviewed by other researchers

In addition, the definition, benefit, and uses of project-based learning through scrapbooks are presented Previous studies are also described at the end of this chapter

Chapter 3-Research methodology: this part presents the methods of the research, the participants, research setting, research instruments, data collection procedures, and data analysis procedures

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Chapter 4-Findings and discussion: This part shows the results of the research

Accordingly, the effects of scrapbooks on enhancing ESP vocabulary are presented at first

Finally, the students’ attitudes towards using scrapbooks are presented later

Chapter 5-Conclusion: this part gives a summary of the findings of the research

limitations, implications, and further research are also presented in this part

CHAPTER 2: LITERATURE REVIEW

This chapter mainly focuses on the theoretical background of the study and also the

brief review of related studies Key terms such as vocabulary and scrapbook were explained

clearly

2.1 Vocabulary

2.1.1 Definition of vocabulary

Vocabulary can be defined as the “word” that people must know in order to

communicate effectively (Neuman & Dwyer, 2009) Hornby (1995) defines vocabulary as

“the total number of words in a language; a list of words with their meanings” However, a

new lexical entry can be more than a single word: for example, post office and

mother-in-law are made up of two or three words but represent a single idea A useful convention is to

include all such cases by talking about the “item” of the vocabulary rather than the “word”

In addition, Edward and Vallette (1997, p.149) defined that “vocabulary is one of the

important factors in all language teaching; students must continually learn words as they

learn the structure and as they practice sound system”

2.1.2 Types of vocabulary

Some researchers divide vocabulary into two categories: active and passive vocabulary

Neuman and Dwyer (2009) stated that there are two kinds of vocabulary, including spoken

words (expressive vocabulary) and listening words (receptive vocabulary) Harmer (1991)

distinguishes between these two lexical types The first type of vocabulary refers to the kind

that the students are taught and are expected to be able to use It is also called receptive

vocabulary Meanwhile, the second word refers to words students will recognize as they

pronounce them, but they probably won’t be able to use It is called productive vocabulary

Receptive vocabularies are words that learners recognize and understand when they are

used in context, but they cannot be created Learners recognize when they see or meet each

other while reading a text; but do not use it in speaking or writing (Stuart, 2008)

2.1.3 Aspects of vocabulary

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Vocabulary knowledge is important for learners to master language learning And the learners need to understand aspects of vocabulary so that they can get language learning acquisition Three significant aspects of vocabulary that both learners and teachers must be aware of and focus on are form, meaning, and usage According to Nation (2001), the form

of vocabulary is shown in pronunciation, spelling, and word parts that make up this particular item like a suffix Nation (2001) also stated that the meaning encompasses the way that forms and meaning work together In other words, the concept and what items it refers to, and the associations that comes to mind when people think about a specific word

or expression The usage means the involvement of the grammatical functions of the word

or phrase, and collocations that normally go with it Nation (2001) presented that vocabulary has both a receptive and productive dimension Consequently, understanding these three aspects of vocabulary is the involvement of 18 different types of lexical knowledge, as shown in table 2.1 below

Table 2.1 Aspects of vocabulary

knowledge

Productive knowledge

Written Word parts

What does the word sound like?

What does the word look like?

What parts are recognizable in this word

How is the word pronounced?

How is the word written and spelled? What word parts are needed to express the meaning?

Meaning form and meaning

concepts and referents

associations

What meaning does this word form signal?

What is included in this concept?

What other words does this make people think of?

What word form can

be used to express this meaning?

What items can the concept refer to? What other words could people use instead of this one?

functions collocations constraints on the use

(Register, frequency,etc )

In what patterns does the word occur?

What words or types

of words occur with this one?

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

In what patterns must people use this word?

What words or types

of words must people use with this one?

Where, when, and how often can people use this word?

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2.1.4 Vocabulary learning

Learning vocabulary is an essential part of learning a foreign language because the meaning of new words is often emphasized, whether in books or in the classroom It is also central to language instruction and is of importance to language learners Recent research shows that vocabulary teaching is difficult because many instructors are not confident in teaching vocabulary and sometimes do not know where to start to focus on learning words (Berne & Blachowicz, 2008)

Schmitt (2000, p 131) emphasizes that “the object of vocabulary learning is to transfer lexical information from short-term memory, where it resides during the process of manipulating language, to permanent long-term memory” In order to develop an ability

to learn new vocabulary, for both general English and technical vocabulary in learning ESP (English for Specific Purposes), the students should become aware of the importance of language learning strategies and be trained to use them appropriately The teachers put a lot

of effort toward helping them to learn vocabulary related to their field of study

2.1.5 The importance of vocabulary in language learning

Vocabulary is one of the domains of language knowledge that plays a large role for learners in acquiring language (Cameron, 2001) Harmon, Wood, and Keser, (2009) as well

as Linse and Nunan (2005) presented that vocabulary development is an important aspect of their language development Although long forgotten, researchers increasingly pay attention

to vocabulary, for example, Carter and McCarthy (1988), Nation (1990), Arnaud and Bejoint (1992), Huckin, Haynes and Coady (1995), Coady and Huckin (1997), and Schmitt (1997, 2000)

2.2 Teaching English For Specific Purpose Vocabulary

2.2.1 ESP definition

Pauline Robinson (1980) states that the term ESP itself has changed its significance during the past years Formerly standing for English for Special Purposes, the term now used by “an increasing number of scholars, practitioners, and institutions” is ESP ESP is thought to suggest special languages, i.e restricted languages, which for many people is only a small part of ESP whereas ESP focuses on the purpose of the learner and refers to the whole range of language resources

According to Strevens (1988), ESP may be worded differently in terms of its definitions But, what is important is that whoever is concerned with ESP should know that ESP is “designed to meet specified needs of learners; related to the content, to particular disciplines, occupations, and activities; and centered on the language appropriate to those activities, in syntax, lexis, discourse, semantic” (Strevens, 1988, p 84)

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2.2.2 ESP Vocabulary

ESP vocabulary can be referred to in the literature by very different names from one study to another These terms include special purpose, specialized, technical, subtechnical, and semi-technical vocabulary In essence, such terms usually refer to the vocabulary of a particular area of study or professional use The range of a word is important in ESP That

is, a specialized word would have a narrow range of use within a particular subject area This means that specialized words are expected to belong to a particular subject area at university or a professional discipline People outside that academic or professional sphere might have some knowledge of this vocabulary but the people inside these areas of language use would be expected to be able to understand and use this language fluently It

is worthwhile keeping in mind; however, that specialized vocabulary does not always mean long Graeco-Latin words or highly technical words that are not used in everyday language Some perfectly ordinary everyday words can carry very specific meanings in particular contexts (Coxhead, 2013, pp.115-116)

2.3 Use Of Project-Based Learning Method In Classroom

2.3.1 Use of PBL method

2.3.1.1 PBL definition

Project-based learning has become popular in teaching and learning foreign languages in many countries around the world; for example in Japanese language classes at California University, San Diego in the United States, in English classes at West Bohemia University, Czech Republic, English classes in Thailand, or business English class in Indonesia, etc In the context of second language teaching, PBL is used equivalent to many different terms such as project work, project method, method project approach, project-oriented approach, project-based instruction or experiential learning

According to Thomas (2000), PBL is a model that organizes learning around projects The projects are complex tasks based on challenging questions or problems that involve students in design, problem-solving, decision making, and investigative activities, that give students opportunities to work relatively autonomously over extended periods of time, and culminate in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997) On the word of Patton (2012), PBL is related to designing, planning and carrying out

an extended project that produces a publicly-exhibited output such as a product, publication

or presentation

2.3.1.2 Procedure of PBL

Patton (2012) provided five steps in the process of conducting PBL in the classroom

as below:

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 The first step- Get an idea

 The second step- Design the project

 The third step-Deal with the project

 The fourth step-Do the project

 The final step-Exhibit the project

2.3.2.3 Benefits of PBL

Project-based teaching has many practical benefits for learners First of all, PBL helps promote self-adjusting learning of the learner in the process of documenting and thinking systematically about learning system PBL helps learners self-control through setting goals, planning and organizing and becoming more inspired in learning Thus, PBL contributes to developing learners’autonomy capacity in learning

2.4 Use Of Scrapbooks As PBL

2.4.1 Definition of Scrapbooks

Widiyanto, Ulfah, and Zia (2018) define that scrapbook is a medium to preserve our memories of unforgettable experiences It can use several themes such as holidays, weddings, graduation, some important occasions Solomon (2008) states scrapbook is a special photo album whose pages are filled not just with writing, memorabilia, and decorations such as stickers, die-cuts, rubber-stamping, and drawing

According to Obando (2019), scrapbooks are the result of a creative process that involves crafting and documenting The process of scrapbooking helps to develop creativity

In the scrapbooking process, people use photographs, clippings, drawings, and personal notes to decorate blank pages The Spruce Crafts (2018) states that people use scrapbooks in order to conserve their memories; it is the process of involving their personal life and creativity

2.4.2 The procedure of teaching ESP vocabulary through scrapbooks

In this research, the treatment applied “Scrapbook” as a medium in teaching ESP vocabulary The treatment used Project Based Learning (PBL) as a learning method Project-based learning is the process of learning where students are responsible for their own learning (Solomon, 2003) Project-based learning asks students to be active participants

in making projects because the student is regarded as the center of knowledge and the teacher as a facilitator It can be inferred that project-based learning gives students opportunities to construct their knowledge and practice their skills through individual or collaborative work

2.4.3 Benefits Of scrapbooks In ESP vocabulary learning

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Students need to learn ways to learn vocabulary One way to do so is by requiring students to keep vocabulary notebooks in which they put in words and knowledge about words that they learnt (Schmitt & Schmitt, 1995) By keeping vocabulary scrapbooks, students will be provided with the opportunity to develop self-management skills, which will involve planning their own learning as well as setting goals for their own vocabulary learning Scrapbooks help students enhance their ESP vocabulary learning, which leads to their progress in studying

CHAPTER 3 RESEARCH METHODOLOGY

In this chapter, a description of the methodology was introduced The researcher presents the rationale for the research design and describes the research setting and participants Then, research instruments are presented with reference to types of instruments Furthermore, how the data are collected and analyzed is also presented in this chapter

3.1 Research methods

This research aimed to investigate the use of scrapbooks in improving second year students’ ESP vocabulary at hotel and tourism at a vocational college and their attitudes towards the application of scrapbooks in learning ESP vocabulary An action research approach was adopted in this research

The action research is a reflective process; so, it can help the researcher explore and examine aspects of learning and teaching vocabulary to take action by which current practices could be changed towards better practice According to Latief (2012, p.145),

“Classroom Action Research aimed at developing an innovative instructional strategy that can help enhance the success in students’ English learning It is also to identify the problematic situation or issue happens then improved the practice immediately”

Action research approach can be developed with one cycle or two cycles However,