Luận văn applying metacognitive strategies in learning vocabulary for in service students at hanoi university of language and international studies vietnam national university an action research

The study aims at finding answers to the two questions + What arc the most and Icast ficquently used metacognitive vocabulary learning strategies by in-service English students?. Scope

VIETNAM NATIONAL URTVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

UNIVERSITY: AN ACTION RESEARCH

(Một nghiên cứu cải tiễn về việc áp dụng các thú thuật siêu

nhận thức trong việc học từ vựng của sinh viên Tại chức trường

Đại học Ngoại Ngữ - Đại học Quốc gia Hà Nội)

M.A Minor Programme Thesis

Field: English Teaching Methodology

Code: 60 14 10 Cohort: MA 16

HANOI, 2010

'VIETNAM NATIGNAIT UXTVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

UNIVERSITY: AN ACTION RESEARCH

(Một nghiên cứu cải tiễn về việc áp đụng các thủ thuật siêu

nhận thức trong việc học từ vựng của sinh viên Tại chức trường

Đại học Ngoại Ngữ - Đại học Quốc gia Hà Nội)

M.A Minor Programme Thesis

Field: English Teaching Methadology

Code: 60 14 10 Cohort: MA 16

Supervisor: Phan Thi Van Quyén, MA

HANOI, 2010

L1 Background ta the study

L.2 Aims of the study

L3 Scope of the study

L4, Methods of the study

LS Organization of the study

1.13 The role of vocabulary learning

1.1.4 Factars gecine vocabilary learting

L141 intralexical facfors

1.4.4.2 Individual and social factors

1.2 Vocabulary learning strategies (VL)

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

APPENDIX 1: PRE-TRAINING QUESTIONNAIRI

APPENDIX 2: PRE-TRAINING QUESTIONNAIRE

APPENDIX 3: PRE-TEST VOCABULARY

APPENDIX 4: POST-TEST YOCARULARY

APPENDIX 5: PRE-TEST VOCABULARY ANSWERS KFY

APPENDIX 6: POST-TEST VOCABULARY ANSWERS KEY

Xv

XVI

LIST OF TABLES AND FIGURES

Table

Table 1.1 Intralexical factors that affect VL

Table 2.1 Organization of the questionnaires

Pre-training and post-training questionnaire results

LS Organization of the study

‘The minor study will be divided into three parts namely Introduetion, Development and Conclusion, Parl two includes 3 chaplers: Tilerature Review, Methodology, Data analysis and major findings

In the first part, the reasons that tigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented,

‘To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducied and a subsal of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identity the problems and give inspirations for carrying out the research

Chapter two is the main section which deals with the process of this action research

on Metacognitive vocabulary Icarning, strategics It presents the methodology for the study and the procedure to carry out the research,

Inthe next chapter, the results of the analysis are presented and discussed,

Part three takes a closcr look at what the previous chapters discuss before and to

my limited knowledge and experience, recommendations for some applications that in some way be useful for further falure study or research on the same problem will be

LS Organization of the study

‘The minor study will be divided into three parts namely Introduetion, Development and Conclusion, Parl two includes 3 chaplers: Tilerature Review, Methodology, Data analysis and major findings

In the first part, the reasons that tigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented,

‘To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducied and a subsal of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identity the problems and give inspirations for carrying out the research

Chapter two is the main section which deals with the process of this action research

on Metacognitive vocabulary Icarning, strategics It presents the methodology for the study and the procedure to carry out the research,

Inthe next chapter, the results of the analysis are presented and discussed,

Part three takes a closcr look at what the previous chapters discuss before and to

my limited knowledge and experience, recommendations for some applications that in some way be useful for further falure study or research on the same problem will be

LIST OF TABLES AND FIGURES

Table

Table 1.1 Intralexical factors that affect VL

Table 2.1 Organization of the questionnaires

Pre-training and post-training questionnaire results

3.1 Questionnalre data analysis

3.1.1 The pre-training questionnaire results

3.13, The post-training questionnaire results

3.L3 Pre-training and post-training questionnaire results

3.1.4, Discussion of the pre-training and post-training questionnaire resus

3.2 Pre- and Post- test data analysis

3.2.4, The prectest and posttest TEHN cà cà nen nhe nen

3.2.2, Discussion of the pre-test and post-test restltS 0 we wene on

APPENDIX 1: PRE-TRAINING QUESTIONNAIRI

APPENDIX 2: PRE-TRAINING QUESTIONNAIRE

APPENDIX 3: PRE-TEST VOCABULARY

APPENDIX 4: POST-TEST YOCARULARY

APPENDIX 5: PRE-TEST VOCABULARY ANSWERS KFY

APPENDIX 6: POST-TEST VOCABULARY ANSWERS KEY

Xv

XVI

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

LIST OF TABLES AND FIGURES

Table

Table 1.1 Intralexical factors that affect VL

Table 2.1 Organization of the questionnaires

Pre-training and post-training questionnaire results

PART I: INTRODUCTION This part helps to provide the background as well as the context for the study, Background

to the study, aims, scope, methods, and organization of the study will be discussed in details in this section

L1 Background to the study

‘The wide use of English as an international language in different fields of life makes the leaching and tearning of Hinglish gain great momentum, Towever, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far

from the learner-cent srod approach Tn order ta mesh the economic and social demands of modern society, English teachers need to pay attention to the development of learners` competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary

This is particularly truc of vocabulary

The quotation of Wilkins (1974) ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in captring a Tenguage as well Tho importance of vocabulary was also mentioned by Vermeer (1992, p.147) ‘Knowing words is the key to understanding and being understood

‘The bulk of leaming a new language consists of learning new words, Grammatical Knowledge does nol make far great profi sney im a language’, In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology

Moreover, most work in the area of vocabulary so far has been concemed not with lexical meaning as such, but with management of voeahulary learning: how 10 reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies thal work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings, It is the inadequate teaching of vocabulary Firstly,

APPENDIX 1: PRE-TRAINING QUESTIONNAIRI

APPENDIX 2: PRE-TRAINING QUESTIONNAIRE

APPENDIX 3: PRE-TEST VOCABULARY

APPENDIX 4: POST-TEST YOCARULARY

APPENDIX 5: PRE-TEST VOCABULARY ANSWERS KFY

APPENDIX 6: POST-TEST VOCABULARY ANSWERS KEY

Xv

XVI

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

APPENDIX 1: PRE-TRAINING QUESTIONNAIRI

APPENDIX 2: PRE-TRAINING QUESTIONNAIRE

APPENDIX 3: PRE-TEST VOCABULARY

APPENDIX 4: POST-TEST YOCARULARY

APPENDIX 5: PRE-TEST VOCABULARY ANSWERS KFY

APPENDIX 6: POST-TEST VOCABULARY ANSWERS KEY

Xv

XVI

3.1 Questionnalre data analysis

3.1.1 The pre-training questionnaire results

3.13, The post-training questionnaire results

3.L3 Pre-training and post-training questionnaire results

3.1.4, Discussion of the pre-training and post-training questionnaire resus

3.2 Pre- and Post- test data analysis

3.2.4, The prectest and posttest TEHN cà cà nen nhe nen

3.2.2, Discussion of the pre-test and post-test restltS 0 we wene on

grammatical knowledge is offen firstly focused In other words, little attention has been given to vocabulary tcaching so far In Vietnam, ‘handicapped? voeabulary is the torr that should be used to deseribe current situation of leaming, Students are just provided with words’ meanings rather than be explained the usage ot be trained how to lear effectively This a fact (hat in spile of the efforts in learning new vocabulary items such as using Nash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of wards, vocabulary is by far the most sivable and wonanageable component far language Tsarners,

The amswer to the problem of vocabulary is applying vocabulary learning stralggies

in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue

of vocabulary strategy learning by applying metacognitive strategies Tt aims at exploring

what lics behind this phcnomenon and cxamines the effsctiveness of application,

2 Aims of the study

The purpose of this study is to cxamine the cfifvets of metacognitive strategies on

by students’ vocabulary acquisition, then help them to save the time and effort in ther vocatnlary leaning process The study aims at finding answers to the two questions

+ What arc the most and Icast ficquently used metacognitive vocabulary learning

strategies by in-service English students?

= How do motacognitiv strategies help studamts take progress in their voeabulary

acquisition?

L3 Scope of the study

To investigale the vocabulary learning stratogics employed lo tear new words, the study focuses on in-service English students who do not have much time invested in learning and find out ways that could help improve their vocainlary learning

‘This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi Universily of Languages aud International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are

LIST OF TABLES AND FIGURES

Table

Table 1.1 Intralexical factors that affect VL

Table 2.1 Organization of the questionnaires

Pre-training and post-training questionnaire results

LS Organization of the study

‘The minor study will be divided into three parts namely Introduetion, Development and Conclusion, Parl two includes 3 chaplers: Tilerature Review, Methodology, Data analysis and major findings

In the first part, the reasons that tigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented,

‘To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducied and a subsal of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identity the problems and give inspirations for carrying out the research

Chapter two is the main section which deals with the process of this action research

on Metacognitive vocabulary Icarning, strategics It presents the methodology for the study and the procedure to carry out the research,

Inthe next chapter, the results of the analysis are presented and discussed,

Part three takes a closcr look at what the previous chapters discuss before and to

my limited knowledge and experience, recommendations for some applications that in some way be useful for further falure study or research on the same problem will be

3.1 Questionnalre data analysis

3.1.1 The pre-training questionnaire results

3.13, The post-training questionnaire results

3.L3 Pre-training and post-training questionnaire results

3.1.4, Discussion of the pre-training and post-training questionnaire resus

3.2 Pre- and Post- test data analysis

3.2.4, The prectest and posttest TEHN cà cà nen nhe nen

3.2.2, Discussion of the pre-test and post-test restltS 0 we wene on

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

LS Organization of the study

‘The minor study will be divided into three parts namely Introduetion, Development and Conclusion, Parl two includes 3 chaplers: Tilerature Review, Methodology, Data analysis and major findings

In the first part, the reasons that tigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented,

‘To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducied and a subsal of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identity the problems and give inspirations for carrying out the research

Chapter two is the main section which deals with the process of this action research

on Metacognitive vocabulary Icarning, strategics It presents the methodology for the study and the procedure to carry out the research,

Inthe next chapter, the results of the analysis are presented and discussed,

Part three takes a closcr look at what the previous chapters discuss before and to

my limited knowledge and experience, recommendations for some applications that in some way be useful for further falure study or research on the same problem will be

3.1 Questionnalre data analysis

3.1.1 The pre-training questionnaire results

3.13, The post-training questionnaire results

3.L3 Pre-training and post-training questionnaire results

3.1.4, Discussion of the pre-training and post-training questionnaire resus

3.2 Pre- and Post- test data analysis

3.2.4, The prectest and posttest TEHN cà cà nen nhe nen

3.2.2, Discussion of the pre-test and post-test restltS 0 we wene on

working as teachers of Linglish at different high schools in Vinh Yen and spending their weekend pursuing hig! qualification

The course book is NEW ITEADWAY Intermediate level which is supposed to be

completed aiter ten weeks, The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students

The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not

an ardition lo teaching and learning, bul il is inlegraled in the two, informing and guiding them Metacognitive knowledge is tiequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980), However,

implementation of phaming, monitoring and evaluating,

L4 Meihads of the study

An action rescarch wes spplicd to this current study with the leacher as a researcher, With an aim to support the research with varied and valid data, the quanbitative approach was used with two questionnaires and two written tests before and after doing the

action rescarch

The first questionnaire was done before the traning te identify the students* employment of metacognitive strategies in their vocabulary learning, The second one was distributed immediately after the training to see how students changed their VLS

application The effect of the metacognilive stralegy instruction on studsnls’ language

acquisition was accessed by the results of the pre- and post-vocabulary tests, The tests were designed with the purpose of exploring the effects of metacognitive strategies on students’ progress in vocalnlary-learning after training Therefore, the data collected ftom the fesl-resulls was computed, analyzed, and reported

PART I: INTRODUCTION This part helps to provide the background as well as the context for the study, Background

to the study, aims, scope, methods, and organization of the study will be discussed in details in this section

L1 Background to the study

‘The wide use of English as an international language in different fields of life makes the leaching and tearning of Hinglish gain great momentum, Towever, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far

from the learner-cent srod approach Tn order ta mesh the economic and social demands of modern society, English teachers need to pay attention to the development of learners` competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary

This is particularly truc of vocabulary

The quotation of Wilkins (1974) ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in captring a Tenguage as well Tho importance of vocabulary was also mentioned by Vermeer (1992, p.147) ‘Knowing words is the key to understanding and being understood

‘The bulk of leaming a new language consists of learning new words, Grammatical Knowledge does nol make far great profi sney im a language’, In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology

Moreover, most work in the area of vocabulary so far has been concemed not with lexical meaning as such, but with management of voeahulary learning: how 10 reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies thal work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings, It is the inadequate teaching of vocabulary Firstly,

LS Organization of the study

‘The minor study will be divided into three parts namely Introduetion, Development and Conclusion, Parl two includes 3 chaplers: Tilerature Review, Methodology, Data analysis and major findings

In the first part, the reasons that tigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented,

‘To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducied and a subsal of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identity the problems and give inspirations for carrying out the research

Chapter two is the main section which deals with the process of this action research

on Metacognitive vocabulary Icarning, strategics It presents the methodology for the study and the procedure to carry out the research,

Inthe next chapter, the results of the analysis are presented and discussed,

Part three takes a closcr look at what the previous chapters discuss before and to

my limited knowledge and experience, recommendations for some applications that in some way be useful for further falure study or research on the same problem will be

PART I: INTRODUCTION This part helps to provide the background as well as the context for the study, Background

to the study, aims, scope, methods, and organization of the study will be discussed in details in this section

L1 Background to the study

‘The wide use of English as an international language in different fields of life makes the leaching and tearning of Hinglish gain great momentum, Towever, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far

from the learner-cent srod approach Tn order ta mesh the economic and social demands of modern society, English teachers need to pay attention to the development of learners` competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary

This is particularly truc of vocabulary

The quotation of Wilkins (1974) ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in captring a Tenguage as well Tho importance of vocabulary was also mentioned by Vermeer (1992, p.147) ‘Knowing words is the key to understanding and being understood

‘The bulk of leaming a new language consists of learning new words, Grammatical Knowledge does nol make far great profi sney im a language’, In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology

Moreover, most work in the area of vocabulary so far has been concemed not with lexical meaning as such, but with management of voeahulary learning: how 10 reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies thal work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings, It is the inadequate teaching of vocabulary Firstly,

PART I: INTRODUCTION This part helps to provide the background as well as the context for the study, Background

to the study, aims, scope, methods, and organization of the study will be discussed in details in this section

L1 Background to the study

‘The wide use of English as an international language in different fields of life makes the leaching and tearning of Hinglish gain great momentum, Towever, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far

from the learner-cent srod approach Tn order ta mesh the economic and social demands of modern society, English teachers need to pay attention to the development of learners` competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary

This is particularly truc of vocabulary

The quotation of Wilkins (1974) ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in captring a Tenguage as well Tho importance of vocabulary was also mentioned by Vermeer (1992, p.147) ‘Knowing words is the key to understanding and being understood

‘The bulk of leaming a new language consists of learning new words, Grammatical Knowledge does nol make far great profi sney im a language’, In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology

Moreover, most work in the area of vocabulary so far has been concemed not with lexical meaning as such, but with management of voeahulary learning: how 10 reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies thal work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings, It is the inadequate teaching of vocabulary Firstly,

PART I: INTRODUCTION This part helps to provide the background as well as the context for the study, Background

to the study, aims, scope, methods, and organization of the study will be discussed in details in this section

L1 Background to the study

‘The wide use of English as an international language in different fields of life makes the leaching and tearning of Hinglish gain great momentum, Towever, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far

from the learner-cent srod approach Tn order ta mesh the economic and social demands of modern society, English teachers need to pay attention to the development of learners` competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary

This is particularly truc of vocabulary

The quotation of Wilkins (1974) ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in captring a Tenguage as well Tho importance of vocabulary was also mentioned by Vermeer (1992, p.147) ‘Knowing words is the key to understanding and being understood

‘The bulk of leaming a new language consists of learning new words, Grammatical Knowledge does nol make far great profi sney im a language’, In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology

Moreover, most work in the area of vocabulary so far has been concemed not with lexical meaning as such, but with management of voeahulary learning: how 10 reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies thal work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings, It is the inadequate teaching of vocabulary Firstly,