VIETNAM NATIONAL UNIVERSITY, HANOI UNLVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES pisiolei sda dedeiier iokeiok bk PHUNG THI LAM TITE IMPACT OF REPETITION AND RECYCLING ON GRADE
Vesting and the Retrieval Practice Effect 14 5 A review of similar studies
LI Context of Study - - - lổ
Partcipants oŸ the siudy .ài series 18
Participants - - - eee BB
The population of the study were 84 ESL students coming from two classes in Long Hai-
Phuoc Tinh High School in BR-VT predominantly educates students born in 1995 who have studied English as a foreign language for over five years Their pro-test results indicate that their English vocabulary competence shows little variation Overall, these student groups share similar features across demographics such as number, gender, English proficiency level, and motivation to learn Additionally, their characteristics are typical of the 11th-grade non-major students at Long Hai.
In the study, the researcher employed systematic sampling to select subjects from a comprehensive population list Specifically, with a target sample size of 56 out of a total population of 84, systematic sampling ensures a representative and unbiased selection process This approach enhances the accuracy and reliability of the study’s findings by methodically choosing participants at regular intervals.
Long Tai — Phuos Tih High School, a state-run institution located in Long Tai town, Ba Ria — Vung Tau, offers quality education to its students The school employs a dedicated staff of 71 teachers who serve a student body of 1,425 The English as a Foreign Language (EFL) program is supported by a team of 9 specialized teachers, ensuring comprehensive language instruction.
‘The typical setting of instruction is three 45-minute long penods of English a week,
Due to limited time and the broad range of vocabulary required for effective teaching, EFL teachers at Long Hai Phuoc Tinh High School often struggle to address students' low English proficiency This challenge impacts their ability to deliver comprehensive lessons and improve students' language skills effectively.
In the traditional teacher-centered approach, teachers typically dominate the classroom by explaining vocabulary word by word This method often involves three key steps: first, students read the passage; second, new words are introduced and elicited through games, word naps, or simple presentations; and third, students attempt to find synonyms or equivalents of the words and read them aloud once or twice To help students practice vocabulary, teachers provide various exercises such as gap filling, word matching, and definitions matching, which are included in the course book.
This study employed a quasi-experimental design, as it was conducted on students in two pre-existing classes assigned by the high school where the researcher was employed Using this approach allowed for naturalistic observation within the existing classroom settings, providing valuable insights into the research topic.
The population of the study were 84 ESL students coming from two classes in Long Hai-
Phuoc Tinh High School in BR-VT primarily consists of students born in 1995 who have studied English as a foreign language for five years or more Their proficiency in English vocabulary shows minimal variation, indicating similar language development levels across the group Overall, both groups share common features in terms of demographic attributes such as number, gender, and English proficiency, as well as motivation to learn Additionally, these students exhibit characteristics typical of the 11th-grade non-major students at Long Hai, reflecting common traits within this student population.
In this study, the researcher utilized systematic sampling to select participants from a comprehensive population list A total of 56 subjects were chosen out of the 84 individuals in the population, ensuring a representative sample This method allows for unbiased selection and improves the accuracy of the research findings Systematic sampling is an effective strategy for obtaining a balanced and reliable subset of the population for analysis.
Given its importance to Jeaming, vocabulary has been a prominent concem of many theorists and researchers in the field
Learning English presents the greatest challenge in retaining vocabulary Researchers and teachers are focused on improving strategies to enhance students' vocabulary retention for better communication Studies indicate that regular practice improves language learning and fosters automaticity Language acquisition occurs gradually through repeated exposure and consistent practice However, according to the course by Educational Press, current methods do not sufficiently address these essential aspects of vocabulary retention.
Many students currently face significant difficulties in retaining previously learned English vocabulary This struggle with retention directly impacts their ability to produce accurate and fluent speech and writing As a result, their language production skills in both speaking and writing are often poor, hindering their overall English proficiency.
This study aims to explore the impact of repetition and recycling on vocabulary learning and retention among students at Long Hai Phuoc Tinh High School It investigates how short, tailored activities contribute to better vocabulary retention and long-term language acquisition The findings have important pedagogical implications, highlighting the effectiveness of repetitive and recycling methods in enhancing students' vocabulary skills Overall, the research underscores the significance of strategic, targeted activities in supporting vocabulary development through improved retention.
In the cœrznt study, the author set the limit of investigating possibly _ applied activities
Large-sized classes at Long Hai — Phnae Tinh High School in Vung Tau conduct activities either at the beginning or middle of 45-minute periods to facilitate student engagement These activities are integrated into the first three units of the English 11 course book, covering a total of 18 lessons Implementing varied classroom activities within these time frames helps improve learning outcomes in challenging large classroom environments.
The study is to get the answers to the following questions:
1) Zo what extent do EEL teachers encourage repetition and reeyeling vocabulary among their students?
2) What is the effectiveness of using repetitive and recycling focused activities on enhancing
1" - graders’ vacalndary retention? f= frequency interval
N= the total number of the wider population
Sy the required mumber in the saniple lence the frequency interval (Dis 84:°56=1.5
As aresult, the researcher omilled every third namic on the list of cases
The English 11 is designed basing on the basic principles of Conumunicative Language
The course book lacks sufficient communicative activities for students to practice language skills effectively, which requires teachers to put in extra effort in selecting engaging and appropriate activities This ensures that lessons are interactive and meet students' learning needs, ultimately enhancing language acquisition.
This study focuses on three key units from the current English 11 coursebook: Unit 1 "Friendship," Unit 2 "Personal Experience," and Unit 3 "A Party," selected due to time constraints and application limitations.
Activities such as brief reading, repetition, sentence formation, and word listing play a crucial role in providing essential background for practicing specific language chunks and recycling vocabulary These exercises help improve language processing skills and support long-term vocabulary retention, making them vital components of effective language learning strategies.
The course book - eee AY
The English 11 is designed basing on the basic principles of Conumunicative Language
Effective teaching requires incorporating sufficient communicative activities into the course book to ensure practical language use Currently, the textbook lacks adequate activities, which demands additional effort from the teacher to select appropriate tasks that engage students By focusing on choosing engaging and meaningful activities, educators can enhance student participation and improve language proficiency through practical communication exercises.
This study focuses on three key units from the English 11 course book—Unit 1 "Friendship," Unit 2 "Personal Experience," and Unit 3 "A Party"—selected due to time constraints and scope limitations.
Activities such as brief reading, repetition, sentence formation, and listing words are essential for providing background practice with specific language chunks and for recycling vocabulary These tasks support language processing and help improve vocabulary retention, making them valuable tools in effective language learning.
When designing additional activities, the researcher carefully considered all participant conditions and based the approach on the taxonomy of vocabulary learning strategies, as outlined by Röm Schmitt (1997:207).
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were f= frequency interval
N= the total number of the wider population
Sy the required mumber in the saniple lence the frequency interval (Dis 84:°56=1.5
As aresult, the researcher omilled every third namic on the list of cases
The English 11 is designed basing on the basic principles of Conumunicative Language
Effective teaching requires incorporating sufficient communicative activities into the course book to enhance student practice Currently, many textbooks lack this essential component, demanding additional effort from teachers to select appropriate activities that actively engage students Teachers must thoughtfully choose and integrate interactive exercises to create a stimulating learning environment and improve language proficiency.
This study focuses on three key units from the current English 11 course book: Unit 1 "Friendship," Unit 2 "Personal Experience," and Unit 3 "A Party," due to time constraints and application limitations.
Activities such as brief reading, repetition, sentence formation, and word listing are essential for providing background practice with specific language chunks These tasks support vocabulary recycling and help reinforce language patterns, thereby enhancing language processing Ultimately, this improves vocabulary retention and strengthens overall language skills.
When designing additional activities, the researcher carefully considered all participant conditions and grounded the approach in the Zavonomy of Vocabulary Learning Strategies, as outlined by Röm Schmmll (1997:207), to ensure effective and targeted language development.
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were f= frequency interval
N= the total number of the wider population
Sy the required mumber in the saniple lence the frequency interval (Dis 84:°56=1.5
As aresult, the researcher omilled every third namic on the list of cases
The English 11 is designed basing on the basic principles of Conumunicative Language
Effective teaching requires that course books include sufficient communicative activities to provide students with practical language use However, many textbooks lack these engaging exercises, necessitating additional effort from teachers to select appropriate activities that attract and motivate students Educators must actively supplement materials to ensure students develop their communicative skills and engage fully in the learning process.
This study focuses on three key units from the current English 11 course book—Unit 1 "Friendship," Unit 2 "Personal Experience," and Unit 3 "A Party"—due to time constraints and the scope of application.
Activities such as brief reading, repetition, sentence formation, and word listing are essential for providing a solid background for practicing specific language chunks and recycling vocabulary These exercises enhance language processing skills and significantly improve vocabulary retention, making them crucial for effective language learning Incorporating these activities into your study routine can lead to more efficient vocabulary acquisition and better overall language proficiency.
When designing additional activities, the researcher carefully considered all participant conditions and based the approach on the Zavonomy of Vocabulary Learning Strategies, as outlined by Röm Schmmll in 1997 This theoretical framework guided the development of effective, targeted vocabulary learning strategies to enhance language acquisition.
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were
PART B- DEVELOPMENT CHAPTER I: LITERATERE REVIEW
1.2 The importance of vocabulary in second language learning 1.3 What is involved in knowing 4 ward
2 Factors affecting the retention of vocabulary
2.1.2 Lhe Visual Aids on Vacabulary Learning
2.1.3 The Semantic Mapping on Vocabulary Learning
4, Repetition and Recycling in Language learning
4.2 ‘Testing and the Retrieval Practice Effect
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
5.3 Data collecting and processing procedures 25
CHAPTER 3- DATA ANALYSIS AND FINDINGS - ơ— -
3.1 Results of the T Test ccooceieeieree
3.2 The result of pre-test scores of the f0 g70S
3.3 The result af post-test scores of the lwo groups 28 3.4 Summary of the test scores of the two groups in the pretest and posttest 132
3.5.1 The pro-treatment questionnaire for students - - 33 3.5.2 The Post-treatment Questionnaire for students „„34
1 Findings and conelusion co srvetnnretrrtrrrrrorree „38
4, Suggestions for further stuđios wl
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
PART B- DEVELOPMENT CHAPTER I: LITERATERE REVIEW
1.2 The importance of vocabulary in second language learning 1.3 What is involved in knowing 4 ward
2 Factors affecting the retention of vocabulary
2.1.2 Lhe Visual Aids on Vacabulary Learning
2.1.3 The Semantic Mapping on Vocabulary Learning
4, Repetition and Recycling in Language learning
4.2 ‘Testing and the Retrieval Practice Effect
3) What are the students’ attitudes towards using activities in teaching and learning vocabulary?
‘The study is a quasi-experimental design involving the three components of experiments: the population (the £1" grade students at Long Hai — Phuoe Tinh high school, Ba Ria Vung
Tau), the treatment (repetitive and recycling focused activities), and the measurement of the treatment (T-test)
- Questionnaires were delivered to teachers to investigate the ways they encourage repetition and reeycling vocabulary among students
- Questionnaires were ddlivered fo the subjects hefore treatment 1 get to know their own strategies of memorizing vocabulary
- Questionnaire s were delivered to the subjects after treatment as a supporting tool to obtain their attitude towards the technique applied
- Observation was also employed during the teaching time to recognize the participation of students in the control group and the experimental group
This thesis is organized around three pasts:
Part A is the introduction which presents the rationale for the research topic, aims of study, scope of study, research hypotheses and questions, and method of the study
Part Bis the development which consists of tee chapters
- Chapter one reviews scholarly theorstical background to teaching and learning vocabulary in a second language
- Chapter two deals with the methodology of this research in terms of the setting of the study, sampling participants, instruments and procedure of data collection
- Chapter three devotes to the ascourt of the study in Lnns of dala analysis and ủnđings interpreted from the results of the T-test and questionnaires
Part C is the conclusion which discusses the major findings and limitations of the research, then sugges! loaching implications md proposes sornc suggestions lor further research
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
Long Tai — Phuos Tih High School is a reputable state-run institution located in Long Tai town, Ba Ria – Vung Tau With a dedicated team of 71 staff members, the school provides quality education to 1,425 students The school's English as a Foreign Language (EFL) program is supported by a team of 9 dedicated teachers, ensuring effective language instruction.
‘The typical setting of instruction is three 45-minute long penods of English a week,
Due to limited time and a wide range of vocabulary to teach, combined with students' low English proficiency, EFL teachers at Long Hai Phuoc Tinh High School often face challenges in delivering effective lessons.
In the traditional teacher-centered approach, teachers dominate the classroom by explaining vocabulary words step-by-step The typical process includes having students read a passage, then introducing new words through games, word maps, or simple presentations to elicit understanding Students are encouraged to find equivalents of the words and read them aloud once or twice To reinforce vocabulary, teachers assign exercises such as gap filling, word matching, and definitions matching from the course book, providing ample practice opportunities.
What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
Activities such as brief reading, repetition, sentence formation, and word listing are essential for providing relevant background to practice specific language chunks These exercises help recycle vocabulary effectively, thereby enhancing language processing skills and ultimately improving vocabulary retention Incorporating these methods into language practice routines supports learners in mastering new words and phrases more efficiently.
When designing additional activities, the researcher carefully considered all participant conditions and based the approach on the Zavonomy of Vocabulary Learning Strategies, as adopted from Röm Schmmll (1997, p 207), ensuring an effective and tailored learning experience.
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were f= frequency interval
N= the total number of the wider population
Sy the required mumber in the saniple lence the frequency interval (Dis 84:°56=1.5
As aresult, the researcher omilled every third namic on the list of cases
The English 11 is designed basing on the basic principles of Conumunicative Language
The course book lacks sufficient communicative activities for students to practice language skills effectively This requires teachers to put in additional effort when selecting engaging and appropriate activities that attract and motivate students, ensuring a more interactive and practical learning experience.
This study focuses on three key units from the English 11 course book: Unit 1 “Friendship,” Unit 2 “Personal Experience,” and Unit 3 “A Party,” due to time constraints and application limitations.
Activities such as brief reading, repetition, sentence formation, and word listing are essential for providing background to practice specific language chunks These exercises facilitate recycling vocabulary and support language processing, ultimately enhancing vocabulary retention and overall language proficiency.
When designing supplementary activities, the researcher considered all participant conditions and based the approach on the Zavonomy of Vocabulary Learning Strategies, as outlined by Röm Schmmll in 1997 This ensures that activities are tailored to learners’ needs, promoting effective vocabulary acquisition through proven strategic frameworks Incorporating these strategies aligns with best practices in language learning and enhances overall educational outcomes.
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were f= frequency interval
N= the total number of the wider population
Sy the required mumber in the saniple lence the frequency interval (Dis 84:°56=1.5
As aresult, the researcher omilled every third namic on the list of cases
The English 11 is designed basing on the basic principles of Conumunicative Language
Effective teaching requires course books to include sufficient communicative activities that promote student practice Without these activities, instructors must invest extra effort in selecting appropriate tasks that engage students and enhance their language skills Hence, teachers play a crucial role in supplementing course materials to ensure active student participation and meaningful learning experiences.
This study focuses on three key units from the current English 11 course book—namely, Unit 1 "Friendship," Unit 2 "Personal Experience," and Unit 3 "A Party"—due to time constraints and application limitations.
Activities such as brief reading, repetition, sentence formation, and word listing are essential for providing context and reinforcing language skills These exercises help in practicing specific language chunks and recycling vocabulary, which enhances language processing and facilitates long-term vocabulary retention Incorporating these targeted activities into language learning routines can significantly improve understanding and fluency.
When designing additional activities, the researcher carefully considered all participant conditions and integrated the Zavonomy of Vocabulary Learning Strategies, as proposed by Röm Schmmll (1997:207), to enhance the effectiveness of language acquisition.
The pr st and post-t employed in the stufy were designed to measure the repetitive and recycling-focused activities on students’ ability to retain vocabulary
4.1.1 The purpose of the test
+ The pre-test was given to the two groups in tho same wock with Ihe primary purpase of measuring students’ vocabulary size and their level of vocabulary retentian
~ ‘The post-test was implemented to assess how sffeoive the tailored activities utilized were
PART B- DEVELOPMENT CHAPTER I: LITERATERE REVIEW
1.2 The importance of vocabulary in second language learning 1.3 What is involved in knowing 4 ward
2 Factors affecting the retention of vocabulary
2.1.2 Lhe Visual Aids on Vacabulary Learning
2.1.3 The Semantic Mapping on Vocabulary Learning
4, Repetition and Recycling in Language learning
4.2 ‘Testing and the Retrieval Practice Effect
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
5.3 Data collecting and processing procedures 25
CHAPTER 3- DATA ANALYSIS AND FINDINGS - ơ— -
3.1 Results of the T Test ccooceieeieree
3.2 The result of pre-test scores of the f0 g70S
3.3 The result af post-test scores of the lwo groups 28 3.4 Summary of the test scores of the two groups in the pretest and posttest 132
3.5.1 The pro-treatment questionnaire for students - - 33 3.5.2 The Post-treatment Questionnaire for students „„34
1 Findings and conelusion co srvetnnretrrtrrrrrorree „38
4, Suggestions for further stuđios wl
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
PART B- DEVELOPMENT CHAPTER I: LITERATERE REVIEW
1.2 The importance of vocabulary in second language learning 1.3 What is involved in knowing 4 ward
2 Factors affecting the retention of vocabulary
2.1.2 Lhe Visual Aids on Vacabulary Learning
2.1.3 The Semantic Mapping on Vocabulary Learning
4, Repetition and Recycling in Language learning
4.2 ‘Testing and the Retrieval Practice Effect
3) What are the students’ attitudes towards using activities in teaching and learning vocabulary?
‘The study is a quasi-experimental design involving the three components of experiments: the population (the £1" grade students at Long Hai — Phuoe Tinh high school, Ba Ria Vung
Tau), the treatment (repetitive and recycling focused activities), and the measurement of the treatment (T-test)
- Questionnaires were delivered to teachers to investigate the ways they encourage repetition and reeycling vocabulary among students
- Questionnaires were ddlivered fo the subjects hefore treatment 1 get to know their own strategies of memorizing vocabulary
- Questionnaire s were delivered to the subjects after treatment as a supporting tool to obtain their attitude towards the technique applied
- Observation was also employed during the teaching time to recognize the participation of students in the control group and the experimental group
This thesis is organized around three pasts:
Part A is the introduction which presents the rationale for the research topic, aims of study, scope of study, research hypotheses and questions, and method of the study
Part Bis the development which consists of tee chapters
- Chapter one reviews scholarly theorstical background to teaching and learning vocabulary in a second language
- Chapter two deals with the methodology of this research in terms of the setting of the study, sampling participants, instruments and procedure of data collection
- Chapter three devotes to the ascourt of the study in Lnns of dala analysis and ủnđings interpreted from the results of the T-test and questionnaires
Part C is the conclusion which discusses the major findings and limitations of the research, then sugges! loaching implications md proposes sornc suggestions lor further research
4 Repetition and Recycling in Language learning t2
4.2 Vesting and the Retrieval Practice Effect 14 5 A review of similar studies - - 4
CHAPTER 2—- METHODOLOGY ni eeeeeeeeeoeoEÐ 1-The setting of study - - 16
LI Context of Study - - - lổ 1.2 Why quasi expetinenalresearch 17
2 Partcipants oŸ the siudy ài series 18
3.1 The course book - eee AY
3.3 What are relevant activities? 19 4 Data collection instruments = u 4IT~ 2I
4.1.1 The pulpose oŸ thẻ fesE seo „21
4.2.1 Questionnaires for students - - - eee BD
4.2.1.3-The post-treatrnent questionntaiFe nano 28 4.2.2 Questionnaires for teachers 23 5 Procadure of dala collaction - - bh ` 24
Long Tai — Phuos Tih High School is a reputable state-run educational institution located in Long Tai town, Ba Ria — Vung Tau The school serves 1,425 students with a dedicated team of 71 staff members committed to quality education The English as a Foreign Language (EFL) department comprises nine skilled teachers, fostering language development and academic excellence among students.
‘The typical setting of instruction is three 45-minute long penods of English a week,
Due to limited time and a broad range of vocabulary to teach, along with students' low English proficiency, EFL teachers at Long Hai - Phuoc Tinh High School often face challenges in delivering effective lessons.
In the traditional teacher-centered approach, teachers typically dominate the classroom by explaining vocabulary word by word The teaching process usually involves three main steps: first, students read the passage; second, new words are introduced and elicited through games, word naps, or simple presentations; and third, students attempt to find the equivalents of the words and read them aloud once or twice To help students practice vocabulary, teachers provide various exercises such as gap filling, word matching, and definitions matching, often found in the course book.
This study employed a quasi-experimental design, as it involved students from two existing classes assigned by the high school where the researcher was working The natural assignment of these classes allowed for a practical and efficient approach to investigating the research questions, ensuring the study's relevance within the real educational setting.
The population of the study were 84 ESL students coming from two classes in Long Hai-
Phuoc Tinh High School in BR-VT primarily consists of students born in 1995 who have studied English as a foreign language for five years or more The pro-test results indicated that their English vocabulary competence was relatively similar across the board Overall, both groups shared key characteristics in terms of class size, gender distribution, English proficiency levels, and motivation to learn Additionally, these students’ characteristics are typical of the 11th-grade non-major students at Long Hai.