Using video with caption modes to improve vocabulary learning for students at a primary school in vietnam

DECLARATION I hereby certify that the thesis entitled “Using Video with Caption Modes to Improve Vocabulary Learning for Students at a Primary School in Vietnam” is the result of my own

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST – GRADUATE STUDIES

Sử dụng Video có phụ đề để cải thiện việc học từ vựng

cho học sinh tại một trường tiểu học ở Việt Nam

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 8140231.01

Hanoi – 2018

VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST – GRADUATE STUDIES

Sử dụng Video có phụ đề để cải thiện việc học từ vựng

cho học sinh tại một trường tiểu học ở Việt Nam

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Dr Dương Thị Nụ

Hanoi – 2018

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF ABBRIVIATIONS iv

LISTS OF FIGURES, TABLES AND CHARTS v

PART ONE: INTRODUCTION 1

1 Rationale 1

2 Aims of the study Error! Bookmark not defined 3 Research questions 2

4 Methods of the study 2

5 Scope of the study 3

6 Significance of the study 3

7 Design of the study 3

PART TWO: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1 Learning vocabulary Error! Bookmark not defined 1.1 Definition of vocabulary and vocabulary use 5

1.2 The importance of learning vocabulary 5

1.3 The methods and strategies to develope vocabulary for students 7

2 Using video with caption modes 7

2.1 Application of information technology and multimedia 7

2.2 The effects of using video with caption modes 8

2.3 Technique of using videos in classroom 11

3 Young learners 13

3.1 Characteristics of young learners 13

3.2 Teaching strategies to young learners 14

4 Previous studies 16

5 Summary 17

CHAPTER 2: METHODOLOGY 18

1 The research setting 18

1.1 Research site 18

1.2 English textbooks 18

2 Participants 18

2.1 Teacher 18

2.2 Students 18

3 Methods of the study 22

3.1 Mixed method research 22

3.2 Action research 23

3.3 Action plan 26

4 Data collection instruments 28

4.1 Pre-test and post-test 28

4.2 Questionnaires 29

4.3 Observation 18

5 Data collection procedure 30

6 Data analysis procedure 31

7 Summary 18

CHAPTER 3: FINDINGS AND DISCUSSION 33

1 Pre-test and post-test Analysis 33

1.1 Pre-test 33

1.2 Post-test 34

1.3 Comparing results between pre-test and post-test 34

2 Questionnaires Analysis 36

3 Class Observation Analysis 41

4 Discussion of all findings 42

5 Summary 43

PART THREE: CONCLUSION 44

1 Recapitulation 44

2 Implications 45

3 Limitations of the study 46

4 Suggestions for further study 47

REFERENCES 49

APPENDICES 52

DECLARATION

I hereby certify that the thesis entitled “Using Video with Caption Modes

to Improve Vocabulary Learning for Students at a Primary School in Vietnam” is the result of my own research for the Degree of Master at the

University of Languages and International Studies, Vietnam National University, and this thesis has not been submitted for any other degrees

Hanoi, May 2018

Nguyễn Thị Nụ

ACKNOWLEDGEMENTS

I would like express my deepest thanks to my supervisor, Dr Duong Thi Nu who has given me suggestions on how to shape the study and always been most willing and ready to give me valuable advice, helpful comments as well as correction of my research paper This paper would not have been possible without her constant support and encouragement Her patience and helpful criticism helped

me confidently express my ideas into this paper I regard myself extremely fortunate

in having her as my dissertation supervisor

I would also like to express my gratefulness to all my lecturers at the Faculty

of Post-graduate Studies, University of Languages and International Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

I am thankful to all the extension officers, Principals and teachers of Mao Dien 1 Primary School, Thuan Thanh District, Bac Ninh Province for their precious guidance and suggestion to fulfill the objectives of this study My special thanks to

56 grade-5 students who have helped me enthusiastically in English lessons by using video with caption modes to improve vocabulary learning for students

I would be glad to thank my dear husband Mr Ngo Ngoc Son and my son Ngo Minh Tu without whose unconditional support this task would not have been accomplished Thank you dears for being every time and everywhere with me Finally I wish to thank everyone who directly or indirectly helped me in this endeavor

ABSTRACT

Vocabulary is one of the most important parts of language learning and teaching Being an English teacher in a primary school, I deeply understand and sympathize with difficulties that students usually encounter in study and use of English vocabulary Additionally, vocabulary classes are also quite boring with traditional teaching methods Using video in teaching English is also a new and modern method However, when students watch teaching videos provided by teachers, they grasp very poorly Obviously, it is necessary to find out an effective way to improve vocabulary learning for students in English lessons by using video with caption modes This study is aimed at examining the effects of watching a video with caption modes on incidental vocabulary learning in a pre-test post-test experimental design; and introducing some new innovative applications in English teaching method that use video for elementary students The participants included one English teacher and 56 grade-5 students at a primary school in Bac Ninh The data were gathered through qualitative and quantitative data The qualitative data were gained by analyzing the class observation result and quantitative data were obtained from the students‟ vocabulary scores of pre-test, post-test and questionnaire for students As a result of the research, it was seen that the use of subtitled video affects the student's vocabulary learning Students feel more excited about the lesson, memorize new words faster, and learning vocabulary becomes easier Moreover, the study also indicated that most of the students had positive attitudes toward this new technique The findings, suggestions, suitable and effective ways are given for teachers in using video with caption modes to make certain positive changes in their teaching methodology as well as to help students improve their English vocabulary

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: The screen shot of the video with regular caption ………

Figure 2: The screen shot of the video with highlighted caption …………

Figure 3: Action research cycle………

Chart 1: Result of the Pre-test………

Chart 2: Result of the Post-test………

Chart 3: Comparing mean score between pre-test and post-test………

Chart 4: The mean score in each section of tests………

Chart 5: The interest in watching captioned videos ………

Chart 6: The aspects of the process watching videos………

Chart 7: The appropriateness of using video with caption modes…………

Chart 8: The student‟s attitudes to teacher‟s activities……… Table 1: The study procedures

Table 2: Scores of pre-test and post-test

PART ONE: INTRODUCTION

1 Rationale

Vocabulary is important across the curriculum from language arts and social studies to mathematics and science It is intimately connected to both effective reading and writing skills, and these skills in turn are necessary for doing well in school Furthermore, a vocabulary is anybody of words someone knows and uses to express themselves in a language In order to support the mastery of English, it is essential to learn vocabulary Underscoring the importance of vocabulary acquisition, Schmitt (2000, p.55) emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of a second language” Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge British linguist Wilkins (1972: 111) once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed” Truly thanks to vocabulary, sentences, texts and language can be made and become richer

English is one language with a rich vocabulary; therefore, learners and users have many difficulties However, employing multimedia has recently intruded the process in easing or complicating manners There has always been a rising stress on English language teaching as a mechanism for communication, and technology has played a serious role in facilitating authentic communication Therefore, considering videos with caption modes in English as a foreign language would provide solutions to facilitate the process of learning According to Danan, 2004, captions facilitate language learning by helping learners visualize what they hear, especially if the input is slightly beyond their linguistic ability Video with captions

is increasingly used in English lessons because of its formidable features and benefits Therefore, using video with captions to facilitate vocabulary learning and

is taken for granted by many teachers and researchers Many teachers recommend their students to watch TV and movies with captions because they believe that being

in this way, their students will increase the language proficiency level

Being an English teacher in Mao Dien 1 Primary School, the researcher deeply understands and sympathizes with difficulties that students usually encounter

in study and use of English vocabulary Many students cannot make sentences or dialogues; over 80 % of them even cannot communicate basically in English because of insufficient vocabulary Students even do not know how to use the vocabulary they have learned They only understand a text and do exercises easily when they know what most of the important words mean In addition, students often get bored with a series of new words in each lesson They are hardly able to focus

on the lesson

All the conditions above have offered me a chance to conduct a study on:

“Using Video with Caption Modes to Improve Vocabulary Learning for Students at

a Primary School in Vietnam”

2 Aims of the study

The purpose of this study is to examine the effect of subtitled videos in enhancing grade-5 student‟s language learning at Mao Dien 1 Primary School The second aim is to introduce some new innovative applications in English teaching method that use video for primary students With these aims, this study focuses on:

 Pointing out the effects of using captioned video in English language teaching

 Giving some implications for teaching and learning English

4 Methods of the study

To achieve the aims of the study, action research was applied Eight lesson plans were designed and taught at a class in grade 5 at Mao Dien 1 Primary School

so that the researcher can investigate the effect of using captioned videos on student‟s vocabulary learning Then, a qualitative method technique was applied as

a questionnaire for students in order to get a more detailed about the attitude and motivation of students Other research instruments were also designed and applied

A pre-test and a post-test were given in order to evaluate the vocabulary use proficiency improvement The students‟ scores in the post-test will be compared with the scores of students in the pre-test to the effect of using captioned videos on student‟s vocabulary learning

The qualitative research method is involved in conducting and analyzing the class observation which is needed to find out how effective this method is

Finally, the data were collected, sorted and analyzed quantitatively and qualitatively to obtain the results

5 Scope of the study

To carry out this study, the author focuses on two aspects: the effects of using captioned videos in English teaching and how students improve their vocabulary learning through that method The analysis and evaluation is based on the collection and investigation of data from students in 5th grade at Mao Dien 1 Primary School

6 Significance of the study

As mentioned above, the study is carried out to help teachers and students deeply understand the effectiveness of using subtitled videos in teaching English It then will be a good reference for teachers, especially to those, who are interested in teaching vocabulary by using captioned videos It is also a good reference for parents of students who want to learn how to teach vocabulary to their child Last but not least, it would be a primitive for other‟s further studies and mine in other students with other skills of English

7 Structure of the study

The paper is divided into three main parts: introduction, development, and conclusion, specifically as follows:

 Part 1: Introduction

This part briefly introduces the rationales for conducting the research, the aims of the study, research questions, scope of the study, significance of the study, and outline of the study

 Part 2: Development

It is the focus of the study and consists of 3 chapters:

• Chapter 1: Literature review

This chapter introduces some concepts, theoretical frameworks and related studies

• Chapter 2: Methodology

This chapter introduces the research context and methodology of the study including the context, the subject, the data collection instruments, data collection procedure, and data analysis

• Chapter 3: Findings and discussions

This chapter presents the major findings from the students‟ pre-test and test, student‟s questionnaires and the researcher‟s class observation

post- Part 3: Conclusion

This part offers a summary of the key findings, implications, limitations, and future directions for further study

PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

To provide a background of the study, this part describes a theoretical framework for designing and analyzing data This part begins by reviewing theories

of learning vocabulary and using video with caption modes followed by theories relating to vocabulary learning and captioned videos

1 Learning vocabulary

1 1 Definition of vocabulary and vocabulary use

There are many definitions of vocabulary proposed by some experts It is very important for one to know what vocabulary is before discussing vocabulary use In the field of linguistics, Nash and Snowling (2006) describe vocabulary as

“the knowledge of words and their meanings (p.336) Another definition came from Sheehan (2002), who states “vocabulary is the ability to understand and use words

to acquire and convey meaning” (vocabulary, Para 1) Meanwhile, as Bromley (2007) reported, “Vocabulary is a principle contributor to comprehension, fluency and achievement” Without an extensive vocabulary, most language learners will not be able to use the structures and functions they may have learnt for comprehensible communication In sum vocabulary can be understood as the words

of language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do

Vocabulary use, Nation (2001) noted, involves the grammatical function of the word or phrase, collocations that normally often go with it, and finally any constrains on its use, in terms of frequency, level, and so forth Therefore, using a large vocabulary accurately is very important for foreign language learners Without mastering it, of course, foreign language learners will get some difficulties in developing the four language skills

1.2 The importance of learning vocabulary

In any language, the role of vocabulary is also very important Vocabulary items are sets of words which form the basis for producing and understanding sentences (Miller, 1991) According to Bear et al (2008), vocabulary growth is an indicator of how well the foreign language learners can master English language skills such as, reading, speaking, listening, and writing English vocabulary in

school programs can also be used in line with the overall development of society Wilkins (1972) indicated that “ while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp 111–112) Thus, vocabulary is a tool for learners to communicate successfully In addition, vocabulary is the foundation for developing other language skills such as reading comprehension, listening comprehension, speaking and writing If you learned the grammar well enough without acquiring enough vocabulary your ability to express yourself in the language will be limited

As Schmitt (2010) noted, “learners carry around dictionaries and not grammar books” (p 4) In English-speaking countries, mastering the vocabulary helps us pass the excellent qualification tests such as SAT and GRE Ellis (2012) also points out that, for beginner learners with a low proficiency level, input-based tasks where learners are exposed to and learn vocabulary and other linguistic features are more beneficial than output-based tasks In addition, learners can discover the beauty of language through new words Learners can also compare and contrast the English language with their mother tongue to understand the similarities and differences between the two languages Thus, without vocabulary, learners will fail to establish communication relationships Or with a little vocabulary, they will not be able to read more advanced materials, so they will lose the opportunity to expand their vocabulary and will be less successful in using strategies of learning

vocabulary

1.3 The methods and strategies to develop vocabulary for students

According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective To develop vocabulary intentionally, students should

be explicitly taught both specific words and word-learning strategies To deepen students' knowledge of word meanings, specific word instruction should be robust (Beck et al., 2002) Many strategies and methods have been employed to develop vocabulary for students Firstly, vocabulary can be acquired at random through active and frequent participation in language activities Secondly, vocabulary can be learned through the direct teaching process Students will understand the meaning and function of words in the sentences and contexts In addition, teachers can encourage students to use dictionaries, synonyms and learn how to write to broaden

their vocabulary Or the teacher can use vocabulary games, create interactive vocabulary walls to help students grasp interesting new words

Michael Graves (2006) introduced a framework program for successful vocabulary learning programs to support the teaching and development of vocabulary knowledge for learners This curriculum introduces a four-part approach

to vocabulary development: (1) Provide rich and varied language experiences, (2) teach individual words, (3) teach vocabulary learning strategies, (4) enhance vocabulary awareness

Many English teaching specialists such as Wright, Betteridge and Bucky (1984) support the use of short stories to develop vocabulary for students They think that using tales is a great way to learn vocabulary in English language classes Because teachers can create a variety of scenarios for students to communicate with each other, exchange information and express their opinions

Gee (2003) claims that students in the contemporary age show rapid adaption

to the navigation and multiple processing of different modes, and that this is apparent in their consumption of digital products such as the iPad or iPad Kress further points out that film provides “a large variety of modes” (2010: 30); thus, the use of video and films in a classroom context offers a valuable resource for recreating the multimodality environment that learners are exposed to outside of the classroom

2 Using video with caption modes

2.1 Application of information technology and multimedia

Information Technology is a major achievement of scientific- technical revolution at present It penetrates and dominates most areas of scientific research, technology applications in manufacturing, education, training and other political and social activities The remarkably effectiveness is that the quality of education has increased both in theory and practice Currently, the application of information technology to teach students has clearly shown through the "e-lectures" Students are really passionate, exciting and have highly effective work in the majority of the lessons with IT applications Mission of educational researchers and teachers is to find out best effective ways and stages to integrate information technology in teaching English language for students

Young and Bush (2004) emphasized that English teachers should consider the context and objectives of the application of IT in teaching The strength of using interactive technology and multimedia in teaching and learning English is to help students do not get bored with hard-core, vocabulary-based, grammatical lessons in

a traditional way Instead, the learner will be exposed to the visual world by visual, sound and color, as well as interacting with live characters from comics, stories or online classes from internet This will arouse the passion from the students, make teachers and students excited in teaching and learning, thereby bring the best learning outcomes English students cannot understand the target language easily because it is not their mother tongue, that‟s why English teachers should provide audio-visuals to make the lesson more helpful and interesting (Daniel, 2013) One

of the most well famous type of audio visuals is video As stated before video is an audio visual material that provides an image plus an audio track to clarify what is going on It is one of the most pleasant materials applied to language learning and teaching

Video captioning is one of the modes that technology can provide for vocabulary learning It is defined by Danan (2004, p 232) as “on-screen text in a given language combined with a soundtrack in the same language” Language learners have difficulty in decoding the speech of native speakers of the target language The use of video captioning is an effective tool for language learners to decode the speech of native speakers presented in videos Captions help learners link the written words to their actual speech Learning English with captioned video

is an effective way to improve your English, especially your vocabulary If you've been bored with long books, arduous and complicated grammar lessons, let‟s watch video with caption modes to learn English In relation to vocabulary learning specifically, visual representations encourage learning, as emphasized by Smith (1997) and Miller (2012), who assert the positive effect on vocabulary learning that

is achieved when students are able to represent new words visually The use of video in the classroom context is underpinned by the current pedagogical trend aiming toward greater engagement with learners‟ culture and practices outside of the school environment

2.2 The effects of using video with caption modes in vocabulary learning

Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles For instance, subtitled videos representing words and pictures in oral and visual form are more probable to activate both coding systems in the processing than words or pictures alone The meaning of words has a close relationship with the content of a video Thus, captioning is one of the factors that can help students; they view the whole content of video while they listen and read the captions (Markham & Peter, 2002) A study conducted by Secules and Tomasello (1992) documents the effectiveness of visual cues empirically, where the researchers compared video-based instruction with traditional approaches that mainly focus on exercises and drills for university English speakers learning French Their findings show that the video-based instruction group outperformed the traditional approach group across comprehension tasks The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases Viewers then will be more probable to keep the message in mind Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms These information input foundations make the process of language learning enhanced, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances

Shareman (2003) stated that video is an audio visual material which is divided into two main parts: a picture which is the moving image that appears on the screen and the sound which is the audio voice that we can listen to Students who view captioned videos are able to perceive target words easily because they can understand the meaning of words better than in printed forms (Hsu, 2013)

Using captioned video in the classroom is one possible strategy for increasing learners‟ awareness of metacognitive strategies, or attracting their attention to the learning resources available beyond the classroom Videos play important roles in providing interesting learning environment for the students Learning vocabulary plays important roles in learning new languages because vocabulary is the foundation of any language The one way that student can enrich

their vocabulary‟ knowledge is learning the new vocabulary in context When learners encounter a context like a whole reading or even just some paragraphs, they can learn better and they do not forget words easily Although books give written input to students, other tools and materials that could provide aural input could give better opportunities for students to learn vocabulary According to Wang (2012),

“we remember images better than words; hence we remember words better if they are strongly associated with 14 images.” Results of plenty of studies by Chun and Plass, (1996), Akbulut (2007), Hall and Dougherty (2012), and Lin and Tseng (2012) conclude that videos are practical sources in learning vocabulary because they provide images and other input for students to understand the meaning of words much easier

Liou (2000) found that the highest proportion of students used foreign language captions as auxiliary support, especially the higher-achieving students The replay function was the next, and the assistance of native subtitles was the third ranked strategy when learners needed support According to Danan (2004), captions visualize the auditory information of the foreign language which the learners hear in the video Zanon (2006) argues for the benefit of subtitled video, which he said would “…motivate students to study English outside the classroom context, especially by watching TV and cinema, listening to the original dialogues” (p.44)

According to Bird and Williams (2002), captioning is a beneficial language learning tool by looking at how a bimodal presentation (aural and visual) of novel words would affect the learning of the words Using subtitled video in the classroom is one possible strategy for increasing learners‟ awareness of metacognitive strategies, or attracting their attention to the learning resources available beyond the classroom Zanon (2006) argues for the benefit of subtitled video, which he said would “…motivate students to study English outside the classroom context, especially by watching TV and cinema, listening to the original dialogues” (p.44)

Markham (2001) investigated whether the presence of captions affects learning He also explored whether familiarity with the content of the video differentially affects the usefulness of captions He presented Muslim, Buddhist, and non-Muslim/Buddhist ESL students with videos in English about their

respective religions Within each of the three groups, half of the students were shown the videos with captions, and half without Results revealed that both background knowledge and captions contributed substantially to the learners‟ comprehension of the videos

According to Van Patten, Williams, & Rott (2004), captions also help

learners make form-meaning connections in the mental lexicon, which constitutes a crucial process in the acquisition of lexical items

It is concluded that the above studies highlighted the significance of applying captioned video on language learning skills, particularly vocabulary As in a foreign language context the role of learning vocabularies is of significance for language learners in institutes, using video with caption modes can pave the way for the learners to improve their vocabulary learning Since students prefer to be taught with captioned videos, rather than other traditional materials such as: dictionary, in order to improve their vocabulary mastery of the target language This study suggested pairing videos with caption modes as an innovative technique to facilitate vocabulary learning in a motivated atmosphere First of all teachers should take it into consideration to integrate captioned videos and use it as a teaching vocabulary tool To do that his main role is choosing topics that meet students‟ needs, in other words topics adopted according to the students‟ level an illustration for this is providing topics like going to a restaurant, travelling and so on for beginners

2.3 Technique of using videos in classroom

Cakir (2006) suggested that incorporating videos is in the language classroom is a task that needs some techniques and requires some astute that teachers should be aware of in order to increase the effectiveness of using videos in instruction In other words there are some stages when implementing a video in the classroom that should be followed:

 Active Viewing

Active viewing is very important because it raises students‟ pleasure and satisfaction and focuses their attention on the main idea of the video presentation Teachers should write some key questions on the board before starting the video show this enables learners to get an overview of the video content

 Freeze Framing and Prediction

Stopping the video one moment intentionally by the teacher in order to explain or to give more detail to clarify something or to ask questions is called freeze framing

 Silent Viewing

Since a video is an audiovisual means, which is divided into two main components: the sound and the vision, silent viewing is making the video segment play with the sound off only the picture is animating and asking students to observe the behaviour of the characters, after that the teacher stops the picture and asks students to guess what will happen This activity can be a prediction technique if students are watching the video for their first time Silent viewing arouses student interests, stimulates thoughts, and develops skills of anticipation

 Sound On and Vision off Activity

Contrary to silent viewing sound on and vision off activity is making the sound of a video playing and removing the picture It allows learners to guess the video content through listening so they are unable to see the action It makes learners build an idea about what is happening thanks to hearing

 Repetition and Role-Play

Repetition is very important especially when there are some difficult language points in the unit It plays a significant role in enhancing communicative production exercises On the other hand the teacher should give the opportunity for each learner to repeat a scene in a video either individually or in a role-play When students have a clear understanding of the presentation, they are asked to act out the scene using as much of the original version as they can remember and when they become confident with role playing and are sure of vocabulary and language structures , the teacher can ask them to introduce more creative activity

 Dubbing Activity

This activity can be done when students have the necessary language competence , students are asked to fill in the missing dialogues after watching a sound-off video episode it is interesting and enjoyable for the students to complete

a scene from the video by dubbing

 Follow-Up Activity

Follow-up activity is a very important activity because opening a discussion after watching a video stimulates communication among students which help to achieve communicative practice this activity give students the opportunity to develop sharing and co-operative skills

3 Young learners

3.1 Characteristics of young learners

While there are commonalities across learners of all ages, young children differ from older children in many ways Studies of young children show how learning changes across development However, we now know that even very young children have a predisposition to learn in certain domains, and that young children are actively engaged in making sense of their world Young children appear to be predisposed to acquire information Some typical characteristics of young learners are discussed as follows:

Firstly, the characteristic of young learners mentioned by Clark (1990:6-8):

a Children are developing conceptually: they develop their way of thinking from the concrete to the abstract thing

b Children have no real linguistics, different from the adult learners that already have certain purpose in learning language, for instances, to have a better job, children rarely have such needs in learning a foreign language They learn subjects that school provides for them

c Children are still developing; they are developing common skill such as turn talking and the use of body language

d Young children are very egocentric; they tend to resolve around themselves

e Children get bored easily Children have no choice to attend school The lack of the choice means that class activities need to be as fun, interesting and exciting as possible by setting up the interesting activities

Other characteristics related to young language learners students that Slatterly and Willis (2001) state are as follows

• They learn to read and write in L1

• They develop as thinkers

• They understand the difference between the real and the imaginary

• They can plan and organize how best to carry out an activity

• They can work with others and learn from others

• They can be reliable and take responsibility for class activities and routines

Lastly, Scott and Ytreberg (1993:3-4) also propose some general young language learners‟ characteristics (elementary school students) as follows:

a Their basic concepts are formed They have decided views of the world

b They can tell the difference between fact and fiction

c They ask questions all the time

d They rely on the spoken word as well as the physical world to convey and understand meaning

e They are able to make some decisions about their own learning

f They have definite views about what they like and don‟t like doing

g They have developed sense of fairness about what happens in the classroom and begin to question the teacher‟s decisions

h They are able to work with others and learn from others

Furthermore, with language development, students can understand abstracts, understand symbols, generalize and systematize

To put in a nutshell, from those characteristics above, it can be known that young language learners are able to understand abstract ideas, understand symbols (beginning with words), generalize, and systematize These characteristics should

be considered by the teacher when teaching young learners, because it will increase the chance of making a successful learning process So, by understanding the characteristics of the children, teachers are able to motivate them and by a successful learning process, teachers and students can reach the goal of the study

3.2 Teaching strategies to young learners

In language learning context it is believed that children will learn a foreign language more effectively under certain conditions Therefore, there are some assumptions of teaching strategies about language learning that should be considered when teaching English as foreign language to children The assumptions below are adapted from different sources (Abe, 1991; Moon, 2000; Hudelson, 1991; Krashen, 1983; Lightbown and Spada (2011); Piaget, 1991; Saracho, 2012)

• Motivating young learners in the learning process In fact, teachers can make positive contribution to students‟ motivation to learn if classrooms are places that students enjoy coming to because the content is interesting and relevant to their age and level of ability, learning the goals are challenging yet manageable and clear, and the atmosphere is supportive

• Involve students in making visuals and realia Children are more sensitive

to anything that touches the senses; they react easily to physical objects Having children involve in creating the visuals that are related to the lesson helps teachers create classroom situations to be more alive The real objects also help the teachers render materials and help the students comprehend the given materials

• Letting children play will help them put the information they have just learned into imaginary "real-world" situations after teaching a lesson Through play, children can synthesize and internalize information that they have learned If play cannot be used within the lessons to teach the content, then it is important to use it after the content is taught to help children internalize what they have just learned

• Providing conductive environment for children to learn because children learn from the world around them Teachers should also make sure that the subject

is taught in a very practical, hand-on way that they can interact with actual, physical and here and now or concrete aspects, which is appropriate with their concrete operational stage

• Using topic-based activities in the teaching language for young children The topic-based activities begin with a subject appropriate for the students and then that subject is designed to involve the students in investigating the topic and using the language as an integral part and the core of investigation Through the topic,

students can associate any word, function, and situation involved to the specific topic

In conclusion, to meet the goal of the teaching-learning of English for young learners, the English teachers must know not only the students‟

characteristics but also useful teaching strategies

4 Previous studies

Captioned videos have been used in language classrooms to develop various aspects of second language learning For example, some studies investigate the use

of captioned video in relation to potential improvement of language skills The use

of captioned videos to learn language features (vocabulary and grammar) has also been well documented in much research In the following discussion, studies that investigate the use of captioned videos to develop language skills will be reported in the first section; then the discussion will concentrate on studies that specifically investigate the effectiveness of captioned video on vocabulary learning, due to the domain of the current research:

In 1999, Kosslstra and Beentjes conducted a study on the effectiveness of the use of L1 caption L2 spoken videos on the fourth and sixth graders' vocabulary acquisition and word recognition in Dutch There were 126 students from the fourth grade and 120 students from the sixth grade, however assigned into three groups The results showed that students in the experimental group viewing L1 caption L2 spoken video outperformed on the vocabulary learning

A study conducted by Neuman (1990), observing 129 seventh and eighth graders in bilingual programs, examined the effectiveness of captioning in foreign language instruction by designing four different modes Nine segments of an educational science series lasting 5-8 minutes were subtitled in the subject's target language The results of the experiment showed that participants who watched subtitled programs learned more new words from the second language than those in any of the three other conditions In other words, the findings indicated strongly to support the impact of CCTV on bilingual students' acquisition of language, literacy, and conceptual knowledge

The impact of video captioning on vocabulary learning has been investigated by many studies (e.g., Aldera & Mohsen, 2013; Hsu, Hwan, Chang, & Chang, 2013; Mohsen, 2016; Stewart & Pertusa, 2004; Sydorenko, 2010)

The results indicated that learners exposed to captioned videos outperformed non-captioned video students Captioned videos foster vocabulary learning because

it may contribute to a conscious focusing on the form and it encourages attention which is an essential for language learning (Vanderplank, 1990) From the previous studies, there is a general consensus that implementing captioned videos help language learning and lead to better comprehension and vocabulary learning

To put in a nutshell, all of the studies mentioned above only considered the use of captioned videos to improve student‟s vocabulary learning However, most studies focus on learners who are high school student and students in the universities Research subjects who are primary school students are few or there is

no study related Maybe this is a difficult object to exploit or difficult to apply this method According to my search, I did not find any research related to the use of captioned videos in teaching English vocabulary in Vietnam Therefore, the author wants to focus on young learner-primary students and carried out an action research for grade 5-students at Mao Dien 1 Primary school in order to use video with caption modes for improving vocabulary learning In addition, the author wants to propose some suggestions to increase the effect of using video with caption modes

to improve vocabulary learning for grade 5-students at Mao Dien 1 Primary school

5 Summary

To sum up, the chapter reviews the literature on many issues related to vocabulary learning, video with caption modes and young learners In addition to, previous studies related to using video with caption modes to improve vocabulary learning were mentioned This knowledge, therefore, serves as a basis for further work in the latter chapters

CHAPTER 2: METHODOLOGY

Chapter 2 aims at providing a detailed discussion of methodological design

of the study including: summarizing the research questions; providing research context and participants; discussing methods, research instruments, data collection procedures, data analysis

The overall aim of the chapter is how the study is designed to answer the

The researcher chooses this primary school because it matches the conditions and circumstances as well as research facilities Furthermore, the vocabulary of the students is quite low, expressed through the vocabulary test, and the author observes the student's distraction during the vocabulary lesson The principal decided to allow the researcher to do this study at this school

1.2 English textbooks

The assigned textbook for this level is titled “Tiếng Anh 5 Sách học sinh” written by Hoang Van Van, Phan Ha, Do Thi Ngoc Hien, Dao Ngoc Loc, Truong Thi Ngoc Minh, Nguyen Quoc Tuan and published by the Ministry of Education and Training The book is designed with communicative approach, helps students initially take shape and develop communicative competence in English In this book, each unit mentions one topic with three lessons: lesson 1, lesson 2 and lesson

3 These lesson are often taught in six periods of forty-five minutes for each period

Vocabulary section is designed as Part one “Look, listen and repeat”, and Part two "Point and say" of Lesson 1 and Lesson 2 of each unit The aim of these parts is to introduce vocabulary and sentence patterns In these parts, the teacher introduces vocabulary and students can learn new words through the topics

1.3 Video clips extracted from online cartoon videos

Initially, the researcher intended to make the videos with captions with the support of ProShow Producer software However, during the implementation process, the researcher felt that the selection of videos from different sources was difficult and not focused, the themes were fragmentary and unrelated to the units Moreover, the design of video takes too much time, and the teacher has no skill to use video software If it is widely used, it is also limited and inconvenient for lesson preparation Therefore, the researcher decided to select the video that was extracted from a suitable film for children Therefore, online cartoon videos were chosen for the purposes of this research, for two main reasons; first, the videos deals with a popular school level moral phenomena, school bulling, familiar stories, things Second, the image of the video is very funny and lively, cartoon also attracts children at this age, and so would stimulate students‟ interest It is culturally appropriate The title of the video are “Học Tiếng Anh Qua Phim Hoạt Hình - Hội Thoại 1”, and “Học Tiếng Anh Qua Phim Hoạt Hình - Hội Thoại 2”, published by

 Linguistic appropriateness (grammatical and semantic difficulties) to learners‟ language level

 High visual quality

 Supporting the dialogue with visual input or audio-visual correlation

 Delivering the speech at suitable speed

 Appropriate content

 Inherent interest within valuable content

 Matching cultural values

 Suitable length

The researcher extracted 8 most typical clips meeting the above criteria Video is available in caption modes (regular caption) As the characters in the video begin to speak, the highlighted caption begins to play

Figure 1: The screen shot of the video with regular caption

Figure 2 The screen shot of the video with highlighted caption

2 Participants

2.1 Teacher

There is only one teacher of English at the school that the research was conducted The researcher invited her to go in for the process of using video with caption modes to teach English for grade-5 students She graduated from National University of Education and has been teaching English at the school for 14 years She shared that she still teaches vocabulary to students by using traditional methods, sometimes using pictures to enrich the lesson Moreover, the Bac Ninh educational system generally tends to be quite traditional; among the traditional features of this system, firstly, is examination-oriented assessment, in which written exams are the only form of assessment Second, grammatical knowledge of language predominates classroom instruction Third, there is a heavy dependence on textbooks as the only teaching material used in the classroom The use of video with caption modes is still quite strange; her students are very confused when they watch the video with caption modes But she is confident that she can successfully apply this method Therefore, she feels excited about the study's researcher and she hopes that through this method, students can improve their vocabulary learning

is a compulsory subject, and students have been learning English for four years However, the results are not really high In particular, the score of the vocabulary in the tests is usually low In general, students are not interested in learning English Students remember the vocabulary of the previous lesson, and forget the words in the older lessons Moreover, for primary school children, their concentration is also

poorer Therefore, I found that it is necessary to apply interesting teaching method

by using video with caption modes to attract students, motivate them to learn vocabulary and achieve higher results

3 Methods of the study

In this research, both quantitative research and qualitative research are flexibly adapted in order to be suitable for context and target of this study In particular, the pre-test and post-test are taken with students to indicate students‟ vocabulary learning are improved after using video with caption modes in teaching vocabulary To be more convincing, questionnaires was done with students implementing the use of video with caption modes in combination with the researcher‟s observation and personal experience However, basically this research was still an action research

3.1 Mixed method research

In this study, a mixed method research used is a procedure for collecting and analyzing data According to Dörnyei (2007), using mixed methods for research serves various purposes, such as helping the researchers to investigate complex educational issues and enriching the researcher‟s thoughts, enabling them to draw conclusions Additionally, combining more than one strategy means that they are able corroborate each other and hence increase the validity of the research Bouma

has stated “both qualitative and quantitative approaches are essentials to the

research process in social sciences” (1996:173) Quantitative and qualitative

method ideally includes the benefits of both methods (Johnson, Onwuegbuzie, & Turner, 2007): Quantitative analyses employ descriptive and inferential statistics, whereas qualitative analyses produce expressive data that provide descriptive details (often in narrative form) to examine the study‟s research objectives Whereas quantitative data may be collected via measures such as self-reports and physiological tests, qualitative data are collected via focus groups, structured or semi-structured Questionnaires, and other forms (Creswell, 2013) Moreover, according to Burns (1999), the quantitative approach is employed when the

researcher aims at attaining objectivity and control as it is held that it can “offer

ways of testing hypothesis that are widely accepted or standardized” (p.22)

However, according to Burns (1999), qualitative research is the methodology of

studying the participants‟ opinion, actions and experiences through Questionnaires, observation and published information Correspondingly, this method will be made use of in the phrase of collecting, analyzing and synthesizing basic knowledge for the literature review One strong point of the qualitative method is that the collected

data is usually “extensive” and “detailed” (Burns, 1999:23) or as held by Larsen Freeman and Long, it supplies researchers with “real”, “rich” and “deep” data

(1991:12)

3.2 Action research

This study was carried out as an action research project The aim of action research is to improve the current state of affairs within the educational context in which the research is being carried out To put in another word, action research is a

“small- scale intervention in the functioning of the real world and a close examination of the effects of such intervention.” (Cohen & Manion, 1994) The reason why the researcher chose this approach is that the aim of the study was to improve the current situation - students‟ vocabulary learning and in order to investigate the benefits of using video with caption modes to enhance vocabulary learning for grade-5 students as well as draw the pedagogical implementation for both teachers and students in their teaching and learning Taking everything into consideration, it was believed that action research was the most appropriate approach to this thesis

It is significant to recognize action research‟s procedure which needs to be followed from one step to another In order to carry out an action research, Ferrance ( 2000, p.18) suggested an action research cycle as follows:

Figure 3: Action Research Cycle

As can be observed from this cycle, to carry out an action research, in the first step, the researcher must identify the problem Then the data is collected for a more detailed diagnosis After that, the researcher has to design a plan of action to make change and to study that change Data on the results of the intervention are collected and analyzed, and the findings are interpreted in light of how successful the action has been At this point, the problem is re-assessed and the process begins another cycle This process continues until the problem is resolved

However, when applying the action research approach, this study follows the general of

an action research cycle suggested by Nunan (1992) because it is more specific

Step 1: Initiation

Before conducting this action research, the researcher basing on her experience as an English teacher at a primary school and talking to students gained understanding of their problem in vocabulary learning Some students said that they tended to forget words quickly after class; some know words but do not know the pronunciation and others still remember words, yet they do not know how to use them appropriately It was proved from their English scores which were still low On the other hand, the teacher did not try to improve the situation by applying or using other methods or techniques in order to gain students curiosity, participation and activeness relating to present and practice new vocabulary The teacher liked to have less noisy students, so that there would be less disturbance in teaching-learning activity

to help understand the nature of the problem: students lack of vocabulary items and they are bad at using vocabulary

Step 3: Hypothesis- A hypothesis is formulated after reviewing the initial data

After having the information from informal chat with students, the researcher developed the following hypothesis for this action research: Using word lists to teach vocabulary is effective It helps students learn, retain and use vocabulary better Besides, this approach provides the teacher an effective way in order to motivate their students in vocabulary learning

Step 4: Intervention- A number of strategies are devised and applied

The researcher designed word list activities and exercises which were believed to be appropriate to the students‟ proficiency These activities and exercises were employed in the classroom with the students after that

Step 5: Evaluation- An assessment is carried out to evaluate the intervention Some

steps may be repeated

The research assessment instruments used in this study were a pre-test, a post-test, the lesson plans, survey questionnaire, one class observation checklist in which survey questionnaires concluded 19 questions involving the contents of the lesson and teaching method and class observation was carried out to find whether students are interested in the lesson or not

Step 6: Dissemination- A report of the research is published Ideas emerged from the

research are shared The results of this action research are clearly reported in this thesis

Step 7: Follow – up: Alternative solutions for the problem are continually

investigated

Having completed the first cycle of this research, the advantages and the limitations

of “Using word lists to teach vocabulary” were realized This understanding will be the foundation for the next cycle of the action research, which will be shown in the next chapter

In conclusion, considering that action research is the best choice for the purpose of improving students‟ vocabulary acquisition, and that the action research design is the most practical and feasible for the researcher, the author made decision to conduct an action research which followed the seven- step model suggested by Nunan ( 1992)

3.3 Action plan

According to the above action research cycle, this study is carried out based

on these following steps in an action research:

STEP 1: INITIATION

Before conducting this action research, basing on her experience as an English teacher at a primary school, the author discovered that the students‟ vocabulary knowledge was not good Students often forget vocabulary very quickly, they are afraid to learn vocabulary and feel anxious when teachers check new words In addition, some students may read but cannot write the exact word Another big problem the researcher found was that many students were not motivated in class and were not interested in vocabulary lessons When the teacher asks to read the new words, the students do not read aloud and clearly On the other hand, the teacher did not try to improve the situation by applying or using other methods or techniques in order to gain students curiosity, participation and activeness in vocabulary lesson

STEP 2: PRELIMINARY INVESTIGATION

To investigate the causes of these above problems, the researcher based on her teaching experiences, the result of the pre- test The result of the pre-test was very low In the gap fill exercises, students are more likely to make mistakes in terms of vocabulary and semantics Many students miss the vocabulary exercise They cannot even do it because they do not understand the meaning of the word Moreover, they did not have interest in vocabulary lessons When teachers show students videos with caption modes when teaching, students often do not understand

the caption below In addition to, the teacher also indicated that students usually

learn by rote, just remember the new words of the previous lesson Moreover, the facilities at school are still limited Students are less likely to be exposed to technology applications in teaching (such as video, film, graphics)

STEP 3: HYPOTHESIS

After reviewing initial data, the researcher formed the hypothesis that students' vocabulary learning is improved through the use of video with caption modes

STEP 4: INTERVENTION

Based on the hypothesis above, the researcher suggested videos with caption modes in the hope of solving the problem The researcher asked the English teacher

to carry out the process of using video with caption modes to improve vocabulary learning for grade-5 students within 8 weeks The researchers will prepare 8 videos with caption modes The teacher was trained skills to teach vocabulary with the use

of captioned video within one week

The teacher writes some key questions on the board before starting the video show, which enables learners to get an overview of the video content The students watched the video twice, so they spent around 7 minutes in watching the video It should be noted that the students had a short break (about three minutes) between the first and second time of watching the video Stopping the video for one moment intentionally by the teacher in order to explain or to give more detail to clarify something or to ask questions is called freeze framing As students watch a section

of video and have to write three sentences about what they have seen The sentences can be a mix of true and false Pause the viewing periodically and ask a couple of students to read aloud a sentence and the others must say whether it‟s true or false

In another way, the teacher can pause the video at an appropriate moment to leave a still image on the screen Use the image as if it was a photo or a picture and uses it

to prompt discussion, create role-plays or simply for students to describe what they can see On the other hand the teacher can give the opportunity for each student to retell a scene in a video either individually or in a role-play When students have a clear understanding of the presentation, they are asked to act out the scene using as much of the original version as they can remember and when they become confident with role playing and are sure of vocabulary and language structures , the teacher can ask them to introduce more creative activity

It is noted that the video should never be considered as a medium which rivals or overshadows the teacher, but it is a useful tool for her That is, it cannot replace the teacher because it can only teach things which are recorded on, and this makes the learning foreign language attractive It is certain that the teacher is as effective as the video in teaching vocabulary through video, because he is the only person who enables the learners to comprehend what they watch and hear by using

some of the communicative techniques The teacher can be a controller, an assessor,

an organiser, a prompter and a participant as well

The researcher plays the role of an observer during the implementation of video watching activities in order to explore students‟ participation, attitude and the teacher‟s use of these activities in teaching vocabulary Moreover, the researcher also had a duty in observing to find out which video watching activities are most suitable in improving vocabulary for grade-5 students

STEP 5: EVALUATION

During the period of using video with caption modes, the researcher used the following three instruments to help her to see the effect of her intervention: pre and post-test, questionnaires and the class observation

STEP 6 and 7: DISSEMINATION AND FOLLOW- UP

The researcher stated the use of video with caption modes in teaching vocabulary for primary school students is suitable to enhance vocabulary learning for grade-5 students in my school Moreover, the researcher gives some suggestions for teachers who want to use videos with caption modes to improve their students‟ vocabulary learning

4 Data Collection Instruments

In order to collect data for the study, the following instruments were employed: pre-test and post-test for students, questionnaires for students, and the researcher‟s class observation

4.1 Pre-test and Post-test

A pre-test and a post-test are the instruments given in order to evaluate the vocabulary use proficiency The students‟ scores on post- test will be compared with the scores of students on pre-test with the same level to determine the effectiveness of the use of video with caption modes in teaching vocabulary The pre-test and the post-test in this study were designed equivalently and checked by the experts who are known to have deep understanding about testing These experts are all experienced in exam preparation Most of the vocabulary items in the tests were selected from the new lexical items in the text book and related to the contents

of the topics that students learned in the video The pre-test was conducted before the

treatment, which was at the beginning of the term with no special technique and

language practice applied in teaching vocabulary before In the pre-test, students were assigned to answer 25 questions to evaluate their competence in English vocabulary and students‟ understanding on collocation, part of speech especially noun, verb, adjective and adverb, word formation as well as realizing uncommon lexical items Students select the correct answer by circling the associated number or letter on the response sheet Each correct answer was given 0,2 point and the maximum score is

therefore 5 The test duration was 30 minutes The post test was conducted 8 weeks

later with the same design as the pre-test, lasting 30 minutes This test involved the lexical items from unit 5 to unit 10 The aims of this test was to assess student‟s vocabulary size and their level of vocabulary use after 8 weeks of the study as well as

to make a precise evaluation to see how much they acquired after the process

4.2 Questionnaires

Questionnaire is defined as a set of questions for obtaining statistically useful

or personal information from individuals They have become the world of experience for both researcher and professionals They are also common instruments to collect data in educational researches With the purpose to seek the answer to the third research question of the study, the researcher designed a survey questionnaire for the students to investigate their evaluation on the vocabulary teaching activities which were designed based on using video with caption modes and their attitudes to learning vocabulary through this method It contains 10 questions in Likert scale (ranging from “strongly disagree” to “strongly agree”) The questionnaire was conducted after the post-test and delivered to students It consists of three main sections:

- The first section aims to discover student‟ general attitudes about watching captioned videos for vocabulary learning purposes This part has 3 questions

- Section two is the student‟s response about the appropriateness of video with caption modes It encompasses 5 questions

- The last part of the questionnaire is the student‟s response about attitudes to the teacher‟s activities This part includes 2 questions

4.3 Observation

The aim of the classroom observation is to evaluate the effectiveness of this method in teaching vocabulary for the 5th graders from the teacher‟s view and

students in comparison between what they said and what they performed In order

to achieve that aim, the class observation was conducted In this observation, the activities were observed by the teacher for results such as student‟s response during teaching- learning process, students‟ attentions toward teacher‟s explanation, students‟ participation to teacher‟s questions, students‟ interest in vocabulary lesson, management of the class, giving the motivation to the students and so on The results of the observation were recorded as field notes, from which, the researcher found some weaknesses and strengths during the implementation of video with caption modes in teaching vocabulary for grade-5 students

5 Data collection procedure

The following section presents the data collection procedure of the study, conducted in 10 weeks beginning in November of 2017 In the first week, the pre-test was administered to the students After all the test papers were finished, they were collected by the teacher From the 2nd to 9th week, prepared lesson plans were used in class for the students who received the instruction The participants were given a brief explanation of the action research Teachers guided students in new learning methods Relevant vocabulary contained in the video was given; students had the task of memorizing quickly Then, a video clip was played twice with captions Students were asked to focus on the video content and especially captions

in order to acquire the target vocabulary After watching the video, students were asked to do some exercises related to the acquisition of content and vocabulary contained in the video The learning process will be repeated over eight weeks with various prepared videos In the 10th week, the post -test was used to measure students‟ understanding of the concepts that they were taught and after all the test papers were finished and collected, the subjects were asked to fill in the attitude questionnaire To ensure that the students have obtained adequate understanding of the questions, the researcher wrote the question in Vietnamese, students were instructed to complete the questionnaire The researcher was willing to answer any questions of the respondents All the study procedures are shown in Table 2

Week 1 Subjects were administered the Pre Test

Week 2 Lesson plan implementation with Video 1

Week 3 Lesson plan implementation with Video 2

Week 4 Lesson plan implementation with Video 3

Week 5 Lesson plan implementation with Video 4

Week 6 Lesson plan implementation with Video 5

Week 7 Lesson plan implementation with Video 6

Week 8 Lesson plan implementation with Video 7

Week 9 Lesson plan implementation with Video 8

Week 10 The post-test was administered

Subjects were asked to fill in the questionnaire

After week 10 Data were collected, scored and analyzed

Conclusions, implications and suggestions were developed

Table 1: The study procedures

6 Data analysis procedure

It took 10 weeks to collect all the data for the research before they were analyzed both quantitatively and qualitatively To analyze the teaching and learning process, the writer based on the scores of tests which were conducted at the beginning and at the end of the course Descriptive statistics were analyzed to answer the research question 1 and 2 in this current study The writer compared the student‟s vocabulary achievement in the pre- test and the post- test to know whether there is improvement of students‟ vocabulary use or not The mean of scores from the pre test was compared to the mean of the post test scores to know how far the progress

of students in this research is In terms of the answer for the research question 2, the researcher drew from the data collected from the questionnaires to the students After all the questionnaires were returned, they were consolidated, analyzed and presented in Excel program in forms of bars, charts and figures Besides, the classroom observation notes were written down and summarized qualitatively to provide the findings in comparison with the data collected from the students‟ questionnaires so that the researcher could elicit accurate answers to four research questions Finally, the analyses of the classroom observation data were shown to provide empirical information of how well the students evaluate the vocabulary teaching activities in this method