Improving students’ vocabulary retention through content based instructions

R ATIONALE OF THE STUDY

Vocabulary is a crucial element in learning English, serving as the foundation for effective communication It plays a significant role in constructing grammatical structures, enabling learners to form complete sentences Moreover, vocabulary connects the four essential language skills: speaking, listening, reading, and writing Without a strong vocabulary, effective communication and the ability to convey meaning in English become nearly impossible.

Vocabulary is a crucial component of language learning, extensively studied by prominent theorists and researchers who emphasize its importance in acquiring a second or foreign language Recent advancements have introduced innovative approaches, techniques, and exercises aimed at vocabulary instruction (Hatch & Brown, 1995) It is essential that vocabulary teaching goes beyond mere word memorization, focusing instead on equipping learners with effective strategies to enhance their vocabulary knowledge (Hulstjin, 1997).

Ha Long College of Arts, Culture and Tourism (HCACT) is recognized for its quality education in the fields of Arts, Culture, and Tourism, with English being a mandatory subject that garners significant attention from the Management Board Both faculty and students prioritize the teaching and learning of English, particularly focusing on vocabulary development.

In English vocabulary instruction, the predominant approach involves providing explanations and Vietnamese translations, followed by written practice exercises While some educators have experimented with alternative teaching methods, the impact has been minimal, often resulting in students remaining passive and merely copying corrections.

Many students struggle to retain new vocabulary due to traditional teaching methods that often lead to boredom and disengagement Factors such as large class sizes, cultural differences, and the teacher's knowledge can hinder effective learning Crucially, vocabulary is more easily memorized when it is introduced within a meaningful context To enhance retention and encourage active use of language, it is essential for teachers to integrate new words into relevant content, which is the motivation behind my action research.

“Improving students’ vocabulary retention through content-based instructions”.

S TATEMENT OF THE PROBLEM

Effective language learning requires students to utilize tools that aid in acquiring and retaining new vocabulary (Pimsleur, 1967, cited in Nation, 2001) This is particularly relevant for Tourism students at HCACT, who must learn English as a mandatory subject According to Nguyễn Thị Linh Lam (2004) and Đào Thị Thanh Mai (2004), it is essential for Vietnamese students to be instructed in suitable vocabulary learning strategies to enhance their vocabulary acquisition.

HCACT students specializing in restaurant and hotel services receive extensive training in English, crucial for their roles as waiters, waitresses, and receptionists The curriculum allocates significant time to English, with first-year students attending 10 sessions per week, totaling 150 periods over the academic year Despite many students having studied English for 3 to 7 years prior to college, they often struggle with vocabulary retention This challenge leads to frustration, as students find that their efforts to learn new words do not yield the expected results, ultimately impacting their language proficiency in professional settings.

3 badly affected their writing, reading, listening and speaking proficiency They seem to be not eager enough to learn vocabulary lessons in particular and the English subject in general

Students at HCACT face challenges in vocabulary acquisition, particularly in the specialized terminology related to restaurant and hotel services The author's extensive teaching experience highlights the difficulties first-year Tourism students encounter when learning these terms Despite the introduction of various vocabulary teaching techniques, their effectiveness remains limited.

Teaching vocabulary through games is highly recommended due to its numerous benefits It enables students to quickly acquire English words while fostering a relaxed learning environment However, this approach can lead to increased noise levels in the classroom, and some games may not encourage verbal communication among students.

At HCACT, teaching vocabulary using word lists has been implemented; however, it appears to be ineffective for first-year students, who find the method boring Consequently, this approach does not facilitate the memorization of words as effectively as anticipated.

English teachers at HCACT are challenged to enhance their students' vocabulary retention and motivation during lessons This article outlines the teaching methods utilized for vocabulary in the textbooks "May I Help You" and "English for Cooking," highlighting effective strategies for engaging students in their language learning journey.

The book introduces ESP vocabulary in each unit, but it lacks visual illustrations to help students visualize unfamiliar concepts Vocabulary lessons rarely incorporate pictures or photos, indicating a resistance among teachers to modify the course material or their teaching methods Consequently, they primarily focus on presenting vocabulary through definitions and phonemic transcriptions, with students simply repeating the words.

The traditional method of having students copy vocabulary into their notebooks is ineffective, leading to dull lessons that do not engage their imagination or enhance memorization As a result, students struggle to retain newly learned words, which ultimately hampers their motivation to learn vocabulary.

Teaching and learning vocabulary for first-year Tourism students at HCACT presents significant challenges, recognized by both educators and students Consequently, there is an urgent demand for innovative approaches to replace traditional vocabulary teaching methods.

A IM OF THE STUDY

In response to the current educational challenges, the author has implemented content-based instruction to enhance vocabulary learning for first-year Tourism students at HCACT This approach aims to facilitate more effective learning and longer retention of new words The study evaluates the impact of content-based instruction on students' ability to remember word meanings, ultimately contributing to improved English language learning and teaching at the institution.

R ESEARCH QUESTION

The study explored the hypothesis that content-based instruction enhances students' ability to memorize vocabulary and understand word meanings more effectively It seeks to answer how this teaching approach influences vocabulary retention and comprehension.

How do content-based instructions help students at HCACT improve the effectiveness of their vocabulary retention?

S COPE OF THE STUDY

This study examines the influence of content-based instruction on students' vocabulary retention, highlighting the effectiveness of specific language activities designed to enhance vocabulary learning.

This study involved first-year students in the Hotel and Restaurant Department at HCACT, focusing on those with an elementary level of English proficiency The students utilized the course book "May I Help You" by Yates (1997) as part of their learning experience.

M ETHODS OF THE STUDY

This study employs qualitative methods to achieve its objectives, utilizing data collected through classroom observations, diaries, and the results of three vocabulary tests for analysis and discussion.

The observation period spanned six weeks, during which a variety of vocabulary activities and exercises were implemented, alongside three vocabulary tests to assess students' retention Additionally, students' vocabulary memorization was continuously monitored during content-based instruction to collect further evidence of the intervention's effectiveness.

O RGANIZATION OF THE THESIS

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, statement of the problem, aims, scope, methods and organization of the thesis The single research question is also clearly stated here

Part two, DEVELOPMENT, consists of three chapters, namely Chapter one: Literature Review, Chapter two: Methodology, and Chapter three: Findings and Implications Part three is the CONCLUSIONS

LITERATURE REVIEW

V OCABULARY RETENTION

Vocabulary, defined as the total number of words in a language, is crucial for effective communication Researchers and linguists emphasize that language cannot convey meaning without vocabulary As noted by Pyles and Algeo (1990), our initial thoughts about language often revolve around words, highlighting the undeniable importance of vocabulary as a fundamental element of language.

Vocabulary can be defined in various ways by different linguists, each emphasizing different aspects of linguistics, semantics, and lexicology According to Ur (1996), vocabulary encompasses not only single words but also compounds like "post office" and idiomatic phrases such as "call it a day." Additionally, Tạ Quang Hưng & Nguyễn Văn Độ (1994) describe words as "small pieces of language which carry bits of meaning," highlighting the importance of word meanings in understanding vocabulary.

A strong vocabulary is essential for effective communication in any language, as it encompasses all words, compounds, and idioms necessary for conveying and understanding information While knowing many words does not automatically ensure fluency, a limited vocabulary can hinder a person's ability to speak or comprehend the language effectively.

1.1.2 What is involved in knowing a word?

Words are interconnected elements within various linguistic systems, requiring a comprehensive understanding of their multiple dimensions According to Nation (2001), grasping the complexities of any specific word involves recognizing the different levels of knowledge associated with it.

Defining what it means to "know" a word is complex and goes beyond merely recognizing its appearance and pronunciation or recalling its dictionary definition True comprehension of a word involves the ability to use it accurately in different contexts and to understand it when encountered in various forms (Miller & Gildea, 1987).

Understanding a word encompasses a wealth of information, including its spelling, pronunciation, meaning, and equivalent in the learner's native language Additionally, it involves knowledge of the word's collocations, part of speech, frequency, and whether it is lexical or functional Key aspects such as connotation, register, and homonyms also play a role Furthermore, the precision of word usage, speed of comprehension, and the ability to apply words in various contexts—whether receptive or productive, and for formal or informal occasions—are crucial for effective communication (Nation, 2001; Beck &).

Mc Keown, 1991; Nagy & Scott, 2000) In addition, it is important to consider how well the students need to know a particular word in relation to their needs and current level

Nagy and Scott (2000) highlight that understanding a word involves multiple dimensions, with one key aspect being that word knowledge is incremental This indicates that readers require numerous encounters with words in varied contexts to fully grasp their meanings.

Understanding word knowledge is essential, as it is multidimensional; many words possess multiple meanings and serve various functions in different contexts Additionally, word knowledge is interrelated, meaning that familiarity with one word, such as "urban," can enhance comprehension of related terms like "suburban," "urbanite," and "urbane."

With such a great amount of information attached to each word, it is impossible to supply the student with all the available information at once A more gradual

Acquiring word knowledge is a long-term process that involves multiple encounters with spoken and written words in diverse contexts, as noted by Herman (2003) Initially, when a student encounters a new word, they store information about its usage within the text they are reading This foundational understanding is reinforced with each subsequent encounter, allowing the student to gather additional insights about the word's meaning through its various applications Consequently, the student gradually builds a comprehensive understanding of the word over time.

Traditionally, vocabulary has not been a standalone subject in education; instead, it has been integrated into lessons focused on speaking, listening, reading, and writing Students often rely on their existing vocabulary or learn new words through translations, transcriptions, or bilingual dictionaries when encountering unfamiliar terms For many English learners, vocabulary acquisition is often perceived as memorizing lists of words with their meanings in their native language, lacking practical application in real contexts Consequently, learners may jot down new words without understanding their actual usage.

Translation techniques in language learning often involve students seeking equivalent words in their native language through dictionaries or teacher assistance Unlike modern vocabulary teaching methods, this approach emphasizes memorization of verb declensions and vocabulary lists, facilitating translation between the mother tongue and the target language However, finding direct equivalents for second language (L2) words can be challenging, as not all words have straightforward translations Additionally, learners frequently recall the meaning of words in their first language (L1) before considering the second language, which can hinder their language acquisition process.

Many learners mistakenly believe that language consists solely of isolated written words, akin to individual bricks that can be translated one by one This approach leads them to think that each foreign word must have a direct equivalent in their native language However, after some time, many realize that learning vocabulary through lists or translation is unsatisfactory, often attributing their struggles to poor memory.

Traditional methods of teaching dictionary use often involve having students look up words and write sentences based on their definitions However, this approach tends to lead to a shallow understanding and quick forgetting of vocabulary Many students struggle to interpret definitions and select the correct meanings for unfamiliar words from dictionary entries.

Traditional vocabulary teaching methods negatively impact student motivation, leading to frustration and boredom Relying solely on word lists can create a dull learning environment, turning students into passive learners who struggle to remember and recall vocabulary This approach lacks engagement and fails to instill a sense of achievement, ultimately resulting in tired and disinterested students.

Memorizing vocabulary is crucial for learning a foreign language, prompting teachers and researchers to explore various techniques that enhance student engagement and deepen processing, ultimately leading to improved vocabulary retention Current theories on second language vocabulary acquisition, alongside an expanding array of teaching methods, contribute to a more effective learning experience.

V OCABULARY MEMORIZATION IN LANGUAGE LEARNING

Understanding the mechanics of memory can aid language teachers in developing more effective vocabulary instruction methods There are two primary types of memory that will be explored in detail.

1.2.1 Short-term and long-term memory

At the most simple level, learning vocabulary is all about memory-processing and remembering new combinations of meaningful sounds and symbols to communicate with a new speech community (Tracy, 1996)

Cognitive psychologists categorize memory into short-term and long-term memory based on retention duration and recall capacity According to Grains & Redman (1986), short-term memory reflects the immediate moment an item is perceived, lasting from seconds to minutes It is defined by its limited capacity and brief retention period, with information being retrievable within a specific timeframe.

Long-term memory, which can retain information for periods ranging from days to years, differs from short-term memory in its seemingly limitless capacity Unlike short-term memory, which is restricted in the amount of information it can hold, long-term memory can accommodate an extensive range of new data.

Learning a second language (L2) often presents challenges for learners in retaining vocabulary over time, as many struggle to transfer new words into long-term memory To improve long-term retention, experts suggest that repeated retrieval is crucial, with Jeffrey and Henry (2006) emphasizing its importance Similarly, Linda (2006) highlights repetition as a powerful and straightforward technique for enhancing memory retention According to decay theory, information can fade if not regularly activated, indicating that new vocabulary must be recycled and reinforced to transition into long-term memory effectively.

The memory process involves receiving, storing, and retrieving new information, which is crucial for language teachers aiming to ensure that students retain knowledge in long-term memory To achieve this, it's essential that classroom activities are designed with memory theories in mind, facilitating effective retrieval systems for enhanced learning outcomes.

1.2.2 Major factors affecting word memorization

Cognitive research by Sharifian (2000) offers valuable insights for educators regarding memory and its enhancement Sharifian highlights that learners tend to retain information they have generated, either fully or partially, more effectively than information they have merely read or memorized Furthermore, memory retention improves when items are grouped with semantically related concepts, contrasting with a new item Additionally, studies indicate variations in comprehension and memory recall at different times of the day, with morning sessions favoring superficial linguistic retention, while later times promote deeper, integrative processing of sentences and texts.

Research indicates that linguistic forms are more effectively remembered in the morning, as they are typically stored in short-term memory In contrast, semantic features, which are associated with long-term memory, are better retained in the afternoon.

Grains and Redman (1986) highlight that learning new information begins with short-term memory storage before transitioning to long-term memory, which can accommodate unlimited data They emphasize the organization and efficiency of our mental lexicon, noting that semantically related items are grouped together Additionally, word frequency plays a crucial role in retrieval ease, as commonly used words are more accessible This understanding can enhance the learning process by organizing vocabulary into semantic fields based on topics.

Research indicates that elaborating on the meaning of an item by encountering it in various contexts significantly enhances subsequent retrieval In contrast, shallower processing relies more on sensory experiences, such as seeing or hearing the item, which often leads to forgetfulness since the learner engages with the item in only a single context.

C ONTENT - BASED INSTRUCTIONS

1.3.1 What is Content-based instruction (CBI)?

Content-based instruction refers to various methods that combine language learning with subject matter education, though its interpretation can vary Crandall and Tucker (1990) describe it as a language teaching approach that incorporates topics or tasks from subjects like math and social studies into second or foreign language instruction In contrast, Curtain and Pesola (1994) adopt a narrower definition, focusing solely on curriculum concepts delivered through a foreign language that are suitable for the students' grade level.

Brinton, Snow, & Wesche (1989) emphasize that content-based instruction (CBI) plays a crucial role in language education by integrating content and language learning for second-language learners The definition of "content" in language teaching has evolved over time; it was once associated with traditional methods like grammar-translation and audio-lingual approaches, focusing on vocabulary and sound patterns Today, content is viewed as a means to facilitate second or foreign language acquisition through the use of subject matter.

According to Brinton (2006) discipline-based language instruction, and the broader

The "content-based" approach is part of a growing trend across all educational levels that focuses on developing practical second and foreign language skills This method emphasizes the simultaneous acquisition of specific content knowledge and the corresponding language skills needed for effective communication.

"content driven" curriculum, i.e., with the selection and sequence of language elements determined by the content

Content-based instruction (CBI) focuses on learning through engaging with subject matter rather than solely on language mechanics Recently, CBI has gained popularity for enhancing linguistic skills, particularly in ESL immersion programs, demonstrating its effectiveness This growing interest has also reached EFL classrooms globally, where educators are finding that students respond positively to CBI, expressing enthusiasm for learning English through this approach.

Content-based instruction (CBI) emphasizes learning through language rather than focusing solely on the language itself In this approach, students acquire the target language by engaging with new content, using the language as a medium for learning By integrating language learning with relevant subject matter, CBI fosters intrinsic motivation, as students become more engaged with the material they are studying.

Students will enhance their advanced thinking skills while learning new information, allowing them to concentrate less on language structure This student-centered approach emphasizes the learners' ability to effectively use the language.

1.3.2 Benefits of content-based instructions

Content-based instruction (CBI) immerses learners in engaging and relevant language experiences, making language acquisition more automatic By integrating useful language within meaningful contexts rather than presenting it in isolation, CBI fosters deeper connections between students and the material This approach delivers complex information through real-life scenarios, enhancing comprehension and boosting intrinsic motivation Additionally, CBI allows for flexibility in the curriculum, adapting to students' interests and needs, which further encourages passionate learning.

The Content-Based Instruction (CBI) approach aligns with English for Specific Purposes (ESP) and English for Academic Purposes (EAP), focusing on vocational and academic needs CBI aims to help students learn a language through the context of specific subject matter, enabling them to acquire language skills by applying them in relevant academic contexts rather than in isolation This method fosters a deeper understanding of the language as it is integrated with the content being studied.

Educators have recognized that for second language (L2) learners to effectively accomplish academic tasks, they must not only master the structural aspects of English, such as grammar and vocabulary, but also understand its application within core content classes.

In CBI classes, two key approaches are implemented: sheltered instruction and learning to learn Sheltered instruction focuses on a teacher-driven model, where educators are responsible for addressing various pedagogical needs to help learners achieve their goals, including subject matter expertise, instructional strategies for accessible content, and understanding L2 learning processes In contrast, learning to learn adopts a student-centered approach, emphasizing the shared responsibility between learners and teachers and highlighting the importance of learning strategies Motivation and interest play a vital role in content-based instruction, as they enhance student success through engaging activities that facilitate the acquisition of complex skills When students are motivated, they are better able to connect topics, elaborate on learning materials, and recall information effectively.

Intrinsic motivation significantly enhances student achievement, fostering a cycle of success and interest in learning According to Krapp, Hidi, and Renninger (1992), situational interest, influenced by environmental factors, can lead to the development of enduring individual interests A key objective of Content-Based Instruction (CBI) is to maintain high levels of student interest and motivation through engaging instructional content and materials.

1.3.4 What does a content-based instruction lesson look like?

There are many ways to approach creating a CBI lesson This is one possible way

- Choose a subject of interest to students

- Find three or four suitable sources that deal with different aspects of the subject These could be websites, reference books, audio or video of lectures or even real people

- Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfill the task

- Then once they have done their research, they form new groups with students that used other information sources and share and compare their information

- Next, there should be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

P REVIOUS STUDIES

A number of studies on vocabulary retention have been conducted Jahangard

A study conducted in 2007 indicates that students exhibit similar abilities in memorizing both technical and general vocabulary, with no statistically significant difference between the two Furthermore, the efficiency of memory retention for these vocabulary types is comparable, suggesting that the rate of forgetting is nearly identical for both categories.

In a 2007 study by Đỗ Thị Thu Hà, the impact of language games on the retention of English for Specific Purposes (ESP) vocabulary was examined at Nam Định College of Construction This quasi-experimental research spanned 10 weeks, focusing on how interactive learning methods could enhance students' vocabulary retention.

A study involving 100 students divided into two randomly assigned groups examined the impact of language games on English for Specific Purposes (ESP) vocabulary retention Three tests were conducted, and the results were analyzed using Paired Samples T-test and Independent t-test The findings revealed that language games significantly contributed to the retention of ESP vocabulary among students, highlighting a clear distinction in their performance.

In the experimental group, strong students improved their skills, while weak students showed no progress Additionally, various language games impacted participants differently The lack of understanding of phonetic transcriptions and word stress led to poor word retention Therefore, teachers should consider these factors when introducing new vocabulary in the classroom.

Akbari (2008) explored the effectiveness of teaching vocabulary to elementary Iranian EFL students by utilizing contextualization and visual aids The study involved three similar groups, each receiving distinct instructional methods One group learned vocabulary through pictures, while the other was taught using contextual sentences and model examples.

In a study comparing vocabulary acquisition methods, the control group received new words through definitions and synonyms A pretest was conducted to assess significant differences among three groups Findings revealed that vocabulary development was more effectively enhanced through the use of pictures and contextual clues than through traditional definitions and synonyms.

Previous studies indicate that pictures significantly enhance vocabulary memorization for language learners, making them a valuable resource for educators However, there is a lack of research on the effectiveness of content-based instruction (CBI) in this context At HCACT, the implementation of such techniques in vocabulary teaching has not been prioritized Consequently, this study aims to investigate how the application of CBI can improve vocabulary retention among students at HCACT.

S UMMARY

This chapter is an overview of literature related to the study The first section of the chapter reviews the concepts of vocabulary memorization The second part

19 discusses vocabulary memorization in language learning such as short-term and long-term memory, major factors affecting word memorization

This chapter outlines the definitions of content-based instruction (CBI), highlighting its benefits and comparing it to other teaching approaches While CBI poses challenges for both teachers and students, it can also be highly stimulating and rewarding The successful implementation of this method largely depends on student willingness, the institutional environment, and the availability of resources.

This chapter provides an overview of previous studies on the use of pictorial illustrations and language games to improve vocabulary retention among learners While these methods have been explored, there is a lack of research focused on the effectiveness of content-based instruction in vocabulary teaching Consequently, this study aims to fill that gap by investigating and confirming the effectiveness of content-based instruction for vocabulary enhancement.

METHODOLOGY

R ESEARCH QUESTION RE - STATED

The study investigates the effectiveness of content-based instruction in enhancing vocabulary retention among second-year students It seeks to determine if this teaching approach significantly improves their ability to memorize new words.

How do content-based instructions help students at HCACT improve the effectiveness of their vocabulary retention?

M ETHODOLOGY

Action research, as defined by Parsons and Brown (2002), is a systematic investigation conducted by teachers to address problems and enhance their professional practices within the classroom This method involves careful observation and data collection, enabling educators to reflect on their findings, make informed decisions, and develop more effective teaching strategies Miller (2007) emphasizes that action research is an integral aspect of teaching, as educators consistently observe students and adapt their practices to foster improved learning outcomes and a positive classroom environment Ultimately, action research serves as a valuable framework that empowers teachers to better understand the dynamics of student development and learning.

Action research typically involves five key phases, beginning with the selection of an area of focus that holds significance for the researcher, their program, and their students This area of interest should revolve around a problem that requires resolution For instance, in her thesis, the author identified vocabulary retention as a persistent challenge for her students, prompting her to seek effective solutions through action research.

The researcher developed an action plan outlining specific strategies for improving the situation, detailing the timeline for implementation To address the issue, the author conducted classroom observations and maintained a diary, followed by administering three vocabulary tests to assess students' vocabulary size after the intervention.

The next phase of the research process involves collecting data over a period of six weeks, ensuring that the data directly relates to the research questions Utilizing multiple strategies or information sources for each question is essential, and data should be collected and monitored regularly Once no new insights are gained, researchers should transition from data collection to analysis and interpretation, focusing on understanding the materials to determine the most effective actions Finally, researchers must share their findings, as demonstrated by the author's four key insights on using content-based instruction for teaching vocabulary.

In short, the author seeing that the design of an action research is the most practical and feasible for her to conduct the present study

The study involved 45 first-year students, aged 19 to 22, from the NVDL K13 class majoring in Hotel and Restaurant studies at HCACT These students had completed a General English course and were currently studying English for Specific Purposes (ESP) using the pre-intermediate textbook "May I Help You," authored by Yates in 1997.

Over a period of six weeks, students participated in 60 sessions focused on content-based instruction, emphasizing the contextual presentation of vocabulary rather than its meaning, grammar, transcription, or pronunciation For instance, the instructor could introduce a text about herbs and spices, subsequently dividing the class into four groups for targeted research on specific topics.

Students engaged in a 22-task activity to comprehend the four paragraphs of the text Upon completion, they formed new groups to share and compare their insights After each lesson, guided activities and exercises were conducted by the teacher to reinforce vocabulary memorization To assess students' vocabulary retention, three vocabulary tests were administered every two weeks.

The pre-intermediate course book "May I Help You," authored by Yates in 1997, emphasizes an integrated approach to teaching speaking, listening skills, and vocabulary in each lesson Approximately twenty percent of each lesson focuses on vocabulary, with teachers typically dedicating 25 to 35 minutes to this essential component of language learning.

The course book features 12 units, with students expected to cover six units during the second semester of their first year, utilizing 60 forty-five-minute sessions Each unit is structured around specific topics, including jobs, food and drinks, and kitchen utensils.

The intervention focused on vocabulary instruction for 45 students in the TCNVDL K13 class, utilizing a teaching plan based on the current textbook A total of 12 vocabulary lessons were organized to enhance students' language skills effectively.

WEEK LESSON VOCABULARY TEACHING TIME

1 1 Jobs in the restaurant and hotel 25-30 minutes

2 Facilities in the restaurant 25-30 minutes

2 3 Drinks in the bar 20-25 minutes

2.2.4.2 Vocabulary items to teach in each lesson

This study focused on vocabulary lessons lasting 30 to 35 minutes, specifically targeting words related to the restaurant and hotel industry, primarily sourced from the course book "May I Help You" by Yates (1997) The selection criteria for these words included frequency of use, visual complexity, part of speech, and their relation to concrete or abstract concepts Target words were chosen to ensure they were contextually connected and visually illustrated, with lengths ranging from three to ten letters Emphasis was placed on words frequently encountered in speaking and listening activities, as student motivation is crucial for effective learning; if learners do not see the relevance of vocabulary to their careers, their engagement diminishes (Gains & Redman, 1992) The study predominantly focused on nouns to simplify variables, as they are generally easier for learners to memorize compared to adverbs, verbs, and adjectives (Laufer, 1997).

In the lesson the author used content-based instructions for Activities 1 and 2; besides, the combination of pictorial illustrations and semantic mapping were used

In this study on vocabulary teaching, images were sourced from the students' course book "May I Help You" by Yates (1997) or gathered from various internet sources The teaching method involved a series of structured steps to enhance vocabulary acquisition.

In the initial phase, the teacher prompted students to draw on their existing knowledge to consider vocabulary related to jobs in the hotel and restaurant industry This step was efficiently conducted in just three to five minutes.

The second step was the vocabulary presentation, which lasted about 15 minutes

The teacher introduced the topic of jobs in restaurants and hotels by writing it on the board, prompting students to brainstorm related words They engaged in discussions to define these terms, although some words may have been irrelevant To enhance understanding, pictorial illustrations were incorporated, aiding students in visualizing concepts and selecting appropriate vocabulary The teacher facilitated a semantic mapping exercise, encouraging students to group related words, followed by an activity where they matched words to corresponding pictures provided by the teacher.

Figure 1: An example of the experiment with the topic “Job”

The next 2-5 minutes was spent for student practice The students practiced the words that they had just learnt by reading them silently or aloud to retain the word meanings

In a ten-minute session, students engaged in role-playing activities where they worked in pairs or groups, with some assuming the roles of hotel guests and others acting as hotel staff This exercise focused on handling guest requests and complaints, allowing participants to practice essential communication skills in various hospitality scenarios.

- Receives payments for goods and services

- The room hasn‟t been cleaned

- The steak is over-cooked and tasteless

- Guests have been waiting for the food for over twenty minutes

- Prepares the main courses – meat, fish and pasta, etc.,

- Takes orders and brings food to tables

Jobs (in the restaurant and hotel)

- Takes reservations and welcomes the guests

S UMMARY

This chapter outlines the methodology of the study, which is characterized as action research The author conducted observations and maintained diaries during vocabulary lessons in a Hotel and Restaurant class at HCACT To gather data for analysis, vocabulary tests were administered, with the results to be presented and discussed in the following chapter.

FINDINGS AND IMPLICATIONS

S TATISTICS AND ANALYSIS OF DATA

The research aimed to enhance students' vocabulary retention, which is measured by the number of words they recall after each lesson and their performance on subsequent tests.

To enhance the reliability and validity of the study, the author observed the actions and attitudes of students in the Hotel and Restaurant TCNVDL K13 class while implementing the content-based instruction method for vocabulary teaching.

Normally, the procedures used by the author can be summarized as follows:

At the beginning of the lesson, the teacher organized students into small groups, assigning each a research task along with relevant sources to enhance their learning These tasks often revolved around engaging topics and included readings and conversations that incorporated vocabulary to be taught later After completing their assignments, students regrouped to share and compare their findings, leading to the creation of various products such as conversations, quizzes, or games Although the structure of the lesson could be adjusted for flexibility, initial observations indicated a lack of enthusiasm among students, particularly in the first two weeks This could be attributed to their unfamiliarity with the new method and a general disinterest in vocabulary lessons, resulting in most tasks being completed by the more capable students However, by the following weeks, students appeared to adapt to the collaborative approach, showing improved engagement and participation.

Most students actively participated in the activities, which enhanced their understanding of the topics and provided them with additional information, leading to a natural increase in vocabulary retention.

These show the students‟ attitude and class atmosphere while the author applied the new method in teaching vocabulary, the detail number will be shown in the next part

3.1.2 Result of the continuous monitoring

During the research, the author maintained a diary to document students' actions and attitudes towards lessons, focusing particularly on their retention of vocabulary After each lesson, various methods, including games, short tests, and group competitions, were employed to assess students' short-term memory of the vocabulary These activities were well-received, as the competitive element engaged most students Additionally, the author revisited previously learned words after two or three lessons to evaluate retention, requiring students to either recall words, create sentences, engage in short conversations, or translate sentences and paragraphs.

The number of words that students can remember after each lesson was illustrated in the figure below:

Figure 2: The level of vocabulary memorization

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

The results displayed in Figure 5 illustrate the percentage of vocabulary memorization along the vertical axis and the observation time along the horizontal axis Each week, lessons 1 and 2 are represented in blue and violet, respectively, across a total of 12 lessons conducted over 6 weeks.

In the initial weeks, students retained only 25-32% of the vocabulary learned, showing no improvement after two weeks of content-based instruction, likely due to their unfamiliarity with the new teaching method and lack of contextual connections However, from weeks three to six, vocabulary retention surged to 70-75%, as students adapted to the new approach and developed intrinsic motivation for vocabulary acquisition This increase reflects the overall positive impact of the method, despite varying levels of ability among students, as evidenced by their participation, attitudes, and vocabulary growth.

3.1.3 The results of the pre-test, progress-test and post-test

The three tests were administered to measure possible level or vocabulary retention at the beginning, at the middle and at the end of the study

- Pre-test Figure 3: Result of the pre-test

Excellent Good Quite Good Average Bad

The test results reveal five performance levels: excellent (9-10 points), good (8 points), quite good (7 points), average (5-6 points), and bad (under 5 points) Notably, no students achieved the highest score in the pre-test, and only 13% received "good" scores Alarmingly, the percentage of students with bad marks closely mirrors that of those who scored well "Quite good" marks comprised 32% of the results, while the majority of students fell within the average range, earning scores of 5 and 6 The chart indicates significant variation in performance across the class.

- Progress-test Figure 4: Result of the progress-test

The data illustrated in Figure 2 reveals a decline in the percentage of "average" scores from 44% to 38%, while the "good" category saw an increase of 8% However, 6% of students still received poor marks, indicating a promising shift, although "excellent" results remain nonexistent.

- Post-test Figure 5: Result of the post-test

The author is pleased to report that "excellent" marks first appeared at 7%, with no students scoring below 5, despite a slight average decrease of only 2% These results, while modest compared to expectations, clearly indicate that Content-Based Instruction (CBI) positively influenced students' vocabulary retention, confirming that the 6-week intervention was worthwhile.

M AJOR FINDINGS AND DISCUSSION

This section summarizes the key findings from the data analysis and observations discussed in section 3.1, focusing on the effectiveness of content-based instruction in vocabulary teaching.

The results indicate that content-based instruction significantly enhances students' vocabulary memorization, with many students finding this approach effective for learning and recalling word meanings This method introduced a refreshing way to acquire vocabulary, contrasting sharply with traditional teaching methods, which often left students bored and disengaged Consequently, the traditional approach resulted in minimal progress in vocabulary learning, leading to a lack of enthusiasm among students for vocabulary instruction.

In this study, a new vocabulary learning technique effectively engaged both the teacher and students, contrasting with previous lessons where students felt sleepy The teacher was able to create exciting and relevant content, presenting vocabulary in a logical manner through interesting contexts and semantic maps This approach offered students a fresh strategy for learning vocabulary, enhancing their overall engagement and understanding.

The technique significantly enhanced students' vocabulary knowledge by encouraging collaboration to explore word relationships and create networks of connections Traditionally viewed as a dull subject, vocabulary learning through mere memorization has proven ineffective in Vietnam However, utilizing visual aids like pictures and maps allows students to learn and retain related words more effectively, making this approach particularly beneficial for English for Specific Purposes (ESP) students.

Students experienced increased motivation and relaxation when using semantic maps and engaging with real contexts and words, in contrast to the passive learning associated with traditional methods like translation and transcription Traditional approaches often left students feeling like mere machines following the teacher's lead, with limited effectiveness In contrast, context-based instruction and semantic mapping provided more opportunities for active participation and interaction with the vocabulary Additionally, the incorporation of visual aids, such as pictures, alleviated stress and enhanced word retention This approach encouraged students to collaborate and discuss word meanings and relationships, indicating a shift towards a more dynamic and engaging vocabulary learning experience.

Content-based instruction has proven to be an effective vocabulary teaching technique, significantly enhancing students' ability to remember and recall word meanings This approach leads to improved retention, as evidenced by higher post-test scores compared to pre-test results The data indicates that students are better able to memorize vocabulary from the textbook after experiencing this instructional method, demonstrating a positive impact on their learning outcomes.

The study's findings indicate that students' awareness of content-based instruction significantly enhances their learning experience This approach, often referred to as word noticing, proves beneficial for teaching and learning at Ha Long College of Art, Culture, and Tourism.

The findings of this study support that the use of content-based instructions has positive effects on students‟ vocabulary memorization

Traditional methods of teaching vocabulary often fall short in aiding students' memorization, prompting the need for more effective strategies This study demonstrates that content-based instruction significantly enhances vocabulary retention among learners, making it a valuable approach in vocabulary lessons When selecting language teaching methods, it is essential to align them with the relevant concepts and topics, while also considering learners' background knowledge Instructors should introduce vocabulary that is contextually appropriate, ensuring that words and content are presented simultaneously to facilitate immediate memory connections, as highlighted by Mayer (1994).

To enhance vocabulary learning for hotel, restaurant, and tourism students, the role of teachers is crucial Effective vocabulary instruction aims to help students discover, remember, and retain words Instructors should engage students through contextual learning and semantic maps, providing both vocabulary knowledge and strategies for word retention To maximize effectiveness, vocabulary instruction must be dynamic and utilize diverse techniques Teachers should create tailored materials that align with students' learning styles, incorporating real-world contexts and multimedia tools to illustrate new words Thus, educators serve as information providers, motivators, guides, and controllers in the learning process.

While this technique enhances students' vocabulary retention, it doesn't guarantee long-term memory of the words Therefore, teachers should encourage systematic revision of new vocabulary Engaging students in conversations can significantly aid memory recall Additionally, grouping related words to create semantic maps can deepen their understanding and facilitate word recycling Ultimately, consistent practice increases the likelihood of long-term retention, reinforcing the adage that "practice makes perfect."

To sum up, in order to make vocabulary teaching and learning interesting and effective, these implications raised from the findings of the study should be considered

S UMMARY

This chapter presents the results of data analysis, confirming that content-based instruction significantly enhances second-year students' ability to memorize word meanings effectively The study reveals that this technique outperforms traditional methods, demonstrating its effectiveness in vocabulary learning, particularly in memorization and recall The author expresses a desire to implement this technique in future lessons.

This part provides the readers with the conclusion, the limitations of the study, recommendations for further

This study investigates the impact of content-based instruction on enhancing vocabulary memorization among first-year students at Ha Long College of Art, Culture, and Tourism Utilizing an action research design, the findings indicate that students' performance improved significantly, leading to a notable increase in their vocabulary retention.

The use of content-based instruction significantly enhances vocabulary memorization, as evidenced by the positive outcomes of three vocabulary tests Data analysis reveals a marked improvement in the vocabulary retention of students who experienced this teaching method This technique fosters connections between related words, leading to greater mastery as students engage with vocabulary in a more profound manner Consequently, students demonstrate effective retention of vocabulary following the implementation of this instructional approach.

Research suggests that content-based instruction should be implemented for effective vocabulary teaching It is crucial to consider the teacher's role, the selection of instructional content, and the associated vocabulary Despite certain limitations, this study aims to positively impact vocabulary acquisition and overall language learning within the institution.

Naturally, this study, like many others, cannot be free from limitations, which require further studies to address

The limited number of participants in this study restricts the generalizability of the results to a broader audience, indicating that the findings are only applicable to the current pedagogical context To achieve reliable conclusions, it is essential to conduct a replication study with a larger sample size This expanded research should focus on analyzing the relationship between the frequency of technique usage and student achievements.

The study's observation period of six weeks, encompassing 12 lessons across 60 periods, is relatively short, limiting the ability to assess the long-term effects of the instructional strategy Consequently, the author can only evaluate the immediate impact on students' English learning without drawing definitive conclusions about its overall effectiveness Additionally, the lack of data on students' retention of new vocabulary hinders the reinforcement of the techniques used in the textbook For future research, extending the duration of the course is essential to validate the long-term benefits of the employed strategies.

The study's limitation lies in its exclusive reliance on observation and tests to evaluate students' memorization, which may not provide a comprehensive assessment of their learning Incorporating tools such as questionnaires, interviews, or think-aloud protocols could offer valuable insights into the impact of the training course These methods were not utilized in this research, but future studies should consider them to collect data and understand students' perceptions of the new treatment.

This study focused primarily on nouns relevant to the hotel and restaurant industry, due to the limited vocabulary content in the textbook and a shortage of teaching materials and aids Consequently, it did not explore other parts of speech, including verbs, prepositions, adjectives, and adverbs Recommendations for future research are suggested.

The integration of content-based instruction is essential across various fields, including Civil Construction, Information Technology, and Financial and Banking Economics, as these disciplines frequently engage with concrete concepts.

In the future, it will be a great effort if modern technologies are applied in vocabulary lessons

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Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below the pictures: (20ps) car lorry boat bus train bicycle plane motorbike coach helicopter

Section 2: Circle the odd one out (20ps)

9 kitchen living room bed bathroom

10 next to before in on

Section 3: Write one name for each of the following groups (30ps)

7 London, Hanoi, Tokyo, Washington DC ………

Section 4: Complete the words (30ps)

Example: When you travel, you put your clothes in a s u…i …t …c …a …s …e

1 You need a p … … … … … … to travel to another country

2 I don‟t like traveling by plane or h … … … …

3 When it‟s cold you wear g … … … … … on your hands

4 You have five t … … … on each of your feet

5 Your head is on top of your n … … …

6 Men usually wear s … … … … on their feet inside their shoes

7 The US Masters is a golf t … … … …

8 If you win a competition, you b … … the other players

9 An i… … … has sea all round it

I/ Match the pictures with the words from the box

1 bus 2 bicycle 3 car 4 plane 5 lorry

6 helicopter 7 coach 8 motorbike 9 train 10 boat

II/Circle the odd one out

1 daughter 2 sun 3 thirsty 4 warm 5 books

6 price 7 German 8 Monday 9 bed 10 before

III/ Write one name for each of the following groups

1 countries 2 adjectives 3 colours 4 prepositions 5 months

6 verbs 7 capitals 8 clothes 9 animals 10 drinks

1 passport 2 helicopter 3 gloves 4 toes 5 neck

6 socks 7 tournament 8 beat 9 island 10 hill

Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) spinach cabbage broccoli peas beans potatoes carrots squash lettuce celery

6 grapefruit lemonade beer orange juice

9 check in reserve believe check out

1 head waiter, maid, barman, porter ………

2 beer, whisky, orange juice, Coca Cola ………

7 bedroom, bathroom, kitchen, living room ………

10 oranges, peach, water melon, grapes ………

When you travel, you put your clothes in a s u… …i …t …c …a …s …e

1 Ginger, chilli, mustard, garlic are called s… … … … …

2 Before ordering food or drinks, customers usually look at the m… … … …

3 She prepares the bills She is a c … … … …

4 Mushrooms, chicken, tomatoes are main i… … … … … … … … to make the Chicken Chasseur

5 You usually make a r … … … … … … in a hotel before you come

6 He servers the meal in a hotel or a restaurant He is a w … … … … …

7 Leek, tomatoes, beans, spinach are v … … … …

8 Knives and f … … … … are usually used when eating beefsteak

9 When you finish your meals, you p … … for bills

10 Bananas, strawberries, apples belong to f … … … … …

1 carrots 2 celery 3 lettuce 4 cabbage 5 broccoli

6 spinach 7 Squash 8 peas 9 beans 10 potatoes

1 architect 2 luggage 3 rice 4 hotdog 5 delicious

6 beer 7 bill 8 holiday 9 believe 10 wine

1 jobs 2 drinks 3 vegetables 4 meat 5 fish

6 utensils 7 room 8 cooking verbs 9 spices 10 fruits

1 spices 2 menu 3 cashier 4 ingredients 5 reservation

6 waiter 7 vegetables 8 forks 9 pay 10 fruits

Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) whisk ladle herbs grilling beef frying scallops stewing rolling pin wok

2 kettle poaching baker microwaves ovens

6 star-fruits lemonade fish-sauce tamarinds

9 check in dice caramelize stuff

1 commis, assistant chef, pastry cook, head chef ………

2 herbal tea, whisky, orange juice, lemonnade ………

7 champagne, gin and tonic, vodka, wine ………

10 pine apple, peach, water melon, mango ………

2 A chef who specializes in pastry is a … … … … … … … … … …

3 To make something salty we add … … … …

L IMITATIONS AND RECOMMENDATIONS

Naturally, this study, like many others, cannot be free from limitations, which require further studies to address

The limited number of participants in this study restricts the generalizability of the findings to a broader population, indicating that the results are only applicable to the current educational context Therefore, a replication study involving a larger sample size is essential to achieve more reliable outcomes It is advisable to conduct this follow-up research to analyze the relationship between the frequency of technique usage and student achievement.

The study's observation period of six weeks, encompassing 12 lessons over 60 periods, is relatively short, limiting the assessment to only the short-term effects of the instructional strategy used Consequently, the author cannot definitively conclude that this technique enhances students' overall achievements in learning English Additionally, the absence of data on how long students retain new vocabulary hinders the reinforcement of the technique outlined in the textbook For future research, extending the duration of the course is essential to validate its long-term effects.

The study's limitation lies in the author's exclusive reliance on observation and tests to evaluate students' memorization, which may provide a more accurate assessment of their learning However, the absence of additional methods such as questionnaires, interviews, or think-aloud protocols restricts insights into the training course's effects Future researchers are encouraged to incorporate these tools to collect data and understand students' perceptions of the new treatment more effectively.

This study focused primarily on the nouns relevant to the hotel and restaurant industry, largely due to the vocabulary presented in the textbook and the lack of supplementary materials and teaching aids Consequently, it did not explore other parts of speech, such as verbs, prepositions, adjectives, and adverbs Recommendations for future research are suggested.

The implementation of content-based instruction should be integrated with various disciplines, including Civil Construction, Information Technology, and Financial and Banking Economics, as these fields frequently engage with concrete concepts.