Khóa luận tốt nghiệp a survey on second year english majors applying it in learning english vocabulary at vietnam national university of agriculture (khóa luận tốt nghiệp)

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE
FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY ON SECOND YEAR ENGLISH MAYJORS'
APPLYING IT IN LEARNING ENGLISH VOCABULARY AT
VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE
KHẢO SÁT VỀ VIỆC ỨNG DỤNG CÔNG NGHỆ THÔNG TIN
TRONG HỌC TỪ VỰNG TIẾNG ANH CỦA SINH VIÊN NĂM
HAI NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG
NGHIỆP VIỆT NAM
Student

: NGUYEN THI VIET ANH

Student code : 623738
Major

: ENGLISH

Supervisor 1

: BUI THI HAI YEN, MA

Supervisor 2

: BUI TRUNG KIEN, MA

Hanoi – 2021

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report
entitled “A SURVEY SECOND YEAR ENGLISH MAYJORS‟ APPLYING IT
IN LEARNING ENGLISH VOCABULARY AT VIETNAM NATIONAL
UNIVERSITY OF AGRICULTURE” submitted in partial fulfillment of the
requirements for the degree of Bachelor in English Language. Except where the
reference is indicated, no other person‟s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2021
Nguyen Thi Viet Anh

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ACKNOWLDEGMENT

During the process of this thesis, I would like to thank all of my
comments and encouragement to contribute to the completion of this research.
First of all, I thank M.A Bui Thi Hai Yen and M.A Bui Trung Kien. They
are a great source of energy and motivation to keep me from getting stressed by
completing this study. Although they are busy, they are always enthusiastic to
help, urging me to timely complete the research, besides giving great
suggestions and professional information. Moreover, they inspire me so much
that I can finish successfully
Next, I would like to thank the 100 members who enthusiastically participated
in this study for helping me have a most objective view of the matter.
Ha Noi, June 2021
Nguyen Thi Viet Anh

Approved by

Bui Thi Hai Yen, M.A
Bui Trung Kien, M.A
Date: July, 2021

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TABLE OF CONTENTS
Page
CERTIFICATE OF ORIGINALITY ................................................................... i
ACKNOWLDEGMENT .................................................................................... ii
TABLE OF CONTENTS .................................................................................. iii
ABSTRACT ...................................................................................................... vi
LIST OF ABBREVIATION.................................................................................................. vi

LIST OF TABLES, FIGURES, DIAGRAM AND ABBREVIATIONS .......... viii
PART 1: INTRODUCTION ........................................................................... 1
1.1 RATIONALE FOR STUDY ........................................................................ 1
1.2. AIMS AND OBJECTIVES OF THE STUDY ............................................. 3
1.2.1. Aims of the study ..................................................................................... 3
1.2.2. Objectives of the study ............................................................................. 3
1.2.3. Research questions (in form of questions) ................................................ 3
1.2.4. Scope of the study .................................................................................... 3
1.2.5. Significance of the study .......................................................................... 4
1.2.6. Design of the study ................................................................................... 4
PART 2: DEVELOPMENT ............................................................................. 5
Chapter 1: LITERATURE REVIEW ............................................................. 5
1.1. REVIEW OF THE PREVIOUS STUDIES (IN VIETNAM &

ABROAD) ......................................................................................................... 5
1.1.1. In Vietnam................................................................................................ 5
1.1.2. Abroad...................................................................................................... 6
1.2. REVIEW OF THEORETICAL BACKGROUND ....................................... 7

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1.2.1 Definition of Information Technology ....................................................... 7
1.2.2. Definition of vocabulary ......................................................................... 11
1.2.3. Vocabulary Learning .............................................................................. 13
1.2.4. The important of vocabulary ................................................................... 15
1.2.5. The importance of Information Technology application in learning
English vocabulary ........................................................................................... 17
1.2.6. Advantages of using IT in vocabulary learning ....................................... 18
1.2.7. Disadvantages of IT usage in vocabulary learning .................................. 19
1.2.8. Applications IT to learn vocabulary ........................................................ 20
1.3. SUMMARY .............................................................................................. 29
Chapter 2: METHODOLOGY ...................................................................... 30
2.1. RESEARCH GOVERNING PRINCIPLES ............................................... 30
2.1.1. Research questions ................................................................................. 30
2.1.2. Research hypothesis ............................................................................... 30
2.1.3. Research types ........................................................................................ 30
2.1.4. Research approaches............................................................................... 31
2.1.5. Principles/ criteria for data collection and data analysis .......................... 31
2.2. RESEARCH METHODS .......................................................................... 32
2.2.1. Major method ......................................................................................... 32
2.2.2. Supporting method ................................................................................. 32
2.3. SUMMARY .............................................................................................. 33
3.1. RESULT .................................................................................................. 34

3.1.1. Overview ............................................................................................... 34
3.1.2 Result of questionnaire ............................................................................ 34
3.2. SUMMARY .............................................................................................. 53
PART 3: CONCLUSION ............................................................................... 54
1. RECAPITULATION.................................................................................... 54
2. CONCLUDING REMARKS ON EACH OF THE THESIS OBJECTIVES ..... 54

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2.1. What do the students know about the IT application in learning
vocabulary? ...................................................................................................... 54
2.2. How do the students use the IT application in learning vocabulary? .......... 54
2.3. What do the attitude of students in IT application of learning
vocabulary? ...................................................................................................... 55
2.4 Recommendations ...................................................................................... 55
3. LIMITATIONS OF THE CURRENT RESEARCH ..................................... 56
4. SUGGESTION FOR FURTHER RESEARCH ............................................ 56
REFERENCES ............................................................................................... 57
APPENDIX ..................................................................................................... 60

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ABSTRACT

The purpose of the study is to survey and find out the current status of
information technology application in vocabulary learning of second-year
students of English language major, the importance of using information
technology in learning vocabulary of second-year students and propose

measures to improve the effectiveness of vocabulary learning. The design of the
study was to survey second year students at Vietnam National University Of
Agriculture. Three research questions guided the study with a survey consisting
of 8 items and 55 questions. Participants included 100 second-year students at
Vietnam National University of Agriculture. The aim of the study is to
investigate the current situation of information technology application in
learning English vocabulary of second-year students in English language,
thereby improve students‟ learning English vocabulary at VietNam National
University of Agriculture in the current 4.0 era. In order to fulfill those purposes,
questionaires is used as the main research instrustment to collect data.

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LIST OF ABBREVIATION

EFL

: English Foreign Language

L1

: Mother Tongue

L2

: Second Language

IT

: Information Technology

Std.deviation

: Standard deviation

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LIST OF TABLES, FIGURES, DIAGRAM

List of tables

Table 2.2.1.1: Criteria for judging the degree of problems ............................... 32
Table 3.1.2.2: Be aware the application of IT in learning English vocabulary .. 37
Table 3.1.2.3: The importance of IT application in learning English vocabulary ..... 39
Table 3.1.2.4: Item-Total Statistics .................................................................. 40
Table 3.1.2.5: Total value Mean and Std. Deviation ......................................... 41
Table 3.1.2.6: Advantages of using IT in vocabulary learning .......................... 43
Table 3.1.2.7. Disapvantages of IT usage in vocabulary learning ..................... 45
Table 3.1.2.8. How to use IT to learn vocabulary ............................................. 47
Table 3.1.2.9. Propose measures to use IT in vocabulary learning effectively .. 52

List of figures

Figure 3.1.2.1: Gender ...................................................................................... 35
Figure 3.1.2.2: Class ......................................................................................... 36
Figure 3.1.2.3: Time to apply IT in learning English vocabulary ...................... 41
Figure 3.1.2.4: Applications IT to learn vocabulary.......................................... 50

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PART 1: INTRODUCTION

1.1 RATIONALE FOR STUDY
The breakthrough of Information Technology has utterly shaped our
modern life. IT is the term that is currently used worldwide to describe new
technologies which depend mainly on computers nowadays. Even the traditional
technologies such as radio, television and telephone are considered as IT. The
integration of technology in every corner of life is gradually increasing and
educational environments are also counted in. The use of technology in various
fields has been so successful and beneficial for teachers to reach some particular
goals especially in education and for those who are learning a foreign language
and literature. Technology is a very important part of learning languages around
the world at all different levels. Nowadays, computers and internet technologies
have had an undeniable impact on the learning and teaching of the English
language today. It shows to us technology is a very helpful tool and benefit for
us, both teachers and students, especially for the language learners. Technology
can easily help us to present a presentation, to write, to learning vocabulary, to
edit in a writing, including spelling and grammar check and so on. Technology
can be particularly used to improve writing, speaking, reading and listening
skills in teaching and learning in education.
According to Bull and Ma (2001), technology provides offers unlimited
resources to language learners. Harmer (2007) and Genỗ lter (2015) emphasized
and teachers should encourage learners to find appropriate activities through
using computer technology in order to be successful in language learning.
Clements and Sarama (2003) declared that the use of suitable technological
materials can be useful for learners. According to Harmer (2007), using
computer-based language activities improve cooperative learning in learners.

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Vocabulary knowledge is often viewed as a critical tool for second
language learners because of limited vocabulary in a second language impedes
successful communication. Underscoring the importance of vocabulary
acquisition, Schmitt (2000) emphasizes that “lexical knowledge is central to
communicative competence and to the acquisition of a second language” p. 55)
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.
In fact, IT is fertile of experienced science which differentiates modern
lives. Alqahtani (2015) indicated that many learners see second language
acquisition (SLA) mostly a matter of learning vocabulary and therefore they
spend lots of their time on memorizing lists of words and then rely on their
bilingual dictionary as a fundamental communicative resource. Also, vocabulary
is called a basic for the development of the other skills for instance listening,
writing, reading, speaking, pronunciation and spelling. Vocabulary is the first
and foremost important step in language acquisition. This thesis is an attempt to
study applying IT facilitates the learning of English vocabulary.
Indeed, with the importance and development of IT, Vietnam National
University of Agriculture has also applied in working and teaching, but not
thoroughly. Besides, second-year English majored students at Vietnam National
University of Agriculture also uses IT in learning skills and learn vocabulary,
they often use IT to learn new words to improve their vocabulary. As mentioned
above, the application of information technology in learning English is very
important, especially learning vocabulary. Therefore, this study is carried out
with an exploratory survey on the use of IT in learning English vocabulary by
the second-year students of the Vietnamese agricultural institute.

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1.2. AIMS AND OBJECTIVES OF THE STUDY
1.2.1. Aims of the study
The aim of the study is to investigate the current situation of information
technology application in learning a vocabulary of second-year students in
English language, thereby improve students‟ learning English vocabulary at
Vietnam National University of Agriculture in the current 4.0 era.
1.2.2. Objectives of the study
In the light of that general aim, some specific objectives are drawn up to
outline the actual directions of the study as follows:
• To discover the turrent situation of second year students's applying IT in
learning vocabulary
• To suggest some strategies to enhance the IT application of second year
students in learning vocabulary
1.2.3. Research questions (in form of questions)
To achieve the objectives of this study, the researcher stated the following
research question:
1. What do the students know about the Information Technology application
in learning vocabulary?
2. How do the students use the Information Technology application in
learning vocabulary?
3. What is the attitude of students in Information Technology application of
learning vocabulary?
1.2.4. Scope of the study

• The study will investigate second-years English major students, course 64
• Time survey on March- June 2021

• Participants is 120 second-year students at Vietnam National University of
Agriculture, English level approximately B2

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1.2.5. Significance of the study
The study helps students discover how to apply IT in learning vocabulary,
contribute to the basis of research on vocabulary learning, applying information
technology in vocabulary learning, also this study will be the reference for other
vocabulary instructors for English language students at the Viet Nam National
University of Agriculture, and for students to refer to when learning vocabulary.
Thus, the researher decided to choose this topic because of realizing the
tremendous importance of IT in learning vocabulary of English at Viet Nam
National University of Agriculture.
1.2.6. Design of the study
PART 1 - INTRODUCTION
It presents the rationale of the study, aims and objectives of the study, research
questions, the scope and the significance of the study.
PART 2 - DEVELOPMENT
It includes 3 chapters:
Chapter 1 - LITERATURE REVIEW
It provides theoretical background for the study including
Chapter 2 – METHODOLOGY
It describes the methodology used in the research including the research
methods, research setting/ context, data collection, and data analysis.
Chapter 3 - FINDINGS AND DISCUSSIONS
It shows the reports and discusses the findings of the study.
PART 3 - CONCLUSION
It summarizes the main issues that have been addressed in the study, points out the

limitations, draws pedagogical implications concerning the research topic and
makes some recommendations to help the students improve their speaking skills.

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PART 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW

1.1. REVIEW OF THE PREVIOUS STUDIES (IN VIETNAM & ABROAD)
1.1.1. In Vietnam
In the twenty-first century, we are all living in the age of digital technology,
amidst the explosion of information technology, the application of information
technology in teaching and learning English is also very popular and developed.
Especially using IT in learning listening, speaking, reading, writing skills and
learning English vocabulary of learners.
Dang Hoang Tri (2000) stated that the vast majority of the students
perceived that IT usage had a positive effect on English language learning. In
addition, although more than half of them showed their agreement on the
benefits of IT to writing and speaking skills, and they were skeptical about the
improvement of these two skills via the use of IT. It is also worth noting that the
students‟ disagreement concerning the benefits of IT use was not found.
Hong Thai Pham, Huan Buu Nguyen (2018) teachers‟ perceptions about
powerpoint use as an IT tools for teaching vocabulary in Viet Nam. This study
states 96.7% representing the highest response rate of the participants believed
that powerpoint could engage learners‟ attention in learning vocabulary and that
its lively and comprehensive illustrations such as pictures, videos, and
animations got them involved and 76.6% of participants agreed that PPT-based
vocabulary instruction could help students remember the lesson quickly. 73.3%
of the teachers revealed that PPT use in vocabulary lessons could assist them in

saving talking time. 70% of the participants revealed that when teachers used
powerpoint to teach vocabulary, learners could take notes easily. 58.4% of
responses agreed that when using powerpoint, learners were able to have more

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time to practice vocabulary. 31.6% of participants considered this type of visual
presentation could help students get high test scores.
1.1.2. Abroad
Realizing the importance of applying information technology in learning
English vocabulary, researchers in different countires all over the world have
also studied this issue. Bogenwell (2007) in an experimental research in
elementary school that the impact of IT in learning of English vocabulary. He
prepared two groups of students. One group was taught through IT and another
by conventional method and compared them. He found that there is a significant
difference between IT based learning and conventional method Gupta, P (2003)
, his study explored that for English word learning, research consistently
demonstrates that higher scores on various phonological measures (e.g., non
word repetition, phoneme manipulation, etc.) are associated with increased
retention of foreign vocabulary in both children and adults (Speciale, Ellis, &
Bywater, 2004) . McEnery T., Barker A., and Wilson A (1995) investigated the
use of pc-based L2 grammar instruction. The results of these studies seem to
indicate that computer-based grammar instruction can be as effective as or more
effective than traditional instruction Ambra Neri (2007) conducted.
The researcher has found some perceptions in Duolingo as an effective tool
to providing vocabulary in learning English. The participants have a perception
that they felt Duolingo was easy to use in learning English and it can be used
anywhere and anytime, so they easily understanding and learning English
vocabulary. This perception was supported by Muddin (2018) who stated that

Duolingo can be accessed anywhere and everywhere, so teachers are not
difficult to implement it in indoor learning or outdoor learning.
Dr. Hanane Saihi (2015) expressed that his study aimed to research the
impact of mistreatment social media to boost vocabulary information for second
year EFL students of country division at Mila University. The results showed

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that it's effective to use social media in learning and teaching vocabulary and
integration them within the learners‟ life which might facilitate them to boost
their lexical information.
Sim Monica‟s (2016) paper aims at work about the impact of pc and social
media in up students‟ data of English language particularly vocabulary
acquisition (focused on Face book) with intermediate and higher intermediate
first and second year ELT students in political economy at the college of
Economic Sciences, University of Oradea. Social media technologies fight many
various forms together with magazines, web forums, weblogs, social blogs,
wikis, social networks, podcasts, pictures, videos etc. Technologies cowl
blogging, picture-sharing, wall-posting, music-sharing simply to call a number
of today‟s Face book technology looks to play a crucial half for the social
lifetime of such a big amount of changing into a lot of and a lot of in style as a
main means that of communication, that it may conjointly meet an academic
would like. Therefore, it may play a distinguished role in foreign learning and
teaching.
Alshwairkh (2005) studied ESL business students‟ approaches and attitudes
towards learning vocabulary through Internet reading. In the study, he divided
the participants into two groups, consisting of readers and non-readers.
Interestingly enough, he also monitored the participants‟vocabulary knowledge
throughout an 8-week period. The results showed that those who were assigned

to do online reading scored higher in the post-test. The youth themselves also
feel that they learn through browsing the Web. Koivumäki (2009) studied upper
secondary students‟ motivation in relation to learning English in the Internet.
1.2. REVIEW OF THEORETICAL BACKGROUND
1.2.1 Definition of Information Technology
Information Technology, and is pronounced “I.T.” It refers to anything
related to computing technology, such as networking, hardware, software, the

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Internet, or the people that work with these technologies. Many companies now
have IT departments for managing the computers, networks, and other technical
areas of their businesses. IT jobs include computer programming, network
administration, computer engineering, Web development, technical support, and
many other related occupations. Since we live in the “information age,”
information technology has become a part of our everyday lives. That means the
term “IT”, already highly used.
Networking of computers gave birth to Information Technology (IT).
UNESCO considered Information Technology as “Scientific, technological and
engineering disciplines and management techniques used in information
handling and processing, their application, computers and their interaction with
men and machines, and associated social, economical and cultural matters”.
According to Smith & Cambell (1982), a mosaic of technologies, products and
techniques have combined to provide new electronic dimensions to information
management. This mosaic is known by the name of Information Technology.
OECD (1987) treats Information Technology as “a term – used to cover
technologies used in the collection, processing and transmission of information.
It includes micro-electronic and info-electronic based technologies incorporated
in many products and production processes and increasingly affecting the

service sector. It covers inter alias computers, electronic office equipment,
telecommunication, industrial robot and computer controlled machine,
electronic components and software products.” Darnton and Giacoletto (1992)
defined IT as the systematic study of artifacts that can be used to give form or
description to facts in order to provide meaning or support for decision making,
and artifacts that can be used for the organization, processing, communication
and application of information. Sansanwal (2000) defined IT as the use of
hardware and software for efficient management of information, i.e storage,
retrieval, processing, communication, diffusion and sharing of information for

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social, economical and cultural upliftment. The Information Technology leads to
development

of Websites.

Government,

Corporate

sector,

educational

institutions, etc. started uploading the information on their websites. It provides
facilities for Chat, e-mail, surfing, etc. It opens up a new source of information
which increases the limitation of access to information. Prior to IT, people were
using only the print material for searching the information. It limited the search.

This limitation has been overcome by IT.
1.2.1.1 Media Learning
According to Danesi (2009), “media is the various forms, devices, and
systems that make up mass communications considered as a whole, including
newspapers, magazines, radio stations, television channels, and website”.
1.2.1.2. Mobile Learning
Mobile Learning Mobile learning, mainly shortened as m-learning, has been
used since the integration of mobile phones into education which dates back to
late 1970‟s. Mobile learning was divided into two distinct periods; before
smartphones and after smartphones. The invention of smartphones has radically
changed the nature of mobile learning. Before smartphones, due to the
restrictions of mobile phone use, mobile learning remained uncommon,
unaffordable and inflexible. But with smartphones, mobile phones have turned
out to be versatile devices and this radically changed the nature of mobile
learning. After smartphones (2007), mobile learning gained great momentum in
education and academic studies. Google Scholar lists 3,960 results for the
keyword “mobile learning” from the beginning to 2006 in which one year before
the emergence of fully functional smartphones. Similarly, between 2006 and
2017 Google Scholar lists 22,500 results for the same keyword which indicates
that the emergence of smartphones granted significant importance to mobile
learning. The most distinctive and detailed description of mobile learning made
by Sharples, Taylor and Vavoula (2010). In their study, they defined mobile

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learning as an approach that significantly differs from current theories of the
classroom, accounts for the mobility of learners, cover both formal and informal
learning, theorise learning as a constructive and social process, analyse learning
as a personal and situated activity mediated by technology. This broad definition

successfully reveals all the aspects of mobile learning. Besides this definition,
Traxler (2007) put forwards ten characteristics of mobile learning as “personal,
spontaneous, opportunistic, informal, pervasive, situated, private, context-aware,
bite-sized and portable”. Mostly, all these factors are necessary to conduct a
successful mobile learning process. Since mobile learning highly depends on the
use of technology, it requires special attention not only to educational principles
but also technical details, too. In line with this perspective, Naismith and Corlett
(2006) put forwards some critical factors for a mobile learning project to be
successful which are; access to technology, ownership, connectivity, integration
and institutional support. We can see the best example of 34 the multidisciplinary approach in mobile learning since it is related to education,
technology, and several environmental partners.
1.2.1.3 Internet Learning
One easily by searching on search engines can find a lot of web sites and
sources that designed just for learning purpose, specially learning new language.
These websites can help the learner to learn new language or go upward from
one level to higher level. There are online and free materials such as
dictionaries, audio files for, free e-books and article files, online courses, online
games for practicing language, online web sites that learner can be submitted
their writing. Most of the content in the Internet is in written form, and majority
of them are in English. Use of the Internet can help learner to improve their
skills. They faced with a lot of new vocabularies when they are surfing on the
Internet. Vocabulary is one of the basic elements of skills. There are numerous
web sites that learners can practice everyday vocabulary by registering in the

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web sites. The web sites send an email to their inbox to alarm the learner for
practicing new vocabulary every day.
1.2.2. Definition of vocabulary

There are many different definitions of vocabulary. Corresponding to its
important role in learning foreign languages.
In general sense, vocabulary is defined as the words in a language. While trying
to explain the difference between the terms vocabulary, lexicon, lexis and
dictionary, Jackson and Amvela (2007) define vocabulary as the total words
stock in a language. Also, Barcroft, Sunderman and Schmitt (2011) stated a
similar definition of the word „lexis‟ as the entire vocabulary of a language. On
the other hand, Oxford Learner‟s Dictionary (2016) lists three definitions for the
word „vocabulary‟, which are (1) all the words that a person knows or uses, (2)
all the words in a particular language, (3) the words that people use when they
are talking about a particular subject. According to these definitions, it can be
concluded that there is the subject‟s vocabulary, the language‟s vocabulary and
the person‟s vocabulary. The latter is the broadest definition of vocabulary
because a person‟s vocabulary covers the words both in the native language and
target languages. Looking at the definitions above, a critical conclusion can be
drawn. The word „vocabulary‟ does not have the same meaning as lexis all the
time. For instance, the word „lexis‟ and the phrase „a language‟s vocabulary‟
have the same meaning because lexis, as Barcroft, Sunderman and Schmitt
(2011) defined, means all the words in a language. On the other hand, the word
“lexis” and the phrase “a person‟s vocabulary” are not the same because a
person‟s vocabulary is limited to what s/he knows. Another confusion about the
definition of vocabulary is highlighted by Lessard-Clouston (2013) in his book.
He questioned the inclusion of chunks and phrases such as “good morning” and
“nice to meet you” into the definition of vocabulary. By supporting his idea with
Alali and Schmitt (2012)” study on formulaic sequences, which was previously

11


known as automatic speech or embolalia, he draws a broader frame to define

vocabulary as the words, phrases and lexical chunks in a language.
The definition of vocabulary has gone into a shift and it seems that it has not
completed its evolution. Once the popular meaning of the word “vocabulary” as
“a list of words with explanations of their meanings, especially in a book for
learning a foreign language” is labeled as old-fashioned in Dictionary of
Contemporary English (2016). New studies on vocabulary would help it to
develop a well-defined definition.
Vocabulary can be defined as “words we must know to communicate
effectively; words in speaking (expressive vocabulary) and words in listening
(receptive vocabulary)” (Neuman&Dwyer, 2009, p. 385). Hornby (1995) defines
vocabulary as “the total number of words in a language; vocabulary is a list of
words with their meanings”
While Ur Penny (1998), define vocabulary as words we teach in a foreign
language. However, a lexical unit that can have a single word can also have
more than one single word.
Alqahtani (2015) claimed that vocabulary means words that we use to
communicate effectively in speaking (expressive vocabulary) and in listening
(receptive vocabulary).
According to Hornby (2005:1707), gives definition that vocabulary is as a
collection or list of words with brief explanations of their meanings.
According to Keraf in Wisma (2008:9) defines that vocabulary is a list of
words which is means for distributing communication with other people.
According to Zimmerman cited in Coady and Huckin (1998), “vocabulary
is central to language and of critical importance to the typical language learning.
Furthermore, Diamond and Gutlohn (2006) in www.readingrockets.org/article
stated that vocabulary is the knowledge of words and word meanings.”

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From the definitions above, it can be concluded that vocabulary is the total
number of words that are needed to communicate ideas and express the speakers'
meaning. That is the reason why it is important to learn vocabulary.
1.2.3. Vocabulary Learning
The critical importance of vocabulary is undeniable because it not only
establishes knowledge structure but also facilitates communication (Coady &
Huckin, 1997). Second language (L2) vocabulary acquisition, unlike that in first
language (L1), requires more efforts and time. L2 learners, particularly in early
phases, need to reach the threshold level of frequent words for their language
skills and linguistic knowledge to develop (Nation, 2001). In addition to the
vocabulary size, the frequency of vocabulary encounters also has an influential
impact on its acquisition (Laufer & Hill, 2000). Although the minimum
encounters for effective learning have not been agreed upon, learners need
multiple encounters in contexts to acquire words (Nakata, 2006). Repeated
exposures have remarkable effects on the increase and retention of vocabulary.
In vocabulary learning, two sets of vocabulary knowledge are involved,
receptive and productive (Nation, 2001). While the former refers to words used
for comprehension in reading and listening, the latter refers to those for
communication in speaking and writing. The relationship between the two sets
of knowledge is not static and subject to variation (Melka, 1997). When
vocabulary learning is concerned, the receptive set means the ability to
understand what a word means in a given context and the productive one means
that to use a word in an expression (Laufer, 1991). Because the acquisition of
receptive and productive vocabulary involves different degrees of difficulty, the
instruction should treat them differently. Receptive knowledge usually precedes
and exceeds productive knowledge (Clark, 1993) and production requires a
“more complete set of information” (Melka, 1997). Therefore, it is widely
acknowledged that the learning of a word usually progresses from reception to

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production. Moreover, the quantity of vocabulary should be the main goal if
reception and comprehension are stressed. When production is emphasized,
vocabulary acquisition should be centered on the quality of learning a small set
of vocabulary (Nation, 2001). Whether or not the receptive and productive
knowledge of words can be retrieved successfully is a way to determine the
effectiveness of vocabulary learning. To help learners enhance their long-term
retention, language practitioners suggest deep processing, rather than shallow
processing (Craik & Lockhart, 1972). While shallow processing of phonemic
and orthographic components leads to a fragile memory trace susceptible to
rapid decay, deep processing at various levels results in a more durable and
long-lasting memory trace. Questions of shallow processing may only concern
the sound or spelling of words, whereas those of deep processing may connect a
word to its meaning in contexts. Deep processing that involved more elaborate
mental representation was foundto yield better long-term retention.
Similar to the concept of deep processing, the involvement load hypothesis
(Hulstijn & Laufer, 2001) maintains that retention of unfamiliar vocabulary is
dependent upon the amount of involvement, which consists of need, search and
evaluation. It need refers to motivational, non-cognitive dimension whereas
search and evaluation refer to cognitive dimensions, conditional upon allocating
attention to form-meaning relationships (Schmidt, 1994).
Research is concerned with the attempt to find the meaning of an unknown
word or a form expressing a concept in L1 by consulting a dictionary or a
human source. Evaluation needs a comparison of different words or multiple
meanings of a word, and an assessment of the suitability of a word in a certain
context. Recognizing these differences is referred to as moderate evaluation,
while determining how additional words will combine with a target word in an
original sentence or text is referred to as strong evaluation. Based on the
hypothesis, some empirical studies have proved that incidental tasks that trigger

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learners‟ higher degree of involvement load in terms of their need, search and
evaluation of unfamiliar words will lead to effective learning (Kim, 2008; Lu,
2008). Both the involvement load hypothesis and concept of deep processing
offer useful pedagogical implications in language learning because they
highlight the importance of manipulating task features to activate learners‟
cognitive processing of vocabulary.
1.2.4. The importance of vocabulary
Vocabulary knowledge is often viewed as a critical tool for second
language learners because a limited vocabulary in a second language impedes
successful communication. Underscoring the importance of vocabulary
acquisition, Schmitt (2000) emphasizes that “lexical knowledge is central to
communicative competence and to the acquisition of a second language” p. 55)
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.
The importance of vocabulary is demonstrateddaily in and out the school. In
classroom, the achieving students possess the most sufficient vocabulary.
Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000),
Gu (2003), Marion (2008) and Nation (2011) and others have realised that the
acquisition of vocabulary is essential for successful second language use and
plays an important role in the formation of complete spoken and written texts. In
English as a second language (ESL) and English as a foreign language (EFL)
learning vocabulary items plays a vital role in all language skills (i.e. listening,
speaking, reading, and writing (Nation, 2011) Rivers and Nunan (1991),
furthermore, argued that the acquisition of an adequate vocabulary is essential
for successful second language use because without an extensive vocabulary, it

will be unable to use the structures and functions that may have learned for
comprehensible communication. Vocabulary is central to English language

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teaching because without sufficient vocabulary students cannot understand
others or express their own ideas. Wilkins (1972) wrote that “. . . while without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed” (pp. 111–112). This point reflects my experience with different
languages; even without grammar, with some useful words and expressions, it
can be often managed to communicate. Lewis (1993) went further to argue,
“lexis is the core or heart of language” (p. 89). Particularly as students develop
greater fluency and expression in English, it is significant for them to acquire
more productive vocabulary knowledge and to develop their own personal
vocabulary learning strategies. Students often instinctively recognize the
importance of vocabulary to their language learning. As Schmitt (2010) noted,
“learners carry around dictionaries and not grammar books” (p. 4). Teaching
vocabulary helps students understand and communicate with others in English.
Voltaire purportedly said, “Language is very difficult to put into words.” He
believed English language students generally would concur, yet learning
vocabulary also helps students master English for their purposes. Wilkins (1972)
states that: „„There is not much value in being able to produce grammatical
sentences if one has not got the vocabulary that is needed to convey what one
wishes to say … While without grammar very little can be conveyed, without
vocabulary nothing can be conveyed‟‟ (p97). Other scholars such as Richards
(1980) and Krashen (1989), as cited in Maximo (2000) state many reasons for
devoting attention to vocabulary. “First, a large vocabulary is of course essential
for mastery of a language. Second language acquirers know this; they carry
dictionaries with them, not grammar books, and regularly report that the lack of

vocabulary is a major problem‟‟.

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