research on how to enrich english vocabulary among the english majors at faculty of foreign languages of industrial university of ho chi minh city

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MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES ------

GRADUATION THESIS

RESEARCH ON HOW TO ENRICH ENGLISH VOCABULARY AMONG THE ENGLISH

MAJORS AT FACULTY OF FOREIGN

LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME : NGUYỄN NGỌC TRÚC

ID NUMBER : 17018381

CLASS CODE : DHAV13A

COHORT : 2017-2021

SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A.

Ho Chi Minh City, 06/2021

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

STUDENT NAME : NGUYỄN NGỌC TRÚC

ID NUMBER : 17018381

CLASS CODE : DHAV13A

COHORT : 2017-2021

SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A.

Ho Chi Minh City, 06/2021

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

Supervisor Name : HOANG THI PHONG LINH, M.A.

Student’s declaration: I declare that this graduation report is entirely my own work and does

not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose else where. I accept heavy penalty for any cheating or plagiarism.

Date submitted : June 6th, 2021

Word count : 8147 words

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ABSTRACT

Vocabulary expansion is essential for people aiming to learn a foreign language, especially English majors. While the researchers have conducted many investigations on the important roles of vocabulary in English, the challenges as well as learning methods have not been investigated. Therefore, the purpose of this study is to explore the important roles of vocabulary expansion in improving English skills, the challenges and approaches to learn English vocabulary among English majors at Faculty of Foreign Languages of Industrial University of Ho Chi Minh City.The researcher used quantitative research to collect data.The questionnaires were distributed to 300 participants both offline and online through Google Form. The results revealed that one third of the FFL English majors are not aware of the crucial roles of vocabulary expansion in improving English skills. Besides, failure to define multiple meanings of words, and lack of motivation are common obstacles that the English majors often face. Also, the results show that the English majors learn more passive vocabulary than active vocabulary. They used two main methods including listening to music and watching movies to expand passive vocabulary. In addition, using mobile apps and engaging in conversations were used to enrich active vocabulary by most the English majors. The above-mentioned aspects of enriching vocabulary in this study may be of importance in explaining the reasons why English majors at FFL of IUH should be aware of in learning English. The researcher also offers some recommendations and implications to help the English majors overcome difficulties they may face in expanding English vocabulary.

Key words: Enrich, English skills, important roles, vocabulary.

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Secondly, I would like to thank my supervisor Ms. Hoang Thi Phong Linh for her enthusiasm, dedication, and profound knowledge. She provided encouragement and was always willing to give helpful direction and assist at any time she could throughout this study. Her expertise and attention to detail kept my work on track from my first research questions to the final draft of this study. I feel very fortunate to have been guided by her. Without her wholehearted support and mentoring, this thesis would not have been accomplished.

Thirdly, I sincerely thank all the students at FFL of IUH who took their valuable time to give their opinions and complete my questionnaire. I really appreciate their willingness to assist with this study.

Besides, I would like to express my gratitude to my team members – Ms. Tran Xuan Quynh – and – Ms. Pham Thi Thanh Nhan – for the stimulating discussions, for the time we worked together before deadlines, and for the memories we have had in the last four years. Thank you for always sharing your feelings and supporting me during my study.

Moreover, I would like to express my deepest gratitude and appreciation for my family for all the unconditional support in this intense academic year.

Last but not least, my thanks go to all the people who have supported me to complete the research directly or indirectly.

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1.4 Scope of the research ... 3

CHAPTER 2: LITERATURE REVIEW ... 4

2.1 Definitions of key terms ... 5

2.1.1 Definition of vocabulary ... 5

2.1.2 Types of vocabulary ... 5

2.1.2.1 Passive vocabulary ... 5

2.1.2.2 Active vocabulary ... 6

2.2 Results of previous studies ... 6

2.2.1 The importance of enriching English vocabulary ... 6

2.2.1.1 Expressing ideas through verbal and written communication ... 7

2.2.1.2 Strengthening English reading and listening comprehension... 7

2.2.1.3 Enhancing translation and interpretation skills ... 8

2.2.2 Difficulties in learning English vocabulary ... 9

2.2.2.1 From vocabulary itself ... 9

2.2.2.2 From learners themselves ... 9

2.2.3 Approaches of enriching English vocabulary ... 11

2.2.3.1 Methods to learn passive vocabulary ... 11

2.2.3.2 Methods to learn active vocabulary ... 12

2.3 Summary of some previous studies ... 13

CHAPTER 3: RESEARCH DESIGN ... 14

3.1 Research site ... 15

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CHAPTER 4: FINDINGS AND DISCUSSION ... 18

4.1 General situation of learning English among the English majors at FFL of IUH . 19 4.2 The roles of expanding English vocabulary in improving English skills ... 22

4.3 Difficulties in learning English vocabulary faced by the English majors at FFL of IUH ... 25

4.3.1 Difficulties that come from the vocabulary itself ... 25

4.3.2 Difficulties that come from the learners themselves ... 26

4.4 Approaches to learn English vocabulary ... 27

4.4.1 Types of English vocabulary that most the English majors learn ... 27

4.4.2 Approaches to learn passive vocabulary ... 28

4.4.3 Approaches to learn active vocabulary ... 29

4.4.4 Self-assessment of the effectiveness of methods that the English majors have been applying ... 30

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5.3 Limitations of research ... 33

5.4 Further studies... 33

REFERENCES ... 34

APPENDICES ... 38 Questionnaire

Supervisor’s Evaluation Form Examiner’s Evaluation Form

Rubrics for Written Graduation Thesis (70%) Rubrics for Supervisor’s Appraisal (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Oral Presentation (10%) Progress Form

Peer Evaluation Form (1) Peer Evaluation Form (2)

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LIST OF FIGURES

Figure 4. 1 The time period that the English majors learning English ... 19

Figure 4. 2 Frequency of learning English vocabulary in a day ... 20

Figure 4. 3 Self-assessment of students’ English proficiency ... 21

Figure 4. 4 Students’ perspectives on the importance of enriching English vocabulary... 22

Figure 4. 5 Skills that require the enrichment of English vocabulary ... 23

Figure 4. 6 Difficulties that come from the vocabulary itself ... 25

Figure 4. 7 Difficulties that come from the learners themselves ... 26

Figure 4. 8 Types of English vocabulary that most the English majors learn ... 27

Figure 4. 9 Approaches to learn passive vocabulary ... 28

Figure 4. 10 Approaches to learn active vocabulary ... 29

Figure 4. 11 Self-assessment of the effectiveness of methods that the English majors have been applying ... 30

LIST OF TABLE

Table 4. 1 The roles of expanding English vocabulary in improving English skills ... 24

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CHAPTER I: INTRODUCTION

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1.1 Rationale of the research

Learning and acquiring a language has never been easier and needs more attention today. Also, it will be a huge challenge for all learners to gain skills in the language. Consequently, to learn a foreign language, learners need to pay attention to the smallest factor – vocabulary. Vocabulary is not only the basic element needed to create a sentence, but the combination of many words helps learners convey their opinions. So, expanding vocabulary is urgent and essential for improving English skills.

Moreover, in the process of expanding their vocabulary, learners may face a number of difficulties that make learners feel frustrated when they do not achieve the results they want. In fact, most learners are primarily interested in practicing grammar exercises instead of enriching vocabulary. Therefore, this study will point out some challenges in expanding vocabulary so that learners can avoid and learn more effectively.

In addition, knowing how to expand the vocabulary is no less important because gaining a new vocabulary will depend partly on the method that learners apply. The reality shows that there are a variety of ways for the learners to learn vocabulary, however; learners are overwhelmed by too many choices and unable to choose anyway, so this study also directs learners to effective vocabulary expansion methods they are looking for.

With the desire to give the learners help, this study aims to generalize learners with different perspectives on the importance of vocabulary expansion for improving English skills purposes, the challenges as well as approaches learners can apply when enriching vocabulary. I hope that what I find and suggest through this study will help language learners in general and the English majors at Faculty of Foreign Language at Industrial University of Ho Chi Minh City learn English vocabulary better.

1.2 Research objectives

This study is intended to find out the important roles of vocabulary expansion to improve English skills among the English majors at FFL of IUH. In addition, it aims to investigate many difficulties that FFL students are facing while learning vocabulary. Also, this study suggests several methods with a view to helping the English majors at FFL of IUH expand vocabulary to improve their English skills.

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1.3 Research questions

This study desires to address these questions below:

a. What roles does expanding English vocabulary play in improving English skills among the English majors at FFL of IUH?

b. What difficulties do the FFL English majors face when they learn vocabulary? c. What should the FFL English majors do to expand English vocabulary?

1.4 Scope of the research

Because of limited time and ability, what I find and read may not cover all aspects of vocabulary expansion to enhance English skills. Therefore, this study includes the English majors of Faculty Foreign Language at the Industrial University of Ho Chi Minh City freshmen to seniors to find out what their needs are. In addition, because of the researcher's limited ability, time constraints, and narrowed-scaled study, this study only comprises about 300 students at FFL of IUH. Through this survey, they will give their personal perspectives on two main points: the roles of vocabulary expansion to English skills, the difficulties in learning words and how to expand them.

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2.1 Definitions of key terms 2.1.1 Definition of vocabulary

For learning a language, the first and indispensable step is learning vocabulary. Vocabulary has many different forms and difficulty levels. The more advanced vocabulary is learned, the easier it is for learners to acquire outside knowledge and information.

According to the Cambridge Learner’s Dictionary, vocabulary is ―all the words that exist in a particular language or subject‖. Indeed, the vocabulary is very diverse and rich and we use it with the most practical purpose - that is to convey our thoughts to other people. Vocabulary can be defined as ''words learners must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)'' (Neuman & Dwyer, 2009, p. 385). Besides, Hornby (1995) defined the term of vocabulary as the total number of words in a language and vocabulary is a list of words that has meanings. In addition, Hatch and Brown (1995) remarked vocabulary is a list or collection of words for a particular language or a list of words to which an individual language speaker can refer to use.

2.1.2 Types of vocabulary 2.1.2.1 Passive vocabulary

Kaufmann (2017) noted that ―passive vocabulary refers to words that learners understand but are not yet able to use‖.

a. Listening vocabulary

This type of vocabulary refers to the words we hear and comprehend through our ears. Montgomery (2007) mentioned in his book that fetuses can recognize sounds and children acquire their native language through listening. They imitate their parents’ sound and also other people around them and this is the way that humans continue to learn another language in our lives. In addition, by the time we reach adulthood, most of us will recognize and understand close to 50,000 words (Stahl, 1999; Tompkins, 2005).

b. Reading vocabulary

Montgomery (2007) claimed that this vocabulary refers to the words we understand when we read any text. People can recognize the words they rarely use in speaking conversations. Through reading, we can learn high-standard, complicated vocabulary related to the topic or hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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content we are reading. Reading vocabulary can be seen as the biggest kind of vocabulary because it is embraced by the other three.

2.1.2.2 Active vocabulary

Kaufmann (2017) concluded that ―active vocabulary is the words that learners understand and use in speaking or writing‖. They are words that are well-known, familiar, and used frequently in daily life.

a. Speaking vocabulary

It is the words that we use when we communicate. Differentiating from listening vocabulary, an adult can only use 5,000 to 10,000 words for all their conversations both in work and daily life while their real vocabulary is about 50,000 words (Montgomery, 2007). A person's speaking vocabulary is presented through all the words that he or she can use in speech. People often use simple and intimate words that are easy to communicate.

b. Writing vocabulary

According to Montgomery (2007), this type of vocabulary is the words which we recover while writing to show our ideas and opinions. Words that we use while writing are less likely to appear when speaking. Therefore, we generally find it easier to explain ourselves orally, using facial expression and intonation to help get our ideas across, than to find just the right words to communicate the same ideas in writing. Our writing vocabulary is strongly influenced by the words we can spell.

2.2 Results of previous studies

2.2.1 The importance of enriching English vocabulary

Vocabulary knowledge is seen as a tool to assist learners in making their point of view. Schmitt (2000, p. 55) mentioned that ―lexical knowledge is central to communicative competence and the acquisition of a second language‖. Wilkins (1972, p. 111-112) stated that ―without grammar very little can be conveyed, without vocabulary nothing can be conveyed‖. This is to say that learners are able to produce languages through vocabulary. In addition, vocabulary knowledge helps learners to better understand the language. Widdowson (1989), and McKeown (2002) argued that vocabulary knowledge is the heart of language comprehension and use. It means that to master a language, learners first need to focus on expanding their vocabulary. So, language comprehension could be assessed based on the hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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number of words that learners memorize and use. As can be seen, having an extensive vocabulary is important and necessary.

2.2.1.1 Expressing ideas through verbal and written communication a. Expressing ideas through verbal communication

Hubbard (1983) stated that the more vocabulary is learned, the more learners will be able to express their words correctly. Thus, to communicate effectively, learners need to understand the meaning of as many words as possible. Likewise, Cardenas (2001) concluded that learners’ proficiency in speaking contexts is assessed by vocabulary. It means that vocabulary is a crucial factor to determine how well a learner is able to communicate. Vocabulary promotes learners a great deal of knowledge to speak fluently. Without a strong foundation of vocabulary knowledge, learners cannot express their feelings and ideas successfully.

b. Expressing ideas through written communication

Vocabulary is not only used through words but it is also available in written form. Ediger (1999, p. 1) noted that "variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts". When we speak, to express our ideas, we often choose words to indicate the level of events, personal feelings, when writing is the same. So to speak, vocabulary plays an important role in writing by allowing active use of language. In writing, learners can be flexible to choose words to make their works elaborate and coherent. Allen, Snow, and McNamara (2014, p. 304-307) showed their similar analysis that literacy skills and essay quality were related to learners’ flexible use of cohesive words across time. So, writing motivates learners to expand their vocabulary and at the same time, vocabulary also takes on the core role of conveying opinions through writing.

2.2.1.2 Strengthening English reading and listening comprehension a. Strengthening English reading comprehension

To fully understand the content of a text, learners need to know at least 97% of the vocabulary in the text (Nation, 2001). So, without lexical knowledge related to a text, learners may have trouble grasping the meaning and content of that text. Several authors and researchers emphasized the effect of integrating vocabulary learning and improving reading skills. Weiser (2013) claimed that ―Students need to understand the meaning of critical words they will be reading to promote comprehension. Vocabulary knowledge, along with background knowledge, provides students a better chance of understanding the text they read‖. Therefore, hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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learners recognize the importance of vocabulary on reading comprehension. Also, vocabulary expansion can help learners increase their reading comprehension ability.

b. Strengthening English listening comprehension

Listening comprehension is also an indispensable part of the process of learning a foreign language. According to Alderson (2005), vocabulary knowledge plays a significant role in listening comprehension. Goh (2005) concluded that vocabulary knowledge is a crucial factor for success in listening comprehension in listeners of different abilities.With a wide range of vocabulary, learners can easily understand the conveyed content of any topic or source even if their grammar is not too strong. Gradually, listening comprehension will become more fluent.

2.2.1.3 Enhancing translation and interpretation skills

a. Enhancing translation skills

Vocabulary plays an important role not only in the four main skills in English but also in translation skills. Learners need to have enough cultural knowledge between the two countries, good writing skills, and mastery of grammar structures to complete a good translation. Above all, learners need to have an extensive vocabulary to be able to convey all the content from the target language. According to the results of Adrono and Nadrah's survey (2019) of students’ difficulties in translating English text, 87.5% of students have difficulty in translating due to a lack of vocabulary. They could not find the right vocabulary to express their thoughts as well as that of the original text. Armstrong (2015) pointed out that ―a working vocabulary is invaluable in being able to successfully transfer the right perceptions of your translated words‖. Therefore, whether learners’ translation skills improve or not depends on how large their vocabulary size is.

b. Enhancing interpretation skills

Similar to translation skills, interpretation skills also require learners to have certain knowledge and ability to speak fluently and accurately. However, learners will not be able to convey their words without vocabulary. The lexical expansion has a huge benefit in interpretation skills. Gregory and Carroll (1978) noted that interpreters not only have to know the vocabulary of a certain topic but also must know the specific vocabulary of each different event. Thus, knowing a variety of vocabulary in many topics helps learners quickly adapt their interpretation when facing changing topics. Besides, large vocabulary helps learners easily and immediately translate opinions or words of any object.

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2.2.2 Difficulties in learning English vocabulary

2.2.2.1 From vocabulary itself a. Complex pronunciation

Pronunciation is always the primary factor showing the results of vocabulary learning. Besides, the pronunciation system of English words is quite unique. That is the reason why people find that the pronunciation of the English language is difficult. Thornbury (2002) proposed the result of the research showed that words that are difficult to pronounce are more difficult to learn. Learners often rely on the pronunciation of a word to learn and memorize words, so for words that are difficult to pronounce, learners can waste their time remembering words.

b. Length and complexity

Long words are also one of the reasons that create difficulties for learners. Thornbury (2002) reported that as a rule of thumb, words that are used with a high frequency tend to be short in the English language. English learners often find it easy to learn and memorize words with one syllable or two syllables. Therefore, long and complex vocabulary becomes one of the obstacles when it comes to vocabulary learning. Additionally, learners do not use these words every day and it leads to the situation of them being confused when they encounter a new

word that is both long and difficult to remember.

c. Failure to recognize multiple meanings of words

Because there are many words in English that have the same writing style but the meanings are diverse, learners get confused when they have to determine the correct meaning of words in sentences. Zimmerman (2009, p.23) concluded that learners often ―encounter a word they think they know, and in fact, it has a whole new meaning‖. For example, the word ―right‖ in the sentence ―I’m sure I’m right‖ has the meaning ―correct‖, but when it is in the sentence ―Take a right turn at the intersection‖, it indicates ―the direction‖.Therefore, in the process of learning words, if learners learn only one meaning of the word, they will face many obstacles.

2.2.2.2 From learners themselves a. Lack of motivation

This may not make sense, but motivation is an essential element to learn a foreign language. Harmer (2001) noted that motivation can be seen as an internal drive which pushes someone hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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to have encouragement to achieve what his or her wants. Motivation helps learners gain confidence and perseverance to achieve their goals. Horwitz (1990) argued that motivation is learner's emotion towards a particular target language and its culture. Without motivation, learners would not learn well when they face difficulties.

b. Inefficiency in applying old learning style

Choosing a learning method is also one of the difficulties for learners. Because of learning the wrong way, learners may get poor results compared to the time they spend studying. According to Lizzy (2019), learners are trying to remember a list of words which are barely related to each other and that is the reason why learners forget words so quickly after just a few days. Learners can remember words at that moment but those words will only be in the learners’ short-term memory, they will be easily forgotten when learners do not use them.

c. Inability to remember words

―Many English dictionaries list over 300,000 words. This is not including the words that are being created daily and the many, many informal words—like slang‖ (Pearce, 2020). With such a huge amount of words, learners feel confused when choosing the necessary words to learn.Clayton (2017) pointed out learners often find it hard to memorize the meanings of new vocabulary and phrases they have learnt. In fact, instead of learning vocabulary in specific fields or based on personal interests, learners are still quite vague and do not know which source to learn from, where to start, and how many words to learn are enough. Therefore, it can be an obstacle for them in vocabulary expansion.

d. Lack of common ground between cultures

Because of cultural differences, learners may not be able to determine the meaning of English words or idioms. Learners will often translate the idioms literally and it does not match the meaning of idioms in their native language. Native speakers use English in the real world mostly idioms and that does not mean that a non-native speaker who speaks English fluently also has to know those idioms (Goshkheteliani & Megrelidze, 2013). For example, in Vietnamese, there is a sentence like ―Trắng như trứng gà bóc‖ but in English, it is ―As white as sheets‖ (sheets on bed). So to speak, the color in two sentences is white, Vietnamese people use the white color of boiled eggs compared to skin color to compliment someone, while English people use the white color of the bedsheets to criticize someone's skin is pale.Therefore, if the learner does not have basic cultural knowledge, they will not understand the true meaning of the sentence.

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2.2.3 Approaches of enriching English vocabulary

2.2.3.1 Methods to learn passive vocabulary a. Reading via multiple sources of information

Hansen (2008) noted that how often learners read any English text will be directly proportional to how often they encounter new vocabulary. Reading is one of the easy activities to do every day. Besides, learners can be flexible in choosing favorite topics and learning vocabulary based on such topics as fiction, life, science, fashion, beauty, economics, culture, etc. During the reading process, learners will encounter many new words and they will get used to words that tend to be closer to everyday life than those learned in school.

b. Listening to English music

Like reading, listening to music is an activity that learners can add to their daily schedule. Music has a great impact not only on our mental health but on our cognitive abilities. At first, learners may not completely understand the lyrics. But comprehension improves over time as they sing and discuss the music with other people. The more learners listen to the lyrics, the better their English vocabulary becomes. Perez (2019) pointed out that listening is essential to language improvement, it is not surprising that learners can learn vocabulary through listening. Additionally, by listening to a variety of genres, learners can become familiar with the correct pronunciation, accent, intonation of foreigners, and especially vocabulary.

c. Watching English movies

Watching English movies is also a good way to expand English vocabulary. In fact, the words learned in class are not used much in everyday life. Baggio (2017) claimed that when watching English films, you will get to know real English not English in textbooks. In addition, when watching English movies, captions play an important role for beginners. Vanderplank (1988, p.260) concluded that captions act as a useful "mediation device" between conversation and images. Learners can keep up with the character's speaking speed when reading captions and learn the spelling of new vocabulary. Besides, learners can also learn vocabulary on topics related to the movie, imitate the character's gestures, emotions as

well as accent.

d. Using a bilingual dictionary

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Using a bilingual dictionary is also a way for learners to learn new words every day. The bilingual dictionary provides the meaning of words correctly to help learners understand the vocabulary in their native language immediately. Reading all the meanings of any word in a bilingual dictionary helps learners expand their vocabulary, at least their passive vocabulary (Vallestero, 2015). Besides, it is suitable for all learners at all levels from beginners to advanced-level ones. The bilingual dictionary is very time-saving, straightforward, and easy to use.

2.2.3.2 Methods to learn active vocabulary a. Using a monolingual dictionary

From past to present, whenever learners encounter new words, learners often use a bilingual dictionary to check the meaning which leads to the state of learners in a passive position when acquiring a certain word. Underhill (1984) reported that monolingual dictionaries help learners think in the target language and get out of the translation cycle, thus boosting their confidence in communicating with another language and thus being led to question formation and find the answers themselves. Therefore, a monolingual dictionary not only benefits linguistic thinking but also helps learners have a more objective view when a vocabulary is used in context.

b. Engaging in conversations

Using English in daily communication with people helps learners discover and remember new words (Hansen, 2008). Vocabulary will promote its use when learners apply vocabulary to their words as soon as they are learned. For example, learners will understand when to use it, where to put it in a sentence and how to use it appropriately. Moreover, when speaking with other people, learners will pause if they cannot articulate any vocabulary they want to convey. That will motivate them to expand their vocabulary and become a motivation for them to speak smoothly. Besides, using words in conversations also helps learners remember words longer.

c. Keeping a journal

Daily journaling is also a way to improve English vocabulary and skills. Buckley (2019) noted that keeping a routine of writing a journal will bring a positive result that learners are expecting. When starting to write in the diary, learners have the freedom to create content as they want. Vocabulary in writing is richer than vocabulary when speaking. Therefore, their hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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vocabulary will be proportional to the frequency with which they write their journals. Moreover, they can learn from experience and correct grammatical errors as well as select words suitable for writing.

d. Using mobile apps

Apart from learning vocabulary through books and movies, learning vocabulary through mobile apps is considered a new way of learning. Mobile apps can be a highly effective way to discover and learn new words. With a mobile phone, learners have all information and data to learn vocabulary. Deng and Trainin (2015, p. 66) concluded that the use of mobile devices for learning languages can help learners promote intensive vocabulary learning with a variety of methods and strategies to enrich students' active vocabulary. The apps will provide plenty of useful and necessary vocabulary that learners can apply in context immediately. Vocabulary will be sorted and listed according to different topics and difficulty levels to help learners gradually expand their vocabulary. Besides, the apps also correct pronunciation as well as grammatical structure to help learners shape the accuracy in languages.

2.3 Summary of some previous studies

From the results of the above-mentioned researchers, it can be seen that foreign language learners have been facing difficulties in expanding their English vocabulary that come from the vocabulary itself and from learners themselves. Methods are also suggested by the above researchers to help learners expand their vocabulary effectively. However, the subject of those previous studies is foreign language learners in general. So, they may not really be suitable for learners in Vietnam, especially the English majors at FFL of IUH for cultural reasons and different learning needs. Therefore, I chose to conduct this study to find out the important roles of enriching vocabulary, the challenges and approaches among the FFL English majors. hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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3.1 Research site

This study is carried out at the Faculty of Foreign Languages of Industrial University of Ho Chi Minh City. IUH is one of the biggest universities in Southern Vietnam, has high-quality facilities and a large number of the students entering from many different regions of the country each year. Until now, FFL of IUH has been training 12 university courses, 10 College courses, and 7 Vocational College courses, providing significant human resources and quality for society in the period of international integration. In 2019, the university has completed the AUN-QA accreditation process and has obtained the certificate from ASEAN University Network. Currently, the FFL of IUH has approximately 5,000 students who have different English-language backgrounds. The students of the FFL are always active, passionate and enthusiastic in learning as well as contributing their efforts to the activities organized in the faculty.

3.2 Participants

The respondents of this study include 300 students at FFL of IUH. The participants were asked to share their responses to the importance roles of vocabulary expansion, the challenges they face when enriching English vocabulary as well as the approaches to expand English vocabulary. These 300 students include all the English majors at FFL of IUH from freshmen to seniors. They have been exposed and experienced learning English vocabulary so they will be able to provide their opinions in the most objective way. All the participants in this study were voluntary and anonymous.

3.3 Research methodology and research methods

3.3.1 Research methodology

In this study, the researcher used quantitative research. The reason for employing quantitative analyses was because the researcher attempted to provide an overview of the students’ general opinions on how to enrich English vocabulary among the English majors at FFL of IUH. In addition, quantitative research can generate statistics quickly and exactly. In addition, the methodology is convenient because a large number of people can be surveyed and the data obtained is absolutely objective.

3.3.2 Research methods

This study included a questionnaire to obtain quantitative data about students’ opinions about the important roles of expanding vocabulary to improve English skills, difficulties in learning hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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English vocabulary and methods to learn English vocabulary. In addition, the study used both paper questionnaires and online questionnaire for the purpose of gaining data quickly. The researcher chose the questionnaire to gather information because of its benefits in the data collection procedure. With a questionnaire, the researcher can collect a lot of data in less time. Moreover, the questions in a questionnaire will be standardized and logical because participants will be asked questions in the same order. Besides, there would be no distinction between the participants' responses since the questions were of the same content.

The questionnaire had a total of 12 questions, including 7 closed-ended questions and 5 ended questions. Each student had about 5-10 minutes to carefully read and answer the questions. The researcher divided closed-ended questions into two types: multiple-choice questions and ranking questions. For the multiple-choice questions, the students were asked to circle the responses that were most appropriate to them. For the ranking questions, participants would rely on their personal opinions to tick the corresponding levels (including 5 levels: strongly disagree, disagree, neutral, agree and strongly agree). Moreover, in questions 5, 6, 7, 8, 10 and 11, participants not only provided information by circling the answers but also gave more answers for these questions.

open-The first three questions of the questionnaire were intended to survey the general situation of learning English among the English majors at FFL of IUH. Questions 4-6 asked participants to give their opinions about the important roles of English vocabulary expansion in enhancing English skills. The next two questions surveyed the difficulties coming from vocabulary itself as well as learners themselves that English learners face when expanding their vocabulary. Question 9 asked respondents about the types of vocabulary they have been learning. Question 10 and 11 are used to ask the English majors about the methods that they use to expand passive and active vocabulary. Moreover, question 12 aimed to find out their point of views on the effectiveness of the methods they have been using.

3.4 Procedure

Firstly, the researcher created a questionnaire that consists of suitable questions related to the research questions of the survey. After that, the questionnaire was appropriately revised based on the comment of the supervisor. Secondly, 300 students at FFL of IUH were contacted by the researcher to distribute the questionnaire both online and offline. For the online form, the researcher posted a link which has the questionnaire on Dai Hoc Anh Van 13A group on Facebook. Then, the researcher will specify the validity period for that link and collect data. For the offline form, the researcher distributed the questionnaires to 8 different classes. The hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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questionnaire was delivered and gathered during students’ free time to avoid disrupting their learning. Moreover, they had enough time to think and give their personal opinions carefully. The data collection took place within three days. After the data collection process was completed, the data analysis was started immediately.

3.5 Data analysis

The survey was conducted at the Faculty of Foreign Languages of Industrial University of HCM city from 19th to 22nd April, 2021. During the data collection, 300 questionnaires completed by 300 students were carefully screened by the researcher so that no responses were missed. Next, the researcher analyzed the data. The responses are entered in the Google Form app, a web-based application used to create the form for data collection purposes. The researcher will put the answer from the paper questionnaires as well as the results obtained on Google Form to analyze the data. After the data has been entered, Google Form summarized and gave the desired results in the form of different charts. Then, this researcher interpreted the data on answering each question and concluded.

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CHAPTER 4:

FINDINGS AND DISCUSSION

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4.1 General situation of learning English among the English majors at FFL of IUH

Question 1: How long have you been learning English?

Figure 4. 1 The time period that the English majors learning English

Question 1 illustrates the proportion of the period of time that the English majors at FFL of IUH have been learning English. This question covered six different time periods for the students to choose from less than one year to more than seven years. From the data in the chart above, 73.3% of participants spent more than seven years learning English. In contrast, 16.7% of the students chose that they have been learning English for about 5 to 7 years. Besides, there is no student learn English for less than a year.

To summarize, most respondents have more than seven years of learning and improving English. Therefore, they have a certain knowledge as well as experience for learning English and they can also give their diverse opinions on expanding their English vocabulary.

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Question 2: How much time do you spend a day to learn English vocabulary?

Figure 4. 2 Frequency of learning English vocabulary in a day

The given pie chart shows the percentage of the respondents' responses to how often they learn English vocabulary within a day. In general, it is clear that the students only spend less than 30 minutes on vocabulary expansion on a regular basis (37%). In addition, the number of the students learning English vocabulary less than one hour per day accounts for 32.7% of the total students taking part in giving their personal opinions. On the other hand, very few participants answered that they spend more than 2 hours learning new words every day (4.3%).

In short, the researcher found that the English majors at FFL of IUH spend too little time learning new vocabulary. Although they spend time learning vocabulary in a day, it seems still not enough to help them improve their language proficiency. As a result, they cannot use their vocabulary in daily communication as well as in study and work. They should seriously consider their vocabulary learning process and regulate time reasonably.

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Question 3: How would you rate your English language proficiency?

Figure 4. 3 Self-assessment of students’ English proficiency

The chart above gives information on how students rate their own English proficiency. At first glance, just over three-quarters of the students reported that their English proficiency is just normal (77.3%). Meanwhile, several different answers were collected from the open-ended question, ―Why do you rate your English proficiency like that?‖. Most of the students emphasized the reason for their choices was because they wasted too much time on many things that are useless or it takes time for them to choose the right vocabulary in speaking and writing or they got low marks from tests in class. On the contrary, there are very few students who supposed their English ability is extremely good. It was because they are able to apply vocabulary in English skills and it is quite easy for them to communicate at any time.

In brief, most of the students still believed that their English proficiency was normal and they did not satisfy with what they are having. One of the problems the students encountered may also align with Zimmerman (2009), who found that it is difficult for learners to define a meaning of a word since a word can have multiple meanings. Therefore, the students may be confused in choosing appropriate words to use in different situations.

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4.2 The roles of expanding English vocabulary in improving English skills

Question 4: Do you think it is important to enrich your English vocabulary?

Figure 4. 4 Students’ perspectives on the importance of enriching English vocabulary

Question 4 illustrates the percentage of respondents’ opinions on how crucial the English vocabulary expansion is. According to the data above, nearly a half of the students felt that enriching vocabulary is important in learning English (46.3%). Remarkably, 45.7% of the students agreed that it is absolutely important to have a large vocabulary size. In addition, there is no respondent found that vocabulary expansion is not important or a little important. Moreover, there are some perspectives given by the students about the significance of enriching English vocabulary. They reported that they cannot convey any information or ideas without vocabulary. Also, some students said that vocabulary knowledge plays an important role in communication and promotes them an understanding of a foreign language.

The findings may also align with Schmitt (2000), who found vocabulary knowledge is the center of language and helps learners have an acquisition of other languages. In addition, the explanation of Wilkin (1972, p.111-112) matches with the findings above that vocabulary is the key point to help learners convey their opinions. Vocabulary is a tool for learners to use to convey their thoughts, and to help other people understand what they are saying. Therefore, without having a certain vocabulary, it is difficult for learners to communicate. However, there were still a small number of the students who are unable to judge or realize the importance of vocabulary expansion.

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Question 5: Which of the following skills requires English learners to enrich vocabulary if

they want to improve it? (You can choose more than one option)

Figure 4. 5 Skills that require the enrichment of English vocabulary

The following question aims to discover the different views of the students about skills that require the expansion of English vocabulary. The question provided respondents with six various choices to select multiple answers. As can be seen from the chart, there is not much difference in the data between items. At first, 160 of the participants in this survey (be equivalent to 53.3%) believed that enriching English vocabulary is vital for listening skills, much higher than interpretation with only 112 students (37.3%). Additionally, reading skills and speaking skills were considered as one of the most chosen skills that need vocabulary expansion after listening skills with 158 and 154 responses respectively. One hundred thirty-seven students believed that vocabulary is needed in translation skills. Similarly, about 130 respondents reported that to improve writing skills, they should also enrich vocabulary.

After all, the English majors at FFL of IUH tended to focus on expanding their vocabulary into four main skills in English including listening, speaking, reading and writing. Vocabulary promotes its use in all aspects of English skills, they should not only focus on basic skills but also have a broader view towards other skills. With the desire to improve all skills, learners in general and the English majors, in particular, need to realize the importance of enriching English vocabulary.

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Question 6: What roles does English-vocabulary expansion play in improving English skills?

(You can choose more than one option)

Table 4. 1 The roles of expanding English vocabulary in improving English skills

disagree (%)

Disagree (%)

Neutral (%)

Agree (%)

Strongly agree

(%)

Strengthening reading comprehension

Strengthening listening comprehension

The table demonstrates the crucial roles of English vocabulary expansion in developing English skills among the English majors at FFL of IUH. In this question, the researcher used a Likert scale ranging from Strongly Disagree to Strongly Agree to measure student’s views about the roles of enriching vocabulary to improve English skills. It can be seen from the chart that vocabulary expansion had a huge positive impact on the students’ perceptions. The majority of the students confirmed that expanding vocabulary can help them strengthen reading comprehension and express their thoughts in speaking, with 63% and 58% responses respectively. Furthermore, expressing ideas through written communication, and having good listening comprehension surprisingly have the similar number of responses, with 55.3% and 56% responses respectively. Besides, the students also agreed that having vocabulary knowledge gave them other advantages such as improving translation and interpretation skills, hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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50.3% and 53% responses separately. On the other hand, the responses illustrated that there are a small number of the students who disagreed with those statements while the minority chose ―Neutral‖ at around 20%.

In summary, the quantitative data obtained from the questionnaire shows that the majority of the students agreed with other previous studies that expanding vocabulary can improve their English skills. However, there are still a few student perspectives indicating that they are not aware of the roles of vocabulary expansion into developing English skills.

4.3 Difficulties in learning English vocabulary faced by the English majors at FFL of IUH

4.3.1 Difficulties that come from the vocabulary itself

Question 7: What difficulties that comes from the vocabulary itself do you face when expanding English vocabulary? (You can choose more than one option)

Figure 4. 6 Difficulties that come from the vocabulary itself

The bar chart presents the challenges that come from the vocabulary itself when learning English vocabulary. According to the data from the chart above, there were more than 150 students realized that they had trouble in recognizing the meaning of a certain vocabulary they have learned. Also, the participants felt difficulty in learning new words since the pronunciation and the vocabulary itself are long and complex to remember with around 150 responses. In contrast, there are a small number of the respondents who disagreed with those statements and nearly 90 students chose ―Neutral‖.

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In conclusion, the findings show that learners can face many difficulties that come from the vocabulary itself such as the complex pronunciation, length and complexity of the vocabulary, and failure to know the multiple meanings of words. However, the results may also align with Zimmerman (2009) that most of the students have trouble in recognizing the exact meaning of a word since a word can have various meanings. Nevertheless, the statistics from the bar graph shows that these difficulties were still not appropriate as well as received the agreement of many the English majors.

4.3.2 Difficulties that come from the learners themselves

Question 8: What difficulties that comes from learners themselves do you face when expanding English vocabulary? (You can choose more than one option)

Figure 4. 7 Difficulties that come from the learners themselves

Question 8 gives information about the challenges that come from the students themselves when learning new words. It can be seen from the chart that most of the students are facing these difficulties. To begin with, approximately 200 participants believed that they had trouble in expanding vocabulary because they apply old learning styles. Additionally, 160 respondents struggled when learning English words because they get bored easily and are not patient enough to continue learning new words. Remarkably, lack of common background between cultures and inability to remember words have a similar number of responses around 150 responses. On the other hand, a quarter of the students chose "Neutral" while a minority of them disagreed with those opinions above.

In short, most of the English majors are facing some difficulties in learning words not only come from the vocabulary itself, but also come from the learners themselves. In this question, inefficiency in applying old learning style was the common challenge among the students. hghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihhhghieh euu hieu pua xu duhg dat hohg hghieu treh dic bah uhuohg puahg yeh thi xa puahg yeh tihh puahg hihh

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The findings may also align with Lizzy (2019), who found that learning words that are not related to each other makes it easy for the English majors to forget new vocabulary. However, there were a few students pointed out that they did not have the aforementioned difficulties.

4.4 Approaches to learn English vocabulary

4.4.1 Types of English vocabulary that most the English majors learn

Question 9: What types of English vocabulary do you usually learn?

Figure 4. 8 Types of English vocabulary that most the English majors learn

The given pie chart demonstrates the proportion of English vocabulary kinds that most the English majors learn. From the data in the chart above, when the students were asked to give information about the types of English vocabulary they often learn, 48.7% of the students chose that they tended to learn more vocabulary than active vocabulary. On the contrary, the number of the participants reported that they learn active vocabulary made up about 9.7%. In addition, the number of the students learning the passive or active vocabulary is only about one third.

To sum up, most the English majors at FFL of IUH learned both types of vocabulary including passive vocabulary and active vocabulary. Nevertheless, the number of the students studying passive vocabulary is greater than that of active vocabulary. Based on the definition in the previous study of Kaufmann (2017), active vocabulary clearly includes words that we know are better than those that make up our passive vocabulary. Learning active vocabulary should be focused among the English majors at FFL of IUH based on its benefits. Therefore, they should find ways to turn passive vocabulary into active vocabulary to improve their vocabulary.

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research on how to enrich english vocabulary among the english majors at faculty of foreign languages of industrial university of ho chi minh city

<b>GRADUATION THESIS </b>

<b>RESEARCH ON HOW TO ENRICH ENGLISH VOCABULARY AMONG THE ENGLISH </b>

<b>MAJORS AT FACULTY OF FOREIGN </b>

<b>LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY </b>

<b>STUDENT NAME : NGUYỄN NGỌC TRÚC </b>

<b>ID NUMBER : 17018381 </b>

<b>CLASS CODE : DHAV13A </b>

<b>COHORT : 2017-2021 </b>

<b>SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A. </b>

<b>Ho Chi Minh City, 06/2021 </b>

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<b>STUDENT NAME : NGUYỄN NGỌC TRÚC </b>

<b>ID NUMBER : 17018381 </b>

<b>CLASS CODE : DHAV13A </b>

<b>COHORT : 2017-2021 </b>

<b>SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A. </b>

<b>Ho Chi Minh City, 06/2021 </b>

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<b>LIST OF FIGURES </b>

<b>LIST OF TABLE </b>

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<b>CHAPTER I: INTRODUCTION </b>

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<b>CHAPTER 4: </b>

<b>FINDINGS AND DISCUSSION </b>

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