Difficulties in learning computer-related vocabulary of students of computer science at Yen Bai teachers' training college and some solutions khó khăn trong vi20150227

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ABSTRACT

In learning a foreign language in general, and English in particular, the knowledge
and mastery of vocabulary play an important role. Without vocabulary, it is difficult to
convey anything. In order to use language suitably in real context, students should acquire
an adequate number of words and should know how to use them accurately. However,
teaching and learning vocabulary efficiently is a problem to every teacher and student.
Vocabulary- learning difficulty is an issue that needs a lot of discussion.
The aims of this study are to identify the difficulties in learning vocabulary of students
of computer at Yenbai Teachers’ training college and to find out possible solutions to the
found difficulties in order to help students learn computer- related vocabulary in effective
way.
The study was undertaken among all teachers and 3
rd
year students of computer at
Yenbai teachers’ training college. Statistical analysis revealed that most of students are
coping with various difficulties in learning vocabulary, i.e the lack of specialized
knowledge with numerous terms, complicated structures and countless expressions, the
lack of various teaching technique, the lack of teaching aids and reference materials. Some
solutions are suggested to deal with these problems including encouraging students to
develop their self- studying in order to become active learners, improving learning
vocabulary interest and motivation, improving specialized knoledge for ESP teachers and
students, improving teachers’ activities in teaching vocabulary and equiping teaching
facilities.
The result of the study can be some help to students who learn Information
Technology at Yenbai Teachers’ Training College.

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TABLE CONTENT


Candidate’s statement i
Acknowledgements ii
Abstract iii
Table of contents iv
List of abbreviations vii
List of tables viii
PART A: INTRODUCTION 1
1. Rationale 1
2. Aims of the study 1
3. Research questions 1
4. Scope of the study 2
5. Methods of the study 2
6. Significance of the study 2
7. Design of the study 2
PART B: DEVELOPMENT 4
CHAPTER 1: LITERATURE REVIEW 4
1.1. Definition of vocabulary 4
1.2. Classification of vocabulary 4

1.3. The importance of vocabulary in language learning 5
1.4. Factor affecting learners in learning vocabulary 5
1.5. English for Specific Purposes 6
1.5.1. Definition of ESP 6


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1.5.2. Teaching and learning ESP vocabulary 6
1.5.2.1. Selecting vocabulary 6
1.5.2.2. Presenting vocabulary 7
1.5.2.3. Practising and consolidating vocabulary 7
1.6. Terminology 8
1.6.1. Definition of terminology 8
1.6.2. Characteristics of terminology 8
1.6.2.1. Accurate 9
1.6.2.2. Systematic 9
1.6.2.3. International 9
1.6.3. Computing terminology 9
1.6.3.1. Single terms 9
1.6.3.2. Compound terms 10
CHAPTER 2: METHODOLOGY 11
2.1. Context of the study 11
2.2. The subjects of the study 12
2.3. Data collection instrument 13
2.3.1. Questionaires 13
2.3.2. Observation 13
2.3.3. Data collection procedures 13
CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS, SOLUTIONS 14
3.1. Data analysis 14

3.1.1. The teachers’ questionnaires 14
3.1.1.1. The teachers’ attitude towards vocabulary& vocabulary teaching 14
3.1.1.2. The teachers’ techniques to teach computer- related vocabulary 15


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3.1.1.3. The teachers’ difficulties in teaching computer- related vocabulary 17
3.1.1.4. The teachers’ attitudes towards vocabulary in present coursebook 17
3.1.1.5. Teaching equipment and materials 18
3.1.2. The students’ questionnaires 18
3.1.2.1.The students’ background 18
3.1.2.2.The students’attitude towards the importance…… 19
3.1.2.3. The students’ ways of learning computer- related vocabulary 20
3.1.2.4. The students’ difficulties in learning computer-related vocabulary 25
3.1.3. The result of the coursebook observation with reference to vocabulary 26
3.2. Major findings 27
3.2.1. Lack of necessary GE knowledge 27
3.2.2. ESP vocabulary pronunciation, meaning, use and memorisation 28
3.2.3. Inappropriate materials 28
3.2.4. Lack of effective strategies for learning ESP vocabulary 28
3.2.5. Difficulties in teaching ESP 29
3.2.6. Lack of learner autonomy 29
3.3. Suggested solutions 30
3.3.1. Enhancing the necessary GE 30
3.3.2. Encouraging the development of effective vocabulary learning 30
3.3.2.1.Guiding students with different vocabulary learning strategies 30
3.3.2.2. Encouraging students to develop their self- study skills 32
3.3.2.3. Improving students’ learning vocabulary interest and motivation 32
3.3.3. Assigning and checking students’ fulfiment of homework 33

3.3.4. Developing effective ESP vocabulary 33
3.3.5. Improving specialized knowledge knowledge for ESP 36


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3.3.6. Equiping teaching facilities 36
PART C: CONCLUSIONS 37
1. Summary of the study 37
2. Limitations of the study 38
3. Suggestions for further study 38
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2

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LIST OF ABBREVIATIONS

ELT: English Language Teaching
ESP: English for Specific Purposes
YTTC: Yenbai Teachers’ Training College
GE : General English
ESP: English for specific purpose

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LIST OF TABLES & FIGURES

Table 1. The importance of vocabulary teaching. 14
Table 2. Purposes of teaching computer- related vocabulary. 14
Table 3. Teachers’ techniques in presenting new words. 15
Table 4. Teachers’ frequency of practice techniques. 16
Table 5. Teachers’ frequency of consolidation activities. 16
Table 6. Teachers’ difficulties in teaching computer- related vocabulary 17
Table 7. Teachers’ attitudes towards the vocabulary in the coursebook 17
Table 8. Students’ attitude towards the importance ………… 19
Table 9. Students’ purposes of learning computer-related vocabulary 20
Table 10. What students do when meeting new words 20
Table 11. Students’ frequency of learning new words at home 21
Table 12. Students’ favourite way of new lexical item explanation 21
Table 13. Students’ strategies in learning computer-related vocabulary 22
Table 14. Students’ involvement in class activities 23
Table 15. Practice exercises were most prefered by students 24
Table 16. Students’ activities for consolidating new words 25
Table 17. Students’ difficulties in learning computer-related vocabulary 26

Figure 1 18

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PART A: INTRODUCTION
1. Rationale
In recent years, many teachers of English at training institutions have been required to
teach English to students from various fields such as engineering, information science,
medicine, accountancy, etc to enable them to cope with their academic work. This type of
education is called English for Specific Purposes ( ESP ). Since it was introduced, teaching
and learning English for Specific Purposes ( ESP ) has become one of the most prominent
features of the English language teaching process. In teaching English for Specific
Purposes, every one agrees that the scope of specialized vocabulary is a primary goal. As
Robinson (1991:4) stated the central role of vocabulary as carrier content in ESP: “It may
often be thought that a characteristic, or even a critical feature, of ESP is that a course
should involve specialist language (especially terminology) and content.”
However, teaching and learning ESP, particularly teaching and learning vocabulary has
still been far from satisfactory. Being a teacher of English at Yenbai teachers’ training
college (YTTC), I myself do realize a number of problems that the teachers and students
encounter in teaching and learning computer- related vocabulary.
For all these reasons, I would like to conduct a research to find out the difficulties in
learning computer- related vocabulary to third-year students of computer science at Yenbai
Teachers’ Training College and give some solutions to improve the teaching and learning
of computer- related vocabulary there.
2. Aims of the study
The study is aimed at: Giving better understanding of vocabulary and ESP vocabulary,
terminology and computing terminology, ESP vocabulary teaching and learning; finding
out difficulties that students at YTTC are facing in learning computer- related vocabulary;
giving some solutions to overcome the difficulties.
3. Research questions
The research is carried out with an attempt to find out the answers to the following

questions:

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1. What are the major difficulties encountered by students of computer science
in the learning computer- related vocabulary at YTTC?
2. What are the solutions for better learning computer- related vocabulary to
students of computer science at YTTC?
4. Scope of the study
The study limited itself to the area investigation of difficulties in learning computer-
related vocabulary of students of computer science at YTTC. The solutions are also
provided to help to improve teaching and learning English in general, teaching and
learning computer- related vocabulary in particular at YTTC.
5. Method of the study
The major method used in the study is the quantitative one. That is all comments,
considerations, suggestions given in the thesis are based on the analysis of the statistics
from the survey questionnaires conducted with the teachers and students at YTTC. The
results from the survey questionnaires are combined with course book assessment at
YTTC.
6. Significance of the study
This study emphasizes the need for finding out the difficulties in learning computer-
related vocabulary and solutions to improve the teaching and learning ESP vocabulary in
general and computer- related vocabulary in particular.
7. Design of the study
The thesis is organized into three parts:
Part A: Introduction :This part presents the rationale, aims, research questions, scope as
well as methods and significance of the study.
Part B: Development :This part is divided into three chapters.
Chapter 1: Literature review
This chapter deals with the theoretical background for the study. The focus of this
chapter is vocabulary and ESP vocabulary, some important aspects of vocabulary learning

and teaching; terminology and computing terminology.

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Chapter 2: Methodology
It provides some necessary information about the context of the study, research
questions, subjects of the study, data collection instruments and data collection procedure.
Chapter 3: Data analysis, major findings and some suggested solutions
In this chapter, the data will be analyzed and the findings will reveal the difficulties
in learning computer- realted vocabulary to students at YTTC as well as some solutions to
improve the teaching and learning of computer- related vocabulary will be given.
Part C: Conclusion
This part summarizes the findings, refers to some limitations of the study, and offers
suggestions for further study.

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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Definition of vocabulary
Based on different criteria, linguists define vocabulary in different ways. According to
Ur (1996:60), vocabulary as “ the words we teach in the foreign language. However, a new
item of vocabulary may be more than a single word: a compound of two or three words
and multi- word idioms”.
Pyles and Algeo (1970: 96) also noted that, “ It is in words that sounds and meanings
inter – lock to allow us to communicate with one another, and it is words that we arrange
together to make sentences, conversations and discourse of all kinds.” Through this
statement vocabulary is essential for learning a language.
In short, vocabulary can be defined as the words we teach in the foreign language and
a useful convention is to cover all such cases by talking about vocabulary “items’ rather
than “ words”.
1.2. Classification of vocabulary
Vocabulary can be classified in different ways according to different criteria. In terms
of semantics, it is divided into notional or lexical words and functional or grammartical
words. Notional words consist of the majority of vocabulary items a language learner can
acquire. They are used to name objects, actions, qualities and have meaning in themselves.
The meanings of functional words, are grammatical so functional words only have
meanings in relation to other words with which they are used. They are particles, articles,
preposition, etc. In term of grammar, vocabulary is classified into different parts of speech
such as nouns, verbs, adverbs, adjectives, adverbs, prepositions, articles, conjunctions, and
so on.
However, methodologically, learners’ vocabulary can be divided into active
vocabulary and passive vocabulary. For active words, the learners can undersatnd,
pronounce correctly, use effectively in speaking and writing. For passive words the
learners can recognize and understand when they occur in the context, but they cannot
produce or use correctly themselves even when they want to. Nevertheless, the learner’s

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vocabulary is classified in more encouraging terms such as productive and receptive
vocabulary. Learners can use productive vocabulary effectively to produce information in
speaking and writing. They only can use receptive vocabulary to receive and understand
information in listening and reading.
As foreign language teachers, we should know these classifications so that we can help
our students learn vocabulary well, especially help them widen their vocabulary with more
active and productive words.
1.3 The importance of vocabulary in language learning
Vocabulary is generally thought to be the most important language element among
pronunciation, vocabulary and grammar. Wilkins (1972) wrote: “without grammar, very
little can be conveyed, without vocabulary nothing can be conveyed”. Pyles and Algeo also
supported this idea with “when we first think about language, we think first about words.
Its words that we arrange together to make sentences, conversation and discourse of all
kinds”. According to Ron Forseth and Carol Forseth (1995:23), “Knowing many words
does not guarantee a person will be able to speak a language, but not knowing enough
words can prevent a person from effectively speaking or understanding a language. So, we
must teach words from the very start”.
Through these statements we can firmly conclude that vocabulary is the decisive
element in language communication. Therefore, vocabulary is a “must” for all language
learners by all means.
1.4. Factors affecting learners in learning English vocabulary
It is believed that those factors that affect the learner in language learning also have
an affect on his vocabulary learning. These factors include, according to Lighbown and
Spada ( 1999: 51), intelligence, aptitude, personality, motivation and attitudes, learner
preferences, learner beliefs, age and kinds of activities. Rubin and Thompson ( 1994: 3)
suggest a similar list of factors affecting learning: age, aptitude, attitude (emotions),
personality (extroversion, inhibition, tolerance of ambiguity), learning style, and past
experience. Spolsky (1989) explicily adds 2 more factors: learning styles and strategies.

An effective vocabulay learning is decided by learning strategies. Hence many scholars

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have striven to introduce different vocabulary learning strategies to help learners of
English improve their vocabulary learning.
1.5. English for specific purposes (ESP)
1.5.1. Definition of ESP
According to Hutchinson and Waters (1987: 19), ESP is "an approach rather than a
product to language teaching in which all decisions as to content and method are based on
learner's reason for learning".
Similarly, Munby (1978: 2) stated: "ESP courses are those where the syllabus and
materials are determined in all essentials by the prior analysis of the communication needs
of the learner". And Robinson (1991: 3) wrote: " An ESP course is based on a needs
analysis, which aims to specify as closely as possible what exactly it is that students have
to do through the medium of English".
It is obvious that these definitions reveal that any ESP course must be based on
learners’ needs.
1.5.2. Teaching and learning ESP vocabulary
1.5.2.1. Selecting vocabulary
The initial step in teaching ESP vocabulary is to determine which words and special
terms in fact to teach. Gairns and Redman (1999:59) emphasized especially cultural
reasons and the principles of need and level. Authors of teaching materials and teachers
should take into account also the criteria of learnability and teachability. According to
Harmer (1991:154), one of the most common principles of vocabulary selection is to teach
at first concrete words and gradually abstract words. Words like chair, table, sofa and
wardrobe are easily presented and explained, because students can see or imagine the real
things which the words represent. On the contrary, abstract words like density,
qualifications, safety are more difficult to explain.
After selecting words for teaching purpose it is also indispensable to decide what to
teach about each naming unit. According to Harmer (1991: 158) knowledge of a word

involves knowing its:

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Meaning - meanings in context, sense of relation (synonyms/antonyms); Form – spelling
and pronunciation, affixes, parts of speech; Grammar – plurals, countability, past
simple/participle forms; Usage – collocations and appropriate register.
1.5.2.2. Presenting vocabulary
In ESP vocabulary teaching, “many of the techniques traditionally used in ELT
work can be exploited in ESP vocabulary teaching especially at the early stages when both
subject and linguistic content are at an elementary level” (Kennedy and Bolitho, 1984:
59). Teachers must decide which form of presentation is the most suitable for the particular
topic. Presentation and practising can be realised by means of visual techniques- they are
useful for teaching concrete word and action verbs; verbal techniques- they are useful for
abstract words, similar words, and for different levels of learners. Sometimes even
translation will be useful and necessary. The main aim of presenting vocabulary is to
insert the meaning, the correct form and appropriate usage of the new word into the
student´s memory.
When presenting ESP vocabulary teachers should use the context, associated ideas
or make use of synonyms or antonyms to explain the meaning of an unknown word. In
order not to discourage the learners, the teacher’s presentation of ESP vocabulary should
be interesting, not complicated, motivating, memorable and amusing.
1.5.2.3. Practicing and consolidating vocabulary
ESP vocabulary can be practised and consolidated by similar methods and techniques
used for practising and consolidation of general vocabulary.
Presenting a word in the class does not secure that it will be remembered for a long
time. There are many practice activities that include repeating of the new vocabulary to fix
the new words in the learners´ memory. The practice activities are divided into two main
groups: receptive and productive.
Receptive practice (the learner does not really produce the target words) includes
these types (Thornbury 2002 : 94): Identifying means finding words in a text or listening;

Selecting means recognizing words and making choices among them; Matching includes
recognizing words and than pairing them with their synonym, antonym, definition, pictures
to words etc; Sorting means putting the lexical items into different categories; Ranking
and sequencing also means putting the lexical items in some kind of order.

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Productive practice (the productive skills, writing or speaking, are incorporated in
the vocabulary teaching,) includes these types (Thornbury 2002: 100): completion and
creation. Completion tasks (context is given), often called gap-fills, are widely used not
only in practice but also in revision stages. They include open gap-fills or closed gap-fills
multiple choice activities and crosswords. Creation tasks: the learner use the word in a
sentence or a story, in writing, speaking or both forms, use affixes to build new naming
units from given words.
Generally speaking, vocabulary practice is divided into controlled and free.
Controlled practice comes first, because controlled activities require the student to
produce a certain structure, they practice accuracy and fix the pattern. The second phase,
which demands productive use of vocabulary, is free practice. The specialists point out
the usage of free practice in the class, because according to Lewis (1993:151) “to know a
word means how to use it in the real life to be able to communicate.”. Free practice is
aimed at fluency and is productive. However, Gairns and Redman (1999:137) warn against
“a certain degree of stress involved in productive practice”. According to them, practice
should be challenging, but not frustrating or stressful for the learner, and it must promote
fluency, improve pronunciation, help the memory to store words, and retrieve them later.
Another division includes spoken and written practice. Many vocabulary activities
used in the class are based on discussions, dialogues, descriptions, role-play activities, or
different written tasks.
1.6. Terminology
1.6.1. Definition of terminology
In Longman dictionary of applied linguistics (1985: 290) defines terminology as “
the special lexical which occur in a particular discipline’ and ‘the process of compiling,

describing, processing and presenting the terms of special subject fields in one or more
languages’. It is ‘not an end itself, but addresses social needs and attempts to optimize
communication among specialists and professionals by providing assistance either directly
or to translator or to committees concerned with the standardization of a language’.
(Cabré, 1999: 10)
Terminology may be considered as a system of words or symbols to name a typical
phenomenon or phenomena in natural and social research fields in a scientific way.

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Additively, there may be terms which are accepted and used by a large number of
individuals and terms which are admitted by a restricted group of persons.
1.6.2. Characteristics of terminology
Terminology has at least three important features: accurate, systematic, and
international according to many linguists including Nguyen Thien Giap (1985).
1.6.2.1. Accuracy
Accuracy is the first criterion of a scientific term because a scientific concept or
definition must be expressed concretely and precisely in order to avoid misunderstanding
one concept for another. Terms exist without connotational, amotional meanings and avoid
polysemy, synonym and antonymy. In other word, terms remain the basic nuclear
meaning and it works on the principle that one concept has only one term for it and vice
versa”, it is fixed in specialized field and is attached to a definition.
1.6.2.2. Systematic
Systematism is one of the important features of terminology because every field of
science has its own limited system of concept which are denoted by certain terms and the
value of each term is determined by its relationship with other terms in the same system.
As a result, term loses its value when it is isolated from its system. Generally, a term has to
be a dependent member of its system.
1.6.2.3. International
Due to the global integration, scientific and technological exchange, the international
links in sciences result in a number of terms, which are present in many different

languages. For example, video, radio, computer, telephone… are found in French, English
and Vietnamese with a little bit difference in form.
In short, terms in general and technology in particular needs to possess the above
essential characteristics.
1.6.3. Computing terminology
1.6.3.1. Single terms
Single terms are made up of one word, a verb or a noun, and involve a number of
neologisms which can be new coinages or acronyms. It is not very difficult to pinpoint
examples of verbs as single terms in computer documents, e.g. transmit, transfer,
synchronize, modulate, detect, upgrade, download, post, install, input, operate, monitor,
etc. Also, single terms in the form of a noun are quite a few, e.g. monitor, processor,

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storage, computer, data, mouse, document, modemn, case, fax, microphone, program,
application, directory, folder, file, byte, bit, cookie, tool, font, protocol, statement, terminal
etc. Among these words, there are highly technical terms such as byte, bit, cookie,
protocol, modemn, processor, directory which may require explanations for learners to
understand the concept fully. There are also terms which not only bear its specialized
meaning but also a more general meaning as in the case of application – trình ứng dụng or
áp dụng , or terminal- thiết bị đầu cuối or- ga cuối.
Acronyms in computing terms are numerous and appear at a high frequency. They
may refer to an object like RAM (Random access memory), ROM (Read only memory),
CPU (central processing unit), CD (compact disk), USB (universal serial bus), or
corporations working in field such as IBM, DELL, COMPAQ, etc. In other cases, they
refer to program languages like COBOL (Common Business Oriented Language),
FORTRAN (Formula Translator).
1.6.3.2. Compound terms
The development of computer technology entails increasing occurrence of terms,
especially compound terms. A compound term is in fact a compound noun which is a fixed
expression which is made up of more than one word and which functions in the clause as a

single noun. These are some compound terms: Network configuration information, an
address bus, a monitor screen, active window, a silicon chip.
To conclude, this chapter has presented a brief review of vocabulary including
definition, classification, its role in language teaching and learning; principles and common
techniques used in teaching and learning general vocabulary and ESP vocabulary; factors
affecting learning English vocabulary; terminology and its characteristics, computing term
are also presented in this chapter.









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CHAPTER 2: METHODOLOGY
2.1. Context of the study
Yenbai Teachers’ Training College is in charge of training teachers of all subjects for
secondary schools in Yenbai province and recently we have had some new training
branches such as Computer and Information Technology, Tourism and Comercial English,
Library and School equipment management. English is a compulsory subject in the
curriculum of teaching and learning of all departments. And ESP has become one of the
subjects in the major courses of the training fields, one of which is computer science.
English for computer is one of the backgrounds for students to master computer knowledge
and help them to find good jobs in the future.
English for the college level students is divided into two stages: General English and
English for Specific Purposes. The first stage of general English covers 120 class periods.
General English (GE) is taught during the first and second term in the first academic year

to achieve basic knowledge of English. The textbook chosen is Lifelines – Elementary by
Hutchinson. At this stage, the major aims are to develop students’ basic communicative
skills. The GE stage also serves as the stepping stone for students to proceed to the ESP
course.
Then they will have 60 class periods for ESP. The ESP course aims at providing
students with a great deal of technical terms and developing students’ reading
comprehension and translation. The texts and the exercises were designed in the form of
content - based syllabus rather than a task - based one. The exercises following each text
are often reading comprehension and grammar exercises. In fact, the sole focus of the
course book is reading while the other language skills are almost ignored.
However, GE for students of computer science is 240 class periods. It is taught in first
year and the second year. Students of computer science will also learn 60 class periods for
ESP in the fifth term. They study the coursebook Oxford English for computing.
The English Department is staffed with seven teachers (five female teachers and two
male teachers) aged from 34 to 53. All of the teachers graduated from universities of
foreign languages and only one of them has Master degree in Vietnam. None of them has
been trained in teaching ESP. All of them have been teaching GE for a long time. They
are supposed to fulfill both GE and ESP classes during each school-year and they don’t

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feel confident enough to teach ESP. ESP teaching plans include classes for English for
Geography, Information Technology, Library School equipment Management. Teachers
must have classes for ESP after one or two year’s teaching experience in GE.
In term of methodology, the teachers at YTTC are intensively under the influence of
Grammar-Translation method. This method focuses on accuracy, the detailed analysis of
grammar rules, not on the acquisition of language skills. It is characterized by the use of
the mother tongue as a medium of instruction and communication in the classroom. The
teacher plays the key role in the classroom, speaking most of the time. In ESP teaching
lessons, the main activities are explanation, translation, asking and answering questions.
Students often listen and take notes passively. They raise questions only when they

encounter new words or new structures.There are no language activities for vocabulary
learning.
The students at YTTC are aged from 18 to 25 and come from all districts of the
province and some neighbouring provinces. Most of the students have learnt English at
high school, however, their English proficiency is not the same. The multi- grade classes
caused certain problems in teaching and learning English at the college. Moreover, the
students are quite passive in learning. Their learning style is characterized as rote learning
of vocabulary and rules. They tend to prefer written work, which may be resulted from
their learning habits. They also have a tendency of depending on the textbooks and the
teachers for knowledge, do not have the habit of self-learning and they pay more attention
to forms than functions and meanings.
In general, the students’ level of English proficiency is still very low as compared to
the requirements of the syllabus.
2.2. The subjects of the study
This study was conducted with the participation of 7 English teachers and 100 students
of YTTC. The teachers were all chosen for the investigation as all of them have been
teaching ESP for at least 2 years. The students were from two classes of Computer
Science. They were in the fifth term of the third year and had just finished ESP course.
They come from different districts of Yenbai province and some nearby provinces such as

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Phu Tho, Lao Cai, Tuyen Quang and most of them are male. Their age varied from 18 to
25 and their English learning background was different.
2.3. Data collection instruments
2.3.1. Questionaires
In this study, the main method applied is survey. Thus, the questionnaires completed
by teachers and students were the instruments to collect the data. The question items were
multiple choice, rating-scale, and both close-ended and open-ended. The questionnaire
designed for the teachers consists of 8 questions and for students is 10 questions. The
questionnaire for students was written in Vietnamese to make sure that the students

understand the questions. (See appendix 1 and 2)
2.3.2. Observation
Observation was also considered a tool to get information. Jo and Steven mentioned 7
goals of observation including: Placement of students; Evaluation of efficacy of materials;
Appreticeship for novice/ trainee staff; Staff appraisal: formative/ developmental/
summative; Quality assurance and control; Personal development; Improvement in
methodology
In my thesis, I observed the ESP coursebook for computer with reference to
vocabulary in order to find out the difficulties in learning vocabulary and make some
improvements in learning and teaching vocabulary.
2.3.3. Data collection procedures
In order to collect the data for the analysis, the questionnaire was delivered to each
teacher individually to ensure that they would give their own ideas and were not affected
by their colleagues.The questionnaire for students was distributed to 100 students during
the class time. The students were given careful explanation to each question and
encouraged to answer truly and frankly.
This chapter provides the information on the context, the subjects of the study and
the data collection instrument. In the next chapter, an effort will be made to find out the
difficulties of students in learning computer- related vocabulary based on the data collected
through survey questionnaires.

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CHAPTER 3: DATA ANALYSIS,
MAJOR FINDINGS AND SUGGESTED SOLUTIONS
3.1. Data analysis
This part of the thesis is the analysis of all the data collected from survey
questionaires and the author’s observation of the course book. Then the data was analyzed
by using descriptive statistics with percentage, mean and interpretations. The results were
then presented in forms of tables and figures.
3.1.1. The teachers’ questionnaire

3.1.1.1. The teachers’ attitude towards vocabulary teaching
Table 1- The importance of vocabulary teaching
Options
Number of teachers
Percentage
Very important
6
85,7%
Rather important
1
14,3%
Not very important
0
0%
Not important at all
0
0%
The table indicates that most of the teachers (85,7%) consider vocabulary a very
important element in language teaching, only 14,3% of them think vocabulary is rather
important and none of them has different answers. This awareness is supposed to create
motivation for them to overcome the difficulties they encounter in their teaching process.
Table 2- The purposes of teaching computer- related vocabulary
Purposes
Number of choices
Percentage
A. To help students pass the exam
6
85,7%
B. To help students enrich their vocabulary
3

42,8%
C. To help students read specialized materials
2
28,0%
D. To help students communicate with foreigners
1
14,2%

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To this question, more than one choice is accepted. Thus, the results in Table 2 are
presented in percentage that the options are chosen.
The findings of this question indicated that a great number of the teachers (85,7%) pay
attention to ESP vocabulary teaching in the hope of helping their students pass the exam.
Besides, 42,8% of them want to help students enrich their vocabulary. Only minority of the
teachers teach vocabulary with the purpose of helping students communicate with
foreigners and read specialized material (14,2% and 28% respectively). It can be included
that teachers just pay attention to their short- term goal as helping students pass the exam,
so after the short time students will forget most vocabulary items they have learnt.
3.1.1.2. The teachers’ techniques to teach computer- related vocabulary
Table 3-Teachers’ techniques in presenting new words.
Options
Number of students
Percentage
Translating into Vietnamese
5
72%
Using synonyms and antonyms
0
0%
Giving examples

0
0%
Asking your students to guess the meaning from
the context
1
14%
Using definitions or explanation in dictionaries
0
0%
Using visual aids
1
14%
From the teachers’ viewpoints, most of teachers (72%) employ the traditional method-
translating into Vietnmese. This makes students more passive as they only know the
meaning of the word. However, not all terminologies have suitable equivalence in
Vietnamese and can be fully understood in specific situations requiring knowledge of
computer science. Consequently, vocabulary translation is not satisfactory to the students
and negatively influences their motivation in learning vocabulary. It is one difficulty that
students encounter in their learning process.

16
Table 4 -Teachers’ frequency of practice techniques
Exercises
Always
Sometimes
Rarely
Never
No
%
No

%
No
%
No
%
Repeat aloud
6
85,7
1
14,3
0
0
0
0
Ask and answer questions
concerning the new words
1
14
5
72
1
14
0
0
Do vocabulary exercises such as
multiple choice, gap filling…etc.
5
71,6
1
14,2

1
14,2
0
0
Describe pictures, name or draw
pictures
0
0
1
14
4
43
2
28
Play vocabulary games
0
0
4
57
3
43
0
0
It is apparent that asking students to repeat aloud (85,7%) and doing vocabulary
exercises (71,6%) are the most frequently used techniques.The explanation for this fact is
that they are traditional activities and do not take much time to deliver as well as it is not
difficult to handle. The other activities are considered to be the least frequently used.
Because it takes teachers time to ask students questions and to prepare games or pictures.
These activities require a lot of vocabulary, knowledge and self-confidence of the students.
That leads to the difficulty in learners’ vocabulary aquisition.

To conclude, the teacher should get students involved in activities in which students
can practise the new words and create a more relaxing learning environment.
Table 5-Teachers’ frequency of consolidation activities
Options
Always
Sometimes
Rarely
Never
No
%
No
%
No
%
No
%
Provide homework
4
58
1
14
1
14
1
14
Give tests to the students
0
0
7
100

0
0
0
0
Give feedback regularly
1
14
4
57
2
29
0
0
The percentages in table 5 show the frequency of activities done by the teachers for
consolidating vocabulary in class. Most of the teachers do not always give feedback

17
regularly to their students. All teachers (100%) sometimes give tests to the students to
check their vocabulary. The most frequently used by teachers is providing homework
which gets the highest percentage of 58%. In fact, homework provided by teachers
encourages students to build the habit of self – learning at home. Otherwise, students
rapidly forget the words they have learnt in class.
3.1.1.3. The teachers’ difficulties in teaching computer- related vocabulary
Table 6-Teachers’ difficulties in teaching computer- related vocabulary
Difficulties
Number of teachers
Percentage
Encountering too many new terminologies
6
86%

Understanding the nature of new termonologies
5
71%
Finding Vietnamese equivalence
3
43%
Students’ lack of ESP vocabulary
3
43%
As we can see above, most of the teachers (86%) agreed that the first problem is
encountering too many new terminologies. Additionally, the majority of the teachers
(71%) believed understanding the nature of new terminologies is their difficulty. Besides,
43% of the teachers stated that they have difficulties in finding Vietnamese equivalence
because not all ESP words and terminologies have equivalence in Vietnamese. Also, the
same percentage of the teachers (43%) mentions another obstacle is that the students’
knowledge of ESP vocabulary is extremely limited, which prevents the teachers from
achieving their aims in the vocabulary lessons.
3.1.1.4. The teachers’ attitudes towards the vocabulary in the present course book
Table 7 - Teachers’ attitudes towards the vocabulary
Vocabulary
Number of teachers
Percentage
A. Difficult
5
71,5%
B. Very difficult
2
28,5%
C. Not very difficult
0

0%
D. Not difficult at all
0
0%

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From the above data, we can come to the conclusion that the coursebook creates some
difficulties for both the teachers and students at YTTC. They are looking foward to proper
adjustment of the coursebook in the near future so that it can contribute a great deal to the
improvement of the students’ learning motivation and the sucess of teaching and learning
as well.
3.1.1.5. Teaching equipment and materials
For this question, the teachers were asked to put the tick the things that the college
provides them, and they are equiped with cassette players, tapes, textbooks, projectors.
These facilities are very important in teaching foreign languages. However, all the teachers
at my college haven’t been trained on ESP, even they didn’t learn ESP before, reference
materials such as newspapers, magazines on ESP which are really helpful for them in
teaching are not available in the school library. This also creates the difficulty for both
teachers and students in teaching and learning.
3.1.2. The students’ questionnaire
3.1.2.1. The students’ background

Students' sex
80%
20%
Male
Female


Students' birthplace

17%
83%
Cities
Countryside

Students' experience in learning
English
8%
21%
9%
62%
more than 6 years
3-6 years
1-3 years
Beginners

Students' results of General English
course
15%
6%
21%
48%
Undersatisfactory
Satisfactory
Good
Excellent


100 students of computer-science in this study had completed both of their General
English course and the course of English for computer. Most of the students are male