Mối liên hệ giữa Thuyết Đa Trí Năng và chiến thuật học từ vựng tiếng Anh của sinh viên đại học (Luận án tiến sĩ)

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES

LÊ THỊ TUYẾT HẠNH

THE RELATIONSHIP BETWEEN MULTIPLE
INTELLIGENCES AND VOCABULARY LEARNING
STRATEGIES OF EFL UNIVERSITY STUDENTS

DOCTOR OF PHILOSOPHY THESIS IN THEORY
AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING

HUE, 2018


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES

LÊ THỊ TUYẾT HẠNH

THE RELATIONSHIP BETWEEN MULTIPLE
INTELLIGENCES AND VOCABULARY LEARNING
STRATEGIES OF EFL UNIVERSITY STUDENTS

DOCTOR OF PHILOSOPHY THESIS IN THEORY
AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING
CODE: 62.14.01.11

SUPERVISOR:
Assoc. Prof. Dr LÊ PHẠM HOÀI HƯƠNG

HUE, 2018


STATEMENT OF AUTHORSHIP

I certify my authorship of the PhD thesis submitted today entitled:
“THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES
AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY
STUDENTS”
for the degree of Doctor of Education, is the result of my own research,
except where otherwise acknowledged, and that this thesis has not been submitted
for a higher degree at any other institution. To the best of my knowledge, the thesis
contains no material previously published or written by other people except where
the reference is made in the thesis itself.
Hue, ………..…, 2018
Author’s signature

Lê Thị Tuyết Hạnh

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ABSTRACT

This study was an attempt to explore EFL university students’ use of
vocabulary learning strategies to discover, memorize and practise new words, and
then find out the relationship between students’ Multiple Intelligences (MI) scores
and their vocabulary learning strategy (VLS) use. To this end, 213 EFL university
students were invited to take part in the study. The quantitative phase utilized
Schmitt’s (1997) VLS questionnaire and McKenzie’s (1999) Multiple Intelligences

survey as the two main research tools. Besides, the qualitative phase collected data
from 35 diarists and 65 interviewees out of the total number of all the participants.
The findings from questionnaires, interviews, and students’ diaries revealed
that using a bilingual dictionary was reported to be the most frequently used
strategy to find out the new word knowledge, followed by analyzing parts of
speech, guessing from textual context and asking classmates for meaning. For
memorizing new words, participants reported a high frequency in using soundrelated strategies, and then put new words in contexts, including conversation,
paragraphs or stories. In addition, vocabulary notebooks and word lists were also
preferred by university students. For evaluating new words, both quantitative and
qualitative findings showed a medium use of these strategies. The results indicated a
receptive practice of new words by doing word tests by students. The study also
found that textbooks and media were two main resources on which students relied
to expand vocabulary size.
The second aim of the study was to find out the correlation between students’
MI scores and their vocabulary learning strategy use. Before analyzing the
correlation, it was found that Intrapersonal intelligence was the most dominant type
among participants, while Mathematical Intelligence was the least used one.
Pearson correlation was performed to see the potential relation between two
variables. The findings showed that different intelligences correlated with different
types of VLS use frequency. The highest significant correlation was found between
Musical intelligence and Determination (DET) strategies and the lowest correlation
between Spatial Intelligence and DET strategies. Surprisingly, Interpersonal and
Verbal-linguistic intelligences had no relationship with any types of VLS. Positive
relationships were found between Musical Intelligence and DET, memory (MEM)
strategies; Spatial intelligence and DET strategies. Negative relationships were found

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between Naturalist intelligence and Cognitive (COG) strategies; Mathematical

intelligence and Social (SOC) #2 and COG strategies; Existentialist intelligence and
COG strategies; Kinesthetic intelligence and SOC#1 strategies; Intrapersonal
intelligence SOC#1, SOC#2 and COG strategies. Moreover, it was found that
different MI groups have different favorite VLS.
On the basis of the findings, pedagogical implications were recommended
for vocabulary teaching and learning in EFL classrooms.

iii


ACKNOWLEDGEMENTS
Many people have helped me make this thesis possible. First, I would like to
express immense gratitude to my supervisor, Assoc.Prof.Dr Le Pham Hoai Huong,
who has generously supported my work by giving directions and priceless advice to
fuel my continued involvement in the research, and from whom I have learnt a lot
for my future research career. She has always helped me stay on track whenever I
was about to change direction. She has also showed a great sense of patience with a
busy-with-everything student like me.
I would also like to thank Assoc. Prof. Dr Ngo Dinh Phuong, Vice-Rector of
Vinh University, for introducing me to my supervisor and providing a great number
of relating documents since my MA program, which inspired me to do this PhD
thesis. He has supported me from the beginning until the end of my PhD study.
My special thanks to Assoc. Prof. Dr Tran Van Phuoc, the former Rector of Hue
University of Foreign Languages and Assoc. Prof .Dr Pham Thi Hong Nhung, ViceRector of Hue University of Foreign Languages, and other committee members from
Hue University, who gave me many insightful comments and feedback on my three
PhD projects. They have always supported PhD students in many ways.
My thanks also to Dr Tran Ba Tien, the former Dean of Foreign Languages
Department, and Dr Vu Thi Ha, the former Vice Dean, who gave me the chance and
the time to come to the end of this study. Without their support, I am sure that my
thesis would not have been completed in time.

I would like to express my sincere appreciation to Prof. Dr Tran Dinh Thang
and Assoc. Prof. Dr Luu Tien Hung, Dr Le Cao Tinh, who have stayed by my side
and empowered me during the program.
Special thanks to my two sisters, Dr Truong Thi Dung and Dr Nguyen
My Hang, from whom I gained a lot of experience for managing time to
complete the thesis. Moreover, I highly appreciate the times they cheered me
up when I felt stressed.
I am grateful to all the participants who took the time to take part in the
questionnaire surveys, interviews, diaries and other activities related to this research.
Without their involvement and assistance, the thesis would not have been possible.
I would like to thank my family, who have always provided me with unconditional
love and support during my course, and my lovely daughter, Bui Thao My, who offered me
time by being independent. My thanks also come to all the teachers who taught me during
the PhD program and my students, my friends who helped me in different ways.
iv


TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP .......................................................................... i
ABSTRACT ...............................................................................................................ii
ACKNOWLEDGEMENTS ..................................................................................... iv
LIST OF ABBREVIATIONS............................................................................... viii
LIST OF TABLES ................................................................................................... ix
LIST OF FIGURES AND PICTURES .................................................................. xi
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Rationale ..............................................................................................................1
1.2. Research objectives ..............................................................................................4
1.3. Research questions ...............................................................................................4
1.4. Research scope .....................................................................................................4
1.5. Significance of the study ......................................................................................4

1.6. Structure of the thesis ...........................................................................................5
CHAPTER 2: LITERATURE REVIEW ................................................................ 6
2.1. Introduction ..........................................................................................................6
2.2. Vocabulary learning strategies .............................................................................6
2.2.1. Language learning strategy ........................................................................ 6
2.2.2. Vocabulary learning strategies .................................................................. 8
2.3. Multiple Intelligences Theory ............................................................................16
2.3.1. Concepts of intelligence .......................................................................... 16
2.3.2. Gardner and Multiple Intelligences theory .............................................. 18
2.3.3. Multiple Intelligences Theory and Culture .............................................. 21
2.3.4. MI theory in education............................................................................. 23
2.3.5. English Teaching and Learning in the Vietnamese context .................... 29
2.3.6. Adoption of MI theory ............................................................................. 33
2.4. Previous studies on MI theory and vocabulary learning strategies....................35
2.4.1. Previous studies on vocabulary learning strategies ................................. 35
2.4.2. MI theory and vocabulary learning.......................................................... 37
2.4.3. MI Theory and vocabulary learning strategies ........................................ 41
2.5. Summary ............................................................................................................43
CHAPTER 3: METHODOLOGY ......................................................................... 45
3.1. Introduction ........................................................................................................45
3.2. Rationale for the mixed methods approach........................................................45
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3.3. Participants .........................................................................................................46
3.3.1. Participants’ background and English proficiency .................................. 48
3.3.2. Criteria for sampling ................................................................................ 49
3.3.3. The researcher’s role................................................................................ 49
3.4. Data collection tools ...........................................................................................50
3.4.1. Study tools ............................................................................................... 50

3.4.2. Pilot testing .............................................................................................. 55
3.5. Data collection procedure ..................................................................................59
3.6. Data analysis ......................................................................................................61
3.7. Research reliability and validity ........................................................................62
3.8. Ethical considerations ........................................................................................63
3.9. Summary ............................................................................................................63
CHAPTER 4: FINDINGS AND DISCUSSION ................................................... 65
4.1. Introduction ........................................................................................................65
4.2. EFL university students’ VLS use .....................................................................65
4.2.1. Findings ................................................................................................... 65
4.2.2. Discussion ................................................................................................ 81
4.2.3. Summary .................................................................................................. 88
4.3. The relationship between EFL university students’ MI scores and VLS use ........89
4.3.1. Findings ................................................................................................... 90
4.3.2. Discussion .............................................................................................. 118
4.3.3. Summary ................................................................................................ 127
CHAPTER 5: CONCLUSIONS AND IMPLICATIONS ................................. 128
5.1. Summary of key findings .................................................................................128
5.2. Limitations of the study ...................................................................................131
5.3. Implications for vocabulary teaching and learning ..........................................132
5.4. Suggestions for further study ...........................................................................135
5.5. Conclusion ........................................................................................................136
AUTHOR’S WORKS ........................................................................................... 137
REFERENCES ...................................................................................................... 138
APPENDICES
APPENDIX A:

VOCABULARY LEARNING STRATEGY
QUESTIONNAIRE ................................................................... 151

APPENDIX B:

MULTIPLE INTELLIGENCES INVENTORY ....................... 155

APPENDIX C:

INTERVIEW QUESTIONS ...................................................... 160
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APPENDIX D:

A SAMPLE OF FOCUS GROUP INTERVIEW
THROUGH FACEBOOK MESSENGER ................................ 162

APPENDIX E:

A SAMPLE FROM THE INDIVIDUAL INTERVIEW
THROUGH FACEBOOK ......................................................... 166

APPENDIX F:

DIARY KEEPING INSTRUCTION ......................................... 168

APPENDIX G:

AN EXAMPLE FROM A STUDENT’S DIARY ..................... 169

APPENDIX I:

A SAMPLE OF GENERAL INTERVIEW ON
FACEBOOK .............................................................................. 171

APPENDIX J :

VLS QUESTIONNAIRE CRONBACH’S ALPHA
RELIABILITY .......................................................................... 176

APPENDIX K : MI QUESTIONNAIRE CRONBACH’S ALPHA
RELIABILITY .......................................................................... 178
APPENDIX L:

DESCRIPTIVE STATISTICS OF VLS GROUPS ................... 179

APPENDIX M:

MEAN OF VLS IN MI GROUPS ............................................. 181

APPENDIX N:

CORRELATION BETWEEN STUDENTS’ MI SCORES
AND VLS USE ......................................................................... 183

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LIST OF ABBREVIATIONS
COG

Cognitive strategies

DET

Determination strategies

EFL

English foreign language

ELT

English language teaching

ESL

English second language

LLS

Language learning strategies

MEM

Memory strategies

MET

Metacognitive strategies

MI

Multiple Intelligences

MIDAS

Multiple Intelligences Developmental
and Assessment Scales

MIT

Multiple Intelligences Theory

SOC

Social strategies

VLS

Vocabulary learning strategies

viii


LIST OF TABLES
Table 2.1.

Classifying Language Learning Strategies ...........................................7

Table 2.2.

A taxonomy of kinds of vocabulary learning strategies (Nation,
2001, p.353) ........................................................................................11

Table 2.3.

Schmitt’s (1997) VLS taxonomy ........................................................15

Table 3.1.

Participants’ demographic information ..............................................47

Table 3.2.

Number of participants in the second and third groups ......................48

Table 3.3.

Number of VLS in Schmitt’s VLS taxonomy ....................................50

Table 3.4.

Pilot testing plan for the study ............................................................55

Table 3.5.

Number of questions for each type of Intelligence in MIDAS ...........58

Table 4.1.

Mean and standard deviation of VLS group’s use frequency.............66

Table 4.2.

VLS in three stages .............................................................................66

Table 4.3.

Mean and standard deviation of Discovery strategies ........................69

Table 4.4.

Mean and standard deviation of mnemonic strategies ........................72

Table 4.5.

Mean of frequency use of six Memory strategy types ........................73

Table 4.6.

Evaluating strategies used by EFL university students ......................78

Table 4.7.

Most frequently used VLS to discover new words .............................82

Table 4.8.

EFL university students’ most frequently used strategies

to

memorize new words ..........................................................................85
Table 4.9.

Mean and Standard Deviation of MI ..................................................91

Table 4.10.

The number of students with their dominant intelligences .................94

Table 4.11.

Correlation between students’ MI scores and VLS types ...................95

Table 4.12.

The most used and the least used strategies among different MI
groups ..................................................................................................97

Table 4.13.

Correlation between Naturalist intelligence’s score and VLS use .....99

Table 4.14.

Naturalist students’ mnemonic strategy use .....................................100

Table 4.15.

Correlation between Musical students’ MI profiles and VLS use ....102

Table 4.16.

Musical students’ examples of learning new words .........................103

Table 4.17.

Correlation between Mathematical students and VLS use ...............105

Table 4.18.

Mathematical students’ strategy presentation ...................................105

Table 4.19.

Correlation between Existentialist students and VLS use ................108

Table 4.20.

Existentialist students’ reported VLS use .........................................108

Table 4.21.

Correlation between Interpersonal students and VLS use ................110

Table 4.22.

Correlation between Kinesthetic students and VLS use ...................111
ix

Table 4.23.

Correlation between Linguistic students and VLS use .....................113

Table 4.24.

Linguistic students’ VLS use ............................................................113

Table 4.25.

Correlation between Intrapersonal students and VLS use ................115

Table 4.26.

Correlation between Spatial students and VLS use ..........................116

Table 4.27.

Spatial students’ VLS use examples .................................................117

x


LIST OF FIGURES AND PICTURES
Figure:
Figure 3.1.

Data collection procedure ...................................................................60

Figure 3.2.

Data analysis framework.....................................................................61

Figure 4.1.

EFL university students’ MI scores ....................................................90

Picture
Picture 4.1. Example from web-based vocabulary learning ..................................68
Picture 4.2. Example from K3_20’s diary..............................................................74
Picture 4.3. An example from student’s diary........................................................76
Picture 4.4. An example of student’s diary ............................................................77
Picture 4.5. An example of student’s diary. ...........................................................79
Picture 4.6. An example of student’s diary ..........................................................101

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CHAPTER 1: INTRODUCTION
1.1. Rationale
Vocabulary plays an indispensable role in language learning and is assumed
to be a good indicator of language proficiency (Steahr, 2008). It is also generally
believed that if language structures make up the skeleton of language, then it is
vocabulary that provides the vital organ and flesh (Harmer, 1997). This is
probably one of the reasons why English foreign language (hereafter EFL)
vocabulary teaching has become the focus of several studies in EFL teaching and
learning for the last thirty years. The growth of interest in vocabulary has also
been reflected in many books (Nation, 1990, 2001, 2014; Rebecca, 2017; Schmitt,
1997, 2000). Although research has demonstrated the key role of vocabulary

learning, the practice of EFL vocabulary teaching has not been always responsive
to such knowledge. It seems that some teachers have not fully recognized the
tremendous communicative advantages of developing an extensive vocabulary.
Moreover, vocabulary learning has not been specified as a training program
in the Vietnamese tertiary training framework. Vocabulary teaching is usually
integrated into other skills, especially in reading, for a limited time. Moreover, Lê
Xuân Quỳnh (2013) found that Vietnamese students still need their teachers to
play the role of a guide or learning facilitator who provides them with guidance
and directions about the process of learning, including vocabulary learning. This
has naturally led to a greater interest in how individual learners approach and
controll their own learning and use of language. According to Richards and
Renandya (2002), EFL learners can achieve their full potentials in learning
vocabulary with an extensive vocabulary teaching and strategies for acquiring new
words. A great deal of vocabulary learning strategies research has shown that
learners’ vocabulary learning strategy use has some impact on vocabulary learning
(Gu & Johnson, 1996; Lawson & Hogben, 1996; Moir & Nation, 2002; Sanaoui,
1995; Schmitt, 1997; Stoffer, 1995; Takac, 2008; Wen-ta Tseng, Dornyei &
Schmitt, 2006). According to Ellis (1994, as cited in Takac, 2008), “Vocabulary
learning strategies activate explicit learning that entails many aspects, such as
making conscious efforts to notice new vocabulary, selective attending, contextbased inferencing and storing in long-term memory” (p.17). Consequently, to deal
with vocabulary learning problems, vocabulary learning strategies should be taken
into consideration.
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