HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

LÊ THU HIỀN 195D140231034

NGUYỄN THỊ THÙY LINH 207140231119
TRẦN THỊ NGHĨA 207220201060
MẠC THI HỒNG NGỌC 207140231150

A STYDY ON SOMES EFFECTIVE WAYS OF LEARNING ENGLISH

VOCABULARY FOR FIRST-YEAR ENGLISH NON-MAJOR STUDENTS AT
HANOI PEDAGOGICAL UNIVERSITY 2

Field: English Language Teaching

SUPERVISOR: HOANG THI TUYET NHUNG, M.A

Hanoi, 2023

1
 TABLE OF CONTENT

Page

Abstract ............................................................................................................ 3

INTRODUCE .................................... .................................................................. 4

CHAPTER 1: LITERATURE REVIEW ....................................................................... 5

1.1Definition of vocabulary ....................................................................................... 5

1.2 important of vocabulary ………............................................................................ 5

1.3 Existing studies on vocabulary learning methods ............................................... 6

CHAPTER 2: METHODOLOGY .............................................................................. 8

2.1 Research Context and Participant ....................................................................... 8

2.2 Data collection instrument .................................................................................. 8

2.3 Data Analysis........................................................................................................ 9

2.4 Summary .............................................................................................................. 9

CHAPTER 3: FINDING AND DISCUSSION .............................................................. 10

3.1 Methods students used to learn vocabularies English ........................................ 10

3.1.1 Result of the survey questionnaire ................................................................... 10

3.1.2 Result of the interviews .................................................................................... 11

3.2 Discussion of findings .......................................................................................... 12

3.3 Summary .............................................................................................................. 13

CHAPTER 4: CONCLUSION .................................................................................. 13

REFERENCES 15

2
Abstract
To enrich vocabulary, foreign language learners need specific methods to expand
vocabulary and difficulties in expression due to lack of vocabulary. When interacting
with first year English non-major students at Hanoi Pedagogical University 2, I
realized that many students had difficulties in learning new words. Beside that, they
also applied different vocabulary learning methods. Therefore, the aim of this study
is to find out the strengths and weaknesses in the vocabulary learning methods of the
research subjects. Then, the study gives suggestions to help students overcome
difficulties in learning vocabulary. This study is conducted by surveying 60 non-
specialized students at Hanoi Pedagogical University 2, analyzing and producing
results. The results show different methods used by students in learning vocabulary.
The way most commonly used by students were repeatedly repeating the word again
and again, while the least used methods involved visualization and memorization.
Knowing this, not only learners but also teachers can adjust their learning strategies
or teaching methods to help learners make more progress in learning vocabulary.

3
Introduction
Language learners, especially first-year students who are not majoring in English,
always need effective learning methods to adapt to the dynamic learning
environment at universities. In learning any foreign language in general, vocabulary
is an indispensable factor. The amount of vocabulary you possess certainly affects
your ability and way of communicating your content and ideas. Therefore, many
research papers have been published to exploit the aspect of learning English
vocabulary. Yang (1999) asserted that appropriate English learning strategies would
help learners take responsibility for their own learning and can lead to success in
using English. Many studies on English learning strategies of university students
have been conducted in many parts of Vietnam and the world. Although there have
been research papers on the problem of learning English vocabulary of first-year non-
majors students, Hanoi Pedagogical University 2 has not yet conducted specific
research on this aspect. Therefore, this study will delve into the vocabulary learning
methods that first-year non-majors students apply at this university. The aim of the
study is to suggest and orient students how to learn appropriate vocabulary. In
addition, the results of this survey also help teachers have an overview of students'
learning methods to have appropriate teaching methods.

Chapter 1: Literature review

4
 This section reviews some information about vocabulary and relevant studies
about effective ways of learning vocabulary.

1.1Definition of vocabulary

There are many ways to understand vocabulary. In a language, every word which
people know and use is called vocabulary (Hornby 2006). According to Richards
(2002), that vocabulary is the core component of language proficiency, they are the
basic conditions for developing listening, speaking, reading and writing skills in any
language. He argues that the lack of a rich vocabulary and strategies for acquiring
new vocabulary will hinder learners from expressing and narrate their own thoughts.
They often do not reach their full potential and have difficulty taking advantage of
the language learning resources around them such as listening to the radio, listening
to what native speakers speak, using the language in a different context, reading or
watching TV.

Another definition of vocabulary comes from Hatch and Brown (1995), who say that
vocabulary refers to the number of meaningful words that exist in a particular
language or set of words that a person may know and use. They also say that
vocabulary is the only system related to alphabetical order.

Meanwhile, Cameron (2001) argues that vocabulary is not simply about learning the
literal meaning of the word, it's actually much more than that. It is also about the
background of the words, the meaning deep into the word wanting to prefer.

1.2 Important of vocabulary

From the definition of vocabulary, it is not difficult to find down the important
role of vocabulary in language.

Master Hien (2022), affirmed the importance of vocabulary in research on

vocabulary of herself. Vocabulary is considered an important factor determining the
5
success of learners' communication in the language, whether communicating in their
mother tongue or a foreign language. Vocabulary development plays an important
role in the language development of learners.
Athanassios (2013) conducted research on the role of vocabulary in context. Based
on his analysis of theoretical knowledge and practical investigation, he concludes
that vocabulary plays an important role in context. Vocabulary is contextual, there
are words or phrases that describe exactly what the speaker wants to convey from the
small details.

1.3 Existing studies on vocabulary learning methods

Aware of the important role of vocabulary in language. There are many studies on
method learning vocabulary in the world and Vietnam.
Bera (2016) research on strategies of using context and motivating students to help
them memorize and use vocabulary better; Or, assigning exercises according to
students' different cognitive abilities and understanding is also suggested as a way to
promote learning practice, pay more attention to their vocabulary. The result of the
study shows that the contextual learning strategy on the basis of language exposure
ecology has more influence on English vocabulary mastery than the direct learning
strategy. This study was conducted by the author by surveying and surveying and
comparing the results on two classes A and F of a high school. However, the two
selected classes have differences in academic performance, the results will not be too
objective.
Reza's (2011) study on vocabulary learning strategies shows that students only know
and apply some English learning methods out of 41 methods included in the survey.
Getting used to some different vocabulary learning strategies makes their learning
more effective.

6
The study by Huong (2018) on non-majors students at Tay Bac university shows that
each person has their own way of learning vocabulary. She found that building
students' motivation in learning English is the most important thing when it comes
to vocabulary learning. The study also shows a common learning method that can be
applied by students: solving and guessing the meaning of words before looking up
the dictionary, learning vocabulary based on taking notes many times, learning based
on watching books, videos. The study has shown methods that are frequently used
by students to learn English, but lacks an assessment of the effectiveness of the
methods.
In addition, there are other works on the same topic. The study of Trang (2019) at
Thai Nguyen University shows the same result: students like to use dictionaries or
guess words to learn vocabulary.
Overall, there have been many research papers on students' vocabulary learning,
especially non-specialized students. Most studies have the same results that students
mostly choose the method of memorizing, repeating repeatedly to memorize
vocabulary. However, there is no research paper that really delves into the effects
that these vocabulary learning methods bring. This is the first research paper to
examine the methods of English vocabulary learning of first-year non-specialized
students at Hanoi Pedagogical University 2. The study will go into the evaluation of
the effectiveness of the methods applied by students.

Chapter 2: Methodology
7
 This chapter shows the some information about the method research used in the
study. The first part is to talk about research context and the participants. Next, this
chapter will discuss the data collection instrument which used in the research. Then,
The chapter ends with an explanation of how the data are obtained, analyzed.

2.1 Research Context and Participant

The study is carried out at Hanoi Pedagogical University 2. In addition to majoring

in foreign languages, the university also offers many other completely different
specialties.

There are 60 students from the university participating in the study, of which half are
female, half are male. The participants are all Vietnamese, not majoring in English.
They come from different majors including literature, mathematics, history,
biology…And they are all 18 years old freshman.

2.2 Data collection instrument

The tools used to collect data in this study are the survey by questionnaire,
representing the quantitative method and the interview representing the quantitative
method. The questionnaire will give general information about the research content
and interview to dig deeper into the issue.

The survey content revolved around three issues, which are:

• What are students' attitudes towards learning English?

• What are the methods students used to learn vocabularies English?

To study the first problem, students will be surveyed with 2 questions: the number
of years of learning English, determining the importance of English to themselves
and the duration of English learning in the questionnaire. In addition, the interview
will focus on digging deeper into this issue. The students will be asked the same

8
questions: the amount of free time in a day, How English important to them, their
feelings when learning English.

In the last issue, the applied methods was the same as second methods. A
questionnaire was set up with 5 options about the strategies learning English that
followed the research of Herri (2021) includes: (1) Learning according topics, (2)
Learning with pictures, learning thru films and music, (3) Using flashcard, (4) Apply
vocabularies in sentences, (5) practicing with a partner. People can choose more than
1 option. The number of choices of each person and the time chosen of each choices
will be recorded. After that, students were interviewed by the question: What are the
methods you regularly apply to learning English vocabulary? How do you feel about
these?

By learning about these two issues we can see how the attitude that students face
with English and the ways students have applied to learning.

2.3 Data Analysis

The data table will be automatically recorded on the Google form feature of
Chrome browser and tabulate the statistics. Interview responses will be recorded in
word. On that basis, we evaluate the similarity in vocabulary learning methods of
first-year students in the non-specialized block. Rely on the data to know which
method is preferred and effective.

2.4 Summary

In summary, this chapter presented a summary of the research context and

participants, the data collection instrument, data analysis. Quantitative methods are
used combined with qualitative method in the research to clarify three issues that are
the attitude of students with English, the difficulties of learners and the method they
apply to learning vocabulary.

9
A total of 60 first-year students from different fields of study and all 18 years old
participated in this study.

Chapter 3: Finding and Discussion

In the previous chapter, the methods used to conduct the research were designed. The
questionnaire methods and interview methods were applied in the study which
completed by participants and had the result. Next to the chapter, the main context
of this chapter research results achieved from methods and the finding which found
from that. I was so proud to show you the result that can help we found out the
problems.
3.1 Methods students used to learn vocabularies English

3.1.1 Result of the survey questionnaire

The question of methods of students using in learning vocabulary English was

responded. Responding to the question, 5 options about the methods learning
vocabularies in English mentioned to participants chose presented in Table 1.

Table 1: the methods applied in learning vocabulary in English.

10
 It is clear that the choices have roughly the same number of picks. The number of
times chosen by all is not low, all of them have more than half times chosen out of
60 participants.
In 60 people, there was 52 people choose learning vocabularies with picture, thru
film and music. The people learning vocabulary by using flash card was also pretty
much with 52 people. As can be seen in the table, the options were: apply
vocabularies in sentences and practicing with a partner had around 40 times chosen
with 41, 39 respectively.
It is easy to see that each person did not just choose one method. According to the
choices of each person chose, the survey have 10 people that choose all of options.
Half of the participants used 4 methods together to learn English and the rest of the
participants all had 3 choices. It is interested in that no one just applied one or two
methods in their learning new words process.
3.1.2 Result of the interviews
After interviews participants about the methods they use in vocabularies. There
are some method which was applied popularly and they often apply a similar ways
to learning.
They often like learning vocabularies in lively ways in via images or films. As the
comments of people who in joint in the interview below :
11
“ Seeing in the words bore me, so I study vocabulary throw film and music during
my relax times.”(Student 8)
“ Studying throw Images, and sounds made me remember that word longer.”
(Student 5)
“ I learn throw cute vocabulary card.” (Student 15)
They often using many way in learning vocabulary:
“I often read it over and over again until I remember, but it don’t really work.
Therefore, I have to apply some ways else.” (Student 7)
“First, I will find new word throw watching video and film, after that I learning it
until I remember by writing it down over and over again.” (Student 20)
When participants that considered learn vocabularies in English well also choose
more various activities to learn English more well.
“It will be so difficult if I just use one or two method, so I usually use many way to
use English, such as watching film, practice with friends, making sentences with new
words.” (Student 2)
“Each time I learning a word, I will find the information of the word in detail. When
I understand clearly the meanings of the word, I start practice with the word many
time. I also write down this word again and again to remember how to write the
word.” (Student 12)

Comments of participants show that almost all students have the same way of
learning vocabulary English, they have a tendency to learn through interesting
actions or images and the people have more ways for learning English effectively.

3.2 Discussion of findings

The methods students to learning English

According on the study, we found learning vocabulary via images, videos and film
was popular and effective methods. These results suppose previous studies of

12
Thuong (2017) who found music and arouse interest in learning, so it made people
more concentrate when learning. However, it could be argued that the result were
due to founding of Smith (2017). He supposed that effective in learning depends on
the understanding every personality type. However, he also found that big section of
people are type visual leaner which is still supported by founding of the study. That
is people still many ways to learning vocabulary English, in that learning throw
images, films and music is most popular way.

3.3 Summary

This chapter reports the results of data collection from questionnaire surveys and
interviews about the methods that non-major freshmen often use when learning
English vocabulary. The results show that students tend to use a combination of
different learning methods in learning vocabulary. In which, the method of learning
through movies, music and the method of using flashcards is the most popular.
Findings show that people often learn vocabulary faster when they associate the word
with the images and sounds associated with it.

Chapter 4: Conclusion

In conclusion, this study aimed to explore some effective ways of learning

vocabulary English for first-year English non-major students at Hanoi pedagogical
university 2. The researcher focuses on two main points in learning vocabulary: the
attitude of students with learning English, and effective ways of learning vocabulary
English. Two important instruments of research projects are survey questionnaires
and interviews that help find out the insight of the problems researching. The
problem of effective ways which non-major students use to learn English was

13
revealed based on the result of study methods. The findings report 2 factors about
learning vocabulary English: Using variety learning methods makes learning
vocabulary easier, and students tend to remember vocabulary more easily with
learning that involves sounds and images.

14
References:
Athanassios, P. (2013). The Role of Vocabulary in the Context of the Simple View
of Reading. SAGE Publications. https://doi.org/10.1080/10573569.2013.758569
Bera, L.K. (2016). The Effect of Contextual Learning Strategy on the Basis of
Language Exposure Ecology and Learning Motivation on the Mastery of English
Vocabulary. Universitas Negeri Malang, Indonesia: International conference on
Education.
Herri, S. (2021). An Analyses about Students’ Troubles in Acquisition English
Vocabulary. Pendidikan Bahasa Inggris, 4 (2): 46–50.
Hien, N.T.T. (2023, March 2). Tầm Quan Trọng Của Từ Vựng Và Một Số Phương
Pháp Giảng Dạy Từ Vựng Tiếng Anh. Hocviencanbo.
http://www.hocviencanbo.hochiminhcity.gov.vn/admin/Uploads/TraoDoiKhoaHoc/
2022/NgoThiThuHien_PhuongPhapGiangDayTuVungTiengAnh.pdf

Reza, K. (2011). “Vocabulary learning strategies and their contribution to reading

comprehension of EFL undergraduate students in Kerman Province.” European
Journal of Social Sciences, 23(4), 626-647.

Smith, C. (2011). Understanding Every Personality Type: Audio, Visual,

Kinesthetic. Hubpages. https://discover.hubpages.com/education/Being-Successful-
With-Every-Personality-Type-Audio-Visual-Kinesthetic

Thương, H. (2017). Khơi Dậy Hứng Thú Học Tập Qua Âm Nhạc Và Phim Ảnh.
Horizotesol. https://tesolcourse.edu.vn/kien-thuc/khoi-day-hung-thu-hoc-tap-qua-
am-nhac-va-phim-anh/

Trang, P. T. T. (2019). NGHIÊN CỨU VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC HỌC
TỪ VỰNG CỦA SINH VIÊN NĂM THỨ HAI KHÔNG CHUYÊN TIẾNG ANH

15
CỦA TRƯỜNG ĐẠI HỌC NÔNG LÂM – ĐẠI HỌC THÁI NGUYÊN. TNU
Journal of Science and Technology. https://doi.org/10.34238/tnu-jst.2019.06.591

Yang, N. D. (1999). The relationship between EFL learners' beliefs and learning
strategy use. System, 27(4), 515-535.

16