ACTION RESEARCH

SUBJECT: Teaching integrated skills

INSTRUCTOR:G.Aminova
GROUP: 2011
STUDENT:
 Action research presentations for mid term
Criteria on evaluation of the task MICROTEACHING on action research
with PORTFOLIO submitting

Total score: 50
Gained score:
Task response
The planning stage (10 p)

1. Identifying and limiting the topic (2p)

2. Gathering information (2p)
3. Reviewing the related literature(2p)
4. Developing a research plan(4p)
The acting stage (15p)

5. Implementing the plan and collecting data

~ observation list(3p)
~ questionnaire for students(3p)
~ interview from teachers and students(3p)

6. Analyzing the data

 the results of collected data(6p)
The developing stage (15 p)

7. Developing an action plan

CASE STUDY
 PRE TEST(2.5p)
 LESSON PLAN 1 + MICROTEACHING(WITH DISK)(5p)
 LESSON PLAN 2+ MICROTEACHING(WITH DISK) (5p)
 POST TEST(2.5p)

The reflecting stage(10 p)

8. Reflecting on the process
~ reflective essay on the whole process of action research by giving the compared
results of case study(written and oral)
 I. THE PLANNING STAGE

TOPIC: How to teach vocabulary for intermediate students?

AIM: Engaging students who are less enthusiastic about learning English and its
vocabulary.

RESEARCH PLAN
1. How can a teacher gain the attention of students in the classroom?
2. The behavior and morale of the teacher in the classroom with bad
behaviour and polite students.
3. Engaging students in learning English with a psychological and
pedagogical approach and working with word learning techniques.
4. What solutions can be put into practice in the problems of working with
students?
 Gathering informations

5. Teachers’ manuals
6. Research books on the topic
7. Internet sources
8. Videos on the topic
9. Syllabus of the school
 LITERATURE REVIEW

Learning English and its vocabulary is a crucial aspect of mastering the language,
and various studies have explored different methods and theories to facilitate this
process. A well-developed vocabulary is essential for success in reading, and
literature has repeatedly affirmed that vocabulary size is one of the strongest
predictors of reading comprehension. In this literature review, we will discuss
some of the key studies and theories related to English vocabulary learning.
"How to Teach Vocabulary" by Scott Thornbury is a comprehensive guide to
teaching vocabulary to language learners. The book provides a detailed overview
of the principles and practices of vocabulary teaching, drawing on research and
best practices from the field of language teaching.
One of the key themes of the book is the importance of contextualization in
vocabulary teaching. Thornbury emphasizes the need to teach vocabulary in
meaningful contexts, such as through reading and listening activities, in order to
help learners better understand the meaning and usage of new words.
Another important theme is the role of repetition and review in vocabulary
learning. Thornbury argues that learners need repeated exposure to new words in
order to fully internalize them, and provides a range of practical activities and
techniques for reinforcing vocabulary learning.
The book also explores the use of technology in vocabulary teaching, including
the use of online resources and digital tools to support vocabulary learning.
Thornbury provides guidance on how to integrate technology into vocabulary
instruction in a way that is effective and engaging for learners.
In conclusion, the literature on English vocabulary learning offers valuable insights
into effective instructional strategies and the importance of vocabulary
development for language proficiency. By understanding the various theories and
approaches, educators can better support learners in their journey to master the
English language.
At all grade levels, there are useful strategies for increasing students'
vocabulary.

There are many practical ideas for expanding students' vocabulary at all levels.
Some

suggestions include:

 Explicit vocabulary instruction

 Repeated exposure to new words
 Using vocabulary words in writing
 Engaging students in vocabulary games or challenges
  Providing valuable exposure to new words
 Establishing a rich and varied language environment
 Teaching vocabulary in context
 Encourage extensive reading: Encourage students to read widely and
regularly, exposing them to a variety of texts and genres. This will help
them encounter new words in context and improve their understanding of
their meanings.
 Teach word roots and affixes: Teach students the meaning of common
word roots and affixes, such as "bio-" (meaning life) and "-ology" (meaning
the study of). This will help them understand the meanings of unfamiliar
words that contain these elements.

Introducing new vocabulary: Different approaches of

explaining the structure and significance of new terms.
When presenting new vocabulary, there are various ways to introduce the form
and meaning of new items. One method is to give students a few words and ask
them to find the meaning, pronunciation, and write an example sentence with the
word in. They can then teach each other in groups. Another approach is to follow
a logical and organic order when teaching new vocabulary, and put words into
useful phrases as often as possible. When explicitly presenting new language
items to learners, there are two underlying approaches for the differing
techniques we can use – deductive and inductive. Some techniques for presenting
new vocabulary include using visuals, realia, and gestures to help students
understand the meaning of new words. It is also important to provide context and
examples to help students understand how to use the new words in context. By
using a combination of these methods, teachers can effectively present new
vocabulary to their students and help them to better understand and use the
language.

Vocabulary review - activities that get students to repeat and

review vocabulary without getting bored.
Here are some activities that can help students repeat and review vocabulary
without getting bored:
 Vocabulary Bingo: Create bingo cards with vocabulary words instead of
numbers. Call out definitions or synonyms of the words, and students mark
off the corresponding word on their card.
 Vocabulary Charades: Have students act out vocabulary words without
speaking, while their classmates try to guess the word.
 Vocabulary Pictionary: Similar to charades, but students draw the
vocabulary word instead of acting it out.
 Vocabulary Jeopardy: Create a Jeopardy-style game with categories based
on vocabulary words. Students can work in teams to answer questions and
earn points.
 Vocabulary Scavenger Hunt: Give students a list of vocabulary words and
have them find examples of the words in their environment, such as in
books, magazines, or on signs.
 Vocabulary Memory: Create pairs of cards with vocabulary words and their
definitions. Students turn over cards to find matching pairs.
 Vocabulary Word Wall: Create a word wall in the classroom with
vocabulary words and their definitions. Students can refer to the wall
throughout the day and quiz each other on the words.
 Vocabulary Quiz Show: Create a quiz show-style game where students
compete to answer questions about vocabulary words.
 These activities can help students review and repeat vocabulary in a fun
and engaging way, without getting bored.

Advanced vocabulary activities

Here are some advanced vocabulary activities:

1. Word Maps: Create a visual representation of a word by breaking it down into

its various meanings, synonyms, antonyms, and related words. This activity helps
to expand your vocabulary and deepen your understanding of words.
2. Word Association: Choose a word and brainstorm as many related words as
possible. This activity helps to build connections between words and expand your
vocabulary.

3. Analogies: Create analogies using advanced vocabulary words. For example, "As
a sword is to a warrior, a pen is to a writer." This activity helps to improve your
understanding of words and their relationships.

4. Word Games: Play word games like Scrabble, Boggle, or crossword puzzles.
These games help to improve your vocabulary and spelling skills.
5. Vocabulary Quizzes: Take online vocabulary quizzes to test your knowledge of
advanced vocabulary words. This activity helps to reinforce your understanding of
words and their meanings.
I hope these activities help you to improve your vocabulary skills!
"How to Teach Vocabulary" by Scott Thornbury, published in 2002, is a helpful
book. This book serves as a useful resource for educators who want to advance
their knowledge of current trends in this vital field and their ability to teach. For
teaching language in a step-by-step manner, there are provided the necessary
mindmap aids.

How to present vocabulary

According to Scott Thornbury, there are several ways to present vocabulary to
learners. Here are some of the most effective methods:
 Visuals: Use pictures, diagrams, or videos to illustrate the meaning of new
words. This helps learners to associate the word with a visual image,
making it easier to remember.
 Realia: Use real objects or examples to demonstrate the meaning of new
words. For example, if you are teaching the word "apple," you could bring
 in an actual apple to show learners.
 Context: Present new words in context, such as in a sentence or short text.
This helps learners to understand how the word is used in a real-life
situation.
 Translation: Use translation to help learners understand the meaning of
new words. This is particularly useful for learners who speak a different
language than the teacher.
 Explanation: Provide a clear and concise explanation of the meaning of new
words. This can be done through definitions, synonyms, or examples.
 Repetition: Repeat new words several times throughout the lesson to
reinforce learning and help learners remember the words.

It's important to note that different learners may respond better to

different presentation methods, so it's a good idea to use a variety of
techniques to cater to different learning styles.

How to establish vocabulary

According to Scott Thornbury, there are several ways to establish vocabulary in
learners. Here are some of the most effective methods:
 Practice: Provide learners with ample opportunities to practice using new
vocabulary words. This can be done through activities such as role-plays,
discussions, or writing exercises.
 Review: Regularly review previously learned vocabulary words to reinforce
learning and help learners remember the words.
 Personalization: Encourage learners to personalize new vocabulary words
by relating them to their own experiences or interests. This helps to make
the words more meaningful and memorable.
 Multiple exposures: Provide learners with multiple exposures to new
vocabulary words in different contexts. This helps to reinforce learning and
deepen understanding of the words.
 Feedback: Provide learners with feedback on their use of new vocabulary
words. This can be done through peer feedback, teacher feedback, or self-
assessment.
 Integration: Integrate new vocabulary words into other areas of the
curriculum, such as reading, writing, or listening activities. This helps to
reinforce learning and make the words more relevant to learners.
It's important to note that establishing vocabulary takes time and practice, so it's
important to be patient and provide learners with ample opportunities to practice
and review new words.

How to put words to work

According to Scott Thornbury, putting words to work means helping learners to
use new vocabulary words in meaningful ways. Here are some effective ways to
put words to work:
 Contextualization: Encourage learners to use new vocabulary words in
context, such as in a sentence or short text. This helps learners to
understand how the word is used in a real-life situation.
 Production: Provide learners with opportunities to produce language using
new vocabulary words. This can be done through activities such as role-
plays, discussions, or writing exercises.
 Integration: Integrate new vocabulary words into other areas of the
curriculum, such as reading, writing, or listening activities. This helps to
reinforce learning and make the words more relevant to learners.
 Feedback: Provide learners with feedback on their use of new vocabulary
words. This can be done through peer feedback, teacher feedback, or self-
assessment.
 Personalization: Encourage learners to personalize new vocabulary words
by relating them to their own experiences or interests. This helps to make
the words more meaningful and memorable.
 Extension: Encourage learners to extend their use of new vocabulary words
by exploring related words or concepts. This helps to deepen
understanding of the words and expand learners' vocabulary.

It's important to note that putting words to work requires learners to actively
engage with new vocabulary words and use them in meaningful ways. As a
teacher, it's important to provide learners with ample opportunities to practice
and use new words in order to help them become confident and proficient
language users.
Vocabulary games
According to Scott Thornbury, vocabulary games can be an effective way to
engage learners and help them to practice and remember new vocabulary words.
Here are some examples of vocabulary games:
 Hangman: This classic game involves guessing a word by guessing individual
letters. It can be adapted for language learning by using new vocabulary
words as the target words.
 Pictionary: In this game, learners draw pictures to represent new
vocabulary words, while their classmates try to guess the word. This game
helps learners to associate the word with a visual image, making it easier to
remember.
 Taboo: In this game, learners try to describe a new vocabulary word
without using certain "taboo" words. This game helps learners to practice
using new vocabulary words in context and to think creatively about how to
describe the word.
 Charades: In this game, learners act out new vocabulary words while their
classmates try to guess the word. This game helps learners to associate the
word with a physical action, making it easier to remember.
 Word Association: In this game, learners take turns saying a word that is
associated with a given vocabulary word. This game helps learners to build
connections between words and expand their vocabulary.
 Memory: In this game, learners try to remember the location of matching
pairs of cards, each of which has a new vocabulary word and its definition.
This game helps learners to associate the word with its meaning and to
practice using the word in context.

It's important to note that vocabulary games should be used as a supplement to

other vocabulary teaching methods, such as contextualization and
personalization. Games can be a fun and engaging way to practice and remember
new vocabulary words, but they should not be the only method used to teach
vocabulary.
The article "Innovative Techniques of Teaching Vocabulary at
the Intermediate Level in the Second Language Classroom" by
Prashant Subhash Mothe aims to introduce interactive
methods for teaching vocabulary to enhance students'
vocabulary knowledge. These methods include using real
objects and models, demonstrations and pictures, teaching
words in context, etymology, drawing pictures, associated
vocabulary, morphological analysis of words, collocation,
synonyms, antonyms, homonyms, word maps, idioms, phrasal
verbs, crossword puzzles, series, scales, systems, and videos to
produce target vocabulary.

Additionally, I came across two informative videos on YouTube

that provided me with various effective methods for teaching
vocabulary. The first video (https://youtu.be/gehFIHcimNk)
outlines six beneficial techniques, including showing word
stress, providing context, teaching synonyms, using pictures,
guessing translations, and teaching phrases and collocations.
The second video (https://youtu.be/Z0CuSGpXvqk) introduces
vocabulary games such as "Alias" and "Board story" that are
designed for intermediate and upper-intermediate students
and caught my interest. In my opinion, all of the techniques I
discovered through related literature and these videos are
useful for enhancing students' vocabulary.
References:
 Expanding English Vocabulary Knowledge through Reading:
Insights from Eye-tracking Studies
https://journals.sagepub.com/doi/full/
10.1177/0033688220906904
 Learning Theories that Impact English Teaching and Learning
https://www.researchgate.net/publication/
326248066_Learning_Theories_that_Impact_English_Teaching_a
nd_Learning
 Presenting vocabulary
https://www.teachingenglish.org.uk/professional-development/
teachers/knowing-subject/articles/presenting-vocabulary
 Vocabulary Strategies: To Teach Your Child Vocabulary
https://www.learnwithhomer.com/homer-blog/5882/vocabulary-
strategies/
 Building Vocabulary Through Fun and Games
https://www.edutopia.org/article/buliding-vocabulary-through-
fun-and-games-rebecca-givens-rolland/
 Methods of Teaching Vocabulary in the Classroom | ITTT | TEFL
Blog
https://www.youtube.com/watch?v=s1PA8MDM2lk
 A book "How to Teach Vocabulary" by Scott Thornbury
https://www.amazon.com/How-Teach-Vocabulary-Jeremy-
Harmer/dp/0582429668
 II. THE ACTING STAGE.
Observation Form
Student Name: __________ Date: _____
Administrator Name:________

Key: G=Good, S=Satisfactory, I=Improvement Required

Lesson Plan Review Yes No

1 At least one lesson goal is focused directly on
embedding vocabulary instruction into the lesson.
2 At least one explicit vocabulary strategy is identified in
the lesson plan.
3 A list of new words and other relevant words to be
highlighted during the lesson is provided
4 Adequate time is allotted to introduce and teach new
vocabulary words.
Vocabulary Word Selection Yes No
1 Teacher has assessed the vocabulary load of the text
to be read for the lesson.
2 New words are selected from the text for this lesson.
3 Relevant words from previous lessons are included in
the lesson.
4 Relevant words from a schoolwide list of cross-
cutting words are included in the lesson.
Explicit Vocabulary Instruction Yes No
(embedded in content lesson)
1 Teacher provides explicit vocabulary strategies
embedded into the content lesson.
2 Teacher reviews words learned from previous lessons
and a schoolwide list, if relevant to the lesson.
3 Teacher provides a list of new words students will
encounter in the text.
4 Teacher introduces new words and explains the
meanings of these words.
5 Students are asked to share what they already know
about the meanings of new words.
6 Teacher builds on students’ prior knowledge of word
meanings.
8 Teacher uses informal opportunities as words arise
during the lesson to explicitly teach word meaning.
Practice Opportunities Yes No
1 Repeated exposure to new words is provided during
the lesson
2 Students encounter the new words and relevant
previously learned words in multiple contexts,
including oral and written activities.
3 Teacher provides sufficient time during the lesson for
students to practice new words.
4 Practice is extended over time through the use of
word walls or other activities/resources.
5 Computer-based activities are used to provide
students with extended practice, when appropriate.
6 Practice is extended through homework assignments
given at the end of the lesson
7 Teacher provides students with in-class time and
opportunities for independent practice of newly
learned vocabulary strategies.
Scaffolding Student Strategies Yes No
1 Teacher scaffolds students in developing strategies to
make them independent vocabulary learners.
2 Teacher models using context and word analysis cues
as a strategy for determining word meaning.
3 Teacher models strategies for using word structure
and components (prefixes, roots, suffixes) to derive
the meaning of unfamiliar words.
4 Reference materials such as computer
software, textbook glossaries, reference
books, and
dictionary/thesaurus are available in the classroom.
Assessment of Student Learning Yes No
1 Teacher encourages students to demonstrate
understanding of word meaning through a variety of
oral and written activities embedded into the content
lesson.
2 Teacher regularly monitors student understanding by
conducting frequent informal checks of individual and
small group work throughout the lesson.
3 Teacher uses formal written assessments to
document student understanding.
Embedded Vocabulary Instruction Components G S I
1 Lesson plan
2 Vocabulary-related goals
3 Word selection
4 Introduction to and clear explanation of new words
5 Repeated exposure to new words
6 Use of explicit strategies
7 Use of informal teaching opportunities
8 Opportunities to practice new and previously learned
words in a variety of oral and written contexts
9 Modeling strategies for defining word meanings, e.g.,
context cues
10 Providing students with strategies to make them
independent vocabulary learners
11 Encouraging multiple ways for students to show
understanding
12 Frequent informal checks of student understanding
13 Formal assessment to document student understanding
Suggestions for further professional development

Questionnaire for students

 Name

School/Institution
Gende Male Female
r
Nationality:

What is your native

Uzbek Russian Karakalpak Tadjik

Other (please specify)

Table 1: Beliefs about vocabulary learning Agree Unsure Disagree
1 The best way to remember words is to
memorize word lists
2 Repetition is the best way to remember words
3 It is only necessary to remember one dictionary
definition
4 I can acquire a large vocabulary by memory of
individual words
Table 1B: Words should be acquired in context Agree Unsure Disagree
(bottom-up)
5 I can identify the meaning of most words
through reading
6 I can expand my vocabulary through reading a
lot
7 Guessing words in context is one of the best
ways to learn vocabulary
Table 1C: Words should be studied and put to use Agree Unsure Disagree
(top down)
8 I revise the new words I have learned
9 I use the words that I have learned
10 When I learned the word I pay close attention to
its new usage and new meaning
11 When I have learned the word, I will recall the
meaning to help me understand the context

Table 2A: Self initiation strategies Agree Unsure Disagree

12 I think about my progress in vocabulary
learning
13 I try to find out all I can about the new words I
learn
14 I only focus on things that are related to
examinations

Table 2B: Selective attention Agree Unsure Disagree

15 I know which words are important for me to
learn
16 I look up words that I’m interested in
17 I make a note of words that seem important to
me
18 I know what cues I should use in guessing the
meaning of a particular word
Table 3A: Use background knowledge Agree Unsure Disagree
19 I skip words I don’t understand
20 I use my experience and common sense to guess
21 I guess the meaning and then look at the
dictionary (when I meet new words in reading)
Table 3B: Using linguistic clues Agree Unsure Disagree
22 I make use of my knowledge of the topic to
guess the meaning of word
23 Guess word’s meaning from word classes, such as
nouns, verbs, adjectives, adverbs, to discover
the meaning of new vocabulary items
24 I analyze the word structure (prefix, root and
suffix) when guessing the meaning of the word)
Table 4: Dictionary Strategies Agree Unsure Disagree
25 I use an English dictionary
26 I use a bilingual dictionary
27 I use the dictionary to find out the pronunciation
of the word
28 I use the dictionary to find only the meaning of
the word
29 I look in the dictionary for the grammatical
patterns of the word
30 I look in the dictionary for collocation patterns
31 I use the dictionary to find the appropriate usage
(example sentence) of the word.
Table 5: Note Taking Strategies Agree Unsure Disagree
32 I have a vocabulary note book to list down new
word
 33 I write down the English word and translation of
the word in my language
34 I only take note the meaning of the word
35 I take note of the usages of the word (example
sentences, part of speech, etc.)
36 I take note of the synonym or antonym of the
word

Table 6: Activation Strategies Agree Unsure Disagree

37 I make use of the words I learned in speaking
and writing
38 I make use of the words I learned in everyday
situations
Table 7: Memory/ Repetition Strategies Agree Unsure Disagree
39 To remember a word, I repeat it aloud to myself
40 To remember a word, I write it repeatedly
memorized.
41 I create a mental image of the new word to help
me remember the word
42 To remember a word, I analyze the word by
breaking it into different parts (prefix, root, suffix)

Table 8: Sources Agree Unsure Disagree

43 I learn new words only in my class from my
teacher
44 I learn new words from reading English
materials (e.g. newspaper, novels, etc.)
Table 9: Anxiety Agree Unsure Disagree
45 I feel anxious about reading in English
46 I skip words I don’t understand when I read in
English
47 I do not know how to learn vocabulary

Interview with teacher

1. What inspired you to become a teacher?
Answer: I have always enjoyed working with children and helping them learn
and grow. I also had some great teachers who inspired me to pursue a career in
education.
2. What do you think are the most important qualities for a teacher to have?
Answer: I believe that patience, empathy, creativity, and a passion for learning
are essential qualities for a teacher to have.
3. How do you create a positive and inclusive classroom environment?
Answer: I create a positive and inclusive classroom environment by getting to
know my students, setting clear expectations, promoting respect and kindness,
and celebrating diversity.
4. How do you differentiate instruction to meet the needs of all learners?
Answer: I differentiate instruction by using a variety of teaching strategies,
providing multiple ways for students to demonstrate their learning, and
offering extra support or challenges as needed.
5. What strategies do you use to engage students and keep them motivated?
Answer: I use a variety of strategies to engage students, such as hands-on
activities, group work, technology, and real-world connections. I also try to
make learning fun and relevant to their interests.
6. How do you assess student learning and provide feedback?
Answer: I assess student learning through a variety of methods, such as tests,
quizzes, projects, and discussions. I also provide timely and specific feedback to
help students improve their understanding and skills.
7. How do you communicate with parents and guardians about their child's
progress?
Answer: I communicate with parents and guardians through regular progress
reports, parent-teacher conferences, and email or phone calls. I also encourage
open communication and collaboration to support student success.
8. How do you incorporate technology into your teaching?
Answer: I incorporate technology into my teaching by using educational apps,
online resources, interactive whiteboards, and other digital tools to enhance
learning and engage students.
9. How do you address behavioral issues in the classroom?
Answer: I address behavioral issues by setting clear expectations, providing
positive reinforcement, and using restorative practices to help students take
responsibility for their actions and make amends.

10.How do you support students who are struggling academically or emotionally?

Answer: I support students who are struggling academically or emotionally by
providing extra help, offering resources and referrals, and showing empathy
and understanding.
11.How do you promote a growth mindset and a love of learning in your students?
Answer: I promote a growth mindset and a love of learning by encouraging
 students to take risks, learn from mistakes, and see challenges as opportunities
for growth. I also try to make learning fun and relevant to their lives.
12.How do you stay current with new teaching methods and best practices?
Answer: I stay current with new teaching methods and best practices by
attending professional development workshops, reading educational journals
and books, and collaborating with colleagues.
13.What advice would you give to new teachers just starting out?
Answer: My advice to new teachers would be to stay flexible, be patient, and
always put the needs of your students first. It's also important to seek out
support and mentorship from experienced teachers.
14.What do you think is the most rewarding aspect of teaching?
Answer: The most rewarding aspect of teaching is seeing students grow and
succeed, both academically and personally. It's a privilege to be a part of their
learning journey and to make a positive impact on their lives.
15.Is there anything else you would like to share about your teaching philosophy
or experiences?
Answer: My teaching philosophy is centered on creating a safe and supportive
learning environment where all students can thrive. I believe that every
student has the potential to succeed and that it's my job as a teacher to help
them reach their goals.

Interview questions for students

 What is your name?
 What grade are you in?
 What do you hope to do after you finish school?
 How do you think learning English will help you achieve your future goals?
 What are your strengths in learning English?
 What are your areas for improvement in learning English?
 What strategies do you use to improve your English skills?
 What do you find most challenging about learning English?
 How do you stay motivated to continue learning English?
 What English skills do you think are most important for your future career?
 How do you practice your English outside of school?
 What resources do you use to learn English (e.g. textbooks, online resources,
apps)?
 How do you feel about speaking English in front of others?
 What do you think are the benefits of being bilingual or multilingual?
 How do you think learning English can help you connect with people from
different cultures?
 What do you think are the challenges of learning English as a second
language?
 How do you think technology can help you learn English?
 What do you think are the advantages of learning English at a young age?
 How do you think learning English can help you in your personal life?
 What do you think are the differences between learning English in a classroom
and learning English in a real-life setting?
 How do you think learning English can help you travel and explore the world?
 What do you think are the differences between British English and American
English?
 How do you think learning English can help you in your future academic
studies?
 What do you think are the benefits of having a native English speaker as a
teacher?
 How do you think learning English can help you in your future social
interactions?
 What do you think are the differences between formal and informal English?
 How do you think learning English can help you in your future job interviews?
 What do you think are the benefits of learning English through immersion?
 How do you think learning English can help you in your future international
communication?
 Is there anything else you would like to share about your future aims or
experiences learning English?

Data analysis
In my action research, I used a vocabulary learning questionnaire, classroom
observations, and semi-structured interviews as data collection tools. The semi-
structured interviews were a major source of qualitative data from the subjects,
as they allowed for interactive questioning and clarification. Interviews are
commonly used to investigate phenomena that are not directly observable, and
they provide an opportunity for the researcher and interviewee to clarify any
misunderstandings. The individual semi-structured interviews were conducted to
ensure confidentiality and lasted approximately 10 to 15 minutes each.
Questionnaires are useful for quantifying data, which is why the vocabulary
learning questionnaire was appropriate for this study, which focused on the
Vocabulary Learning Strategies of 53 students. The questionnaire is a common
instrument in previous Vocabulary Learning Strategies research and consists of 48
statements grouped under 9 categories:

1. Beliefs about vocabulary learning

2. Metacognitive regulation
3. Guessing Strategies
4. Dictionary Strategies
5. Note-taking Strategies
6. Memory Strategies
7. Activation strategies
8. Sources
9. Anxiety and Motivation

The participants used a 3-point Likert scale to show how often they used each
strategy, with Agree (1) and Disagree (3) as the endpoints. The Vocabulary
Strategy questionnaire used in this study was modified from the one proposed by
Gu & Johnson (1996) and was similar to the one used in the study by Noor & Amir
(2009). The data was recorded in descriptive statistics format, with frequency
counts tabulated and converted to percentages.

Beliefs about Vocabulary Learning

Table 1 A: Words should be memorized

Statemnt Agree Unsure Disagree

1 The best way to remember words is to 11 23 19
 memorize word lists (21%) (43%) (36%)
2 Repetition is the best way to remember words 47 5 1
(89%) (9%) (2%)
3 It is only necessary to remember one dictionary 3 14 36
definition (6%) (26%) (68%)
4 I can acquire a large vocabulary by memory of 9 24 20
individual words (17%) (45%) (38%)

The data revealed that 89% of learners believed that repetition was the best way
to remember words. On the other hand, only 21% of learners agreed that
memorization of words lists were the best way to remember words.
Furthermore, it was highlighted that 68% of the respondents did not agree that it
was only necessary to remember one dictionary definition.

Table 1B: Words should be acquired in context (bottom-up)

Statement Agree Unsure Disagree

1 I can identify the meaning of most words 23 20 10
through reading (43%) (38%) (19%)
2 I can expand my vocabulary through reading a 48 5 0
lot (91%) (9%) (0%)
3 Guessing words in context is one of the best 38 11 4
ways to learn vocabulary (72%) (20%) (8%)

The research revealed that 91% of the learners stated that through reading
they were able to expand their vocabulary. Moreover, 72% of the participants
highlighted that “guessing words in context” was one of the best strategies
to use in learning vocabulary. Also, 43% showed that they could identify most
words through reading.

Table 1C: Words should be studied and put to use (top down)

Statement Agree Unsure Disagree

1 I revise the new words I have learned 36 13 4
(68%) (24%) (8%)
 2 I use the words that I have learned 47 6 0
(89%) (11%) (0%)
3 When I learned the word I pay close attention to 35 14 4
its new usage and new meaning (66%) (26%) (8%)
4 When I have learned the word, I will recall the 43 7 3
meaning to help me understand the context (81%) (13%) (6%)

In the study, 89% of the subjects stated that they used the words they learnt. In
addition, 81% stated that once they had learnt the words, they recall the meaning
in order to help in understanding the context. Also, it was revealed that 66%
of the respondents paid close attention to the usage and meaning of the new
words.

Metacognition Regulation
Table 2A: Self initiation strategies
Statement Agree Unsure Disagree
1 I think about my progress in vocabulary 34 13 6
learning (64%) (25%) (11%)
2 I try to find out all I can about the new words I 21 21 11
learn (40%) (40%) (20%)
3 I only focus on things that are related to 9 8 36
examinations (17%) (15%) (68%)

It was discovered that learners do self-reflective practices, thus it was revealed

that 64% of the learners think about the progress in vocabulary learning.
Furthermore, 40% of the respondents try to find out all that they can about the
new word which includes; its meaning, usage, other definitions and
pronunciation. The belief that learners only focus on the things that relate to
examination was proved invalid as 68% of the subjects were against this concept.

Table 2B: Selective attention

Statement Agree Unsure Disagree

1 I know which words are important for me to 27 21 5
learn (51%) (40%) (9%)
2 I look up words that I’m interested in 44 4 5
(83%) (8%) (9%)
 3 I make a note of words that seem important to 35 6 12
me (66%) (11%) (23%)
4 I know what cues I should use in guessing the 17 28 8
meaning of a particular word (32%) (53%) (15%)

The data revealed that 83% learners took own initiative to look up words
that they were interested in. Also, 51% of the respondents know the words that
are important for them to learn. To assist in achieving the latter, they make
notes of words which seem important and a total of 66% learners attested to
this. On the contrary, 53% of the learners stated that they were unsure about
what cues to use in guessing the meaning of a particular word.

Guessing Strategies
Table 3A: Use background knowledge
Statement Agree Unsure Disagree
1 I skip words I don’t understand 19 21 13
(36%) (40%) (24 %)
2 I use my experience and common sense to guess 51 2 0
(96%) (4%) (0%)
3 I guess the meaning and then look at the 45 8 0
dictionary (when I meet new words in reading) (85%) (15%) (0%)

It was revealed in the study that majority of the respondents used their
background knowledge (96%) such as experience and common sense in guessing
the meaning of the words. One of the strategies that 85% of the respondents use
after guessing the meaning is to look at the dictionary for its meaning and
compare the answers.

Table 3B: Using linguistic clues

Statement Agree Unsure Disagree

1 I make use of my knowledge of the topic to 46 6 1
guess the meaning of word (87%) (11%) (2%)
2 Guess word’s meaning from word classes, such 35 13 5
as nouns, verbs, adjectives, adverbs, to discover (66%) (25%) (9%)
 the meaning of new vocabulary items
3 I analyze the word structure (prefix, root and 25 17 11
suffix) when guessing the meaning of the word) (47%) (32%) (21%)

In terms of linguistic cues, 66% of the learners use the word classes, such as parts
of speech to guess and discover the meaning of new vocabulary items.
Furthermore, 87% of the respondents highlighted that they used knowledge of
the topic to guess the meaning of a word. It was also revealed that 47% of the
learners analyze the word structure (prefix, root and suffix) in order to
guess the meaning of the word.

Table 4: Dictionary Strategies

Statement Agree Unsure Disagree

1 I use an English dictionary 35 10 8
(66%) (19%) (15%)
2 I use a bilingual dictionary 41 4 8
(77%) (8%) (15%)
3 I use the dictionary to find out the pronunciation 43 3 7
of the word (81%) (6%) (13%)
4 I use the dictionary to find only the meaning of 17 10 26
the word (32%) (19%) (49%)
5 I look in the dictionary for the grammatical 32 12 9
patterns of the word (60%) (23%) (17%)

6 I look in the dictionary for collocation patterns 33 13 7

(62%) (25%) (13%)
7 I use the dictionary to find the appropriate 48 4 1
usage (90%) (8%) (2%)
(example sentence) of the word.

One of the methods to learn new vocabulary is through dictionaries. It was

revealed that 66% respondents use an English dictionary. In addition, a higher
data revealed that 77% learners used bilingual dictionaries. Also, it was found
that a common use of the dictionary by the 81% EFL learners is to check the
pronunciation of the vocabulary. On the contrary, only 32% use the dictionary to
find the meaning of words.
It was interesting to note that 60% of the respondents recourse to the dictionary
for the grammatical patterns of the word. Furthermore, 90% of the learners make
use of the dictionary in order to find the appropriate usage of the word which
includes example sentences.

Table 5: Note Taking Strategies

Statement Agree Unsure Disagree

1 I have a vocabulary note book to list down new 25 6 22
word (47%) (11%) (42%)
2 I write down the English word and translation of 33 10 10
the word in my language (62%) (19%) (19%)
3 I only take note the meaning of the word 4 12 37
(8%) (23%) (69%)
4 I take note of the usages of the word (example 31 10 12
sentences, part of speech, etc.) (58%) (19%) (23%)
5 I take note of the synonym or antonym of the 17 16 20
word (32%) (30%) (38%)

A common practice in EFL classroom where learners use vocabulary was also
highlighted in the research. The data showed that 47% of learners list down new
words in a vocabulary note book. It was impressive to see the role played by
translation as 66% of the respondents stated that they write down words and
then translate the words into their own language.

Furthermore, 69% of the learners disagreed that they only took note of the
meaning of the word. As 58% of the learners stated they took note of the usage of
the word, part of speech and example sentences as well.

Interesting to note through the data, 32% take note of the synonym or antonym
of the words whereas; 38% do not take note of the synonym or antonym of the
word.
Table 6: Activation Strategies

Statement Agree Unsure Disagree

1 I make use of the words I learned in speaking 46 4 3
and writing (86%) (8%) (6%)
2 I make use of the words I learned in everyday 24 20 9
situations (45%) (38%) (17%)

The data revealed that 86% of the learners make use of the words learned
in speaking and writing. In addition, 45% of the respondents stated that they
make use of words learned in everyday situations. This means that learners are
confident in using words in everyday situation in either spoken or written English.

Table 7: Memory/ Repetition Strategies

Statement Agree Unsure Disagree

1 To remember a word, I repeat it aloud to myself 41 5 7
(77%) (9%) (14 %)
2 To remember a word, I write it 28 9 16
repeatedly memorized. (53%) (17%) (30%)
3 I create a mental image of the new word to help 33 12 8
me remember the word (62%) (23%) (15%)
4 To remember a word, I analyze the word by 15 16 22
breaking it into different parts (prefix, root, (28%) (30%) (42%)
suffix)

In terms of memory strategies, it was highlighted that 77% leaners repeat words
aloud to themselves in order to remember a word whereas, 53% of the
respondents also choose to write words repeatedly, in order to remember a
word. Furthermore, it was interesting to note that 62% of the respondents
create a mental image of a new word in order to remember a new word.
However, only 28% of the participants analyze the words by breaking it into
different parts in order to remember words.

Table 8: Sources

Statement Agree Unsure Disagree

1 I learn new words only in my class from my 2 6 45
teacher (4%) (12%) (84%)
2 I learn new words from reading English 45 4 4
materials (e.g. newspaper, novels, etc.) (84%) (8%) (8%)

The data revealed that only 4% of the respondents learned new words from their
teacher. In addition, it was highlighted that the major source of new
vocabulary for the 84% respondents from reading English materials is such as
newspaper, novels.

Table 9: Anxiety

Statement Agree Unsure Disagree

1 I feel anxious about reading in English 28 10 15
(53%) (19%) (28%)
2 I skip words I don’t understand when I read in 20 21 12
English (38%) (40%) (22%)
3 I do not know how to learn vocabulary 4 10 39
(8%) (19%) (73%)

In terms of anxiety of learning English, it was found that 53% of the learners felt
anxious about reading in English. It was interesting to note that only 8% of the
respondents do not know how to learn vocabulary.

The data was recorded accordingly in descriptive statistics format where

frequency counts were tabulated and converted to percentages. The findings of
the data illustrated that the strategies most frequently used by English as a
Foreign Language (EFL) learners in this research were repetition, memorization,
dictionary strategies, use of translation and using background knowledge and
experience in order to guess.

III.THE DEVELOPING STAGE

PRE-TEST

Name:
Date:

Choose the answer or phrase that best answers the question.

1. Choose the correct synonym for "happy":

a) Sad
b) Joyful
c) Angry
2. Complete the sentence: "She is always _______ when it rains."
a) Upset
b) Excited
c) Hungry
3. What is the opposite of "cheap"?
a) Expensive
b) Affordable
c) Free
4. Choose the correct word to complete the sentence: "I need to buy some _______ for
dinner."
a) Groceries
b) Clothes
c) Furniture
5. What does "to procrastinate" mean?
a) To work hard
b) To delay or postpone action
c) To make a decision quickly
6. Choose the correct word to complete the sentence: "The _______ of the movie was very
interesting."
a) Plot
b) Actor
c) Theater
7. What is the meaning of "to commute"?
a) To travel between home and work
b) To communicate with others
c) To change something into another form
8. Choose the correct word to complete the sentence: "She is a very _______ person."
a) Punctual
b) Late
c) Slow
9. What is the opposite of "rural"?
a) Urban
b) Suburban
c) Natural
10. Choose the correct word to complete the sentence: "He is a very _______ speaker."
a) Persuasive
b) Quiet
c) Boring
11. What does "to collaborate" mean?
a) To work together
b) To compete against each other
c) To work alone
12. Choose the correct word to complete the sentence: "The weather is very _______
today."
a) Humid
b) Dry
c) Cold
13. What is the meaning of "to renovate"?
a) To destroy something
b) To repair or improve something
c) To move to a new place
14. Choose the correct word to complete the sentence: "She has a very _______ sense of
humor."
a) Unique
b) Common
c) Serious
15. What is the opposite of "to accept"?
a) To reject
b) To agree
c) To ignore
16. Choose the correct word to complete the sentence: "He is very _______ about his new
job."
a) Enthusiastic
b) Worried
c) Indifferent
17. What does "to compromise" mean?
a) To reach an agreement by each side making concessions
b) To argue without finding a solution
c) To refuse to change one's opinion
 18. Choose the correct word to complete the sentence: "The company has a very _______
work environment."
a) Competitive
b) Relaxed
c) Stressful
19. What is the meaning of "to adapt"?
a) To change or adjust to new conditions or circumstances
b) To stay the same without changing
c) To resist change
20. Choose the correct word to complete the sentence: "She is very _______ about her
future plans."
a) Ambiguous
b) Clear
c) Confused

LESSON PLAN: VOCABULARY BUILDING FOR INTERMEDIATE STUDENTS

Objective: By the end of the lesson, students will be able to identify and use new
vocabulary words in context.
Materials:
Whiteboard and markers
Handouts with vocabulary words and definitions
Reading passage or listening activity with new vocabulary words
Procedure:
Warm-up (5 minutes): Begin the lesson by reviewing previously learned vocabulary
words. Ask students to recall the meanings of several words from previous lessons
and use them in a sentence.
Introduction of new vocabulary (10 minutes): Introduce the new vocabulary words
for the lesson. Write each word on the whiteboard and provide a brief definition. Ask
students to repeat the words and definitions after you.
Vocabulary practice (20 minutes): Distribute handouts with the new vocabulary
words and definitions. Ask students to work in pairs or small groups to create
sentences using each word in context. Circulate around the room to provide
assistance and feedback as needed.
Reading or listening activity (15 minutes): Provide a reading passage or listening
activity that includes the new vocabulary words. Ask students to read or listen to the
passage and identify the new words. Then, ask them to work in pairs or small groups
to discuss the meaning of the words in context.
Vocabulary review (10 minutes): Review the new vocabulary words with the class,
asking students to provide definitions and examples of how the words can be used in
context.
Homework (5 minutes): Assign homework that requires students to use the new
vocabulary words in a written or spoken context. Encourage them to be creative and
use the words in a way that is meaningful to them.
Assessment: Monitor students' participation in the vocabulary practice and
reading/listening activities. Evaluate their ability to use the new vocabulary words in
context during class discussions and homework assignments.
Extension: To extend the lesson, ask students to create a vocabulary journal or
flashcards to review the new words. Encourage them to use the words in their writing
and speaking outside of class.

Handouts
Handout 1. Look at the pictures and match them with new words.

LESSON PLAN: AMAZING VOCABULARY

Objective: By the end of the lesson, students will be able to identify and use amazing
vocabulary words in context.
Materials:
Whiteboard and markers
Handouts with amazing vocabulary words and definitions
Reading passage or listening activity with amazing vocabulary words
Procedure:
Warm-up (5 minutes): Begin the lesson by asking students to share a word they think is
amazing and what it means. Write the words on the whiteboard and ask students to guess
the meanings of each other's words.
Introduction of amazing vocabulary (10 minutes): Introduce the amazing vocabulary words
for the lesson. Write each word on the whiteboard and provide a brief definition. Ask
students to repeat the words and definitions after you.
Vocabulary practice (20 minutes): Distribute handouts with the amazing vocabulary words
and definitions. Ask students to work in pairs or small groups to create sentences using each
word in context. Circulate around the room to provide assistance and feedback as needed.
Reading or listening activity (15 minutes): Provide a reading passage or listening activity that
includes the amazing vocabulary words. Ask students to read or listen to the passage and
identify the new words. Then, ask them to work in pairs or small groups to discuss the
meaning of the words in context.
Vocabulary review (10 minutes): Review the amazing vocabulary words with the class, asking
students to provide definitions and examples of how the words can be used in context.
Vocabulary game (10 minutes): Play a vocabulary game with the class, such as a word
association game or a vocabulary crossword puzzle, using the amazing vocabulary words.
Homework (5 minutes): Assign homework that requires students to use the amazing
vocabulary words in a written or spoken context. Encourage them to be creative and use the
words in a way that is meaningful to them.
Assessment: Monitor students' participation in the vocabulary practice and reading/listening
activities. Evaluate their ability to use the amazing vocabulary words in context during class
discussions and the vocabulary game.
Extension: To extend the lesson, ask students to create a story or poem using the amazing
vocabulary words. Encourage them to use the words in their writing and speaking outside of
class
Handouts
 POST-TEST

Name:

Date:

Choose the answer or phrase that best answers the question.

1. What is the name of the room in a house where food is prepared

and cooked? A) Kitchen B) Health food C) Bathroom D) Garden

2. What is the name of the medical device used to cover and

protect a wound? A) Bandage B) Cast C) Crutches D) Syringe

3. What is the name of the room in a house where people take

baths or showers? A) Kitchen B) Health food C) Bathroom D)
Garden

4. What is the name of the area in a house where plants and flowers
are grown? A) Kitchen B) Health food C) Bathroom D) Garden

5. What is the name of the area in a house where items are stored
and may be located below ground level? A) Cellar B) Attic C)
Garage D) Hall

6. What is the name of the room in a house where people relax and
entertain guests? A) Living room B) Dining room C) Study D)
Bedroom

7. What is the name of the medical professional who treats illnesses

and injuries? A) Doctor B) Nurse C) Surgeon D) Operating theatre

8. What is the name of the room in a house where people work or

study? A) Living room B) Dining room C) Study D) Bedroom

9. What is the name of the medical device used to inject fluids into
the body or draw fluids out of the body? A) Syringe B) Plaster C)
Cast D) Crutches

10. What is the name of the room in a house where people eat
meals? A) Living room B) Dining room C) Study D) Bedroom

11. What is the name of the vehicle used to transport sick or

injured people to the hospital? A) Ambulance B) Bandage C) Cast
D) Crutches
 12. What is the name of the medical professional who assists
doctors and provides patient care? A) Nurse B) Doctor C) Surgeon
D) Operating theatre

13. What is the name of the room in a house where people

sleep? A) Living room B) Dining room C) Study D) Bedroom

14. What is the name of the area in a house where vehicles and
other items are stored? A) Hall B) Attic C) Garage D) Garden

15. What is the name of the medical device used to immobilize

a broken bone? A) Cast B) Bandage C) Crutches D) Syringe

REFLECTION
I am a student teacher in an elementary school. I am currently teaching a class of third
graders. One of my responsibilities is to teach vocabulary. I have found that there are
many different ways to teach vocabulary, and it is important to find methods that work
best for my students.

One method that I have found to be effective is to use a variety of activities to introduce
new words. I often start by reading a story or poem that contains the new words. I then
ask students to identify the new words and to come up with their own definitions. After
students have had a chance to think about the words, I provide them with the
definitions. I also use a variety of other activities to help students learn the new words,
such as word games, word puzzles, and word searches.

I have found that it is important to make vocabulary instruction fun and engaging.
Students are more likely to remember new words if they are actively involved in the
learning process. I also try to make connections between the new words and students'
prior knowledge. For example, if I am teaching the word "delicate," I might ask students
to think of things that are delicate, such as flowers or eggshells.

I have also found that it is important to provide students with opportunities to use the
new words in their own writing and speaking. I often ask students to write sentences or
paragraphs using the new words. I also encourage students to use the new words in
their conversations with me and with their classmates.

Teaching vocabulary can be a challenging task, but it is also a very rewarding one. I have
seen how much students' vocabulary knowledge can improve with regular instruction. I
am confident that I will continue to learn new and effective ways to teach vocabulary as
I continue my teaching career.

Here are some additional tips for teaching vocabulary to elementary level students:

 Use a variety of activities to introduce new words.

 Make vocabulary instruction fun and engaging.
 Make connections between the new words and students' prior knowledge.
 Provide students with opportunities to use the new words in their own writing
and speaking.
 Be patient and persistent. It takes time for students to learn new words.