Date of Publication

12-2007

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

Language and Literacy Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English Language Education

Thesis Adviser

Leah E. Gustilo

Defense Panel Chair

Sterling M. Plata

Defense Panel Member

Corazon V. Balarbar
Alen Mateo Munoz

Abstract/Summary

This study aimed at finding the (1) vocabulary learning strategies (VLS) used by extroverted (E) and introverted (I) Vietnamese university students in learning EFL vocabulary and (2) the similarities or differences between the VLS use of E Vietnamese university students and that of I ones in learning EFL vocabulary. A total of 56 Vietnamese university students recruited from two national universities in Ho Chi Minh City participated in the study. The Eysenck personality questionnaire (Eysenck & Wilson, 1976), VLS survey questionnaire (Schmitt, 1997) and think-aloud protocols were used as instruments and methods to gather data. Descriptive and statistical tools used for data analysis included frequency counts, percentages, Mann-Withney test, and independent-Sample t-test. The results of the study indicate that the number for the always, seldom, and never used VLS by both E and I participants is more than those by respective E or I participants. This implies that there are more similarities of VLS use than the differences of VLS use of the E and I participants and that the participants employ a wide variety of strategies to learn English vocabulary. Additionally, the participants in the think-aloud protocols explored four steps in learning English vocabulary; understanding the main idea of the text by highlighting and guessing unknown words in the first reading, consulting the dictionary, jotting newly learned words into vocabulary notebook, and reading the text second (last) time. For the correlational results, there is no significant difference between the VLS use of extroverted participants and that of introverted ones. Finally, recommendations were made for Vietnamese teachers of English from grade schools to university and for future research. The grade school English teachers teach at least the VLS always used by the participants to their pupils, while college and university teachers review them and/or teach more new VLS to their students in order to widen their vocabulary. They both create ways to motivate their students to improve their listening and speaking skills. The latter include in-depth interviews focusing on VLS after the think-aloud protocols instead of retrospective

interviews, more participants recruited from several and different universities in Vietnam, and vocabulary proficiency test variable.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004202

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

xi, 102 leaves ; 28 cm.

Keywords

English language—Study and teaching—Vietnamese speakers; Second language acquisition

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