The effectiveness of word cards versus guess-From-context on the retention of vocabulary of junior high chool students in tra vinh city

_ phương pháp 10. a- an impact b- a library c- a campus d- a jack e- a message ____ 1 tin nhắn, 1 mẫu tin ____ thư viện ____ sự tác động 11. a- (to) sound b- (to) guide c- (to) snorkel d- (to) gather e- (to) guess ____ dự đoán ____ lặn biển ____ hướng dẫn 12. a- (to) find b- (to) suggest c- (to) compile d- (to) explain e- (to) give ____ tìm thấy ____ giải thích ____ soạn thảo 13. a- (to) know b- (to) move c- (to) build d- (to) honor e- (to) claim ____ di chuyển, di dời ____ xây dựng ____ thờ cúng 84 14. a- bored b- famous c- easy d- correct e- religious ____ nổi tiếng ____ dễ dàng ____ thuộc về tôn giáo 15. a- an area b- a landmark c- clue d- a statue e- a rule ____ 1 từ gợi ý ____ 1 bức tượng ____ 1 vùng đất, 1 khu vực 16. a- a tower b- an edge c- a wonder d- a temple e- a century ____ 1 kỳ quan thiên nhiên ____ 1 thế kỷ ____ cái bờ, cái rìa, cái mép 17. a- a pyramid b- a hike c- a canyon d- a trip e- a cave ____ 1 kim tự tháp ____ 1 hang động ____ 1 hẻm núi 18. a- (to) visit b- (to) plan c- (to) return d- (to) form e- (to) lead ____ tạo nên ____ quay về, trở về ____ viếng thăm 19. a- a god b- a park ranger c- a ruler d- a list e- an inhabitant ____ 1 vị thần ____ 1 danh sách ____ 1 người dân bản địa 20. a- an attraction b- a beach c- a bulletin-board d- a summit e- a bay ____ bảng thông báo ____ bãi biển ____ sự thu hút 85 APPENDIX 5 RAW DATA OF IMMEDIATE POSTTESTS BETWEEN TWO GROUPS Q s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 s17 s18 s19 s20 s21 s22 s23 s24 s25 s26 q1 0 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q2 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 1 1 q3 1 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q4 0 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q5 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 1 1 q6 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 1 q7 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 1 1 q8 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 q9 0 0 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 q10 0 0 0 0 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 q11 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 1 1 q12 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 1 1 1 0 0 0 1 q13 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 q14 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q15 0 0 0 0 1 1 1 0 0 0 0 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 q16 1 1 1 1 0 1 1 0 0 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 q17 1 1 1 1 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 q18 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 q19 1 0 0 1 1 0 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 q20 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 S: student in class 8/2 L: student in class 8/6 Q: Test item 86 s27 s28 s29 s30 s31 s32 s33 s34 s35 s36 s37 s38 l1 l2 l3 l4 l5 l6 l7 l8 l9 l10 l11 l12 l13 l14 l15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 0 1 0 1 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 0 1 1 0 0 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 1 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 87 l16 l17 l18 l19 l20 l21 l22 l23 l24 l25 l26 l27 l28 l29 l30 l31 l32 l33 l34 l35 Mean 8/2 Mean 8/6 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.82 0.91 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0.74 0.97 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.84 0.94 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0.79 0.89 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.74 0.89 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.82 0.89 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.71 0.89 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.66 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.5 0.66 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0.76 0.91 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.42 0.89 1 1 1 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.26 0.83 0 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.63 0.57 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.87 0.89 0 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.63 0.66 1 0 0 1 0 1 1 0 0 1 0 0 1 0 1 1 0 0 0 0 0.63 0.54 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.79 0.71 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.82 0.8 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.68 0.89 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.82 0.89 88 T-TEST OF IMMEDIATE POSTTESTS BETWEEN 2 GROUPS *** Descriptives Descriptive Statistics N Minimum Maximum Mean Std. Deviation TAMHAI 20 .26 .87 .6961 .15380 TAMSAU 20 .54 1.00 .8300 .13059 Valid N (listwise) 20 T-Test Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 TAMHAI .6961 20 .15380 .03439 TAMSAU .8300 20 .13059 .02920 Paired Samples Correlations N Correlation Sig. Pair 1 TAMHAI & TAMSAU 20 .297 .204 Paired Differences 95% Confidence Interval of the Difference Mean Std. Deviation Std. Error Mean Lower Upper t df Sig. (2-tailed) Pair 1 8/2 - 8/6 -.1339 .16968 .03794 -.2134 -.0545 -3.530 19 .002* *p ≤ .05 APPENDIX 6 89 APPENDIX 7 RAW DATA OF DELAYED POSTTESTS BETWEEN TWO GROUPS Q s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 s17 s18 s19 s20 s21 s22 s23 s24 s25 s26 q1 0 0 0 0 1 1 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 q2 0 0 1 0 0 1 1 0 1 1 0 0 0 1 0 0 0 0 0 1 1 1 0 0 1 0 q3 0 1 1 0 1 1 1 1 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 q4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 q5 0 0 0 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 q6 0 1 1 1 0 1 1 0 1 0 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 q7 0 0 0 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1 q8 0 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 q9 0 0 0 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 q10 0 1 1 0 1 0 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 q11 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 1 0 1 0 q12 1 0 1 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 0 q13 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 q14 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 0 1 0 1 0 q15 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 0 q16 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1 1 1 0 1 0 1 0 q17 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 0 1 0 q18 0 1 0 0 1 1 1 1 1 1 0 0 1 1 0 0 1 0 1 1 1 1 1 0 1 0 q19 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 q20 1 1 1 1 1 0 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 S: student in class 8/2 L: student in class 8/6 Q: Test item 90 s27 s28 s29 s30 s31 s32 s33 s34 s35 s36 s37 s38 l1 l2 l3 l4 l5 l6 l7 l8 l9 l10 l11 l12 l13 l14 l15 0 0 0 1 0 0 1 0 1 0 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 91 l16 l17 l18 l19 l20 l21 l22 l23 l24 l25 l26 l27 l28 l29 l30 l31 l32 l33 l34 l35 Mean 8/2 Mean 8/6 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0.34 0.77 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 0.45 0.83 1 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 1 1 0 1 0.74 0.57 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0.95 0.94 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0.74 0.71 1 1 1 1 1 0 0 0 1 0 1 0 0 0 0 1 1 1 1 0 0.74 0.6 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 0 0.71 0.69 1 0 1 1 1 0 0 0 1 0 1 0 1 1 1 1 1 1 0 0 0.79 0.66 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0.79 0.89 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 0.76 0.83 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0.34 0.74 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 0.74 0.86 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0.92 0.91 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0.76 0.91 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0.74 0.83 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0.61 0.89 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0.74 0.86 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0.66 0.83 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0.79 0.86 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0.79 0.83 92 T-TEST OF DELAYED POSTTESTS BETWEEN 2 GROUPS *** Descriptives Descriptive Statistics N Minimum Maximum Mean Std. Deviation TAMHAI 20 .34 .95 .7039 .16039 TAMSAU 20 .57 .94 .8000 .10569 Valid N (listwise) 20 T-Test Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 TAMHAI .7039 20 .16039 .03586 TAMSAU .8000 20 .10569 .02363 Paired Samples Correlations N Correlation Sig. Pair 1 TAMHAI & TAMSAU 20 .222 .347 Paired Differences 95% Confidence Interval of the Difference Mean Std. Deviation Std. Error Mean Lower Upper t df Sig. (2-tailed) Pair 1 8/2 - 8/6 -.0961 .17139 .03832 -.1763 -.0158 -2.506 19 .021* *p ≤ .05 APPENDIX 8 93 APPENDIX 9 RAW DATA OF GUESS-FROM-CONTEXT GROUP IN THE RECALL TESTS Q s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 s17 s18 s19 s20 s21 s22 s23 s24 s25 s26 q1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 q2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 q3 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 q4 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 q5 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 q6 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 q7 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 q8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 q9 0 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 q10 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 q11 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 q12 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 0 1 0 q13 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 0 1 1 1 1 1 0 1 0 q14 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 q15 0 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 0 0 1 1 1 1 1 0 1 0 q16 1 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 0 1 0 1 1 0 0 1 0 q17 1 0 1 1 1 1 0 0 1 1 0 0 0 1 1 1 0 0 1 1 1 1 1 0 1 0 q18 1 1 1 1 1 1 0 1 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 q19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 q20 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0 S: student in class 8/6 in the immediate posttest L: student in class 8/6 in the delayed posttest Q: Test item 94 s27 s28 s29 s30 s31 s32 s33 s34 s35 l1 l2 l3 l4 l5 l6 l7 l8 l9 l10 l11 l12 l13 l14 l15 l16 l17 l18 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 95 l19 l20 l21 l22 l23 l24 l25 l26 l27 l28 l29 l30 l31 l32 l33 l34 l35 M-post M-depost 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0.91 0.74 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 0.97 0.86 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0.94 0.91 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0.89 0.91 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0.89 0.83 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0.89 0.89 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0.89 0.86 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0.83 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0.66 0.86 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0.91 0.83 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0.89 0.77 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 0.83 0.83 1 1 0 0 0 1 1 1 1 0 0 1 0 1 1 0 1 0.57 0.57 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0.89 0.94 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0.66 0.71 1 1 0 0 0 1 0 1 0 0 0 0 1 1 1 1 0 0.54 0.6 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 0 0.71 0.69 1 1 0 0 0 1 0 1 0 1 1 1 1 1 1 0 0 0.8 0.66 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0.89 0.89 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 0.89 0.83 96 ANOVA TEST WITHIN THE GUESS-FROM-CONTEXT GROUP *** Descriptives Descriptive Statistics N Minimum Maximum Mean Std. Deviation POST 20 .26 .87 .6961 .15380 DEPOST 20 .34 .95 .7039 .16039 Valid N (listwise) 20 Oneway Sum of Squares Df Mean Square F Sig. Between Groups .361 12 .030 1.645 .260* Within Groups .128 7 .018 Total .489 19 *p ≤ .05 APPENDIX 10 97 APPENDIX 11 RAW DATA OF WORD CARDS GROUP IN THE RECALL TESTS Q s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 s17 s18 s19 s20 s21 s22 s23 s24 s25 s26 q1 0 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q2 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 1 1 q3 1 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q4 0 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q5 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 1 1 q6 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 1 q7 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 1 1 q8 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 q9 0 0 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 q10 0 0 0 0 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 q11 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 1 1 q12 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 1 1 1 0 0 0 1 q13 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 q14 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 q15 0 0 0 0 1 1 1 0 0 0 0 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 q16 1 1 1 1 0 1 1 0 0 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 q17 1 1 1 1 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 q18 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 q19 1 0 0 1 1 0 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 q20 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 S: student in class 8/2 in the immediate posttest L: student in class 8/2 in the delayed posttest Q: Test item 98 S27 s28 s29 s30 s31 s32 s33 s34 s35 s36 s37 s38 l1 l2 l3 l4 l5 l6 l7 l8 l9 l10 l11 l12 l13 l14 l15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 0 0 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 0 1 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 1 1 0 0 0 1 0 0 1 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 0 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 0 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 0 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 0 1 0 1 1 1 0 99 l16 l17 l18 l19 l20 l21 l22 l23 l24 l25 l26 l27 l28 l29 l30 l31 l32 l33 l34 l35 l36 l37 l38 M-post M-depost 0 0 0 0 1 0 0 1 0 1 0 0 0 0 1 1 0 1 1 0 0 1 1 0.82 0.34 1 1 1 1 1 0 1 1 0 1 0 1 0 0 1 1 1 1 1 1 1 1 1 0.74 0.74 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.84 0.92 0 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0.79 0.76 0 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 1 1 0.74 0.74 1 1 0 1 1 1 0 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 0.82 0.61 0 1 1 1 1 0 1 1 0 1 0 1 0 0 1 1 1 1 1 1 1 1 1 0.71 0.74 0 1 0 1 1 1 1 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 0.66 0.66 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0.5 0.79 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0.76 0.79 0 0 1 0 0 0 0 0 0 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0.42 0.34 0 0 0 0 1 1 1 0 0 1 0 0 0 0 1 1 0 1 0 1 1 1 1 0.26 0.45 0 1 1 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 0.63 0.74 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.87 0.95 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0.63 0.74 0 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0.63 0.74 1 1 0 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.79 0.71 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0.82 0.79 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.68 0.79 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0.82 0.76 100 ANOVA TEST WITHIN WORD CARDS GROUP *** Descriptives Descriptive Statistics N Minimum Maximum Mean Std. Deviation POST 20 .54 1.00 .8300 .13059 DEPOST 20 .57 .94 .8000 .10569 Valid N (listwise) 20 Oneway Sum of Squares df Mean Square F Sig. Between Groups .178 10 .018 4.606 .016* Within Groups .035 9 .004 Total .212 19 *p ≤ .05 APPENDIX 12 101 INTERVIEW *** Chào các em, Hôm nay thầy mời các em đến cuộc phỏng vấn với 2 mục đích chính: Thứ nhất là muốn tìm hiểu về cach thức học từ vựng của các em từ trước tới giờ và thứ hai là thầy cũng muốn tìm hiểu thái độ của các em đối với cách học từ vựng bằng Thẻ (và đoán nghĩa của từ thông qua ngữ cảnh) mà đã được áp dụng đối với lớp chúng ta trong suốt thời gian qua. Theo thầy biết thì việc học Tiếng Anh thì mỗi người có một cách học từ vựng khác nhau. Ví dụ một số bạn thích viết từ mới nhiều lần để nhớ nó, một số bạn thích học từ vựng bằng tranh, một số bạn khác thì học thuộc lòng, một số sử dụng từ điển để tìm nghĩa của từ, một số khác thì học từ vựng bằng cách nghe nhạc Tiếng Anh hoặc xem phim có phụ đề bằng tiếng Anh . . . . . . Thông qua buổi phỏng vấn này, thầy hy vọng có thể tìm ra một số cách nhằm giúp cho lớp các em nói riêng và học sinh toàn trường nói chung học từ vựng Tiếng Anh đạt hiệu quả cao nhất. Nội dung của cuộc nói chuyện sẽ được ghi âm để phục vụ việc nghiên cứu và các em nên trả lời đúng như những gì mình suy nghĩ và thực tế đã làm. 1/ Trước hết, các em hãy cho thầy biết cách học mà các em áp dụng thường xuyên nhất và theo các em là hiệu quả nhất trong việc học từ vựng của các em từ trước đến nay được không? __________________________________________________________ __________________________________________________________ 2/ Theo em, thì biện pháp học từ vựng bằng (WC/GFC) có hữu ích cho em trong việc học và củng cố từ vựng không? __________________________________________________________ __________________________________________________________ 3/ Em có cảm thấy thích khi học từ vựng bằng (WC/GFC) không? Điều thuận lợi của em là gì? __________________________________________________________ __________________________________________________________ 4/ Ngoài ra, em có gặp trở ngại khó khăn khi học từ vựng bằng cánh dùng (WC/GFC) không? __________________________________________________________ __________________________________________________________ 5/ Các em có muốn cách học từ vựng bằng (WC/GFC) được tiếp tục áp dụng cho việc học từ vựng ở lớp các em trong thời gian tới không? _________________________________________________________ _________________________________________________________ Cám ơn các em tham gia vào cuộc phỏng vấn! APPENDIX 13 102 INTERVIEW *** Hello, Today I invite you to the interview with two main aims. First, I’d like to investigate your own ways of vocabulary learning. Second, I’d like to know about attitude toward the implementation of WC/GFC during time I’ve works with you. As what I know, everybody has their own way of learning the words. For instance, some people write the words down on the paper for many time to remember them, some people like studying the words with pictures, some other people like learning the words by heart, some other people use dictionary, listen to music or watch the subtitle in English films, . . . As a result this interview was conducted with the hope to find out some vocabulary learning methods that could benefit all of you here as well as the students in our school your vocabulary learning process. Your answer will be recorded for analysis and would you please answer the question on your own ideas? 1/ Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? __________________________________________________________ __________________________________________________________ 2/ Do you think WC/GFC useful for the retention of vocabulary? __________________________________________________________ __________________________________________________________ 3/ Do you like learning the vocabulary with WC/GFC? (What are your conveniences when using WC/GFCto learn the vocabulary?) __________________________________________________________ __________________________________________________________ 4/ Do you have any difficulties when learning the words with WC/FGC? (What are they?) __________________________________________________________ __________________________________________________________ 5/ Do you like WC/GFC to be applied in our class in the following classes? _________________________________________________________ _________________________________________________________ Thank you very much for your attendance! APPENDIX 14 103 INTERVIEW TRANSCIPTION FOR THE WC GROUPS *** GROUP 1 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? First, I’d like to listen to Tram Anh! Tram Anh: I usually listen to music and watch cartoon. They help me to improve my listening and speaking skills. Whenever I listen to the music, I try to find out the lyrics of the songs and whenever I meet a new word, I look for its meaning in a dictionary. The more I listen to the music and watch cartoon the more vocabulary I learn. Teacher: Tram Anh usually listen to music, watch cartoon and use a dictionary to learn vocabulary. How about you Duyen? Duyen: I learn vocabulary by using word cards and a dictionary. Teacher: You have used word cards for a long time or you have just used them recently? Duyen: I have just used them recently. Teacher: Which techniques do you use frequently before? Duyen: I look up the meaning of the words in a dictionary. Teacher: Yes, How about you, Lam? Lam: I write down the new words on a piece of paper. Teacher: You use a piece of paper and write the word list in your notebook for many times until you can remember them? Lam: Yes. Teacher: Yeah. It’s a technique for learning vocabulary. How about you, Duy? Duy: I write down the words for many times and I also watch the subtitles in a film. Teacher: Are you sure you understand the meaning of the words in the film? Duy: I know some words. Teacher: Which are your most effective ways to learn the vocabulary? Duy: I write down the words for many times until I can remember them. Teacher: Do you have any difficulties when you listen to the music and watch the films, Tram Anh? Tram Anh: I listen many times and I know the words. Teacher: I think listening to music is very difficult because the words are spoken or sung very fast. And if you watch a film with a subtitle, it is easier. Tram Anh: Yes. When I watch cartoon, there are a subtitle in Vietnamese, and I use a dictionary to find out the words in English. Question 2 Teacher: Do you think word cards useful for the retention of vocabulary? Tram Anh: Yes, I could learn the words quickly by using word cards. I could learn the ways to pronounce the words, but I could not remember the letters of some words for a long times. Teacher: You mean you couldn’t write down some words correctly? APPENDIX 15 104 Tram Anh: Yes, I mean I know the meaning of the words when I see them, but I couldn’t write some words correctly. Teacher: How about you, Duyen? Duyen: I also could not remember the letters of some words for a long time, but everyday I could use word cards to review and retrieve the words. Because the cards are available, so I could learn the words for a long time. Teacher: You mean everyday you use word cards to review the words with your partners? Duyen: Yes. Teacher: Do you think the cards useful, Lam? Lam: Yes. Firstly, I could learn the words quickly. Secondly, I could keep the cards with me and whenever I forget the word, I could get the cards out and review them. As Tram Anh has said about the letters of the words, if we use word cards and write down the words for many times, we could remember the letters of the words for a long time. Teacher: How about you, Duy? Duy: I could pronounce the words and I could remember the meaning of the words but I could not write some words correctly. Teacher: You could not write some words correctly as the others? Duy: Yes. Question 3 Teacher: Do you like learning the vocabulary with word cards? (What are your conveniences when using word cards to learn the vocabulary?) Duy: Yes, I like them because I want to learn the words as well as remember their meanings. Teacher: How about you, Lam? Lam: Yes, I like them because I can learn the words quickly and I could remember the words for a long time. Teacher: How about you, Tram Anh? Tram Anh: Yes, I like them because I can learn the words quickly. This technique likes a game and very funny. Teacher: Yes, it’s a game. How about you, Duyen? Duyen: Yes, I like them because I could learn the words quickly. Question 4 Teacher: Do you have any difficulties when learning the words with word cards? (What are they?) Tram Anh: Yes. When I learn vocabulary with word cards, for example in my test, I could hear and understand the words but I could not write them down, so I could not get high marks. Teacher: How about you, Duyen? Duyen: I share the same idea with Tram Anh. Teacher: How about you, Lam? Lam: No, I have no difficulty. Teacher: How about you, Duy? 105 Duy: No, I have no difficulty. Question 5 Teacher: Do you like word cards to be applied in our class in the following classes? Tram Anh: Yes, I think it should be. However, I think you should combine word cards and writing on the board when you check or review the vocabulary. Teacher: You recommend that I should combine word cards with writing on the board when I check or revise the vocabulary. Yes! How about you, Duyen? Duyen: Yes, I think it should be continuously applied. Teacher: How about you, Lam? Lam: Yes. This way attracts the students. I agree with Tram Anh that the combination between word cards and writing on the board will help us to retain more words. Teacher: How about you, Duy? Duy: Yes, I think it should be applied. I also agree with the combination between word cards and writing on the board to learn the words. Thank you very much for your attendance and cooperation. Best wishes to all of you! GROUP 2 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? First, I’d like to listen to Vy! Vy: I usually learn the vocabulary with a dictionary. I’ve used word cards since I’ve learned English with you. For entertainment, I usually listen to the music and watch cartoon with subtitle. I learn some words when I listen to music and read the subtitle in the film. Teacher: Vy has many ways to learn the vocabulary: watching film, listening to music, using a dictionary and even using word cards. How about you, Phat? Phat: I’ve used word cards since I’ve learned with you. Before, I look at the words and learn by heart. I can remember them for only one day. Teacher: Which techniques do you usually use? Phat: I look at the words and try to remember. Teacher: Do you write the words down? Phat: No. Teacher: How about you, Thanh? Thanh: I write down the words for many times. I’ve used word cards since I’ve learned with you. Teacher: How about you, Tieu Long? Long: I learn the words by heart. I don’t write down the words. I’ve used word cards since I’ve learned with you. Teacher: You learn the vocabulary by heart in the same way as you learn your literature and history lessons. 106 Long: Yes. Question 2 Teacher: Do you think word cards useful for the retention of vocabulary? Phat: Yes, word cards are useful for my vocabulary learning. They help me to retain the words for a long time. If I forget the words, I can take them out for reviewing. Teacher: You said word cards could help you to retain the words and you could review the words if you forget them? Phat: Yes Teacher: How about you, Vy? Vy: Yes, This way of studying is useful. It helps me to remember the words both in English and Vietnamese. When we write the words down in the vocabulary learning process, we could only write them in English or in Vietnamese. However, a card with one side in English and the other side in Vietnamese is easier for us to turn back side up and turn front side down. Therefore, it’s easier for us to remember. In addition, the cards are small, so it is easier for me to keep them in my schoolbag and I could take them out for reviewing every time I need to. Teacher: How about you, Thanh? Thanh: Yes, I can learn the vocabulary quickly by using word cards so I could understand the lesson easier than before. Teacher: How about you, Long? Could you speak louder? Long: Yes, I can learn the vocabulary quickly. It’s easy to learn and I can learn the words when I help my parents to do the housework. Question 3 Teacher: Do you like learning the vocabulary with word cards? (What are your conveniences when using word cards to learn the vocabulary?) Phat: Yes, I like. Teacher: Why do you like them? Phat: As I have said, it’s easy to learn the words and I’d like to learn more vocabulary to listen to music and I have difficulties in translation from English into Vietnamese. Teacher: Do you like learning the words with word cards, Long? Long: Yes, but . . . Teacher: What do you mean by “but”? Long: Because I’m very bad at English. I like to learn English but at home no ones could help me. Teacher: Yeah. How about you, Vy? Vy: Yes, I like this way because it’s useful. We can learn the words quickly and retain them for a long time. Teacher: How about you, Thanh? Do you like learning the words with word cards? Thanh: Yes. This way is easier for me to learn the words! Question 4 Teacher: Do you have any difficulties when learning the words with word cards? Phat: No, No problem. Teacher: How about you, Vy? 107 Vy: When I learn the words in this way, I seem lazier to write them down. Sometimes, I forget some letters of the words. Teacher: You mean you remember the meaning of the words but sometimes you could not write some words correctly? Vy: Yes Teacher: How about you, Thanh? Thanh: Not yet. I haven’t found any problem yet! Teacher: How about you, Long? Long: No problem! Question 5 Teacher: Do you like word cards to be applied in our class in the following classes? Phat: Yes, I think it should be. Teacher: How about you, Vy? Vy: Yes, I think it should be. Teacher: We use only this technique? Vy: Yes, We should continue to apply this technique and it would attract more students if we combine with another technique, with picture for example. Teacher: How about you, Thanh? Thanh: Yes, It should be continued because it’s helpful for weak students. Long: Yes, It should be continued. I’m a weak students, it helps me to learn better. Thank you very much for your attendance and cooperation. Best wishes to all of you! GROUP 3 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? I invite Trung! Trung: I repeat the words to remember the pronunciation. Then I write down the words on a piece of paper. Teacher: You read the words for many times. Then, you write down the words many times to remember them? Trung: Yes. Teacher: How about you, Ngan? Ngan: I try to remember the words and learn them by heart. Then I write the words on the cards as you show me. Teacher: You look at the words, try to remember and write them on the cards. How about you, Hang? Hang: I write the words on a piece of paper for many times. Then I write the words on the cards. Teacher: How about you, Vinh? Vinh: I write the words on a piece of paper for many times to remember them. 108 Question 2 Teacher: Do you think word cards useful for the retention of vocabulary? Vinh: Yes, It’s easy to learn and to remember the words. Teacher: It’s easy to learn and to remember the words. How about you, Hang? Hang: Yes, it’s easy for me to learn more vocabulary. Teacher: Hang says this technique is easy for her to learn more vocabulary. How about you, Ngan? Ngan: Yes, if I forget the words, I can take the cards out for reviewing so I can remember all the vocabulary in the previous lesson. Teacher: You mean you can review the vocabulary with the cards. How about you, Trung? Trung: It’s easy to remember the way to pronounce them. Teacher: It’s easy for you to remember the pronunciation of the words. Is it easy for you to remember the meaning of the words? Trung: Yes, it is. Teacher: All of you say this technique is useful. The next question is . . . Question 3 Teacher: Do you like learning the vocabulary with word cards? (What are your conveniences when using word cards to learn the vocabulary?) Trung: Yes, They are convenient for bringing to class to learn. Teacher: Convenient! How about you, Ngan? Ngan: Yes, This technique is funny. Teacher: Why do you say it’s funny? Ngan: Because we base on the word or the meaning on one side of the card, we guess the word or the meaning on the other side. Teacher: Do you think it’s a game? Ngan: Yes. Teacher: How about you, Hang? Hang: Yes, the pieces of paper are small so they are easy to be put into my schoolbag and they are easy to remember. Teacher: How about you, Vinh? Vinh: Yes, it’s easy to get high marks. Teacher: Why do you say so? You only get high marks when you know the words! Vinh: Yes. Teacher: You mean it’s easy for you to learn the words so that you can get high marks? Vinh: Yes. Teacher: All of you say you like this way for learning the vocabulary. The next question is . . Question 4 Teacher: Do you have any difficulties when learning the words with word cards? Trung: The word cards are easy to loose. 109 Teacher: Yes, They are easy to loose because they are too small. Is there anything else, Trung? Trung: There are so many cards, so it’s difficult for me to find out the word cards that I want. Teacher: How about you, Ngan? Do you have any difficulty? Ngan: It’s waste time to prepare the cards. Teacher: Yes, it’s one difficulty. How about you, Hang? Hang: It wastes papers. Teacher: You are afraid of wasting papers not wasting time, aren’t you? How about you, Vinh? Vinh: I don’t know. Teacher: You don’t know or you don’t have any difficulty? Vinh: I don’t know. Question 5 Teacher: Do you like word cards to be applied in our class in the following classes? Trung: Yes, I think it should be continue applied. Teacher: You agree. How about you, Ngan? Ngan: Both “Yes” and “No”. I say “Yes” because this technique is easy to learn the words. I say “No” because it takes me a lot of time to prepare the cards. Teacher: Ngan says “Yes” because this technique is easy for her to learn the words. She says “No” because it takes her a lot of time to prepare the cards. How about you, Hang? Hang: Yes, I think it should be continue applied. Teacher: How about you, Vinh? Vinh: Yes, I think it should be continue applied. Thank you very much for your attendance and cooperation. Best wishes to all of you! INTERVIEW TRANSCIPTION FOR THE GFC GROUPS *** GROUP 4 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? First, I’d like to listen to Duong! Duong: I usually write down the words on a piece of paper for many times. Teacher: You usually write down the words on a piece of paper for many times. You use only this way to learn the vocabulary? Duong: Yes. Teacher: How about you, Phu Dung? 110 Phu Dung: I write the words on a piece of paper and stick them around my learning corner so that I could look at them every time I learn my lessons. Besides, I can learn some new words by listening to music and watching films. Teacher: Phu Dung has two ways to learn the vocabulary: write the words on a piece of paper, stick them on the wall and watching film and listening to music. How about you, Duy? Duy: I use software on computer. Teacher: What is the name of your software? Duy: Lac Viet. Teacher: It’s a kind of electronic dictionary, isn’t it? Duy: Yes. Teacher: You look up for the meaning of the words by using you E-dictionary? Duy: Yes. Teacher: How about you, Hoang? Hoang: I learn the words by heart. Question 2 Teacher: Do you think GFC useful for the retention of vocabulary? Phu Dung: With this way, the good students who have much vocabulary could guess the correct meaning of the words, while the weak students who have less vocabulary will not understand the context, so they will not be able to guess the correct meaning of the words. Teacher: How about yourself? Phu Dung: Yes, it’s easy for me to learn and to remember the words for a long time. Teacher: How about you, Duong? Duong: Yes, It’s easy for me to remember the words. Teacher: How about you, Hoang? Hoang: Yes, It’s easy to remember the words. Teacher: What do you answer on your opinion or you just imitate your friend’s idea? Hoang: My own opinion . . . Teacher: How about you, Duy? Duy: With GFC, the students who have much vocabulary will be able to guess the meaning correctly, the students who are bad at vocabulary will not be able to guess the meaning of the words. Question 3 Teacher: Do you like learning the vocabulary with GFC? (What are your conveniences when using GFC to learn the vocabulary?) Duy: Yes, I like. Teacher: How about you, Phu Dung? Phu Dung: Yes, because I know a lot of vocabulary, so it’s easy for me to guess. Teacher: You know a lot of vocabulary so you like this technique. How about you, Duong? Duong: Yes, I like it. Teacher: How about you, Hoang? 111 Hoang: No. Teacher: Why “No”, Hoang? Hoang: I’m bad at vocabulary so I cannot guess. Question 4 Teacher: Do you have any difficulties when learning the words with GFC? Hoang said he had a difficulty in his vocabulary. Apart from the difficulty in vocabulary, do you have any other problem, Hoang? Hoang: No. Teacher: How about you, Duong? Duong: No. Teacher: You don’t have any difficulty? Duong: No, problem. Teacher: How about you, Phu Dung? Phu Dung: No, this way of vocabulary learning is rather easy. No difficulty! Teacher: How about you, Duy? Duy: No problem. Teacher: No difficulty? Duy: No. Teacher: You can guess all the words that I give you in class. Duy: I can not guess some words! Teacher: Why can’t you guess? Duy: Because I don’t have much vocabulary. Teacher: Why do you say you don’t have any difficulty? Question 5 Teacher: Do you like GFC be applied in our class in the following classes? Duy: Yes, I like to be continued with this way of vocabulary learning. Teacher: Duy says “Yes”. How about you, Phu Dung? Phu Dung: It’s OK to continue to apply this technique. Teacher: How about you, Duong? Duong: Yes, continue. Teacher: How about you, Hoang? Hoang: Yes, But the good students can do the task but the weak students can not do the task. Teacher: You are a weak student, right? Do you want me to continue to apply this technique in your class? Hoang: Yeah. Thank you very much for your attendance and cooperation. Best wishes to all of you! 112 GROUP 5 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? First, I’d like to listen to Ngan! Ngan: I write down the words for many times. Teacher: You usually write down the words on a piece of paper for many times. How about you, Khoa? Khoa: I try to remember the letters and I put them in order. Teacher: You try to remember the letters of the words and you put them in order. Then you try to remember the words and their meanings. Khoa: Yes. Teacher: How about you, Luan? Luan: I learn them by heart. Teacher: You learn the words by heart? Luan: I look at the letters of the words, spell them and learn them by heart. Teacher: How about you, My? My: I have the same way with Ngan. I write down the words for many times. Question 2 Teacher: Do you think GFC useful for the retention of vocabulary? Luan: Yes. Teacher: Could you clarify your ideas? Luan: I can gain more knowledge by guessing Teacher: You can gain more knowledge! Luan: Guess. Teacher: You can gain more knowledge by guessing. Luan: Yes Teacher: How about you, Khoa? Khoa: Yes, I can figure out the words, the meanings of the words. Teacher: Yes, you can figure out the meaning of the words thank to the context. Teacher: How about you, Ngan? Ngan: Yes. We can know the meaning of the words thank to the context. Teacher: How about you, My? My: Yes, It stimulates my thinking so I can improve my ability to guess. Question 3 Teacher: Do you like learning the vocabulary with GFC? (What are your conveniences when using GFC to learn the vocabulary?) I invite My. My: Yes, I can improve my ability to guess. Teacher: How about you, Luan? Luan: Yes, I like. Teacher: Why do you like it? Luan: It’s funny. 113 Teacher: Funny? Luan: It’s easy to learn by heart. Teacher: It’s not learning by heart. You have to guess. How about you, Khoa? Khoa: Yes, It can improve my ability to guess and brainstorming. Teacher: How about you, Ngan? Ngan: Yes, It helps me to learn more words. Teacher: It can help you learn more words by guessing. Ngan: Yes. Question 4 Teacher: Do you have any difficulties when learning the words with GFC? I invite My. My: There are many words I can not guess the meanings, teacher! Teacher: Yes, there are many new words. My says that there are many new words. How about you, Luan? Luan: I cannot guess the words base on the context. The context makes me confused. Teacher: You mean there are many words that you don’t know the meanings. Luan: Yes. Teacher: How about you, Khoa? Khoa: I understand the context but I can not guess the meaning of the words. Teacher: Why can’t you find the meaning of the words? Khoa: Because there are many components in one context so I can not link them together to figure out the meaning out the words. Teacher: How about you, Ngan? Ngan: I have the same idea with My. Teacher: You mean there are many words that you don’t know. Ngan: Yes. Question 5 Teacher: Do you like GFC be applied in our class in the following classes? My: Yes but only for sometimes teacher. Teacher: How about you, Luan? Luan: Yes. Teacher: Do you want me to apply it every period or only sometimes. Luan: It depends on you, teacher! Teacher: How about you, Khoa? Khoa: Yes, but for only some periods. It shouldn’t be applied for every period. Teacher: Only for sometimes. How about you, Ngan? Ngan: For sometimes only. Teacher: You also want it to be applied for only sometimes. Thank you very much for your attendance and cooperation. Best wishes to all of you! 114 GROUP 6 Question 1 Teacher: Could you tell me which vocabulary learning techniques that you use frequently and you consider they are the most effective ones? First, I’d like to listen to Thao. Thao: I learn by heart. Teacher: You learn the words by heart. How about you, Trieu? Trieu: I write down the words for many times. Teacher: How about you, Tu? Tu: I learn the words for many times. Teacher: You learn the words by heart for many times? Tu: Yes. Teacher: How about you, Tu Van? Tu Van: I learn the words in the same way with Thao. Teacher: In the same way with Thao? Tu Van: I open my book and I learn the words by heart. Question 2 Teacher: Do you think GFC useful for the retention of vocabulary? Trieu: Yes. Teacher: What are you reasons? Trieu: It helps us to figure out many words that we don’t know the meaning. Teacher: How about you, Tu? Tu: I have the same idea with Trieu. Teacher: Is it your idea or Trieu’s idea? Tu: I have the same idea with Trieu. Teacher: How about you, Thao? Thao: Yes, I have to think a lot with this way of vocabulary learning. When I guess the correct meanings of words, I feel happy. Teacher: How about you, Van? Van: Yes, It helps me to remember the old vocabulary. Question 3 Teacher: Do you like learning the vocabulary with GFC? (What are your conveniences when using GFC to learn the vocabulary?) I invite Tu. Tu: I like it. Teacher: You like it. How about you, Thao? Thao: Yes, I like this technique. Teacher: How about you, Trieu? Trieu: Yes, I like it Teacher: How about you, Van? Tu Van: I can not decide yet. Teacher: Can you tell me your reason? Can you clarify your answer? Tu Van: I haven’t used this technique much. 115 Teacher: You are not familiar with this technique! Question 4 Teacher: Do you have any difficulties when learning the words with GFC? I invite Van. Tu Van: No Teacher: You have no problem? Tu Van: If the words are hard, I don’t know. Teacher: Can you say it clearer? Tu Van: With this method, when I meet the hard words, I can not guess the meanings. Teacher: How about you, Trieu? Do you have any difficulty? Trieu: Yes. If we don’t know many words, we can not guess the meaning of the words. Teacher: If we meet many words that we don know the meaning, we can not guess. How about you, Thao? Thao: I have the same idea with Trieu. Teacher: You mean if you meet many words that you don know the meaning, you can not guess. Thao: Yes. Teacher: How about you, Tu? Tu: So do I. Teacher: What do you mean? I’d like to know your own idea, not your friends. Tu: There are many hard words that I don’t know the meanings. Teacher: You should speak louder! Question 5 Teacher: Do you like GFC be applied in our class in the following classes? Tu: Yes. Teacher: Tu says “Yes”. How about you, Thao? Thao: Yes. Teacher: Thao says “Yes”. How about you, Trieu? Do you like this technique to be continue applied? . . . Answer on your own idea! Yes or No? Trieu: I don’t know. Teacher: Why don’t you know? Can you add more information? Trieu: Because I don’t know this technique . . . Teacher: You don’t know what? Think it over and answer me later! How about you, Van? Tu Van:Yes, I like it to be continue applied. Teacher: Trieu! Can you decide yet? Trieu: I don’t know. Thank you very much for your attendance and cooperation. Best wishes to all of you!