Phát triển vốn từ vựng cho sinh viên năm 3 - khoa cơ điện - điện tử, trường Đại học Lạc Hồng

Tạp chí Khoa học Lạc Hồng 45
Vo Thi Thanh Lan, Nguyen Minh Phu 
As seen from the findings, both of the two parties assert that 
the unavoidable existence of reticence cannot merely 
attribute to students’ cultural background, attitude, anxiety, 
and interests. Sources of reticence are also found to emerge 
from teachers’ methodology, dominance, and the imposition 
of language use. Under the time constraints, this study was 
conducted with small scopes of questionnaire and interview 
methods. With the desire of overcoming this limitation, the 
researchers are going to conduct action research to test 
whether the aforementioned recommendations are practical 
through students’ reflection during a semester. Enrolling 
students in an online discussing forum so that students can 
exchange ideas about what happens in their classrooms is a 
feasible way for teachers to re-evaluate their teaching styles 
and professionalism as well as to develop the best practices 
being adopted in the future. 
4. REFERENCES 
[1] Bao D. Voices of the Reticent? Getting Inside Views of 
Vietnamese Secondary Students on Learning. In: Cortazzi 
M., Jin L. (eds) Researching Cultures of Learning. Palgrave 
Macmillan, London, 2013. 
[2] Dornyei, Z. Questionnaires in Second Language Research: 
Construction, Administration, and Processing. Mahwah, New 
Jersey: Lawrence Erlbaum Associates Publishers, 2003. 
[3] Dwyer, E., & Heller-Murphy, A. Japanese learners in 
speaking classes, 1996. 
[4] Fang-yu, C. The Causes of Learners' Reticence and Passivity 
in English Classrooms in Taiwan. Journal of Asia TEFL, 
2011, 8(1). 
[5] Flowerdew, J., & Miller, L. Chinese lecturers’ perceptions, 
problems and strategies in lecturing in English to Chinese-
speaking students. RELC, 2000, 31, 116-138. 
[6] Jarvis, M. The psychology of effective teaching and learning. 
Cheltenham, UK: Nelson Thornes, 2005. 
[7] Keaten, J. A., & Kelly, L. Reticence: An affirmation and 
revision. Communication Education, 2000, 49, 165–177. 
[8] Kiasi, M. A., & Hemmati, F. The importance of ‘teacher 
talk’in teaching EFL writing. Porta Linguarum, 2014, 22: 
95-108. []. 
[9] Lee, W., & Ng, S. Reducing student reticence through 
teacher interaction strategy. ELT Journal, 2010, 64(3), 302-
313. 
[10] Li, H., & Liu, Y. A Brief Study of Reticence in ESL Class. 
Theory and Practice in Language Studies. 2011, 1(8), 961-
965. doi:10.4304/tpls.1.8.961-965 
[11] Liu, J. Asian students’ classroom communication patterns in 
U. S. universities – An epic perspective. The United States: 
Greenwood Publishing Group, 2001. 
[12] Liu, M., & Jackson, J. Reticence and anxiety in oral English 
lessons: A case study in China. In Researching Chinese 
Learners, 2011, 119-137. Palgrave Macmillan, London. 
[13] Mousapour Negari, G., & Nabavizadeh, Z. An investigation 
into reticence and vocabulary knowledge of Iranian EFL 
learners. Iranian Journal of Applied Language Studies, 2012, 
4(1), 81-106. 
[14] Phillips, G. M. Communication incompetencies: A theory of 
training oral performance behavior. Carbondale: Southern 
Illinois University Press, 1991. 
[15] Riasati, M. J. EFL learners’ perception of factors influencing 
willingness to speak English in language classrooms: A 
qualitative study. World Applied Sciences Journal, 2012, 
17(10), 1287-1297.
 
[16] Rodríguez, C. A. V., & Arellano, R. F. A. Teacher talk and 
student talk, who is in charge? A study on classroom 
discourse and pedagogical interactions. The LEC Journal, 
2018, 1-25. 
[17] Seidman, I. E. Interviewing as qualitative research: A guide 
for researchers in education and social sciences. Thousand 
Oaks, CA: Teachers College Press, 1991. 
[18] Strahan, D. Successful teachers develop academic 
momentum with reluctant students. Middle School 
Journal, 2008, 39(5), 4-12. 
[19] Syed, R. Reticence among Jazan University students: A 
Critical Analysis. Arab World English Journal 
(AWEJ), 2015, 6(4), 218-230. 
JSLHU JOURNAL OF SCIENCE 
OF LAC HONG UNIVERSITY www.jslhu.edu.vn 
 Tạp chí Khoa học Lạc Hồng 2020, 6, 1-6 
PHÁT TRIỂN VỐN TỪ VỰNG CHO SINH VIÊN NĂM 3 – KHOA CƠ 
ĐIỆN – ĐIỆN TỬ, TRƯỜNG ĐẠI HỌC LẠC HỒNG 
EXTENSIVE READING IN SUPPORT FOR VOCABULARY 
IMPROVEMENT FOR THIRD-YEAR STUDENTS OF 
MECHATRONICS – ELECTRONICS FACULTY, 
LAC HONG UNIVERSITY 
Pham Hong Thai1,a*, Tran Ho Anh Phong2,b 
110, Huynh Van Nghe street, Buu Long ward, Bien Hoa city, Dong Nai province, Vietnam 
210, Huynh Van Nghe street, Buu Long ward, Bien Hoa city, Dong Nai province, Vietnam 
athaipham@lhu.edu.vn, btranhoanhphong@gmail.com 
ABSTRACT. This study aims to unearth whether extensive reading can help university students on the development of 
vocabulary. Two research groups - the experimental group who has read more materials chosen by the researchers apart from 
in-class readings (95 minutes for class activities and 40 minutes for extensive reading) over the period of 10 weeks and the 
control group who has absorbed classroom activities only - involved in the experiment. The results, which were collected 
from three methods of test, observation and interview to evaluate the vocabulary gains of the participants, showed that an 
improvement on vocabulary of the both groups was found but the experimental group performed their use of vocabulary 
range in reading, writing, and speaking better than that in the control group. 
KEYWORDS. extensive reading, intensive reading, vocabulary improvement, vocabulary acquisition 
TÓM TẮT. Nghiên cứu này nhằm mục đích tìm hiểu xem việc đọc mở rộng có thể giúp sinh viên đại học phát triển vốn từ 
vựng hay không. Hai nhóm đối tượng đã tham gia nghiên cứu - nhóm kiểm nghiệm đã đọc nhiều tài liệu thêm bên ngoài được 
nhóm tác giả lựa chọn cẩn thận (95 phút cho các hoạt động trong lớp và 40 phút để đọc mở rộng) trong khoảng thời gian 10 
tuần và nhóm đối chứng chỉ tiếp thu các hoạt động đọc trên lớp. Kết quả nghiên cứu đượ ...  agreed. Four learners with bad scores believed 
that intensive reading texts in the classroom were just enough 
in obtaining vocabulary. Nonetheless, four learners with 
good scores believed they would continue to look for more 
interesting reading materials to enjoy at home as a study 
activity or pastime. 
 To sum up, most of the students revealed optimistic 
attitudes to extensive reading in comparison with intensive 
reading. Furthermore, extensive reading also provides 
assistance to readers in building their specific goals towards 
reading resources and selecting appropriate materials for 
them. 
4.2 Discussion 
Result summaries 
 The data received from the tests and observations have 
shown that extensive reading facilitated students in 
broadening their vocabulary knowledge. It completely 
interconnected with the research findings revealed by 
Hemmati and Asmawi (2015), Liu and Zhang (2018), Tan 
(2016), Chang and Hu (2018), Truong (2018) and Tran 
(2018). 
 Likewise, the results from the interview uncovered some 
substantial dissimilarities between the influence of extensive 
reading and intensive reading, such as constructive attitudes 
towards extensive reading as well as specific purposes of the 
learners towards extensive reading, which contributes to the 
achievement of the answer to research question 2. This could 
be similarly done by Liu and Zhang’s (2018) study. 
Implications 
 Some strengths of the innovation were found in this study. 
 First, both the researchers and their students got benefits 
from the innovation attained by the study. In fact, both the 
researchers and their learners were in need for a new change 
that blows away boring reading lessons owing to an obsolete 
teaching and learning method as well as students’ vocabulary 
shortage. 
 Second, an outward design and rationale set at the 
beginning together with a free collection of texts make the 
partakers available with great opportunities to have the best 
comparison of intensive reading and extensive reading. 
 Third, the learners found the summarizing activities 
valuable for them owing to the fact that this activity 
increased a big chance of lexical items used in their sum-ups, 
which obviously helps them instill newly-met vocabulary 
easily. Furthermore, it abetted them acquire a deeper 
understanding of their texts as well as progress their writing 
skills. 
 Last, the contribution of genuine texts related to the 
students’ everyday circumstances provoked students’ 
curiosities in the reading materials, resulting in the 
accomplishment of the extensive reading sessions. Besides, 
students are more probable to be accustomed to genuine 
words that may be vivacious for them in the future. 
 In addition to the assets above, some inadequacies were 
revealed during the period of the study. 
 Time limitation should be taken into consideration as a 
problematic issue of the study. The study was carried out 
over a 10-week period, making the authors stressed to meet 
the school curriculum and generate more novel ideas for the 
experiment concurrently. Furthermore, only nine short 
authentic texts were put into practice for the students due to 
short length of class study time. Numerous reading texts 
could have been put into use if the authors had had more time 
in order to enlarge students’ vocabulary knowledge. 
 The researchers projected that their research was better for 
a micro study with a definite level (upper-intermediate). It 
does not apply to macro cases at different levels. In fact, the 
authors conducted their study on a relatively highly skilled 
and accomplished learner, not on numerous levels of learners 
(beginning, pre-intermediate, intermediate, or advanced). 
Hence, the question to vocabulary expansion on less-skilled 
readers as well as different levels remains unrequited. Above 
and beyond, the study addressed a small number of partakers 
(80), so forthcoming study with a large number of partakers 
is recommended to authenticate the research discoveries. 
 Not many references on vocabulary growth via extensive 
reading were found in Vietnam, creating for the researchers 
a problem of finding resources supporting their ideas on the 
thesis. The authors also spent a lot of time on producing and 
designing extensive reading activities in order to encourage 
students to enjoy. 
5. CONCLUSION AND RECOMMENDATION 
5.1 Recommendations 
 Firstly, according to the results received extensive reading 
better intensive reading in supporting students study 
vocabulary without struggle. However, it does not mean that 
extensive reading program is beyond weaknesses. 
Consequently, the authors have faith in the fact that 
extensive reading with the blending of traditional instruction 
(intensive reading) will be more effective in assisting 
students in widening their vocabulary. 
 Secondly, lecturers who plan to conduct extensive reading 
in their classroom should let their students have the right to 
select extra reading materials in terms of their desires, 
interests, and heights. 
 Thirdly, it is not desirable to request students to complete 
many drills or tests after they finish reading the materials. 
 Finally, students should be stimulated to read the texts as 
quickly as possible for over-all understanding as well as 
speed reading enhancement. 
5.2 Conclusion 
 When learning four skills in English language in general 
and reading texts in particular at university, the partakers 
have to indoctrinate plenty of new lexical items, phrases or 
word structures in texts strongly due to the insufficiency of 
vocabulary. Furthermore, they knew how much vocabulary 
effects the reading texts. Nonetheless, an effective way of 
expanding vocabulary range was not obvious until the 
extensive reading was put into the university curriculum as 
an accompanying solution. In short, blending extensive 
reading conduct with the current communication approach 
would help learners to improve their comprehension of the 
reading texts richly and without struggle as well as be 
tremendously self-confident in interconnecting with others 
using English. 
Tạp chí Khoa học Lạc Hồng50
Pham Hong Thai, Tran Ho Anh Phong 
6. REFERENCES 
[1] Boutorwick, TJ.; Macalister, J.; Elgort, I.F. Two Approaches 
to Extensive Reading and Their Effects on L2 Vocabulary 
Development. Foreign Language. 2019, 31 (2), 150-172. 
[2] Chang, A. C. S; Hu, H. C. M. Learning Vocabulary through 
Extensive Reading: Word Frequency Levels and L2 Learners’ 
Vocabulary Knowledge Level. Electronic Journal. 2018, 22 
(1). 
[3] Hemmati, T.; Asmawi, A.B. Incidental Vocabulary Learning 
and Retention through Reading a Graded Reader among 
Iranian EFL Learners. The Online Journal of New Horizons in 
Education–January, 2015, 5(1), 72-86. 
[4] Hinchey, P. H. Action Research; Peter Lang Publishing: New 
York, 2008, 76. 
[5] Liu, J.; Zhang, J. The Effects of Extensive Reading on English 
Vocabulary Learning: A Meta-analysis. Science and 
Education. 2018, 11 (6), 1-15. 
[6] Nation, P. Principles Guiding Vocabulary Learning through 
Extensive Reading. Foreign Language. 2015, 27 (1), 136-145. 
[7] Tan, D. A. L. Investigating Guided Extensive Reading and 
Vocabulary Knowledge Performance among Remedial ESL 
Learners in a Public University in Malaysia (Doctoral 
Dissertation, University Sains Malaysia), 2016. 
[8] Tran, T. N. Y. The Benefits of Extensive Reading for 
Vietnamese EFL Learners Extensive. Reading World 
Congress Proceedings. 2018, 4, 64-72. 
[9] Truong, T. P. Using Extensive Reading to Improve Economic 
Vocabulary for Second-Year Students at the University of 
Languages and International Studies – Vietnam National 
University, Hanoi. Foreign Studies. 2018, 34 (4), 164-174. 
[10] Waring, R., McLean, S. (2015). Exploration of the Core and 
Variable Dimensions of Extensive Reading Research and 
Pedagogy. Foreign Language. 2015, 27, 160–167. 
[11] Zimmerman, C. B. Historical Trends in Second Language 
Vocabulary Instruction. In J. Coady.; T. Huckin (Eds.), 
Second Language Vocabulary. 1997, 5-19. 
JSLHU JOURNAL OF SCIENCE 
OF LAC HONG UNIVERSITY www.jslhu.edu.vn Tạp chí Khoa học Lạc Hồng 20xx, x, xx-zz 
USING ENGLISH SONGS EFFECTIVELY FOR THE PRACTICE OF 
PRONUNCIATION IN LAC HONG UNIVERSITY EFL CLASSES 
SỬ DỤNG BÀI HÁT TIẾNG ANH HIỆU QUẢ TRONG VIỆC LUYỆN TẬP 
PHÁT ÂM TRONG CÁC LỚP TIẾNG ANH TẠI ĐẠI HỌC LẠC HỒNG 
Nguyen Duc Duy Tan* 
Faculty of English Language, Lac Hong University, Vietnam 
 duytan@lhu.edu.vn 
ABSTRACT. In the context of English as a Foreign Language (EFL) where the exposure to authentic English language is 
limited, there is always a need of methods of teaching and learning which offer learners sufficient access to communicative 
practice. Among the problems that arise, issues related to pronunciation really ring the alarm and should be taken into account. 
There have been existing similar problems in EFL classes at Lac Hong University where students find it hard and unmotivated 
to learn and improve their pronunciation in general, and the ability to perform sentence in particular. Therefore, a novel 
approach of using English songs for practising this communicative aspect was used with a hope that this could reflect a sense 
of effectiveness. Qualitative action research with questionnaires, interviews and class observations was carried out with the 
participation of 100 learners from 4 classes where they were presented English songs in the periods of pronunciation practice. 
The result was positive – the level of engagement and performance strongly increased. Moreover, this approach was also 
proved to be an interesting and effective way of self-study and long-life study. 
KEYWORDS. English pronunciation, sentence stress, English songs, innovation, engagement 
TÓM TẮT. Trong bối cảnh tiếng Anh được sử dụng như một ngoại ngữ với việc người học ít có cơ hội tiếp xúc với tiếng 
Anh thực tế, cần có một phương pháp cho việc dạy và học tiếng Anh mang lại cho người học cơ hội tiếp cận với tiếng Anh 
giao tiếp thực tế. Trong số những vấn đề khó khăn mà người học thường gặp phải, vấn đề liên quan đến phát âm thể hiện tính 
nghiêm trọng đáng kể và cần phải có những giải pháp hiệu quả. Trong các lớp tiếng Anh tại Đại học Lạc Hồng, sinh viên 
dường như ít hứng thú trong các giờ phát âm qua đó hạn chế việc phát triển kỹ năng quan trọng này, đặc biệt là khả năng thể 
hiện trọng âm và ngữ điệu. Do đó, những phương pháp tiếp cận mới cần được áp dụng nhằm tăng hiệu quả của các giờ luyện 
tập phát âm và trong số đó việc sử dụng bài hát tiếng Anh có thể thỏa mãn yêu cầu này. Một nghiên cứu hành động trên 100 
sinh viên từ 4 lớp học với phiếu khảo sát, phỏng vấn và quan sát lớp học đã được thực hiện với mục đích làm rõ sự tương tác 
của sinh viên với bài hát tiếng Anh trong những giờ luyện tập cùng với mức độ hiệu quả mà phương pháp này mang lại. Kết 
quả cho thấy sự khả quan khi mức độ tương tác của sinh viên khá cao và khả năng thể hiện trọng âm và ngữ điệu nói riêng, 
cũng như kỹ năng phát âm nói chung cũng được cải thiện. Hơn nữa, kết quả còn cho thấy việc sử dụng bài hát tiếng Anh còn 
là một phương pháp tự học thú vị và hiệu quả. 
TỪ KHÓA. phát âm tiếng Anh, trọng âm, bài hát tiếng Anh, cải tiến, tương tác 
1. INTRODUCTION 
The practice of teaching and learning English in a 
particular context is often characterised with its own features 
suitable to the social reality and cultural identity. Among the 
contexts which are generally common, English as a Foreign 
Language (EFL) seems to draw much attention from English 
language experts, language teachers and learners as that 
context, which is typical in many of Asian countries, 
especially Vietnam, reflects several challenges to both 
instructions and acquisitions and individuals who, directly 
and indirectly, get involved in these. One of the biggest 
perceived challenges is very little level of authentic English 
exposure, as defined as the real English used widely and 
similarly to how it is present in native speakers’ 
communication. This results in a high dependence on course 
books and teacher instructions which are demanded to model 
a real world to learners where they can actually use the 
language, e.g. communicative language teaching method. 
However, the methods of this kind are not ultimately and 
thoroughly across the country’s secondary schools as they 
require major changes, difficult and expensive, in the whole 
system of education and testing. Therefore, a big shift in both 
teaching instructions and learning strategies, e.g. focus on 
speaking ability and phonological range and control, at 
college seems very demotivating. 
Students at Faculty of English Language (FoEL), Lac 
Hong University (LHU) are currently taking ESP courses; 
particularly, English courses for business communication as 
working for foreign companies. Typically, the students at 
FoEL in particular, and LHU in general are with a low level 
of prior English knowledge; in other words, they do not have 
a good foundation of most of language aspects, especially 
pronunciation. Also, the school is located in an area with 
very little authentic English which students can have access 
to as very few foreigners come to live and work, not mention 
the unfavourable rural areas where a big proportion of 
students are originated. This could cause the students to 
attempt vulnerably to acquire the communicative 
competence, often broken down as grammatical competence, 
strategic competence, social-linguistic competence and 
discourse competence which ideally act in a close 
relationship for a full formation of language proficiency. For 
Received: June, 13th 2020 
Accepted: September 08th 2020 
*Corresponding Author 
Email: duytan@lhu.edu.vn