Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh Fostering leaner autonomy in vocabulary learning in EFL classrooms at level A2

Vocabulary is a key component of language proficiency helping language learners to communicate effectively in both spoken and written forms. According to Wilkins (2004), while without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed. In fact, vocabulary learning is more likely to be one of the biggest challenges to foreign language learners at low levels as it seems that they still depend on their teachers due to their limited learning autonomy. This action research aims at helping learners at level A2 to achieve better vocabulary learning outcomes with autonomous learning method instead of the traditional teacher-led approach. The research was conducted with a group of 28 students at level A2 throughout a semester of 15 weeks at the University of Engineering and Technology, a university member of Vietnam National University, Hanoi. The vocabulary lessons followed the presentation, practice and production pattern in which the last two stages – practice and production provided opportunities for learners to use the target language more independently. Specifically, the teacher conducted a variety of activities in class as well as assigned tasks after each class to foster learners' vocabulary learning autonomy. The findings revealed that such in-class activities (making sentences, identifying key words in texts, dictation, and translation) and assigned tasks (sentence making, paragraph writing, online quiz on quizizz.com, and speech recording on flipgrid.com) proved their effectiveness in motivating learners' independence in learning vocabulary, which also helped enhance their learning outcomes.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

Vocabulary is a key component of language proficiency helping language learners to communicate effectively in both spoken and written forms. According to Wilkins (2004), while without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed. In fact, vocabulary learning is more likely to be one of the biggest challenges to foreign language learners at low levels as it seems that they still depend on their teachers due to their limited learning autonomy. This action research aims at helping learners at level A2 to achieve better vocabulary learning outcomes with autonomous learning method instead of the traditional teacher-led approach. The research was conducted with a group of 28 students at level A2 throughout a semester of 15 weeks at the University of Engineering and Technology, a university member of Vietnam National University, Hanoi. The vocabulary lessons followed the presentation, practice and production pattern in which the last two stages – practice and production provided opportunities for learners to use the target language more independently. Specifically, the teacher conducted a variety of activities in class as well as assigned tasks after each class to foster learners' vocabulary learning autonomy. The findings revealed that such in-class activities (making sentences, identifying key words in texts, dictation, and translation) and assigned tasks (sentence making, paragraph writing, online quiz on quizizz.com, and speech recording on flipgrid.com) proved their effectiveness in motivating learners' independence in learning vocabulary, which also helped enhance their learning outcomes.

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University of Languages and International Studies, VNU Hanoi
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