Speakers
Description
The role of L1 in EFL vocabulary instruction remains a contested issue in SLA research. While communicative approaches have traditionally discouraged L1 use in favour of immersive L2 exposure, growing evidence suggests that L1-mediated instruction can serve as a meaningful cognitive scaffold. Yet whether this scaffolding produces more durable vocabulary retention than L2-only instruction over time remains empirically underexplored, particularly in the Vietnamese EFL context. This quasi-experimental study compared the effects of Vietnamese-mediated (L1) and English-only (L2) vocabulary instruction on two learning outcomes: meaning recognition, assessed through a multiple-choice test, and controlled use, assessed through a gap-fill task. Sixty Vietnamese university students at B1 level, pre-screened to confirm unfamiliarity with the ten target academic terms, were assigned to two matched groups. Tests were administered immediately after instruction and again one week later as a delayed retention measure. Grounded in Sociocultural Theory (Lev Vygotsky, 1978), translanguaging theory (Jean Conteh, 2018), and the Involvement Load Hypothesis (Jan Hulstijn & Batia Laufer, 2001), this study hypothesises that L1-mediated instruction facilitates higher immediate meaning recognition, while L2-only instruction, by inducing greater cognitive involvement, produces superior delayed retention and controlled use over time. Results revealed statistically significant between-group differences on both measures at the delayed post-test, with the L2 group outperforming the L1 group on controlled use, while immediate recognition scores favoured the L1 group. These findings suggest a meaningful trade-off between comprehension speed and retention depth, with implications for how EFL instructors approach vocabulary instruction in Vietnamese university classrooms.
Biography
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Lê Bích Thủy
Lê Bích Thủy is a second-year student majoring in English Language and Culture at the University of Languages and International Studies, Vietnam National University, Hanoi. Her academic interests include language teaching methodology, second language acquisition, and the role of L1 use in EFL instruction. She has been involved in student research projects examining instructional approaches in Vietnamese EFL classrooms and has gained practical teaching experience across various educational settings. She has participated in educational seminars and student conferences focused on innovative teaching practices and is committed to evidence-based language pedagogy. -
Nguyễn Hà Ngân
Nguyễn Hà Ngân is a second-year student majoring in English Language and Culture at the University of Languages and International Studies, Vietnam National University, Hanoi. Her research interests lie in early childhood language education and learner-centred pedagogical design. She has contributed to award-winning educational initiatives focused on low-stimulation learning environments for young learners, reflecting her commitment to accessible and developmentally appropriate instruction. Her practical teaching experience with young learners informs her approach to vocabulary learning and instructional input research. -
Nguyễn Tùng Chi
Nguyễn Tùng Chi is a second-year student majoring in English Language and Culture at the University of Languages and International Studies, Vietnam National University, Hanoi. She has practical experience in language teaching and a sustained interest in language pedagogy, communicative instruction, and curriculum design. Her work focuses on applying SLA theory to real classroom contexts, with an emphasis on learner engagement and instructional effectiveness. She has contributed to student research initiatives on evidence-based teaching strategies for Vietnamese EFL learners. -
Phạm Việt Hà
Phạm Việt Hà is a second-year student majoring in Korean Language and Culture at the University of Languages and International Studies, Vietnam National University, Hanoi. She has a strong background in educational research, with recognised achievements in studies on social-emotional learning and its integration into language education. She has participated in multiple student research competitions and received commendations for contributions to educational innovation. She brings cross-disciplinary insight and research experience to the team's investigation of L1 use and vocabulary retention.
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