Speaker
Description
This study investigates the effectiveness of vocabulary instruction in improving reading comprehension performance of sophomores at the Faculty of English, Hanoi National University of Education using a quasi-experimental pretest–posttest design. Convenience and purposive sampling methods were applied to assign 40 students to an experimental group and a control group. To collect data, the New Vocabulary Levels Test by McLean & Kramer (2015) and IELTS Reading Test were administered. For data analysis, we used Independent Samples t-test and Paired Samples t-test to compare performances of the two groups. The findings indicated that in the posttest score, the control group showed relatively stable performance, whereas the experimental group demonstrated statistically significant improvement (p < .001). The data also revealed a statistically significant difference in improvement between two groups (p = .003 < .05), indicating that the intervention had a positive effect on students’ performance. Overall, the findings highlight the importance of vocabulary-focused instruction in improving readers’ comprehension, hence suggesting that vocabulary development should be integrated into reading instruction to maximize learners’ academic performances.
Keywords: vocabulary knowledge, vocabulary instruction, reading comprehension, vocabulary threshold.
Biography
She has a research background in language education and applied linguistics. Her previous research has focused on English pronunciation and teaching methodologies. Both her undergraduate thesis and master’s dissertation examined topics in linguistics, specifically Discourse Analysis. Her current research interests lie in English language teaching, with a focus on effective pedagogical approaches.
| Affiliate type | University |
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