Speaker
Description
An IELTS certificate serves as a gateway for many Vietnamese students seeking admission to international joint programs. However, limited vocabulary poses a significant challenge in the writing test, highlighting the need for an effective instructional strategy. This action research examined the impact of collaborative learning on vocabulary knowlege in writing, specifically focusing on lexical diversity and lexical sophistication, among Vietnamese university students, as well as their attitude toward this approach. The study was conducted over six weeks at a public university in Ho Chi Minh City, Vietnam, and involved 20 non-English major undergraduates currently enrolled in an IELTS preparation course as a prerequisite for their school’s international joint program. The primary data collection instrument was students’ Writing Task 2 essays, complemented by observation notes to explore students’ attitude toward the use of collaborative learning. Descriptive statistics were used to analyze the before- and post-intervention essays of 19 students, while thematic analysis was employed to interpret their reflections and classroom behaviors. The findings indicates an improvement in vocabulary use, particularly in vocabulary diversity. Observation notes further revealed that most students enjoyed working together, as it enhances their vocabulary retention and facilitates new word learning, though some challenges during group work were noted. The results suggest that collaborative learning can be an effective learning strategy to improve vocabulary knowledge and build students’ confidence in independent writing.
Keywords: Action research, collaborative learning, vocabulary knowledge, writing skills, lexical diversity, lexical sophistication
Biography
Nguyen Thi Nhat Le holds a Master’s degree in Education, specializing in Teaching English to Speakers of Other Languages (TESOL), from Edith Cowan University, Australia. With over seven years of experience in teaching English to diverse groups of learners, she has developed a strong foundation in both classroom instruction and learner-centered approaches. She is currently an English lecturer at SaigonISB, Ho Chi Minh Banking University.
Le has developed a keen interest in vocabulary learning and writing development. Her research focuses on how vocabulary is acquired and how learners can expand their lexical diversity and sophistication in academic writing. She is also interested in the role of artificial intelligence (AI) in teaching and learning writing skills and vocabulary learning. Through both research and practice, she aims to bridge innovative strategies with practical classroom application to support learner development. Her long-term goal is to contribute to the advancement of effective English language instruction in higher education contexts.
