FREQUENTLY UTILIZED TEACHING AND LEARNING VOCABULARY STRATEGIES AMONG JUNIOR

HIGH SCHOOL STUDENTS AND TEACHERS

A research proposal

Presented to

The Faculty of the College of education

Major in English

Narcilyn P. Sampiano

March 2019
 FREQUENTLY UTILIZED TEACHING AND LEARNING VOCABULARY STRATEGIES AMONG JUNIOR
HIGH SCHOOL STUDENTS AND TEACHERS

Narcilyn P. Sampiano’, Felix m. Diano Jr.’

‘Student, College of Education, University of the Visayas
‘Faculty, College of Education, University of the Visayas

ABSTRACT

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The
objective of the present study was three-fold: 1) frequently utilized teaching and learning vocabulary among Junior High
School students and teachers 2) examining language learners’ perceptions of vocabulary learning, 3) determines frequently
utilized of teachers’ Vocabulary Teaching Strategies (VTSs), and 4) determines of students’ English language learners’
Vocabulary Learning Strategies (VLSs), . In total, 80 respondents among Junior high school students, participated in the
study. The instrument tools were collected using three tools: questionnaires, interviews, and class observations. Eighty
student’s (in Junior High School) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and
translated into English language. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’
VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of
various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well
as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to
words, b) using words, and c) memorizing words while the most effective VTSs revolved around: a) explanation, b)
repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In
general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Junior High
School learners, hence the need for strategy training in how to acquire vocabulary.

Keywords: English learners, strategies, utilizing vocabulary learning and vocabulary teaching strategies, Cebu,
Philippines
1.0 INTRODUCTION

Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, “Vocabulary
knowledge is knowledge”; the knowledge of a word not only implies a definition, but also implies how that word fits into
the world. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. Moreover, most English teachers in schools, colleges, and
institutes will employ traditional strategies to teach vocabulary, such as giving list of English words with their equivalent
in native language, repeating vocabulary, and making students do plenty of vocabulary exercises. These methods of
learning and teaching English vocabulary can be labeled intentional learning, or, explicit learning. These methods are
directly focused on the word to be learned without relating it to a context (Schmitt, 2000).
At first, it seems necessary to provide a clear definition of the term vocabulary. Different definitions may be given
for the term vocabulary regarding different viewpoints. However one can generally define vocabulary as the knowledge of
words and word meanings. Or someone else may define vocabulary as a list of words arranged in alphabetical order with
their definitions. A word, in most linguistic analyses, is described as a set of properties, or features, each word is the
combination of its meaning, register, association, collocation, grammatical behavior, written form (spelling), spoken form
(pronunciation) and frequency. To master a word is not only to learn its meaning but also to learn seven other aspects. All
these properties are called word knowledge (Schmitt, 2000). Although these definitions seem straightforward, vocabulary
is more complex than these definitions suggest. Words can come in oral form such as those used in listening and speaking
or the can come in print form such as those words that we recognize and use in reading and writing. Schmitt (2000) says
that word meaning consists of the link between the word and its referent, and the latter means the person, thing, action, and
situation. The dictionary meaning of a word is the basic meaning.
Based on the studies most commonly used in teaching and learning vocabulary strategies. One of the elements
which learners need in order to be able to function in a second language is vocabulary. It has always been an essential
element of language teaching, and after a long period of relative neglect, it is now widely recognized as such. This has
partly been due to a period of sustained attention and research which picked up momentum in the early 1990s. From this
time, a number of influential books focusing on vocabulary were published (Bogaards & Laufer, 2004; Coady & Huckin,
1997; Folse, 2004; Nation, 1990, 2001; Schmitt, 2000; Schmitt & McCarthy, 1997).
Learning vocabulary is likely to be one of the biggest challenges that student will face in their studies. Among all
language skills vocabulary learning is as significant in language learning as its challenging. As Wilkins puts it without
grammar very little can be conveyed; without vocabulary nothing can be conveyed (Wilkins, 1972). Vocabulary is central
to language and of critical importance to the typical language learners Lack of vocabulary knowledge will result in lack of
meaningful communication (Boyd Zimmerman, 1997).
National middle school association (NMSA, 2008) in its research summary on Vocabulary Teaching and Learning
strategies that vocabulary is at the heart of general language development and conceptual learning and is, therefore, a critical
aspect of curricular programs in all strategies. In its research summary, it highlights relevant studies that support several
key understandings of vocabulary learning and teaching. In its summary it emphasizes that word knowledge is important
for learning, and it is complex. It also stresses that Metacognition is an important aspect of vocabulary learning, and
Effective vocabulary instruction moves beyond the definitional level of word meanings, it also focuses that vocabulary
learning occurs implicitly in classrooms across disciplines, and it also occurs through direct instruction. Finally it lists them
as the six key understandings for all teachers across age levels and content areas.
According to Nation (2001), vocabulary acquisition includes three processes, namely noticing, retrieval, and
creative (generative) use. An explanation of each follows:
The process of Noticing involves learner’s detection of a given word and marking it as an unknown. A crucial point,
however, is that the learner at the same time realizes she/he has come across the word before, but it was used differently,
and most importantly the learner becomes familiarized with a new context, as well as he/she wishes to learn a particular
word. Moreover, the learner will tend to decontextualize the word the moment she/he notices it, which in turn will provide
foundation for better understanding of the word. The process of decontextualization takes place either consciously or
subconsciously in a variety of ways. For instance, it occurs while listening or reading exercises, when the teacher highlights
a particular word, while negotiating meaning in speaking exercises, or when the teacher provides learners with an
explanation of the word, be it translation, giving a synonym, or target language definition.
While the noticing directs the learner toward learning the word, the retrieval, the second process of vocabulary
acquisition distinguished by Nation, reinforces the meaning of the word in the learner’s mind. The more frequent the
retrieval of a particular item in a learning process, the greater the chances that the item will strike deeper in the learner’s
memory. Thus, repetition and retrieval of the word extend its meaning, or definition, and repetitive exposure to and use of
it will lead the learner to understanding of each meaning of the word he/she encounters.
Nevertheless, the span of time between encounters cannot be too long. If the learner is not able to recall encountering the
word in the past, she/he finds herself/himself at the initial stage of the learning process. Nation (2001) states that it is very
useful to try to estimate how much listening and reading a learner would need to be doing per week in order for incidental
receptive vocabulary learning to proceed in an effective way.
Furthermore, successful vocabulary acquisition has been associated with successful reading ability (Dickinson,
Flushman, & Freiberg, 2009), with becoming more communicative, able, and skilled (Milton & Alexiou, 2009), among
others. Conversely, failure in learning vocabulary is believed to lead to difficulties in language reception and production
(Wei, 2007) as well as to ‘a sense of insecurity’ and ‘breakdown in communication’ (Hurtado, 2002). Saunders (2013)
contends that it is important to determine the VLSs favored by students prior to embarking on research that aims at
determining the best strategy to learn vocabulary.

One principle of effective vocabulary teaching and learning strategy is to provide multiple exposures to a words
meaning. There is great improvement in the vocabulary teaching and learning strategies when the students and teachers
encounter vocabulary words often (National Reading Panel, 2000). According to Stahl (2005) students probably have to see
a word more than once to place it firmly in their long-term memories. “This does not mean mere repetition or drill of the
word “, but seeing the word in different and multiple contexts. In other words, it is important that vocabulary teaching and
learning strategies provide students and teachers opportunities to encounter words repeatedly and in more than ones context.

A more general way to help students and teachers’ vocabulary learning and teaching strategy, is by fostering word
consciousness, an awareness of and interest in words. Word consciousness is not an isolated component of vocabulary
learning and teaching strategies; it needs to be taken into each day and every day (Scott and Nagy, 2004). It can be developed
at all times and in several ways, through encouraging adept diction, through word play, and through research on word origins
or histories. According to Graves (2000), “If we can get students interested in playing with words and language, then we
are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest.

2.0 RESEARCH OBJECTIVES

The purpose of this descriptive-correlational study is to determine the frequently utilized teaching and learning
vocabulary strategies among Junior High School teachers and students, respectively, the selected public schools in Cebu
City.
 3.0 RESEARCH METHODOLOGY
On this section summarizes the research design, environment, respondents, instrument, data collection, data analysis
and ethical consideration.

3.1 Design
This study utilized the descriptive-correlational research design. Descriptive studies are observational studies,
which describe the pattern of disease occurrence in relation to variables such as person, place and time. Descriptive design
is examine designed to depict the members in a correct manner and it describes the peoples who takes parts in the study
(Kowleyzk, 2005). Descriptive design will be use to frequently utilized the teaching and learning strategies among Junior
High Schools’ students and teachers. Correlation design employs in the study to determine the word consciousness, an
awareness of and interest in words of the Junior High Schools’ students and teachers. The whole purpose of using descriptive
correlational design in research is to figure out which variables are connected.

3.2 Environment
The study will be conducted in the Mabolo National High School. The researcher choose the said environment
because it was to be the school who produces competent graduates. The Mabolo National High School is a Public High
School specifically located at Juan Luna Ave. in the municipality of Cebu City (capital), in province of Cebu, and in the
region of VII - Central Visayas.

3.3 Research Participants

The respondents are the Junior High School students and teachers in Mabolo National High School are the one who
are being studied. The target participants will be 45 females and 35 males who are studying in the said school, year 2018-
2019. The target participants are included to be part of the respondents.

3.4 Instrument
Vocabulary Learning and Teaching Questionnaires
In the first place, the data required for this study were collected by means of a questionnaire, adapted from Takac (2008),
which consisted of two parts which comprised 56 statements. The participants were required to select each statement on a
three-point Likert scale (i.e. 1. Never, 2. Sometimes, 3. Always). Part 1 included 27 statement enquiring as to the learners’
VSL’s while, Part 2 comprised 29 statements enquiring about teachers’ VTS’s.
Vocabulary Learning Strategies (VLS’s)
The questionnaire was intended to provide insights into primarily the participants’ VLS’s and, it also presents the
percentages with which female and male participants selected each VL strategy. Therefore, this part is an attempt to answer
the first research questions.
Vocabulary Teaching Strategies (VTS’s)
This part presents the students reports of the VTS’s practiced by the teachers, therefore it is an attempt to answer the second
research questions.
3.5 Data Collection
The specific procedure, the researcher will reach out to the Junior High School students and teachers in Mabolo
National High School. The researcher were introduced of what the study is all about and invited participants voluntarily.
First, the researcher will ask the permission from the Dean. Second, the researcher will ask the permission from the
Superintendent. Third, the researcher will ask the permission from the Principal. And lastly, the researcher will ask the
respondents’ consent which are the students. And then, the researcher will be given a time frame to the respondents for 15
to 20 minutes to be done answering the questions. This specifically designed to frequently utilized the teaching and learning
vocabulary among Junior High School students and teachers.

3.6 Data Analysis

After the data collection procedures, the researcher will use the following statistical treatment in order to provide
the most accurate results from the students and the teachers’ participation in the design strategy of the researcher.
1. Frequency distribution was used to determine the extent of the respondents in teaching and learning vocabulary
strategies or vocabulary teaching and learning strategies of the students and the teachers.
2. Percentage is a number or ratio that represents the fraction of 100, it is often denoted by the symbol “%” simply as
“percent” or “pct.” For example, 35% is equivalent to 0.35 or the fraction.
3. Person’s correlation coefficient was used to assess frequently utilized the teaching and learning vocabulary of the
students and teachers.

3.7 Ethical consideration

The researcher will observe the Ethical Principles in the realization of this study. In conducting this study, three
basic principles are being observed namely; the principles of respect of person, beneficence and justice. In maintaining
the ethical standards of this study, the researcher will be taking measures in observing the principles in three aspects.

3.7.1 The Principles of Respect for Persons

The researcher will treat the participants fairly and shall be given the autonomy to decide whether to
participate or not for the study. The respondents shall be informed with all the necessary information and
they can further make their own decisions of they will forego to participate the said study.

3.7.2 The Principles of Beneficence

The purpose of the study shall not be carried at the expense of others. The welfare of the participants is the
main goal of the study. Any harm should be prevented and only the good of the participants should be taken
into account.

3.7.3 The Principles of Justice

The researcher will make sure that the study will not cause any ethical burdens to the participant. The
decision of the participant should be full respected and if there are change will undergo along the study, the
participants will be fully informed and has the right to withdraw the participation.
 Protection of Human Rights
The safety of the respondents is that the primary thought of the researcher and the respondents’ rights as soul are not
neglected. The respondents have the correct to withdraw the participation within the study anytime they want as to secure
and defend their rights. This study undergone in intensive review from the adviser of this research in the University.

Privacy and Confidentiality

The researcher will make sure that the questionnaire of the respondents’ students and teachers will not be shared and all
computer or documents of the researcher will be deleted for the security and protection of the respondents’ confidentiality
purposes. The researcher will also inform the participants that the gathered data must be kept private and no name names
will be included in the survey only the gender. The participants will have the right to ask for voluntary answer. If necessary,
the respondents have the power to withdraw or hold the information.

4.0 RESULTS AND DISCUSSION

The findings are presented in this section which, for readability purposes, has been divided into two main parts,
namely ‘vocabulary learning strategies’ and ‘vocabulary teaching strategies’. The questionnaire results and the interview
results are then provided for each section. It is noteworthy that most interviewees named more than one VTS and VLS,
hence the discrepancy between the number of the interviewees and that of the VLSs and VTSs. The boldfaced percentages
in Tables 1 and 3 indicate the highest percentages for each statement for both males and females.

4.1 Vocabulary Learning Strategies (VLSs)

As mentioned earlier, the questionnaire was intended to provide insights into, primarily, the participants’ VLSs and,
secondarily, their reports of teachers’ VTSs. Table 1 presents the participants’ VLS use. It also presents the percentages
with which female and male participants selected each VL strategy. Therefore, this part is an attempt to answer the first
research question.
Table 1
Independent Samples Test of VLSs
Questionnaire item t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference

Item 10 -3.286 65 .002 -.585

Item 27 2.499 65 .01 .439
Note. t Item 10 (65) = -3.286; p < .05. t Item 27 (65) = .68; p < .05.

According to Table 1, males and females differ significantly in statements 10 and 27. By referring to Table 1 above,
one can understand that while females are more willing than males to ‘say out a word out loud to memorise it’ (statement
10), males are more inclined than females toward ‘picking up words from the Internet’.
 As Table 1 indicates, using words in sentences is among the most frequent VLSs. The next common strategy was
found to be translating target language (TL) words into the mother tongue. This finding concurs with results obtained by
studies carried out in other cultures, for example, Chinese (Li, 2004) and Burmese (Sinhaneti & Kyaw, 2012). This strategy
is believed to be ineffective and to lead to unsuccessful vocabulary learning (Suberviola & Méndez, 2002). Finally, the third
most favored strategy was the mental repetition of words. Another finding is the low interest of the learners in using
dictionaries and Leitner’s boxes, two strategies that have been documented to be effective and essential tools for developing
one’s lexical abilities and vocabulary retention (e.g., Bruton, 2007; Linares, 2002).
The low appeal of dictionaries to Iranian EFL learners is surprising and can be attributed, tentatively, to their lack of
what Linares (2002) terms ‘dictionary awareness’, asserting that, ‘a person with dictionary awareness is one who knows
where to find the information he needs and how to extract it’ (p. 163). Linares further states that dictionaries can serve the
purposes of vocabulary learning independent of the teacher. Therefore, it can be assumed that dictionaries can be used to
foster learner autonomy to some extent. However, students should be made aware of the superiority of monolingual
dictionaries over bilingual dictionaries as pointed out in the literature (e.g., Maghsodi, 2010).
The learners saw it as the teacher’s responsibility to expose them to a considerable amount of contextualized vocabulary.
Meara (2002) proposed that exposing learners to large texts ‘provides enough examples for the meanings of a core
vocabulary to be identified with a fair degree of reliability’ (p. 405). Overall, the results of the interviews and the
questionnaire clearly demonstrated that the participants had three main concerns regarding the lexicon: spelling, pro-
nunciation and use. This conclusion is particularly grounded upon the participants’ responses in the interviews in which
they declared they would write a word to learn it, repeat it after the teacher or the CD to learn its pronunciation, and ask
their teachers for clarifying examples or look up a word in a dictionary to see how and in what context it is utilized.

4.2 Vocabulary Teaching Strategies (VTSs)

This part presents the results of the students’ reports of the VTSs practiced by the teachers; therefore, it is an attempt
to answer the second research question.
As with the VLSs, an independent samples test was run to check if there was any significant difference between males and
females in their views of VTSs (Table 2 below). This part addresses the second research question.
Table 2
Independent Samples Test of VTSs
Questionnaire item t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference
Item 8 2.856 65 .006 .528
Item 26 2.035 65 .046 .348

Note. t Item 8 (65) = 2.856; p < .05. t Item 26 (65) = 2.035; p < .05
As Table 2 shows, according to the participants’ reports, teachers made more use of the boards (statement 8) and described
a situation for the use of the new word (statement 26) more often with males than with females.
This part presents the results of the interviews concerning the most effective VTSs. Figure 2 displays the VTSs that the
interviewees considered effective and helpful.
5.0 Conclusion
The main thrust of this research study was to capture a triangulated picture of VLSs among Junior High schools’
students along with a depiction of teachers’ VTSs. Implied in the discussion above is the fact that Junior High School
learners use a good variety of VLSs. Despite this finding, the participants asserted that their teachers’ vocabulary instruction
revolved around certain types of VTSs. The claim here is not that teachers’ VTSs are ineffective but that teaching vocabulary
may require the use of a larger number of strategies. The limited number of VTSs practiced by teachers might be attributable
to the fact that teachers themselves are not trained in employing strategies wider in variety and number. If this statement
turns out to be true, then it follows that VT training workshops and courses, by way of example, are to be set up where
teachers are trained as to how to enhance students’ lexical repertoire and their VL techniques.
Provided that there is a consensus among researchers on this issue, then research attention will understandably shift to
teachers who are expected to shoulder the burden of strategy teaching in VL. The use of tasks in teaching vocabulary has
also been strongly recommended as highly useful VTSs (Brown, 2013; Keating, 2008). The suggestion here is that the
participants’ mention of games as ways of VL is indicative of their interest in tasks as methods of VL.
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 Dickinson, D. K., Flushman, T. R., & Freiberg, J. B. (2009). Vocabulary, reading and classroom supports for language.
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 Gewehr, W. (2002) (Ed.). Aspects of modern language teaching in Europe. New York, NY: Routledge.

 Golaghaei, N., & Sadighi, F. (2011). Extroversion/introversion and breadth of vocabulary knowledge. Modern Journal
of Language Teaching Methods (MJLTM), 1(3), 70–88.

 Hurtado, C. J. (2002). Lexical hierarchies as a strategy of teaching vocabulary. In W. Gewehr (Ed.), Aspects of modern
language teaching in Europe (pp. 176–189). New York, NY: Routledge.

 Jafari, S. M., & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International
Journal of English and Education, 2(3), 90–104.

 Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis
on trial. Language Teaching Research, 12(3), 365–386.

• Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern
Language Review/La Revue canadienne des langues vivantes, 63(1), 59–82.
+
• Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK
Multilingual Matters Ltd.
 RESEARCH INSTRUMENT

Adopted from Takač (2008), “Vocabulary Teaching Strategies (VTS’s) and Vocabulary Learning Strategies
(VLS’s)” among Junior High School students and teachers.

Vocabulary Teaching Strategies (VTSs)

Gender:

Direction: Please read the statement below and put a check ( ) with the appropriate columns that best describe of

your vocabulary teaching strategies (VTS).

Legend:
1-Never 2-Sometimes 3-Always

No. Statement 1 2 3

1. The teacher helps us to remember words by giving us the initial letter of the word.
2. The teacher tells us to group words.

3. The teacher gives us (oral and written) tests to check our vocabulary knowledge.

4. The teacher tells us to mentally repeat words in order to remember them.

5. The teacher gives us instructions and advice on how to study words at home.
6. The teacher gives several example sentences in which new words are used.

7. In tests, the teacher gives us a word and we have to use it in a sentence.

8. The teacher writes new words on the board.

9. The teacher asks us to review words regularly at home.

10. The teacher uses real objects when explaining the meaning of new words.

11. The teacher tells us to make a mental picture of the new word’s meaning in order
to remember it.
12. When testing, the teacher shows a picture and we have to supply the word in the
foreign language
13. The teacher tells us to write down the word several times to remember it.

14. The teacher asks for translation into the mother tongue.

15. The teacher draws the word’s meaning on the board.

16. When testing, the teacher gives us a word in the mother tongue and we have to
translate it into the foreign language.
17. The teacher explains the new word’s meaning in the foreign language.
18. The teacher asks us to look up the new word in the dictionary
19. The teacher tells us to use the new word in a sentence

20. The teacher advises us to write down words we hear in films and TV programs in
the foreign language
21. When we cannot remember a word, the teacher reminds us of where it appears
in the textbook.
22. The teacher advises us to write down words when we read books and magazines
for pleasure in the foreign language
23. The teacher points to the similarities in sound and meaning between mother
tongue and foreign language words (cognates).
24. The teacher connects new words with the ones we have learnt previously.

25. The teacher tells us to imagine a situation in which the new word would be used
in order to remember it.
26. The teacher describes a situation in which the new word could be used.

27. The teacher tells us to underline new words in the text.

28. The words we learn are repeatedly mentioned in foreign language classes.
29. When testing, the teacher gives the foreign language word and we have to
translate it into our mother tongue.
 Vocabulary Learning Strategies (VLSs)

Gender:

Direction: Please read the statement below and put a check ( ) with the appropriate columns that best
describe of your vocabulary learning strategies (VLS).

Legend:
1-Never 2- Sometimes 3- Always

No. Statement 1 2 3
1. I use new words in a sentence in order to remember them.
2. I make word lists and write their translations in my mother
tongue.
3. I review words regularly outside the classroom.
4. I test myself to check if I remember the words.
5. I pick up words from films and TV programs I watch.
6. If I cannot remember a word in a conversation, I use another one
with a similar meaning.
7. I write down words while I read books and magazines for
pleasure.
8. I plan for vocabulary learning in advance. 3
9. I remember a word if I see it written down.
10. I say a word out loud repeatedly in order to remember it.
11. I connect an image with a word’s meaning in order to remember
it.
12. I associate new words with the ones I already know.
13. I write down words repeatedly to remember them.
14. I read and leaf through a dictionary to learn some new words.
15. I make a mental image a word’s written form in order to
remember it.
16. If I cannot remember a word in a conversation, I describe it in my
own words in the foreign language.
17. I imagine a context in which a word could be used in order to
remember it.
18. I read and leaf through a dictionary to learn some new words.
19. I translate the words into my mother tongue to understand
them.
20. I group words together in order to remember them.
21. I repeat the word mentally in order to remember it
22. I listen to songs in the foreign language and try to understand
the words.
23. I pick up words while reading books and magazines in the foreign
language.
24. I use Leitner’s box in order to remember words.
25. I connect words to physical objects to remember them.
26. I test myself with word lists to check if I remember the words.
27. I pick up words from the Internet.