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Hội nghị khoa học - Giảng viên, học viên, sinh viên năm 2023 (Tập 3): Phần 1

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Kỷ yếu hội nghị khoa học "Giảng viên, học viên, sinh viên năm 2023 (Tập 3)" Phần 1 trình bày các nội dung như Đánh giá hiện trạng chất lượng nước mặt tại cửa thoát nước khu vực An Tây (AT) và nước sông Sài Gòn tại cầu Phú Cường (TDM); Vi nhựa – Độc chất trong môi trường; Xử lý kim loại nặng trong nước thải; Lý luận về hoạt động giáo dục văn hóa dân tộc cho học sinh trường phổ thông dân tộc nội trú;...Mời các bạn cùng tham khảo!

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Nội dung Text: Hội nghị khoa học - Giảng viên, học viên, sinh viên năm 2023 (Tập 3): Phần 1

  1. TRƯỜNG ĐẠI HỌC THỦ DẦU MỘT TH Ủ DẦU MỘT 2009 THU DAU MOT UNIVERSITY KỶ YẾU HỘI NGHỊ KHOA HỌC GIẢNG VIÊN, HỌC VIÊN, SINH VIÊN N ăm 2023 TẬP 3
  2. MỤC LỤC 1. Using storytelling to improve grade-10 students’ speaking skills: A case study at Vo Minh Duc high school - Hoàng Thị Lệ Quyên; Trần Thanh Dũ ................................9 2. Vocabulary learning strategies used by graders 8th at a school of Thuan An City – Lê Thị Hạnh ........................................................................................................................21 3. Efl student’s attitudes towards blended learning with google classroom: A case study at Ielts Fighter Center - Lý Thiện Bình .........................................................27 4. An investigation into speaking anxiety among Vietnamese efl learners: A case at Vo Minh Duc high school - Nguyễn Thị Hà; Trần Thanh Dũ ...........................37 5. The effects of task-based language teaching on efl learners’ speaking skills at Viet Anh school – Nguyễn Như Hảo...............................................................................48 6. Students’ and teachers’ attitudes toward project- based learning method in English classes: A case study at Vo Minh Duc high school - Mai Thị Ngọc Ngân .....................................61 7. The use of collocations in essay writing by Vietnamese high school students - Nguyễn Minh Nam Anh, Trần Thanh Dũ ...........................................................................70 8. An investigation the usefulness of using grammarly to improve students' writing skills: a case study at Thu Dau Mot University - Trương Diễm Linh ..........................................91 9. The role of academic competitions on listening and speaking skills of English language students, Thu Dau Mot University - Phạm Nguyễn Thanh Tú ..........................102 10. Solutions to improve the efficiency of online teaching and learning at universities in the 4.0 era - Vũ Thị Thương Thương ............................................................................111 11. Overcoming the obstacles in learning a foreign language to speak English better - Nguyễn Thị Phương Uyên ................................................................................................121 12. Đánh giá hiện trạng chất lượng nước mặt tại cửa thoát nước khu vực An Tây (AT) và nước sông Sài Gòn tại cầu Phú Cường (TDM) - Nguyễn Văn Tiến, Nguyễn Thị Bích Trâm ......................................................................................................131 13. Vi nhựa – Độc chất trong môi trường - Nguyễn Hữu Vinh, Nguyễn Thị Bích Trâm ........143 14. Xử lý kim loại nặng trong nước thải - Nguyễn Hùng Anh, Nguyễn Thị Bích Trâm..........153 15. Lý luận về hoạt động giáo dục văn hóa dân tộc cho học sinh trường phổ thông dân tộc nội trú - Đàng Quang Linh .....................................................163 16. Phát triển đội ngũ cán bộ quản lý tại các trường tiểu học huyện Ninh Phước, tỉnh Ninh Thuận - Lê Thị Mỹ Liên ....................................................................................175 3
  3. 17. Biện pháp quản lý hoạt động giáo dục kỹ năng sống cho trẻ 5 – 6 tuổi tại các trường mầm non công lập Thành phố Thủ Dầu Một tỉnh Bình Dương - Lê Thị Tuyết Mai .........188 18. Hoạt động giáo dục kỹ năng phòng, chống tệ nạn xã hội cho học sinh tại các trường trung học phổ thông tỉnh Ninh Thuận - Lê Văn Hòa............................................ 197 19. Biện pháp nâng cao chất lượng tổ chức hoạt động lễ - hội tại các trường mầm non Thành phố Thủ Dầu Một, tỉnh Bình Dương - Ngô Thị Kim Liên .....................................208 20. Ứng dụng công nghệ số vào quản lý dạy và học tại trường tiểu học An Phú – Thuận An – Bình Dương - Nguyễn Ngọc Thi, Nguyễn Thị Yến Xuân, Hoàng Thị Phượng, Huỳnh Nguyễn Thành Luân ..............................................................................................220 21. Các biện pháp quản lý hoạt động kiểm tra đánh giá học sinh trung học cơ sở và trung học phổ thông tỉnh Ninh Thuận trên nền tảng công nghệ số - Nguyễn Thế Quang ...........................................................................................................230 22. Xây dựng đề án xét thăng hạng chức danh nghề nghiệp từ giáo viên THPT hạng III lên giáo viên THPT hạng II trên địa bàn tỉnh Ninh Thuận năm 2023 - Nguyễn Thi ........240 23. Ứng dụng trí tuệ nhân tạo (AI) vào chương trình giáo dục trong thời kỳ đại dịch Covid - 19 tại tỉnh Bình Dương - Nguyễn Thị Lan Anh ...................................................248 24. Đánh giá việc triển khai chương trình giáo dục phổ thông 2018 trên địa bàn tỉnh Ninh Thuận - Nguyễn Văn Hiếu ................................................................................254 25. Phát triển đội ngũ cán bộ quản lý trường tiểu học thị xã Bến Cát, tỉnh Bình Dương - Nguyễn Văn Quang ...........................................................................................................261 26. Cơ sở lý luận về hoạt động giáo dục văn hoá ứng xử cho học sinh trường tiểu học - Phạm Thị Thanh Thuỷ .......................................................................................................270 27. Quản lý hoạt động kiểm tra, đánh giá kết quả học tập môn hóa học lớp 10 tại các trường Trung học phổ thông thành phố Phan Rang – Tháp Chàm, tỉnh Ninh Thuận- Trần Quốc Kiều ...................................................................................283 28. Biện pháp quản lí thiết bị dạy học số tại các trường tiểu học thành phố Tân Uyên, tỉnh Bình Dương - Trần Văn Luông .................................................................................291 29. Thực trạng và giải pháp thực hiện hoạt động tự đánh giá ở các trường tiểu học trên địa bàn huyện Ninh Sơn, tỉnh Ninh Thuận - Trịnh Thị Lài ......................................302 30. Tổ chức cho học sinh lựa chọn môn học và triển khai thực hiện chương trình giáo dục 2018 tại trường THPT Phan Chu Trinh - tỉnh Ninh Thuận, Trương Minh Tám .............................................................................................................310 31. Chuyển đổi số trong giáo dục đại học - Kinh nghiệm thực tế tại Trường Đại học Quốc tế Miền Đông - Võ Thị Hải Ngân, Huỳnh Nguyễn Thành Luân .............................322 32. Tổng quan nghiên cứu về quản lý đội ngũ giáo viên trung học phổ thông theo đề án vị trí việc làm và những vấn đề cần tiếp tục nghiên cứu - Trương Thị Minh Khiết .........331 4
  4. 33. Các nhân tố ảnh hưởng đến kế toán trách nhiệm tại các doanh nghiệp thương mại – Mô hình nghiên cứu đề xuất - Cao Hoài Thương ............................................................339 34. Ảnh hưởng của cơ cấu lao động đến sự phát triển của kinh tế xã hội tỉnh Bình Phước – Thực trạng và giải pháp - Nguyễn Thị Minh Thảo ...........................................................347 35. Áp dụng phương pháp nội suy khoảng cách có trọng số (IDW), lân cận (Nearest Neighbor) và Kriging để lập bản đồ clorua (CL-) trên lưu vực sông Vàm Cỏ Tây - Nguyễn Hữu Vinh, Nguyễn Dương Tử, Lê Trọng Diệu Hiền ............................................354 36. Ước tính định lượng rủi ro ô nhiễm nước mặt sông Vàm Cỏ Tây dựa trên dữ liệu viễn thám quang học và phương pháp phân tích đa tiêu chí - Trần Thị Phương Linh, Nguyễn Thị Thanh Thảo, Lê Trọng Diệu Hiền. ................................................................362 37. Hợp đồng thông minh và vấn đề pháp lý đặt ra tại Việt Nam- Bành Quốc Tuấn, Nguyễn Hoàng Anh ..........................................................................................................376 38. Pháp luật về thành viên của công ty hợp danh trong lĩnh vực cung cấp dịch vụ pháp lý- Thực trạng và định hướng hoàn thiện - Trần Thị Yến Linh ..............................................389 39. Pháp luật về bảo hiểm cháy, nổ bắt buộc và giải pháp góp phần hoàn thiện pháp luật - Vương Kim Loan ..............................................................................................................396 40. Hệ Thống bỏ phiếu kỹ thuật số an toàn dựa trên công nghệ Blockchain - Nguyễn Thành Trung , Lâm Thị Kim Tuyết , Dương Phạm Ngọc Diễm ..........................406 41. Nghiên cứu và áp dụng kỹ thuật khai phá dữ liệu trên bộ dữ liệu sinh viên phục vụ công tác cố vấn học tập - Nguyễn Trần Cẩm Thúy .............................................417 42. Phát hiện bệnh ung thư thực quản dựa trên hình ảnh nội soi bằng phương pháp học chuyển tiếp - Nguyễn Thị Thúy An .............................................................................428 43. Đề xuất giải pháp dự đoán thuê bao viễn thông rời mạng - Nguyễn Tiến Phương ...........437 44. Phát hiện ung thư da bằng mô hình học chuyển tiếp - Trịnh Trọng Thành, Trần Thông Minh ..............................................................................................................447 45. Đề xuất phân cụm khách hàng trong dự báo mức tiêu thụ điện mô hình chuỗi thời gian - Trần Duy Thảo Minh.........................................................................................................459 46. Phát hiện Covid-19 bằng mô hình học liên kết - Trần Thông Minh .................................474 47. Ứng dụng phân cụm mờ cho bài toán phân loại học sinh ở trường THPT Thường Tân - Dương Phạm Ngọc Diễm .................................................................................................489 48. Hoàn thiện công tác quản lý vay, trả nợ nước ngoài nhằm tăng cường khả năng tiếp cận vốn nước ngoài của các doanh nghiệp trên địa bàn tỉnh Bình Dương - Phan Trọng Nhân ..............................................................................................................495 49. Bài học chuyển đổi số dành cho doanh nghiệp siêu nhỏ và nhỏ sau đại dịch Covid-19 - Phạm Chí Trọng ................................................................................................................505 50. Ngồi khóc trên cây của Nguyễn Nhật Ánh dưới góc nhìn phê bình sinh thái - Nguyễn Thị Vân Anh ........................................................................................................518 5
  5. 51. Ứng dụng phê bình sinh thái trong dạy học văn học nhà trường phổ thông - Nguyễn Thị Thúy Na .........................................................................................................530 52. Nhân vật nữ trong tiểu thuyết đàn bà của Lý Lan từ góc nhìn giới - Lâm Vân Thư ....................................................................................................................542 53. Tiểu thuyết Bến không chồng của nhà văn Dương Hướng nhìn từ lý thuyết chấn thương - Nguyễn Thị Mỹ Huyền.......................................................................................................552 54. Đặc trưng truyện ngắn lê Vũ Trường Giang trường hợp tác phẩm Từ bờ bên kia - Đặng Tuấn Duy ................................................................................................................565 55. Người phụ nữ miền núi trong tiểu thuyết Cánh chim kiêu hãnh của Đỗ Bích Thúy- Lê Thị Thủy .......................................................................................................................578 56. Con người bản năng trong tiểu thuyết Nếu anh còn được sống của Văn Lê - Vũ Thị Yến .........................................................................................................................590 57. Hệ thống giáo dục tỉnh Bình Dương dưới thời chính quyền Việt Nam Cộng hoà (1956-1975) - Nguyễn Bá Lương .....................................................................................602 58. Viện trợ Hoa Kỳ cho phát triển giáo dục phổ thông Việt Nam Cộng hoà (1967-1975) - Nguyễn Bá Lương .....................................................................................612 59. Chính sách di dân phát triển kinh tế tại Tân Rai - Lâm Đồng của chính quyền Việt Nam Cộng hòa đối với đồng bào Sʹtiêng (1973 – 1975) - Nguyễn Văn Vinh ............................623 60. Nghề gốm Lái Thiêu, Thuận An trong bối cảnh đô thị hóa hiện nay - Vũ Quốc Đảng ...................................................................................................................637 61. Vai trò của hệ thống đường sắt Nam kỳ thời Pháp thuộc - Vũ Quốc Đảng ..................... 645 62. Hoạt động đào tạo lực lượng dân sự chiến đấu người thượng ở cao nguyên trung phần của chính quyền Việt Nam Cộng hòa và quân đội Hoa Kỳ (1961 - 1967) - Nguyễn Tấn Cường ...........................................................................................................658 63. Phương pháp MPPT dựa trên cách tiếp cận mới sử dụng mạch Buck cho phụ tải độc lập - Đỗ Tiến Thành, Ngô Sỹ ..................................................................671 64. Nghiên cứu sử dụng đế nấm trùng thảo trong quy trình sản xuất bia - Trần Minh Trung, Nguyễn Thị Ngọc Nhi ........................................................................................................682 65. Tiềm năng của các hợp chất có hoạt tính sinh học trong cây kinh giới (elsholtzia ciliata) - Nguyễn Minh Đạt, Nguyễn Hà Khả Tú, Nguyễn Thị Mai Linh, Trương Nguyễn Phương Vi ...............................................................................................690 66. Ứng dụng công nghệ viễn thám và GIS đánh giá biến động không gian xanh đô thị tại thành phố Thủ Dầu Một - Tạ Mạnh Thủy Tiên, Nguyễn Trung Thảo, Trần Thị Ân ........700 67. Ứng dụng Google Earth Engine và dữ liệu vệ tinh sentinel-5p phân tích diễn biến No2 tại Bình Dương năm 2021- Nguyễn Thị Bích Ngọc, Nguyễn Lê Tấn Đạt, Trần Thị Anh Thư, Trần Thị Ân ........................................................................................710 6
  6. 68. Ứng dụng công nghệ viễn thám và GIS đánh giá biến động lớp phủ bề mặt và ảnh hưởng đến tài nguyên đất tỉnh Bình Dương - Nguyễn Thành Tuấn, Trần Thị Ân, Nguyễn Lê Tấn Đạt ...........................................................................................................718 69. Ứng dụng GIS và GPS trong xây dựng cơ sở dữ liệu và hiện trạng cây xanh tại Trường Đại học Thủ Dầu Một. - Từ Minh Hải, Nguyễn Lê Tấn Đạt ...........................728 70. Nghiên cứu chế tạo gạch lego không nung sử dụng vật liệu tái chế thân thiện môi trường - Bùi Thành Công, Hồ Minh Toàn, Nguyễn Minh Thi ...................................737 71. Không gian sinh hoạt văn hóa tinh thần trong kiến trúc viện dưỡng lão theo phong cách truyền thống Việt Nam - Lê Sơn Nguyên, Nguyễn Hồng Ngọc, Nguyễn Hoàng Phương Linh, Phạm Tuấn Anh, Nguyễn Dương Tử .................................749 72. Nghiên cứu đặc trưng không gian sản xuất gốm Lái Thiêu - Nguyễn Trần Khánh Vân, Hà Huy Hoàng, Huỳnh Ngọc Yến, Trần Hà Vy, Châu Uy Nghiêm, Nguyễn Trần Tường Ly ..................................................758 73. Thiết kế không gian giải trí trong viện dưỡng lão theo nhu cầu khách hàng tiềm năng trong 10 năm tiếp theo - Lê Nữ Hồng Minh Anh, Nguyễn Trường Giang, Nguyễn Tấn Dũng, Lê Huỳnh Chí Bảo, Đỗ Quỳnh Như, Nguyễn Dương Tử, Nguyễn Bình Phương ........................................................................................................772 74. Phân tích cách sử dụng các giới từ thường gặp trong giáo trình tiếng Trung Quốc tổng hợp 1,2,3 & 4 Trường Đại học Thủ Dầu Một - Nguyễn Thị Thúy An .......................785 75. Phân tích ngữ nghĩa, chức năng, đặc điểm ngữ pháp, ngữ dụng của các từ “再也不 zaiyebu 、再也没zaiyemei、不再buzai” - Phan Thị Ngọc Sáng , Nguyễn Hoàng Thiên Kim , Nguyễn Thị Ngọc Trinh ....................................................................................................798 76. Cách ứng phó của triều Nguyễn đối với dịch bệnh (1802 – 1858) - Đặng Thị Hương Giang ....................................................................................................803 77. Quá trình định cư, đời sống kinh tế - xã hội của cộng đồng dân di cư vào vùng đất Lai Uyên, huyện Bàu Bàng, Bình Dương (1975 - 2000) - Nguyễn Hoàng Thy ................815 78. Quá trình phát triển đạo tin Lành trong cộng đồng người S’tiêng ở Xã Quang Minh, thị xã Chơn Thành, tỉnh Bình Phước (2009 – 2022) - Nguyễn Thị Thu Hồng ..................826 79. Thực trạng sử dụng công cụ đánh giá học sinh lớp 3 tại Trường Tiểu học Hiệp Thành, thành phố Thủ Dầu Một, Bình Dương - Võ Thị Ngọc Trâm, Đào Thị Ngọc Hà, Biện Thị Kim Ngân ............................................................................................................831 80. Đánh giá sự hài lòng của khách hàng đối với dịch vụ App MB Bank của Ngân Hàng Thương mại Cổ phần Quân Đội Việt Nam - Nguyễn Ái Quy, Nguyễn Thanh Phương, Huỳnh Thị Kiều My ...........................................................................................................842 81. Tác động của thanh khoản lên hiệu quả hoạt động của ngân hàng thương mại ở Việt Nam - Đặng Thị Thanh Thảo .................................................................................862 82. Nghiên cứu các yếu tố ảnh hưởng đến động lực làm việc của nhân viên tại các doanh nghiệp SME trên địa bàn tỉnh Bình Dương - Đặng Ngọc Thanh Thư, Ngô Linh Ly ...................874 7
  7. 83. Phân tích quy trình tuyển dụng nguồn nhân lực tại công ty TNHH Scon - Nguyễn Thị Mỹ Diễm, Phan Thị Mỹ Tâm , Lê Thị Kim Linh ...........................................887 84. Giải pháp nâng cao hiệu quả công tác tuyển dụng nhân sự tại các công ty xuất nhập khẩu trên địa bàn tỉnh Bình Dương - Nguyễn Thị Thảo Trang , Lê Trọng Trí, Trần Kim Thuận, Nguyễn Hoàng Anh Tú .........................................................................896 85. Tác động của rủi ro tín dụng đến hiệu quả kinh doanh - Trường hợp một số ngân hàng thương mại Việt Nam - Đinh Nguyễn Bích Trâm, Nguyễn Lê Thanh Tuyền ....................903 8
  8. USING STORYTELLING TO IMPROVE GRADE-10 STUDENTS’ SPEAKING SKILLS: A CASE STUDY AT VO MINH DUC HIGH SCHOOL Hoàng Thị Lệ Quyên 1; Trần Thanh Dũ 2 1. Class: CH21AV01, Thu Dau Mot University; 2. Thu Dau Mot University ABSTRACT In reality, high-school students are not motivated to speak English usually. In the research process, the writer has found that most students always translate Vietnamese into English before they talk. It is the case that how to improve students’ speaking performance in the classroom has not ever been an easy task. To enhance the quality of speaking classes, this paper investigates the effectiveness of storytelling in improving high school students' speaking and their attitudes toward storytelling. Conducted with mixed research methods through questionnaires, observation, and experimental teaching, the outcomes, conclusions, theories, evaluations, and recommendations put forward in the study are of great validity and reliability. Eighty grade-10 students participated in the study. The findings of the research indicate that these participating students were in favor of learning with storytelling rather than other ways. The quantitative analysis reveals that students in the experimental group were more well- performed than those in the control group. The research consequently concludes that storytelling is helpful to grade-10 students. Keywords: effectiveness, oral performance, speaking skills, storytelling approach. 1. INTRODUCTION In the era of integration, the demand for communication is increasing, which leads to the formation of a universal language. English has been at the top of the list, surpassing Chinese, Spanish, French, and Esperanto. Most documents, international summits, and business contracts are in English. English is the language of business, economics, advertisements, etc. With English's rising importance and dominance, more and more people are learning it worldwide and in Viet Nam. Schools and colleges are making English a compulsory subject. In Vietnam, it is no exception. English is a required subject. The awareness of English entails more attention, so controversies and renovations in classroom teaching and learning methodology. The focus that used to be on linguistic competence now moves to communicative competence. Following this, a gradual but vital shift of attention has occurred within the general education field and teaching and learning English, resulting in less emphasis on teachers and teaching and a greater focus on learners and learning. At the same time, a shift of attention has occurred in second language acquisition research from the products of language learning to the processes through which learning takes place (Oxford, 1990). 9
  9. Research studies on storytelling have shown that it is one of the most practical and powerful teaching tools to help students improve their English communicative skills. Watts (2006), to answer the question “Why tell a story?” listed many reasons: Stories are “enjoyable” and can set the language in a “meaningful context”; Stories can teach ideas and “enable students to make critical judgments and express opinions” (p.6-7). As teachers of English, we have to bring into the class more exciting and relevant activities to motivate students to communicate in English. Storytelling is quite common as we all grow up with stories from a mother or a grandmother. Many stories are also described in Literature lessons in class. Sometimes, in English classes, teachers tell students stories in English. However, these lessons were not as successful as expected because the teacher’s preparation and classroom activities were unsuitable. Students all like stories, but it is hard for them to understand and interact with others in the lesson if the tasks are not simple and exciting enough. Consequently, these situations motivate the writer to research to investigate how compelling storytelling is in speaking classes. In the current study, the writer uses storytelling in a new way in which students as storytellers tell stories to bring a new learning atmosphere into English classes. In the beginning, everything is always tricky, but the author hopes and believes that storytelling can gradually improve her students’ English speaking skills. This paper promotes storytelling techniques to improve grade-10 students’ speaking skills. With endless efforts, the author determines to gain the following purposes: (1) to measure the effectiveness of storytelling as a means to enhance grade-10 students’ speaking skills; (2) to examine students’ attitudes to storytelling; (3) to determine whether storytelling is helpful to provide natural language, educate students and develop their self-confidence. The findings seek to answer the following questions: (1) What are the benefits of storytelling to grade-10 students’ speaking skill improvements? (2) What are grade-10 students’ attitudes toward using stories in oral performance? 2. LITERATURE REVIEW 2.1 Definitions of Storytelling In old times, most children were told folklore by their grandparents or parents before sleeping. That is one kind of storytelling defined by Rubin (1990). Storytelling is the “oral interpretation of literature and folklore, “meaning that storytelling components are the story, the storyteller, the space, and the listeners. Harari declares that stories full of imagination and experience differ between humans to animals (Harari, 2014). It is the traditional and natural method for humans to impart information from generation to generation. Nowadays, storytelling is defined by different authors in their ways. Safdarian (2013) defines storytelling as students retelling stories in their language after listening to the stories by the teacher. Differently, Stanley and Dillingham state that storytelling that involves improvisation in telling a story, facial gestures, and body movement is an oral activity to grab audiences’ attention by using multi-sensory stirring emotion of an event in a story (Stanley & Dillingham, 2009). In addition, Champion, as cited in Irawati (2003), clarifies that storytelling is an oral activity where language and gestures can be used in a colorful way to create scenes in a sequence. According to Siavichay-Márquez & Guamán-Luna (2022), there are two kinds of storytelling: traditional 10
  10. and digital. Traditional storytelling is the action of telling factual and fictional stories to others. This started with visuals or drawings, then shifted to oral communication and subsequently to written stories (Yilmaz & Cigerci, 2018). Digital storytelling is telling stories but using technology to enrich the exposition or delivery of stories through visual and auditory aids to motivate and engage students in EFL/ESL learning (Razmi et al., 2014; Munaro & Pianovski Vieira, 2016; Robin, 2008). Overall, it can be inferred from all the above that storytelling is oral activities with creative scenes in sequences that promote children’s imagination, language learning, and motivation. 2.2 Benefits of Storytelling Telling stories is a way that uses words and gestures to convey images of a story to listeners (e.g., (Chancellor & Lee, 2016; Gere, Kozlovich, & Kelin, 2002; Livo & Rietz, 1986). It is, therefore, an interactive activity of connecting, sharing, and interpreting the meaning of words for communicative purposes. Storytelling is universal in that it can bridge cultural, linguistic, and age-related divides. This verbal expression (Marzuki, Prayogo, & Wahyudi, 2016) allows learners to connect their imagination about a particular matter in a story to communicate ideas related to improved language learning, including speaking performance. Storytelling has been proven beneficial to both teachers and students in terms of language teaching and learning by creating a positive and collaborative language learning classroom environment (Sever, 2014) and also as a convenient tool in helping students improve their linguistic skills in both their mother tongue and target language due to "numerous benefits embedded in stories" (Khodabandeh, 2018, p.24) regardless of their age or culture (Lucarevschi, 2016). Storytelling can help enlarge students' vocabulary, without which they cannot speak or listen effectively (Brakke & Houska, 2015). In many studies, storytelling has been considered one of the most effective methods to improve students’ English communicative skills in schools. Many books on storytelling are also concerned primarily with the benefits of using it. Storytelling is “the art of using language, vocalization, and physical movement and gesture to reveal the elements and images of a story to a specific, live audience” (National Storytelling Association, 1997). Many researchers accept that even students with weak academic skills and low motivation can also work well in the context of storytelling (U.S. Department of Education, 1986, cited in Hamilton & Weiss, 1990). The benefits of storytelling are described in the following part. Firstly, storytelling can bring many linguistic benefits to students. In the book published in 1993, Cooper pointed out that students who usually tell stories become more familiar with their language and improve their language skills while communicating. When students tell stories, they must find the language to express ideas in a way others can easily understand. According to Hamilton and Weiss (1990), storytelling can help students develop many language skills, such as “vocabulary, comprehension and sequencing” (p.6). When the teacher asks students to tell a story, the preparation stage requires many students. In this stage, students learn the language readily and naturally. If students are asked to use the language in a natural context, they can learn more quickly (Garvie, 1990). Using stories means vocabulary and grammatical structures are learned implicitly, and the more comprehensible input students receive, the more they will communicate. Furthermore, stories motivate children and help make the language input comprehensible and enrich vocabulary development (Albaladejo & Coyle, 2018). 11
  11. Secondly, storytelling can build students’ confidence. Standing in front of the class and telling a story is not easy. The more students are asked to tell a story in front of the class; the easier it will be for them when they do it later. Hamilton and Weiss (1990) stated that “Storytelling improves self-esteem and builds confidence and poise when speaking before a group” (p.15). To become a good communicator, students should feel confident using all the senses to express their thinking. For this side, storytelling is an excellent choice to help students effectively build their speaking ability quickly. Mallan once pointed out that a critical aim of asking students to work as storytellers are to give them a chance to develop confidence in themselves as communicators (1991). Finally, storytelling is also considered one of the most valuable tools to make the learning atmosphere more cooperative and active. Storytelling involves two-way interaction between the teller and the audience, making students more cooperative. Grugeon and Gardner recognized that storytelling could effectively establish and build relationships among students (2000). Student as the teller can stop to ask the question, “What do you think happens next?” Moreover, this motivates and gets the attention of the rest of the class. Students, as listeners, are eager to express their answers. In this way, the natural learning process is happening. This makes students’ brains work, and they become more active. Paran and Watts (2003) admitted that storytelling could “stir” the brain, which some other techniques cannot do. However, sometimes storytelling can bring us some unexpected results. How to choose the right story for students and the ways we set up storytelling activities in class are essential. If the story does not meet students’ interests, this would be a waste of time telling it. Students do not want to participate in the activity anymore if the story is not suitable for their level of proficiency. This can make the storytellers lose confidence and enthusiasm. Since many students have different learning styles and need in class, choosing a story to suit all is hard. “Some stories are intended for a certain age group” (Paran & Watts, 2003, p.8). Therefore, teachers must spend much time finding stories and designing activities that suit all students. How can the author use storytelling to help her students improve communicative competence? There are many ways of using storytelling in the classroom. The scope of my research focuses on students telling stories to help them improve their English communicative competence. In the first lesson, the author intends to set an example by working as a storyteller to tell stories. In the following lessons, students will be storytellers. The following two lessons will be the time of “storytelling competition” in which the writer can evaluate her students’ English communicative ability. The writer hopes to build the students’ communicative competence through this procedure gradually. 2.3 Storytelling and Speaking Skills Speaking is “the process of building and sharing meaning through verbal and non-verbal symbols; in various contexts” (Chaney & Burk, 1998, p.13). Discussing the relationship between storytelling and speaking skills, researchers support that the former is an effective method to improve the latter. Storytelling encourages students to experiment with voice, tone, eye contact, gestures, and other facial expressions, which are essential for a good speaker. Storytelling can provide learners with techniques for holding the audience’s attention. Stories can also help children develop this skill because they “rely so much on words, offer a major and constant source 12
  12. of language experience, …[and] they are motivating, rich in language experience (Andrew, 1995, p.6). He also states, “The story experience encourages responses through speaking. It is natural to express our likes and dislikes and to exchange ideas and associations related to stories we hear and read” (Andrew, 1995, p.7). According to Adrian (1988, p.209), speaking English through storytelling activities is natural for children because they have a real communicative need - one of the main reasons people communicate in real life. Usually, the speech abilities needed for storytelling are the same as those required for all speaking activities. There are various types of stories, for example, fairytales, folktales, fables, fiction, legend, short stories, written stories, picture-based stories, and personal stories (Denning, 2021). One of the most important goals of Storytelling is to acquire vocabulary and grammar implicitly and, as a result, to produce language effectively. (Khodabandeh, 2018) in his research found that this goal can be achieved. He also said that students significantly improved their English- speaking skills. The proper use of storytelling depends a lot on the correct choice of stories. Teachers need to select stories according to students’ needs and linguistic levels, (Nozima, 2021) states that the brevity of writing is essential for young people because they will see that they have the possibility to read, understand and complete something in English, and this gives them a sense of accomplishment and self-confidence. In addition, students can become storytellers by presenting their own stories to their partners by recording themselves, using the websites’ different platforms, and making their stories authentic. (Razmi et al. 2014). 3. METHODOLOGY 3.1. Research Methods The current study applied a convergent parallel mixed-methods research design to investigate the effects of applying storytelling techniques in speaking activities and students’ attitudes to storytelling. Student subjects (two grade-10 classes with 80 students) were randomly chosen from the sample. Their English level was at A2 to B1 according to Common European Framework of Reference for Languages (CEFR). In the quantitative phase, the researcher implemented a survey through a written 10-question questionnaire and experimental teaching to determine students’ attitudes to storytelling and the effectiveness of using storytelling. In the qualitative phase, the researcher conducted class observations to get more insights and strengthen the interpretation of questionnaire data. The authors observed four experimental grade-10 classes; and conducted a pretest to ensure that the control and experimental groups were at the same English level. Then the authors implemented a post-test to evaluate the effectiveness of applying storytelling. All teachers were experienced and devoted to English teaching. Both teachers and students were interested in the survey on storytelling. 3.2 Instrumentations 3.2.1 Questionnaires Ten-question questionnaires with 4 Likert scales were composed to investigate the effectiveness of applying storytelling and students’ attitudes to storytelling. Cronbach’s Alpha is .783, which means the questionnaire is reliable. Questions 1-4 investigate students’ English learning and background. Questions 5-10 examine students’ attitudes to storytelling and the benefits of storytelling. 13
  13. 3.2.2 Class Observations The current study applied class observation to get qualitative data. According to Creswell (2014), qualitative observation means the researcher took field notes on the behaviors and activities of individuals at the research sites and recorded observations. The research authors met some teachers in charge of teaching the classes chosen as the current study’s sample; then asked their permission to let the author attend the classes. While observing these classes, the authors observed students’ use of LLS in some English-speaking classes and took notes on the necessary data. The authors used an observation checklist to take notes. 3.2.3 Experimental Teaching Student subjects were divided into a control and an experimental group. Experimental teaching was conducted within three months. The teacher was responsible for the experimental classes are experienced, devoted, enthusiastic teachers. Each model teaching session consists of three main steps as follows: (1) pre-storytelling/pre-story watching, (2) while storytelling/ while story watching, and (3) post-storytelling/post-story watching. The total distributed time for each session is 45 minutes. The students from both experimental and control classes had to take two tests: a pre-test at the beginning and a post-test in the third month of the experimental teaching. The researcher compared the test results and concluded the effectiveness of applying storytelling. Table 1. Speaking assessment criteria Accuracy Level Fluency Level Little or no language produced 1 Little or no communication 1 Poor vocabulary, mistakes in basic 2 Very hesitant and brief utterances, 2 grammar, may have a powerful accent sometimes difficult to understand Adequate but not rich vocabulary, 3 Get ideas across, but hesitantly and 3 mistaking obvious grammar mistakes, briefly slight foreign accent Good range of vocabulary, occasional 4 Effective communication in short turns 4 grammar slips, slight foreign accent Vast vocabulary appropriately used, 5 Easy and effective communication, 5 virtually no grammar mistakes, native- using long turns like or slight foreign accent Total score: 10 4. RESULTS AND DISCUSSIONS As mentioned, 80 participants from two grade-10 classes at Vo Minh Duc High School participated in the research. Their general English level is pre-intermediate. However, their listening and speaking skills are at a lower level. There are several reasons for this. Because these skills are not included in the Leaving High school Exams, students and teachers do not pay much attention to English communicative skills. They also lack language and ideas to express a specific topic. In addition, at their age, students often feel afraid of making mistakes and being corrected in front of the class. Attitudes of teachers and classmates towards students’ performance and mistakes can also be reasons. Most English teachers are not well-trained to teach communicative skills. Communicative activities are not always achievable and creative. Teachers mostly follow the textbooks, so tasks are usually repeated and boring. Usually, the speaking tasks in the textbooks use written English and mainly focus on grammar and 14
  14. structures, while in real life, students use spoken English to communicate. Therefore, students feel English is complicated and impractical when working with textbooks. Applying story- telling techniques to enhance students’ speaking skills is essential because it benefits students. 4.1 Results from Questionnaires Table 2. Results from questionnaires Questions Options Students’ English learning and background Five years Seven years Ten years Over Q1. How long have you learned English? 0 0 75% 25% Q2. How was your last school-year result in Excellent Good Average Bad English? 10% 31% 46% 13% Q3. How many hours do you spend studying Half an hour One hour Two hours More English per day? 50% 25% 19% 6% Less than 30 Q4. How many hours do you spend speaking One hour Two hours More minutes English per day? 63% 25% 8% 4% Students’ attitudes to storytelling Q5. Are you interested in speaking activities Very much Much A little Not at all in your class? 0 20% 50% 30% Q6. How often do your teachers tell you Usually Often Sometimes Never stories in class? 0 0 15% 85% Q7. How does storytelling benefit your Very much Much A little Not at all speaking skills? 10% 60% 20% 10% Q8. Which stage in storytelling activities do Watching Discussing Retelling None you like most? 35% 30% 33% 2% Q9. How often do you wish your teacher to Usually Often Sometimes Never tell stories in class? 15% 45% 35% 5% Q10. What difficulties do you have in Vocabulary Grammar Pronunciation Shyness storytelling activities? 28% 10% 40% 22% Q1. Seventy-five percent of students have learned English for ten years, and 25% have learned it for over ten years. This is obviously because everyone is aware of the importance and dominance of English in modern life, and so more and more people are learning English today. Q2. Only thirteen percent of students got bad results in English last year. Both parents and students are especially concerned about English’s academic results at school. Q3 & Q4. Half the students spend 30 minutes learning English, and 63 percent spend less than 30 minutes speaking English daily. 25% spend one hour studying English or practicing speaking English daily. 19% of students spend two hours learning English, but only 8% spend 2 hours speaking English. Only 6% spend more than two hours learning English, and only 4% spend more than 2 hours speaking English. Generally, the time students spend speaking English is still little. Q5. Most of the students (80%) are not interested in speaking activities in their class. Most English teachers are not well-trained to teach communicative skills. Communicative activities are not always achievable and creative. In addition, speaking activities are not varied 15
  15. and boring. Teachers mostly follow the textbooks, so tasks are usually repeated and boring. Usually, the speaking tasks in the textbooks use written English and mainly focus on grammar and structures, while in real life, students use spoken English to communicate. Therefore, students feel English is complicated and impractical when working with textbooks. Q6. Teachers hardly ever tell students stories in class. Up to 85% of the teachers never tell their student’s stories. Only 15% sometimes do. Although storytelling generally does not require much time to be prepared and presented, it requires tellers’ skillfulness. Q7. Most students (70%) believe storytelling benefits their speaking skills. 20 % think little storytelling benefits their speaking skills, and only 10% assume storytelling is useless in improving their speaking skills. In reality, students are still not familiar with telling stories in English. Q8. Most of them like stages in storytelling (35% of watching, 30% of discussing, 33% of retelling), and only 2% do not like any stages in storytelling. After watching stories, students react positively, and most students can retell the stories without missing many details. Q9. Students are interested in storytelling, so they wish their teachers to apply storytelling more often in their classes (15% of usually, 45% of often, 35% of sometimes), and only 5% of them wish their teachers to apply storytelling. Q10. Some difficulties students have in storytelling are vocabulary (28%), grammar (10%), pronunciation (40%), and shyness (22%). Although the focus that used to be on linguistic competence now moves to communicative competence, many students still get used to learning more grammar and reading than speaking and listening. 4.2 Results from Observations Table 3. Results from observation checklists Frequencies Stages Activities L L1 L3 L4 2 1. consolidates the formation and elicits ideas from the 3 4 4 4 students 1. Pre-story 2. briefly presents new words that will be used in the story 4 4 4 4 watching/listening 3. asks questions related to the topic 3 4 4 4 4. asks students to watch/ listen to the story and tell them 4 4 4 4 what they are going to do 6. watch/listen to the story from the teacher or the recorded 2. While story- material for the first time and try to understand the main 1 2 3 4 watching/Listening idea of the story 7. remember as many details about the story as possible 2 2 3 4 8. discuss their feelings about the story 2 3 3 4 3. Post- watching/Listening 9. work in groups asking and answering questions about the 2 3 3 4 story 10. retell the story in front of the class and try to 2 3 3 4 act out the story Scales: L= Lesson, 1=at a very low level, 2 = at a low level, 3 = at an average level, 4 = at a high level 16
  16. The observation results reveal that students had difficulties telling their stories in English. The students may tend to add their native language (Vietnamese) for English words that students do not know; when telling the story. It is pretty challenging for teachers and students because a lack of English vocabulary may not allow students to tell their stories properly, which may not improve students’ skills. In line with the previous observation, the writer recognizes that storytelling techniques motivate students in speaking classes. However, they prefer to share the story in their mother tongue; and have private chats even though it presents fun activities that positively affect students’ additional speaking practice and perception. Shelton et al. (2017) stated that digital storytelling helps students boost their learning motivation. It would be best if teachers could turn students’ attention in the speaking lessons, assist students with their difficulties, and control the class well. Through class observations, the researcher also pointed the following things: (1) Most of the students are interested in short stories; (2) Most of the students react positively to storytelling; (3) After listening to the stories, most of the students can retell the stories without missing many details; (4) Teachers’ gestures, tones and performances can attract students’ attention; (5) Visual aids can help students figure out the meanings of new words, which support their comprehension; (6) Visual aids can help students figure out the meanings of new words, which support their comprehension; (7) Some students want to tell their own stories or experiences; (8) Most students use their own words to retell the stories; (9) Presenting new words before storytelling can effectively help students; (10) Most students enjoy the activities at the end of the teaching sessions; (11) Giving students rewards for their correct answers or suitable is recommended. 4.3 Results from Pre-test and Post-test Before experimental teaching, students from the control and experimental class took a pretest to ensure they were at the same level of English. In the third month, students were given a post-test. The researchers then compared the results of the pretest and post-test between the control group and the experimental one to evaluate the effectiveness of storytelling techniques. Table 4. Results from pretests Below From From Score of groups Max Min 5 points 5 to 6 points 7 to 8 points Mean Experimental group 11 25 4 5.15 8 2 Control group 13 22 5 5.05 8 2 Pretest results showed that English levels between the experimental and control groups were equal. (The control class: is M=5.05 & Experimental class: M=5.05. The maximum and minimum grades between the two groups were the same (Max = 8, Min = 2). The statistics of the pretest results showed that the sample groups were reasonable for conducting experimental teaching. Having conducted experimental teaching, the researchers compared the experimental and control groups' pretest and posttest results. Table 5. Paired sample test Group Test Mean Max Min Sig. Pre-test 5.15 8 2 Experimental .000 Post-test 6.18 9 4 Pre-test 5.05 8 2 Control .869 Post-test 5.3 8 3 17
  17. 7 6 5 4 3 2 1 0 Control Group Experimental group Pretest Posttest Figure 1. Comparisons of pretest and posttest results Comparing the pretest and post-test results between the control and experimental groups, the author concluded that students progressed much in speaking skills. Students’ speaking skills developed considerably and got better and better. The speaking skills of the experimental students significantly improved, as the orange bar is much higher than the blue one, which means the application of storytelling techniques effectively improves students’ speaking skills. 5. CONCLUSIONS The current paper primarily aims to promote storytelling techniques to improve grade-10 students’ speaking skills. The author determines to measure the effectiveness of storytelling to enhance grade-10 students’ speaking skills; and) to examine students’ attitudes to storytelling. The findings have already answered the two research questions: (1) What are the benefits of storytelling to 10th-grade students’ speaking skill improvements? (2) What are grade-10 students’ attitudes toward using stories in oral performance? The research highlights storytelling as a means to develop students’ speaking skills. Conducted with mixed research methods, the evaluation and the recommendations from the study are of great validity and reliability, serving as a reference for language teachers who pay much attention to the storytelling technique. In teaching English, teachers must pay great attention to developing speaking for learners. Towards these objectives, various activities such as those mentioned should be considered in language teaching and learning. The research proves that storytelling is vital to English teaching and learning thanks to its numerous benefits. Students’ ability to understand and retell stories in English means they can communicate efficiently in international working environments later in their professional lives. Storytelling makes students more active and makes their language learning more meaningful and exciting. Regardless of the study’s contributions, several limitations need to be acknowledged: (1) the study was implemented during one semester of an academic year. (2) The study was carried 18
  18. out with a limited scope. Although valid, the results cannot be generalized to other scopes. Connected with the above limitations, further studies should be conducted during an academic year and employed in more classes and schools. The current research focuses on storytelling to develop speaking skills; other studies can be done on other skills, grammar, or pronunciation. The research only provides the theoretical and practical background for teachers and researchers interested in studying and applying this technique in language classrooms. Within the scope and limitations of the study, the authors would like to state hereafter that the outcomes, conclusions, or theories drawn from the research only serve as reference data for those who wish to enhance their students’ listening and speaking skills by employing storytelling. However, when choosing stories, teachers should choose the ones which (1) do not consist of too many details and characters; (2) do not consist of too many difficult-to-understand words or expressions; (3) are appropriate with students’ language competencies; (4) are of the students’ interests; (5) are easy to remember; (6) consist of students’ recently-acquired grammar. REFERENCES 1. Albaladejo, S. A., Coyle, Y., & de Larios, J. R. (2018). Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language. System, 76, 116-128. 2. Adrian, D. (1988). Teach English. A Training Course for Teachers. Cambridge University Press. 3. Amru B., A. (2016). Storytelling to improve speaking skills, English Education Journal, 7(2). Retrieved 25 February, 2023, from https://jurnal.usk.ac.id/EEJ/article/view/3733 4. Andrew, W. (1995). Storytelling with Children. Oxford University Press 5. Bora, F. D. (2012). The impact of emotional intelligence on developing speaking skills: From Brain- based perspective. Procedia - Social and Behavioral Sciences, 46 (2012), P. 2094–2098. https://doi.org/10.1016/j.sbspro.2012.05.434 6. Bygate, M. (1987). Speaking. Oxford University Press. 7. Chaney, A. L., & Burk T. L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon. 8. Cooper, P. (1993). When stories come to school: Telling, writing, and performing stories. Teachers and writers collaborate. 9. Crookall, D., & Oxford, R. L. (Eds.). (1990). Simulation, gaming, and language learning. Newbury House. 10. Denning, S. (2021). Effective storytelling: leadership’s magic motivational methodology. Strategy & Leadership, 49(3), 26–31. 11. Florez, M.C. (1999). Improving adult English language learners' speaking skills. National Clearinghouse for ESL Literacy Education. 12. Garvie, E. (1990). Story as vehicle. Multilingual Matters, LTD. 13. Grugeon, E. & Gardner, P. (2000). The art of storytelling for teachers and pupils: Using stories to develop literacy in primary classrooms. David Fulton Publishers. 14. Hamilton, M. & Weiss, M. (1990). Children tell stories: A teaching guide. Richard C. Owen Publishers, INC. 15. Harmer, J. (2007). How to teach English. Pearson Education Limited. 16. Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability. Teaching English with Technology, 18(1), 24-36. 19
  19. 17. Lucarevschi, C. R. (2016). The role of storytelling on language learning: A literature review. Working Papers of the Linguistics Circle, 26(1), 24-44. 18. Mallan, K. (1991). Children as storytellers. Primary English teaching association. 19. National Storytelling Association. (1997). Retrieved 4 June 2011, from http://www.eldrbarry.net/roos/st_defn.htm 20. Nozima, S. (2021). The use of short stories in teaching English to teenagers. Oriental Renaissance: Innovative, educational, natural and social sciences, 1(4), 1287–1291. 21. Nunan, D. (1991). Research methods in language learning. Cambridge University Press 22. Paran, A. & Watt, E (2003). Storytelling in ELT. IATEFL. 23. Razmi, M., Pourali, S., & Nozad, S. (2014). Digital storytelling in EFL classroom (oral presentation of the story): A pathway to improve oral production. Procedia-Social and Behavioral Sciences, 98, 1541-1544. 24. Richards, J. C. (2008). Teaching listening and speaking. Cambridge university press. 25. Rinvolucri, M. (2008). Story Telling: The Language Teacher's Oldest Tech que. Retrieved Feb. 2, 2014, from http://www.teachingenglish.org.uk 26. Sever, T. (2014). An investigation into the impact of digital storytelling on the motivation level of students. Unpublished MA thesis), Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale. 27. Siavichay-Márquez, A. C., & Guamán-Luna, M. M. (2022). Storytelling to Improve Speaking Skills. Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes, 5(9), 105-129. https://doi.org/10.35381/e.k.v5i9.1665 28. Wallace, D. A. (1978). Junior comprehension 1. Longman. 29. Watt, E. (2006). Oxford Basics for Children: Storytelling. Oxford University Pres 20
  20. VOCABULARY LEARNING STRATEGIES USED BY GRADERS 8TH AT A SCHOOL OF THUAN AN CITY Lê Thị Hạnh1 1. Class: CH21AV01, Thu Dau Mot University ABSTRACT Vocabulary is vital in teaching and learning English and is the primary support in writing, reading, speaking, and listening. Most of the students at secondary schools in Thuan An City face many problems because of vocabulary. This study conducted the vocabulary learning strategies (VLS) at a secondary school in Thuan An City. This research involves 200 8th graders who have studied at a secondary school in Thuan An City, and the data were collected using tests and questionnaires from qualitative and quantitative methods. The study results indicated that students use many strategies for learning vocabulary to improve vocabulary in English. Furthermore, this study shows the relationship between VLS and vocabulary size. The findings also state that students should be active and aware of the vocabulary size suitable for their abilities. Keywords: secondary school, vocabulary learning strategy, vocabulary acquisition. 1. INTRODUCTION There is no doubt that knowledge of vocabulary is highly significant when learning any language. People are interested in increasing the amount of vocabulary, and They evaluated the value of vocabulary in the growth of language abilities. In this regard, Alqahtani (2015), the writer argued that vocabulary is highlighted as a factor in enhancing or developing these skills because a limited vocabulary hinders efficient communication and is frequently viewed as a significant asset for second-language learners. Mastering vocabulary is also the target of learners, so they find ways to improve their vocabulary through strategies for learning vocabulary. This paper will be conducted to assist teachers and learners in better developing their knowledge of vocabulary. From the point of (Mizumoto & Takeuchi, 2009), although vocabulary acquisition tools may not be developed specifically for that goal, they can be taught well in conjunction with other classroom techniques. Using learning strategies for vocabulary acquisition is crucial while learning a language, and researchers have identified several strategies that can be taught to students. From the point of (Cobb, 2001), these techniques serve as learning tools for kids that they can use individually to pick up vocabulary and develop self-discipline. Without a teacher present, students can learn new words using their talent and understanding of vocabulary acquisition procedures. They can, therefore, autonomously pick up new words at their convenience. Learners may use different learning strategies, and teaching them how to do so is essential. 21
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