Áp dụng cách tiếp cận “từ nguyên học” để phát triển vốn từ vựng học thuật cho sinh viên: Nghiên cứu tại Trường Đại học Kỹ thuật Lê Quý Đôn

Tóm tắt

In the context of Vietnam’s entire education system striving to establish English as a second language, the need to reform teaching methodologies, towards substantive learning driven by strong intrinsic motivation among learners, has become more urgent than ever. This research is a novel experiment, employing etymological approach to systematically develop intermediate-level English vocabulary for non-major students. The results of the pre-experiment on 36 students, obtained through pre-post test score comparison, a questionnaire survey, semi-structured interviews, indicated a consistent improvement in scores across the entire group. 77.8% students reported increased learning motivation while 33,3% observed enhanced memory efficiency and improved ability to form connections and expand their vocabulary. However, with this approach, learners also encountered notable challenges, particularly in the initial stages, such as discouragement caused by time consuming nature of information searching and heavy cognitive load. Therefore, it is advisable to combine this approach with the communicative approach featured with in-class activities through four skills (listening, speaking, reading and writing), alongside uploading etymological content to online platforms in order to alleviate psychological and cognitive pressure, thereby enhancing self-directed learning along personalized pathways beyond the classroom.