Hiệu quả của mô hình PCVL-WWIP trong dạy học bài tập cấu tạo từ cho học sinh lớp 8

Tóm tắt

Word formation is a common component of English tests at the secondary level; however, students often struggle with it because it requires them to remember and apply multiple morphological rules in context. This study examined the effectiveness of the PCVL-WWIP intervention, which combines pre-class video learning with worksheet- and Wordwall-based practice, in improving Grade 8 students’ performance in word formation exercises. A quasi-experimental one-group pretest-posttest design was employed with 49 Grade 8 students. Quantitative data were collected through pre- and post-tests and a questionnaire, while qualitative data came from teacher observation notes and semi-structured interviews. The findings showed a statistically significant improvement in students’ performance, with mean scores increasing from 5.84 to 7.82, t (48) = 13.71, p < .001, and a large effect size (d = 1.96). Questionnaire results also indicated generally positive student perceptions, particularly regarding lesson preparation, engagement, and self-regulation-related behaviors. Qualitative findings suggested that the PCVL phase supported self-paced access to rules, while the WWIP phase promoted repeated practice and immediate feedback. The findings provide preliminary evidence that the PCVL-WWIP intervention may support Grade 8 students’ word formation performance in this context.