The purpose of this quasi-experimental study is to investigate the impact of the picture word inductive model (PWIM) on students' long-term vocabulary acquisition and retention, as well as their beliefs. Forty third graders from two classes at a primary school in Vietnam were recruited. They were equally assigned into two classes of 20 students: Class 3A1 as the experimental group and Class 3A2 as the control group. For 14 weeks, the experimental group learned English vocabulary with PWIM, whereas the control group studied with visual aids. Vocabulary pre-tests, delayed post-tests, and questionnaires were employed. The findings demonstrated that the students in the experimental group retained words better than those in the control group. Many students in the experimental group said they liked studying English vocabulary with PWIM instruction. The findings suggest the use of PWIM in teaching vocabulary to primary school students.
Top1. Introduction
The importance of vocabulary development, particularly for young English as a Foreign Language (EFL) learners in Vietnam, is emphasized due to its critical role in language acquisition. Vocabulary forms the foundation for effective communication, comprehension, and language production, impacting cognitive growth, academic success, cultural appreciation, confidence, and a lifelong passion for learning. The integration of English education into the curriculum from grade 3 onwards in Vietnam underscores the crucial role of vocabulary learning, especially during the early stages (Kara & Eveyik-Aydın, 2019).
Teaching vocabulary to young learners requires imaginative approaches to capture their attention and create a pleasurable and comfortable classroom environment (Willis, 2008). Various methods, such as games and songs, can enhance vocabulary acquisition (Demircioğlu, 2010; Yip & Kwan, 2006; Ma’rifat, 2017). The Picture-Word Inductive Model (PWIM) is highlighted as an effective approach, leveraging visual aids to create an immersive learning environment. By incorporating pictures, PWIM establishes a positive atmosphere, promotes active engagement, and enhances comprehension by connecting words with their meanings. The multisensory nature of PWIM, combining sight and sound, deepens the learning experience and reinforces memory.
Vietnam's Ministry of Education and Training (MOET, 2016) recognizes the importance of English and integrates it into the curriculum from grade 3, aiming to develop linguistically adept and internationally competitive students. The PWIM aligns with these goals by facilitating vocabulary learning through visual representations. This instructional strategy not only supports retention but also encourages active usage in real-life contexts, fostering language confidence and a positive attitude toward learning. The PWIM aims to empower young language learners in Vietnam, enhancing their vocabulary and cultivating a lasting passion for language acquisition. This study will explore the effect of PWIM on vocabulary learning and retention among young learners in Vietnam, addressing two research questions.
Top2. Literature Review
2.1. Vocabulary
English vocabulary is a multifaceted concept, drawing upon various theories across different disciplines. According to Richards and Schmidt (2002), vocabulary encompasses single words, compound words, and idioms, forming a collection of lexicons. Cameron (2001) emphasizes the significance of collocations, set expressions, and idioms as meaningful chunks (Hung, 2016). Understanding a word goes beyond its mere definition; it involves grasping its meaning, use, construction, and grammatical context. In the context of early learners, such as children, their vocabulary becomes foundational for comprehending concepts at the word, phrase, and text levels. This study dissects vocabulary knowledge for young children, breaking it down into its constituent elements, including spelling, pronunciation, meaning, and use.
2.1.1 Spelling
It is the connection that connects sound and letter. In other words, the process of creating words involves the combination of letters. Because some terms differ from what is written, it is challenging for young language learners to spell words accurately when acquiring English vocabulary. As a consequence, the English teacher should assist students in correctly pronouncing and spelling English words (Ehri, 1989).
2.1.2 Pronunciation
How words or characters are spoken is referred to as pronunciation. Hewings (2004) claims that pronunciation is the main element of speech. Words, syllables, and sounds make up the three basic building blocks of pronunciation. Because a phrase might have two or more pronunciations, pronunciation can sometimes be challenging for young language learners (YLL).
2.1.3 Meaning
When learning a foreign language, YLL should comprehend word meanings. YLL may find it easier to use a phrase in written or oral communication if they are aware of its meaning (Alqahtani, 2015).
2.1.4 Use
The use of a word in a language refers to how it is used. Use and meaning of vocabulary are interdependent and interconnected and they are co-text and context- tied (Petersen-Brown & Burns, 2011). If YLL comprehend how to use the language, they can use it and communicate effectively.