INTRODUCTION

_ To gain high score in IELTS, vocabulary acquisition is one important factor

_ To acquire vocabulary, EFL students need to improve their engagement

_ Low engagement leads to demotivation and low autonomy in vocabulary acquisition

_ To address this problem, folk etymology is employed.

RATIONALE
_ Foreign studies on etymology focus on stories and pictures of original changes in word meanings and forms (Pongweni & Alimi, 2013; Vasiljevic, Z., 2015)

_ Vietnamese studies on similar concept focus on morphological aspect of word, paying little attention to original changes in word meanings and forms (Duong, 2015; Kieffer & Michael, 2012; Le, 2019; Trinh, 2017; Truong, 2013)

_ Limited Vietnamese research: the impact of etymology on Vietnamese students’ engagement in vocabulary acquisition

--> RESEARCH GAP

THE USE OF ETYMOLOGY TO IMPROVE

Research
STUDENTS’ ENGAGEMENT ON VOCABULARY
Topic
LEARNING

Research To explore the use of etymology in the improvement of

Aim(s) students’ engagement on their vocabulary learning

Research How does the use of etymology improve students’

Question(s) engagement on their vocabulary learning?

Research Practical Action Research Design guided by the proposed

Model conceptual framework

Research Classroom Student Journal

Student Interview
Instrument(s) Observation Writing
 The use of Folk Etymology to improve students’ Engagement on
vocabulary learning

Etymology Engagement Meaningful Learning Theory

Types Applications Folk Types Engagement Definition Meaningful

Definition Definition
Acronymy Pierson (1989) Etymology Social engagement Operational Ausubel (1968) Learning
Durkin (2011) Brown et al. (2015)
Blending Operational Cognitive engagement Definition Theory &
Richards & Borrowing Vasiljevic Chapman et al. (2011) Cleverland-Innes Ausubel & Etymology
Definition Behavioral
Clipping (2015) Winner engagement Robinson (1969) Pierson (1989)
Schmidt (2010) Christenson et al. (2012) & Campbell
Coinage Collaborative
Ross (1969) Folk etymology Baleghizadeh (1992) Fredricks et al. (2004) (2012) Thelen (1986)
engagement
Initialism &
McArthur Haddad (2016) Emotional engagement Fredricks et al.
Onomatopoeia Yousefpoori-
Naeim (2011) (1992) Krause (2005) (2004)
(Redmond et al., 2018)
(Bragg, 2011; Olschansky Linnenbrink & Pintrich Linnenbrink &
Crystal, 1998; Behavioral component
Campbell & (1996) (2003) Pintrich (2003)
Cognitive component
Mixco, 2007; Fliatouras Emotional component
Mercer (2019) Redmond et al.
Finegan, 2007;
Fromkin, (2019) Rawan (2016) (2018)
(Fredricks et al., 2004;
Rodman, & Seiciuc Linnenbrink & Pintrich,
Redmond et al. (2018) Ryan & Pintrich
Hyams, 2003; 2003; Oga-Baldwin &
Richards & (2017) Rumberger & Rotermund (1998)
Nakata, 2014)
Schmidt, 2010;
(2012) Sinatra et al.
Stageberg &
Oaks, 2000; To, Russel et al. (2005) (2015)
2019)
Taylor et al. (2016)
METHODOLOGY
+ Practical Action Research Design guided by conceptual framework
+ Context: IELTS Speaking and Writing course at Vietop English Centre
+ Sample: 9 Vietnamese participants taking the IELTS Speaking and Writing course at Vietop English Centre

INSTRUMENT
+ Classroom Observation: (1) Students’ behavioral engagement in vocabulary learning, (2) Students’ cognitive engagement in vocabulary learning and (3) Students’ emotional engagement in vocabulary learning.
+ Student Interview: (1) English learning background, (2) Students’ behavioral engagement before and after the intervention, (3) Students’ cognitive engagement before and after the intervention, (4) Students’ emotional engagement before and after the intervention
+ Student Journal Writing: (1) Students’ opinion and perceptions of teacher delivering vocabulary learning lessons with folk etymology, (2) + (3) Different factors and indicators of students’ engagement on vocabulary learning with intervention like perspective of group
work and assignment on folk etymology

Procedure