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EXPLORING EFFECTIVE STRATEGIES ON IMPROVING COLLEGE STUDENT'S

VOCABULARY IN ENGLISH: A PHENOMENOLOGICAL STUDY IN THE CONTEXT
OF ONLINE MODE LEARNING

____________________

A Thesis Presented to the Administration and

Faculty of the Education Program,
St. Mary’s College of Tagum, Inc.
Tagum City

___________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education
Major in English

by

GRECEL JOYCE M. ONGCO

JOSIELIN C. GOMEZ
ELLA MAUREEN G. JAWOD
PEPITO SALEM JR.

November 2021
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Introduction
Purpose of the Study
The purpose of this phenomenological study is to explore and understand the

experiences encountered by the learners in enhancing their vocabulary in the English

language and how they shaped their learning of it in Tagum City. Moreover, this study

aims to know the preferences and shortcomings of enhancing their English vocabulary in

the context of online learning mode.

At this stage in the research, the views of the learners on enhancing English

vocabulary in the context of online learning mode are generally defined as the effective

strategies of learners in their quest to enhance their vocabulary in the English language.

Research Questions
1. What are the lived experiences of college students in enhancing their English

vocabulary in the context of online learning mode?

2. How do these college students cope with challenges they encountered having

poor English vocabulary in the context of online learning mode?

3. What insights can be drawn from the experiences of the college students in

enhancing their vocabulary in English language in the context of online learning

mode?

Theoretical Lens
This study is gleaned through the lens of Schema Theory that originated from

Immanuel Kant's observation in 1781. He said that the term schema was made up of

people's previous knowledge and he explained it as an “active developing pattern,"

where continuous developing and concept construction was implied. The schema

facilitates the learning of new knowledge that can activate the original knowledge system

and make a connection between the old and new knowledge. The moment they try to
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learn new things, they must connect new things with acquired cultural knowledge and

linguistic knowledge. The acquisition of new things depends on the previously existing

schemata, and the language inputs should be acquired in accordance with them.

"A person who knows more words can speak, and even think, more precisely

about the world. A person who knows the terms scarlet and crimson and azure and

indigo can think about colors in a different way than a person who is limited to red and

blue…words divide the world; the more words we have, the more complex ways we can

think about the world." - Stahl & Nagy (2006)

According to Willingham 2009, developmental education students with limited

reading, the moment they learn new words, show common problems in understanding

and acquiring them due to lack of schema. Further, Simpson and Randall (2000) stated

that students' inadequate vocabulary may affect their class presentations negatively.

To put into the context of this study, since the participants are enhancing their

vocabulary in English, the students must motivate their background knowledge in the

mind and ultimately understand the current knowledge, constructed in the vocabulary

teaching.

This study is also connected to the Constructivist theory. Constructivist on

language study explained that the individual internalizes social activities with more

language use, others lead to behavioral transformations and bridges early, and later

results in individual language development (Vygotsky, 1978). Learners` language

knowledge and skills are constructed with guided learning or during game execution with

peers in a group. Student-centered learning approach which is based on constructivist

learning theory highlights the student`s role in constructing knowledge. The theory

revealed that student language development depends on self-chosen learning items and
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practices the items within a collaborative learning group or with the assistance from

more proficient students.

The student-centred model proposed that second language vocabulary

acquisition begins with students managing their own learning and are independent to

choose glossary words for themselves based on their personal interest and needs

(Larrotta, 2011). Explicit study on self-made lexicon lists with interactive word practice

enhances learners` second language proficiency in English (Spiri, 2007).

Additionally, this study is also hinged with the Motivational Theory. Gardner

(1985) defined that L2 motivation as a “combination of effort plus desire to achieve the

goal of learning the language plus favorable attitudes toward learning the language.” The

motivational theory named ARCS model describes motivational aspects and instructional

design to sustain students’ motivation to learn (Keller, 2000). Keller divided the model

into attention (A), relevance (R), confidence (C) and satisfaction (S) which is based on

motivational concepts and characteristics. Attention is to help sustain students’ attention

and prevent them from tuning out. Relevance is to connect the learning content to

learners’ interests and styles. Confidence is to guide students to gain positive learning

experience for success. Satisfaction is to grade learning outcome by providing intrinsic

and extrinsic rewards.

The two types of motivation are intrinsic motivation and extrinsic motivation.

Intrinsic motivation uses self-determination theory which stresses that learner behaviors

are self-determined and self-motivated (Moy, Renshaw & Davids, 2016). In contrast,

extrinsic motivation expected external incentives (Schmid, & Whyte, 2014).

Since the participants in this study are English language learners, these last two

theories are connected to the study. Each theory aids in improving individual word
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performance through self-determination and collaborative vocabulary learning, as well as

maintaining student interest through the use of a score system.

Scope and Limitation of the Study

Importance of the Study
Definition of the Terms
Organization of the Study