VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ BÍCH HẠNH USING GUIDED EXTENSIVE READING TO IMPROVE INCIDENTAL VOCABULARY LEARNING FOR FIRST YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN TEACHERS’ TRAINING COLLEGE (Sử dụng đọc rộng có hướng dẫn nhằm cải thiện việc học từ vựng ngẫu nhiên cho sinh viên chuyên Anh năm thứ nhất tại trường Cao đẳng Sư phạm Hưng Yên) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 i Hanoi – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ BÍCH HẠNH USING GUIDED EXTENSIVE READING TO IMPROVE INCIDENTAL VOCABULARY LEARNING FOR FIRST YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN TEACHERS’ TRAINING COLLEGE SỦ DỤNG ĐỌC RỘNG CÓ HƯỚNG DẪN NHẰM CẢI THIỆN VIỆC HỌC TỪ VỰNG NGẪU NHIÊN CHO SINH VIÊN CHUYÊN ANH NĂM THỨ NHẤT TẠI TRƯỜNG CAO ĐẲNG SƯ PHẠM HƯNG YÊN M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Hoàng Thị Xuân Hoa ii Hanoi - 2015 DECLARATION I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others’ work The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Han oi, October 2015 Nguyen Thi Bich Hanh iii ACKNOWLEDGEMENTS I owe my deepest gratitude to my supportive supervisor, Dr Hoang Thi Xuan Hoa, for her whole-hearted assistance, encouragement as well as the profound guidance she gave me while I was doing my research I would like to take this opportunity to express my thanks to all my teachers and lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their valuable instruction and assistance throughout the realization of this thesis I am heartily thankful to the administrators, my colleagues, and first-year students at Hung Yen Teachers’ Training College for their willingness to participate in the research Without their help, this program could not be fulfilled Last but not least, I am indebted to my beloved family and friends who have always inspired me to complete this study iv ABSTRACT The study aimed to examine whether EFL extensive reading could lead to increase incidental vocabulary of elementary-level EFL learners and evaluate the learners’ opinions about the ER program The participants were 25 freshmen majored in English at Hung Yen Teachers’ Training College They were asked to read graded readers within a ten-week EFL extensive reading program The vocabulary pretest and posttests were administered to measure learners’ incidental vocabulary learning gains in the 162 randomly selected target words achieved through the program Results revealed that the significant vocabulary gains were achieved by the participants after the EFL extensive reading program, suggesting that the EFL extensive reading treatment had produced a beneficial effect on the incidental word learning gains of the participants with elementary EFL competence v TABLE OF CONTENTS DECLARATION iii ACKNOWLEDGEMENTS .iv ABSTRACT v LIST OF ABBREVIATIONS viii LIST OF FIGURES ix LIST OF TABLES ix PART A: INTRODUCTION .1 1.Rationale Aims of the study 3.Scope of the study 4.Method of the study 5.Design of the study PART B: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW 1.1.Reading 1.2.Vocabulary 1.3.Previous research 14 CHAPTER 2: METHODOLOGY 21 2.1.Participants 21 2.2.Action research 21 2.3 Instruments 27 2.4 Data presentation and data analysis 29 2.5.Chapter summary 30 CHAPTER 3: RESULTS AND DISCUSSIONS 31 3.1.The results of the tests (Research question 1) 31 Table 32 3.2.The results of questionnaire (Research question 2) 34 3.1.Discussion 38 PART C: CONCLUSIONS .40 1.Summary of the findings 40 2.Limitations of the study and recommendations for further study 42 REFERENCES I APPENDICES V APPENDIX 1: VOCABULARY TEST .V APPENDIX 2: THE VOCABULARY PRETEST RESULTS IX APPENDIX 3: THE VOCABULARY IMMEDIATE POSTTEST RESULTS .X vi APPENDIX 4: THE VOCABULARY DELAYED POSTTEST RESULTS XI APPENDIX 5: SURVEY QUESTIONNAIRE .XII APPENDIX 6: CÂU HỎI ĐIỀU TRA XIV APPENDIX 7: WORKSHEET FOR BOOK REPORTS XVI APPENDIX 8: A SAMPLE OF LESSON PLAN .XVII vii LIST OF ABBREVIATIONS AR Action research EFL English as a Foreign Language ER Extensive reading GR Graded Reader GRP Graded Readers Program HYTTC Hung Yen Teachers’ Training College L1 First language L2 Second language M Mean P Probability value SD Standard of Deviation SPSS Statistical Package for the Social Sciences ULIS University of Language and International Studies VNU Vietnam National University, Hanoi viii LIST OF FIGURES Figure 1: Action research model of Bride and Schostak (1991) ………………………………… …… .22 LIST OF TABLES Table 1: The Graded Readers Program ………………………………………………………….………………………………………….24 Table 2: The pretest and immediate posttest paired samples statistics ………………………………… 31 Table 3: The sample T-test of pretest and immediate posttest ………………………………….……………… 32 Table 4: The immediate posttest and delayed posttest paired samples statistics …….….… 33 Table 5: The sample T-test of immediate posttest and delayed posttest ………………………… 33 Table 6: Students' opinions about the graded readers program …………………………………….………….35 Table 7: Students' suggestion for future program …………………………………….……………………………………… 37 ix PART A: INTRODUCTION Rationale Vocabulary plays the most significant role in foreign language learning because it is an element linking the four language skills in English as a Foreign Language (EFL) In order to communicate well in a foreign language, students should acquire a great number of words and should know how to use and where to use them Most EFL learners learn vocabulary passively which can be resulted from several factors although students realize the vital importance of vocabulary when learning language First, they consider the teacher's techniques such as explanation for meaning or definition In this case, language learners have nothing to in a vocabulary learning section but to listen to their teacher Secondly, students only focus on knowing the primary meaning of new words Thirdly, students usually only acquire new vocabulary through contextualized new words in their textbooks or when given by teachers during classroom lessons It is clear that comprehension is one of the most fundamental reasons for reading, and vocabulary, in turn, plays significant part in comprehension Vocabulary clearly makes a critical contribution to understanding what has been read One important way to develop vocabulary knowledge is through extensive reading Students by reading extensively will be exposed to variety scope of vocabulary which is necessary in reading comprehension Extensive reading (ER) is an important aspect of any English as a foreign/second language reading program Bell (2001) stated that ER is a type of reading instruction program that has been used in EFL settings, as an effective strategy of developing reading fluency, comprehension, and vocabulary development The benefits of ER have been widely documented in studies which range in scope from large-scale implementation across whole school districts to a case study of single APPENDICES APPENDIX 1: VOCABULARY TEST Adapted from Horst (2005) Do you know these words? Tick on your choice (Y= I know this word; NS= I’m not sure about this word, N= I don’t know this word) No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Word afraid alive alone angel angry Y (adj) (adj) (adj) (n) (adj) arson barrel believe blood box bread breadfruit brigde burn busy canoe captain (n) (n) (v) (n) (n) (n) (n) (n) (v) careful (adj) catch castle chain chandelier church cloth coconut (v) (n) (n) (n) (n) (n) (n) (v) (n) (n) crash creature crowd dead deck Devil different director dirty (adj) (n) (n) (adj) (n) (n) (adj) (n) (adj) V NS N 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 doorkeeper (n) drop (v) enemy enormous excited exciting fall off famous ferry fingers fire flesh floor fly follow fool friendly full gentleman God ghost great ground guess gun guy guard hang hangman heavy hell hold hole hafl-dead half -opened horrible (n) hungry ill innocent interested in interesting jail joke judge (adj) (adj) (adj) (v) (adj) (n) (n) (n) (n) (n) (v) (v) (adj) (adj) (adj) (n) (n) (n) (adj) (n) (v) (n) (n) (n) (v) (n) (adj) (n) (v) (n) (adj) (adj) (adj) (adj) (adj) (adj) (adj) (adj) (n) (n) (n) VI 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 keep kill kind King knot land launch laugh lighthouse like mad married milkmaid milky millionaire (v) (v) (adj) (n) (n) (v) (n) (v) (n) mutiny mystery officer pale passage phantom pedlar (adj) (adj) (adj) (n) (adj) (n) (adj) (n) (n) (n) (adj) (n) (n) (n) pick up (v) policeman point present pretty prison pull punishment Queen remember ride rope sad sail secret servant scream shake hands shout sink shiver (n) missing (v) (n) (adj) (n) (v) (n) (n) (v) (v) (n) (adj) (v) (n) (n) (v) (v) (v) (v) (v) VII 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 178 149 150 151 152 153 154 155 156 157 158 159 160 160 162 skin smell smile stare at stage step stone strange stream strong sure sweet take care of tears tell lie terrible terror tie tired theatre throw touch travel trial true truth ugly uncover vacation veil voice wave wet wedding-ring whisper wise witch withered worried wooden (n) (v) (v) (v) (n) (v) (n) (adj) (n) (adj) (adj) (adj) (v) (n) (v) (adj) (n) (v) (adj) (n) (v) (v) (v) (n) (adj) (n) (adj) (v) (n) (n) (n) (n) (adj) (n) (v) (adj) (n) (adj) (adj) (adj) VIII APPENDIX 2: THE VOCABULARY PRETEST RESULTS Name Flower Jim Bob Mary David Jane Douglas Erik Jurita Wind Maria Tim Tom Samira John Julie William Moon Elizabeth Sarah Apricot Rose Christine Judy Jan ADJECTIVES 56 44 45 50 51 56 53 46 57 56 40 56 60 56 61 56 55 44 45 56 50 62 53 46 57 NOUNS 78 70 67 78 71 57 86 76 67 69 79 80 83 87 80 56 73 62 79 64 79 81 82 90 70 VERBS % ADJECTIVES 46 39 45 57 49 56 50 49 41 39 45 47 65 54 56 49 34 49 56 49 49 54 34 49 45 IX 60.9 47.8 48.9 54.3 55.4 60.9 57.6 50 62 60.9 43.5 60.9 65.2 60.9 66.3 60.9 59.8 47.8 48.9 60.9 54.3 67.4 57.6 50 62 % NOUNS 51.3 46.1 44.1 51.3 46.7 37.5 56.6 50 44.1 45.4 52 52.6 54.6 57.2 52.6 36.8 48 40.8 52 42.1 52 53.3 53.9 59.2 46.1 % VERBS 60.5 51.3 59.2 75 64.5 73.7 65.8 64.5 53.9 51.3 59.2 61.8 85.5 71.1 73.7 64.5 44.7 64.5 73.7 64.5 64.5 71.1 44.7 64.5 59.2 APPENDIX 3: THE VOCABULARY IMMEDIATE POSTTEST RESULTS Name Flower Jim Bob Mary David Jane Douglas Erik Jurita Wind Maria Tim Tom Samira John Julie William Moon Elizabeth Sarah Apricot Rose Christine Judy Jan ADJECTIVES 60 50 60 63 65 64 53 70 67 66 59 68 65 57 68 62 70 60 59 56 68 72 63 64 61 NOUNS 90 91 82 92 91 67 86 89 87 69 81 98 84 88 90 75 87 75 83 81 84 88 82 90 74 VERBS 58 60 55 69 59 60 52 51 70 63 65 67 65 55 56 53 44 49 56 50 59 56 65 58 69 X % ADJECTIVES 65.2 54.3 65.2 68.5 70.7 69.6 57.6 76.1 72.8 71.7 64.1 73.9 70.7 62 73.9 67.4 76.1 65.2 64.1 60.9 73.9 78.3 68.5 69.6 66.3 % NOUNS 59.2 59.9 53.9 60.5 59.9 44.1 56.6 58.6 57.2 45.4 53.3 64.5 55.3 57.9 59.2 49.3 57.2 49.3 54.6 53.3 55.3 57.9 53.9 59.2 48.7 % VERBS 76.3 78.9 72.4 90.8 77.6 78.9 68.4 67.1 92.1 82.9 85.5 88.2 85.5 72.4 73.7 69.7 57.9 64.5 73.7 65.8 77.6 73.7 85.5 76.3 90.8 APPENDIX 4: THE VOCABULARY DELAYED POSTTEST RESULTS Name Flower Jim Bob Mary David Jane Douglas Erik Jurita Wind Maria Tim Tom Samira John Julie William Moon Elizabeth Sarah Apricot Rose Christine Judy Jan ADJECTIVES 57 58 59 61 65 63 50 67 65 65 57 68 64 57 67 62 69 58 59 54 67 70 62 60 61 NOUNS 90 90 81 92 91 67 86 89 87 68 80 98 83 86 89 74 86 75 82 78 82 88 81 89 73 VERBS 57 60 55 68 58 60 52 51 70 62 65 67 64 54 56 53 44 48 56 50 59 56 65 58 68 XI % ADJECTIVES % NOUNS 62 63 64.1 66.3 70.7 68.5 54.3 72.8 70.7 70.7 62 73.9 69.6 62 72.8 67.4 75 63 64.1 58.7 72.8 76.1 67.4 65.2 66.3 59.2 59.2 53.3 60.5 59.9 44.1 56.6 58.6 57.2 44.7 52.6 64.5 54.6 56.6 58.6 48.7 56.6 49.3 53.9 51.3 53.9 57.9 53.3 58.6 48 % VERBS 75 78.9 72.4 89.5 76.3 78.9 68.4 67.1 92.1 81.6 85.5 88.2 84.2 71.1 73.7 69.7 57.9 63.2 73.7 65.8 77.6 73.7 85.5 76.3 89.5 APPENDIX 5: SURVEY QUESTIONNAIRE Adapted from Anh (2007) This questionnaire is designed to collect data to our study into how students deal with ER and the opinions about GRP All your responses to the questions are highly appreciated and kept anonymous Part 1: Students' opinions about the Graded Readers Program (GRP) Following are eight statements about the GRP We would like you to indicate your opinion about each of them by putting a tick (√) in the column that best suits you Statements Strongly agree Agree Neutral Disagre e Strongly disagree The GRP gave me pleasure in learning English I wish I had been encouraged to read extensively before If I had been given a choice, I wouldn't have participated in this GRP If this program does not continue in the following school-year, I will keep on reading extensively The GRP helped me to gain more self-control of my English study My background knowledge has been widened due to extensive reading Reading extensively helped to improve my English vocabulary GRP helped me to develop a reading habit Part 2: Students' suggestion about the future Graded Readers Program XII In your opinion what should be done to make the future GRP more enjoyable and useful? Put a check (√) in the column that best indicates your response to each proposed suggestion Suggestions Strongly Agree Neutral agree Disagre e Strongly disagree The teacher should choose reading materials more carefully The teacher should have more books and more copies of the same books Students should be given more encouragement during the GRP Instructions on activities in the GRP should be explained more clearly The program should be in a longer period of time Other suggestions:.……………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………… Thank you very much for your corporation! XIII APPENDIX 6: CÂU HỎI ĐIỀU TRA Bản câu hỏi thiết kế nhằm thu thập liệu cho nghiên cứu việc sinh viên đối mặt với khăn đọc rộng thái độ họ với chương trìnhđọc rộng Câu trả lời bạn đánh gia cao giấu tên Phần 1: Ý kiến sinh viên chương trình đọc tài liệu theo cấp độ Dưới câu nhận định chương trìnhđọc tài liệu theo cấp độ Chúng muốn bạn cho biết ý kiến việc đánh dấu (√) vào cột mà bạn thấy hợp lý Quan điểm Hoàn Đồng Trung Không toàn ý lập đồng ý đồng ý Chương trình đọc tài liệu theo cấp độ tạo hứng thú cho việc học Tiếng Anh Tôi mong muốn trước khuyến khích đọc mở rộng Nếu lựa chọn không tham gia vào chương trình đọc tài liệu theo cấp độ Nếu năm học tới chương trình không tiếp tục tiếp tục đọc thêm tài liệu Chương trình đọc tài liệu theo cấp độ giúp tự chủ việc học Tiếng Anh Kiến thức mở rộng nhờ chương trình Việc đọc tài liệu theo cấp độ giúp cải thiện từ vựng tiếng Anh Chương trình đọc tài liệu theo cấp độ giúp có thói quen đọc XIV Hoàn toàn không đồng ý Phần 2: Gợi ý sinh viên chương trìnhđọc tài liệu theo cấp độ Theo ý kiến bạn làm để chương trình đọc tài liệu theo cấp độ ưa thích có ý nghĩa Bạn đánh dấu (√) vào cột câu trả lời bạn với gợi ý Gợi ý Hoàn Đồng Trung Không toàn ý lập đồng ý đồng ý Hoàn toàn không đồng ý Giáo viên nên lựa chọn tài liệu cẩn thận Giáo viên nên có nhiều sách và nhiều phô tô sách Sinh viên nên khuyến khích nhiều suốt dự án Các hướng dẫn cho hoạt động chương trìnhnên giải thích kỹ lưỡng Chương trình đọc tài liệu theo cấp độ nên kéo dài Các gợi ý khác: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………… Chân thành cảm ơn hợp tác bạn! XV APPENDIX 7: WORKSHEET FOR BOOK REPORTS Please provide as much information as possible about your reading selected books Student's name: ………………………………………… Date of reading: ……………… Book title: …………………………………………………………………… Number of pages read: ………………………………………………………………… Length of time of reading: ……………………………………………………………… Your expectation from the book title: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………………………………………….… Main theme of the book: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………………………………………….… Who is/are your favorite character(s)? Your feelings about your beloved character(s) in the story: …………………………………………………………………………………………………………… ………………………………………………………………………………… How interesting you find the book: (put a tick where applicable) □ not at all interesting □ not very interesting □ a little interesting □ interesting □ very interesting How difficult you find the book: (put a tick where applicable) □ very easy □ a little easy □ a little difficult □ difficult XVI □ very difficult APPENDIX 8: A SAMPLE OF LESSON PLAN LESSON PLAN Aims: • To encourage extensive reading outside of class time • create student interest in the story Materials: • Extensive reading: The Elephant Man by Vicary (students had read at home) The Phantom of the Opera by Jennifer Bassett (students will read the following week) Time allowance: • Date of teaching: • About 45 minutes Anticipated problems: • • • • Unfamiliar vocabulary might cause problems in understanding the story Some students are slower readers than others This type of story may not usually be of interest to some students The same story reading may cause students copy the book report from their friends Visual aids: • Questions on the reading done in class • A report form to encourage outside reading Class profile: 25 students of TA13 XVII Procedures: ACTIVITIES INTERACTION TIME A CHECKING STUDENTS READING T1 Asks students prepare a four minute report on a book T - Ss for homework and give the report in class to a partner Ss - Ss Ss: give an oral report on a book they have read for four minutes T2 Asks student then gives the same report in three T - Ss minutes to a different student Ss - Ss Ss: Change partners and give their reports in three minutes T3 Asks students to deliver the report in two minutes to T - Ss a third student Ss - Ss Ss: Change every partner one last time and gives their 20 mins reports in two minutes T4 Gives a list of adjectives describing characters from T - Ss the book and asks student to decide who it is Ss –T Ss: Find out the characters T5 Introduces Elephant Man movie trailer T - Ss Ss: Watch the trailer Ss -T (T may encourage students to watch the movie at home) B TALKING ABOUT STUDENTS DIFFICULTIES IN READING AT HOME T6 Asks students about their difficulties which they T - Ss encountered during the extensive reading Ss -T Ss: Express their opinions 20 mins T7 Asks Ss to explain their difficulties and help them T - S overcome the problems if possible S-T XVIII Ss: Listen and may change their attitudes C INTRODUCING THE NEW STORY T8 Shows the new story and ask students about the title T - Ss and author S - Ss Ss: See the story cover and answer T’s questions T9 Asks students to predict the main theme of the story mins by reading the introduction on the back cover Ss: Predict when , where it takes lace, the characters T10 Delivers the story and book report worksheet Ss: Bring the story home to read Keys: T = teacher S = student XIX Ss = students [...]... mainly aims to improve first year English- majored students incidental vocabulary learning in the aspect of word meaning at Hung Yen Teachers’ Training College using guided extensive reading To reach the aims, the researcher supposes two research questions as follows: 1 To what extent can the use of guided extensive reading improve the students incidental vocabulary learning? 2 What are the students ... interviewed, these students showed that they had never read outside the class However, these students expressed their willingness to join in the study since they were really in need of improving their vocabulary and reducing vocabulary learning stress All these have motivated me to carry the study using guided ER to improve incidental vocabulary learning for first year English major students 2 2 Aims... observation helped her find out that one of the students problems is lack of vocabulary Therefore, this feature was selected to be the focus in this study 2 Collecting and analyzing the data To have more information, the researcher had to collect the data relating to students vocabulary knowledge, their reading habits and their reading ability First of all, the researcher found out that her students. .. the fact that until recently, Vietnamese learners have not paid enough attention to vocabulary learning (Tran, 2006) This is true with the context of my students at Hung Yen Teachers’ Training College (HYTTC) Despite the fact that these students had preciously studied English at lower secondary schools for four years, their vocabulary, grammar and practical skills were limited When being informally interviewed,... structures • Extensive reading enhances learners’ background knowledge • Extensive reading promotes learners’ positive attitude toward reading It fosters their confidence and motivation to read Extensive reading increases exposure to English The important role of comprehensible input in foreign language learning has been strongly demonstrated by Krashen (1993) • Extensive reading reinforces a grasp... to previously unknown or difficult words through sustained silent reading for entertainment by Japanese EFL students had a positive effect on their ability to recognize these words in a vocabulary test 1.2.4 Difficulties in incidental vocabulary learning In spite of the fact that extensive reading has an influence on incidental vocabulary learning, other researchers have found that reading for L2 vocabulary. .. anxiety-free learning environment for general language improvement, it increases learners' motivation and more positive attitude towards the target language It is believed that since the learner is reading for pleasure, he will be eager to see what happens next and will therefore try to read more rapidly Moreover, ER can help students to automatically recognize the words that frequently appear in the reading. .. fundamental to vocabulary development as well in the L2 learning Researchers such as Krashen believe that similar to L1 word learning, reading is the major means for acquiring vocabulary and have thus strongly encouraged the implementation of extensive reading programs in an L2 learning environment (Krashen, 1989) The proposition that most vocabulary is learned incidentally has appealed to the default... absent But this stoppage should not mean that they do not like reading GRs The students reading success and the opportunity to practice English 18 generates the positive attitudes and intentions mentioned above This method also introduces students to a different way of developing their English proficiency Murphy (2010) conducted a study among first and second -year non -English majors at a national university... default argument that learning from context is the only way to account for most vocabulary acquisition (Wesche & Paribakht, 1999) Many studies results support the assumption of the important relationship between incidental vocabulary learning and extensive reading Milton and Meara (1995, cited by Nagy, 1997) estimated that advanced students could learn words at an annual rate close to 2,500 in a second ... mainly aims to improve first year English- majored students incidental vocabulary learning in the aspect of word meaning at Hung Yen Teachers’ Training College using guided extensive reading To reach... their vocabulary and reducing vocabulary learning stress All these have motivated me to carry the study using guided ER to improve incidental vocabulary learning for first year English major students ... context of my students at Hung Yen Teachers’ Training College (HYTTC) Despite the fact that these students had preciously studied English at lower secondary schools for four years, their vocabulary,