TITLE:

EXPLORING EFFECTIVE STRATEGIES ON IMPROVING COLLEGE STUDENT'S

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

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 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 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 performance through

self-determination and collaborative vocabulary learning, as well as maintaining student interest

through the use of a score system.

Leader: Grecel Joyce M. Ongco

Secretary: Josielin C. Gomez
Members: Ella Maureen G. Jawod
Pepito Salem Jr.