How does using variety of VAKT

activities promote meaningful learning

in favor of vocabulary adquisition?

Candidate number: 221848

Name: Wilmer Franklin Zambrana Guadamuz

Subject code: PFD-END-1 18H PPU

Subject name: English didactics 

Semester: 1st semester

Task: Final Essay Version

Wilmer Zambrana
Autumn, 2018
English Didactics

Thesis

“Few activities are as delightful as learning new vocabulary” –Tim Gunn. As

language learners we are encouraged to learn new words in each lesson we take, which
is paramount in the pursuit of becoming a proficient foreign language speaker.
However, for some learners it might not be effortless to acquire new vocabulary. It can
be inferred that the lack of vocabulary knowledge often has a more drastic impact on
clarity and fluency of spoken and written language rather than insufficient grammatical
knowledge or poor pronunciation (Hedge, 2000). Additionally, As Wilkins argues
“Without grammar, very little can be conveyed; without vocabulary, nothing can be
conveyed” (Wilkins, 1972).Therefore, as stated by Camilla Bjǿrke (2002) there have
been different goal settings in vocabulary acquisition, from bounded reading and
writing activities to communicative competence and the use of top-down strategies.
Furthermore, it has been claimed an urgent need to empower learners with strategies
that enable them to increase their word knowledge. For instance, the concept of a word
is defined in various ways, but three significant aspects are needed to be aware of and
focus on: Meaning, form and use. Diane Larsen, a linguistics professor at the University
of Michigan, analyses “form” as visible or audible units: the sounds, written symbols,
morphemes, functions words and syntactic structures. In other words she relates
“forms” with phonology, graphology, semiology and morphology. She also relates
meaning with semantics, the study of meaning encoded in language; and distinguishes
pragmatics as social functions of language (Larsen, 1997). This paper investigates the
usefulness of the implementation of the ECRIF framework designed to evaluate how
students learn a language and acquire vocabulary. The central question in this
dissertation follows: How does using a variety of VAKT activities promote meaningful
learning in favor of vocabulary acquisition? In this essay I will go through the lesson
planning, the start of the lesson, the students performance, and general aspects of
conveying the target language.

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 2
Wilmer Zambrana
Autumn, 2018
English Didactics
Introduction of the class
As part of my teaching practice, I was honored to teach intermediate students in a 11th
grade class for a 90mins lesson held in Nicaragua, arranged by the University I was
studying in a private school. This lesson was for young and young-adult learners in the
same classroom. I had 28 students in my lesson. Students were willing to learn and
motivated due to the fundamental principle of non-violent communication and students
center-learning method being employed through years. This, of course, created a safe
and respectful class environment and allowed students feel comfortable and self-
confident while using English language rather than worrying about grammar mistakes.
Students were friendly and so eager to start the lesson. There was a good sense of
humor before starting the lesson since they showed interest and appreciation to their
peers. The students were sitting in a semicircle, which enabled them to have good
communication with the teacher and peer-discussion.

The lesson plan

This lesson plan was based on vocabulary related to Crime, there were 5 words chosen
(kidnapping, pick pocketing, burglary, shoplifting, Mugging) to describe common crime
in a country. There are other skills that were required such us speaking, reading, and
critical thinking. The activities were chosen based on VAKT to help student learn
effectively. My lesson started by activating students´ schema in a “Think-Pair-Share”
activity. They were brainstorming words related to the one presented in front and then
expressing their ideas. In the first activity, students encountered the new words by
looking at different pictures and discussing about the meaning of what the pictures
represented; in this part of the lesson I was using inductive method and focused on
“meaning”. Visual and auditory learning styles were presented in this activity. Once
students share their ideas, I presented the expected word from the pictures and they
compared their responses. In the second activity, students clarified the meaning of the
words and I asked them to match the words with the proper definitions, then to quiz
each other in a mingle activity. I also used comprehension checking questions to
identify level of understanding. In this activity students learn through visual, auditory
and tactile learning styles. In the third and fourth activities, students remembered the
new words through a memory game and gap filling. They used some cards to play and
remember the words, definitions and pictures. In these second, third and fourth
activities, I focused on the “form” of words. In the fifth activity, students internalized

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 3
Wilmer Zambrana
Autumn, 2018
English Didactics
the words and I encourage my students to connect the target language with personal
experiences to make learning more meaningful. VAKT learning styles were presented.
They have pair/group-discussions and I focused on the “use” of words. Finally, the last
activity encouraged students use the new words in both written and spoken language to
check how fluent they were by using the words.

The basis of the lesson plan

This lesson plan is focused on vocabulary teaching communicatively. The lesson plan
follows the framework called ECRIF which stands for: Encounter, Clarify, Remember,
Internalize and Fluency stages. These stages contain hierarchic activities and with
different learning styles that help promote meaningful learning since not all individuals
learn the same way. By using this framework, I shifted the common teaching-centered
thinking to learning-centered thinking, which provides a way of looking at what
students are doing and thinking as they learn during lessons (Mary Scholl, 2007). As
Ernesto Muñoz stated “the various (VAKT) scaffolding learning activities (sensing,
perceiving, motor action, thinking, feeling, emoting, and motivation) in which students
are engaged in at the different stages allow the learners to gradually create individual
organized structures of knowledge as they become fluent users of the language”
(Muñoz, 2013) . Therefore, vocabulary must be meaningful stored in long-term memory
and this requires being establishing associations with other words, images, sounds,
motions, touch, and situations. (Arias, 2003). Repeated and varied encounters in the
activities make words appear in different contexts. Each encounter provides new
information about the word meaning and facilitates acquisition of vocabulary. Memory
review and repetition take a crucial role in the complex process of learning a vocabulary
item. Therefore, vocabulary recycling becomes a determinant in the process of learning.
According to Nation (2001: 77) the repetition brings quantitative and qualitative
benefits to vocabulary learning. A number of studies have found that a student must be
exposed to the new “word” in timed intervals. Therefore, as teacher we should limit the
amount of words presented to our students and provide different chances to manipulate
the word. This means students should never be given a long list of vocabulary words for
one exposure and then be expected to retain the list for a quiz or test months later
(Bennett, 2018). Additionally, interactions among students in the classroom can have a
dramatic effect in students learning; therefore I decided to use both cooperative and

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 4
Wilmer Zambrana
Autumn, 2018
English Didactics
competitive interactions: pair-work, group discussions, class share, eliciting, and
reporting.

Analysis and discussion of the lesson plan

It is always a highlight for me when the lessons start with brainstorming conversation;
finding out what students already know through a brainstorm is an amazing way to help
students connect with the topic, and hopefully with the class. According to Khan (2013)
“brainstorming can encourage learners to think more freely and innovatively than if
they were doing a more restricted and routine classroom situation” It helps learners to
remember what they already know, and to teach each other by sharing information. It is
a dynamic and stimulating way to lead learners into a topic. Furthermore, students of
any age, bring beliefs and life and academic experiences to the classroom that influence
what and how they learn. At times, such prior knowledge facilitates learning by creating
mental hooks that serve to anchor instructional concepts (Campbell, 2008). Vocabulary
plays a fundamental role in any student’s knowledge base. Some research suggests that
teaching vocabulary is synonymous with building background knowledge. It is
important for educators to establish connections between the learners’ prior knowledge
and the new target language. As students were brainstorming, I could notice plenty of
information they knew and shared each other. This auditory-based activity worked
effectively activating their schema and engaging all the students in using the language.

Before reaching that stage, I had already prepared the material for the next activity.
Using teaching material in classroom rather than the traditional teaching method or the
book-based method enhances the interest of students. Anshuld Chandra, in his article
“Teaching material and teaching aids” suggests that it is highly important using proper
material to help remember lessons permanently, since every individual has a tendency
to forget information (Chandra, nd). He also suggests that teaching materials help to
increase the vocabulary and enable all students of the class to participate actively and
they can relate the topic to real life situations. Teaching material such as charts, maps,
flash cards, pictures, white board, flip charts, drawings, and texts, use the sense of
vision. In my first three teaching activities I included some pictures and texts, from
which I came out with different tasks such picture description, guessing, matching,
defining and recognizing. To this extent, how these Visual activities promote
meaningful learning in favor of vocabulary acquisition? First, this activity helped
students connect the previous brainstorming with the new target language and explore

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 5
Wilmer Zambrana
Autumn, 2018
English Didactics
new ideas for guessing the word or definition that best represent each picture. Second,
having different encounters with the same words ensures their learning since they made
associations with words, pictures and definitions. According to Angela Joe (2010)
Subsequent exposures to these familiar words and word sequences serve to consolidate
their long-term representation both receptively and productively. Third, meaning, form
and used of the new target language is being acquired. According to Maria Ramirez
(2012) “Visual material or anything used to help the student see an immediate meaning
in the language may benefit the student and the teacher by clarifying the message” and
at the same time the “form”, which includes pronunciations, spelling, and word
formation, is being practice several times through each activity.

Despite of the fact that students did not know the new words presented, they did not
struggle in getting the meaning and the form the words in the previous activities.
However, it was necessary to provide them with other opportunities to learn the words
effectively. Therefore, I included “remembering” activities that allowed students go
back to the words in practice. The fourth activity was intended to help students
remember the target language through a memory game. Ilhem Darfilal (2014, p 35)
suggested that “language games, as a teaching technique, have a great effect on the
learners´ vocabulary improvement (knowledge, memorization and use) as well as on his
psychological side (motivation, relaxation and self-confidence)”. Games are seen as
communicative activities that improve the learner´s overall communicative competence,
the learner`s ability to use the target language in diverse settings and being able to
produce accurate linguistic forms to his/her message across in the target language.
(Ketterlinus, 2017). Additionally, Games are effectives in teaching and practicing
foreign languages since they make vocabulary and grammar learning more enjoyable
and provide with meaningful context to practice communicatively. Therefore, I decided
to implement memory and guessing games to enhance vocabulary learning and I could
notice how excited students were playing and trying to remember definitions and
matching cards with words. This games as Slattery and Willis (2001) suggest “help
children become familiar with new vocabulary in an enjoyable way” (p. 49). Moreover,
Wright, Betteridge and Buckby (1984) agree that memory games “challenge the
players’ ability to remember” (p. 139). Although this type of activity was mostly
intended for students´ kinesthetic learning style, visual and auditory learners benefit
from it. This memory-based activity involved recognition, remembering, producing
language, and a competitive participation.
USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 6
Wilmer Zambrana
Autumn, 2018
English Didactics

In the next part of the lesson, I planned two activities with the purpose of making
students internalize the new target language since vocabulary needs to be presented in
context to prevent learners from forgetting. Students can internalize the new knowledge
only when they take part in the class activities actively. Students need to internalize
vocabulary in order to understand and access it effectively, and need to develop
personalized vocabulary in order to talk about their own worlds (Glisan, 1988). In the
4th activity I asked students to read some scenarios, which described the type of crime in
study, and recognize them just before moving forward to the 5th activity, which was
focused on internalizing the target language through sharing personal anecdotes of any
crime they have faced. I could see how students were captivated by the sharing of
experiences of one another about any type crime referred in the lesson and then become
motivated to write a report. Personal experiences or short anecdotes can be drawn on as
a valuable resource for English classes since they involve listening, reading, speaking
and writing and allow learners to practice asking questions to elicit information, to hear
the rhythm of the language and to decode the sound system, to negotiate grammar, learn
new vocabulary and retell events in sequence (Lasmanis, 2017). Moreover, by telling
an anecdote or responding to their peer’s anecdotes, students organize their ideas and
contribute to the discussion and it is a way of contextualizing and introducing new
language, making it comprehensible and memorable (Wright 2000).

Role-play activities have shown their effectiveness in teaching English, since role-play
can increase students' enthusiasm, self-confidence, and empathy, and encourage critical
thinking. Role-play is a teaching strategy that models vocabulary learning in a cost-
effective, controlled, and fun way for both students and teachers (Kuipers & Clemens,
1998; Huang and Shan, 2008; Altun, 2015). Furthermore, role playing plays an
indispensable part in human development and offers a unique opportunity for resolving
interpersonal and social dilemmas (Joyce & Well 1986). In the final stage, I wanted my
students to show to what extent they have acquired the new target language and I asked
them to participate in a role-play. They were supposed to report a crime they were given
randomly and start a conversation with the police officer. Students could experience a
real life situation in which they used the language and new words.

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 7
Wilmer Zambrana
Autumn, 2018
English Didactics
Hot Reflection

One of the important factors in a teacher’s improvement and professional development

is “Reflection” (Pinsk & Irby, 1997). Reflection-on action is analytic evaluation and
strategic planning for improvement after the teaching event. Therefore, I had a hot
reflection not only on my performance as teacher, but on my students’ reaction to the
lesson and I questioned myself about different aspects: if the objectives of the lesson
were achieved, what students learned and how they showed me they learned it, the
things that I think effectively served students’ learning in this lesson, the things that are
puzzling me from this lesson, what I’ve learned from this lesson about facilitating
learning, and the things I would have done differently.

How can the lesson plan evolve?

Despite of the fact that I planned my lesson scaffolding the learning activities, using
different VAKT resources, focusing on communicative competence, having a student-
centered learning and having a good classroom management, I think there is always
“food for thoughts” and I am willing to make adjustments to improve my performance.
My improving area is related to assessment and feedback. During the lesson there is a
lack of teacher´s feedback on students’ performance. According to Susan Brookhart
(2008) feedback is an important component of the formative assessment process and
formative assessment gives information to teachers and students about how students are
doing relative to classroom learning goals. The feedback should be delivered in a
positive and timely manner, so the student is motivated to try again with the feedback.
During the lesson, I did not offer many opportunities to provide individual feedback on
students’ performance. I made general judgments instead. I could have included an
activity for individual work to gather information about their individual progress.

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 8
Wilmer Zambrana
Autumn, 2018
English Didactics

Conclusion

Vocabulary plays crucial role in foreign language learning. Therefore, teaching

vocabulary correctly is a very important element in language learning. As Abdul
Kareem Igbaria states “Correct vocabulary instruction involves vocabulary selection,
word knowledge and techniques”. Furthermore, Paul Nation suggests giving attention
to words based on “meaning” “form” and “use” to have an effective acquisition. It is
important to teach vocabulary in a meaningful and joyful way so that students feel
motivated and engaged to the lesson. Using the ECRIF framework, not only allowed
me to explore the students learning process, and reflecting on the choices for each
learning stage, it also made the learning environment as a community rather than
individual learning. I wanted to shift to student-centered approach and provide them
with different opportunities to have S-S interaction and avoid TTT (teacher talking all
the time)

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 9
Wilmer Zambrana
Autumn, 2018
English Didactics

Bibliografía
Arias, L. (2003). Recuperado el 21 de 10 de 2018, de
http://revistas.pedagogica.edu.co/index.php/RF/article/view/5942/4922

Bennett, C. (05 de 03 de 2018). 17 Reps to Build Vocabulary Muscles. Recuperado el 20 de 10

de 2018, de https://www.thoughtco.com/vocabulary-reps-4135612

Campbell. (2008). Beginning with what students know. Recuperado el 21 de 10 de 2018, de

The Role of Prior knowledge in learning: https://www.corwin.com/sites/default/files/upm-
binaries/25914_081222_Campbell_Ch1_excerpt.pdf

Chandra, A. (nd). Teaching Materials and Teaching Aids - II. Recuperado el 24 de 10 de 2018,
de http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S000013EN/P001458/
M017444/ET/1497612105Paper12%3BModule25%3BEText.pdf

Darfilal, I. (2014). The Effectiveness of Using Language Games in Teaching Vocabulary.

Recuperado el 24 de 10 de 2018, de
http://dspace.univ-tlemcen.dz/bitstream/112/7872/1/darf.pdf

Glisan. (1988). Teaching grammar and vocabulary for proficiency. Guidelines. Recuperado el 27
de 10 de 2018, de https://files.eric.ed.gov/fulltext/ED497939.pdf

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford.
Recuperado el 19 de 10 de 2018, de http://www.oup.hu/THedge_TeachingandLearning.pdf

Igbaria, A. K. (s.f.). Recuperado el 28 de 10 de 2018, de

http://www.qsm.ac.il/mrakez/asdarat/jamiea/7/abdalkareemfinal.pdf

Joe, A. (04 de 2010). The quality and frequency of encounters with vocabulary in an English for.
Recuperado el 24 de 10 de 2018, de http://www.nflrc.hawaii.edu/rfl/April2010/articles/joe.pdf

Journal of Education and Training Studies. (03 de 2017). Recuperado el 31 de 08 de 2018, de

ECRIF Framework System: http://redfame.com/journal/index.php/jets/article/view/2175/2315

Ketterlinus, L. (2017). Using games in teaching foreign language. Recuperado el 26 de 10 de

2018, de https://www.usma.edu/cfe/Literature/Ketterlinus_17.pdf

Khan, I. A. (2 de January de 2013). Recuperado el 26 de August de 2018, de

file:///C:/Users/HP/Downloads/relevance_of_brainstorming_in_the_teachi.pdf

Khan, I. (01 de 2013). Relevance of Brainstorming in an EFL classroom. Recuperado el 21 de 10

de 2018, de relevance_of_brainstorming_in_the_teachi.pdf

Larsen, D. (1997). The three dimensions.

Lasmanis, L. (2017). Language Acquisition Through Personal Story Writing. Recuperado el 27 de

10 de 2018, de Creative Dimensions of Teaching and Learning in the 21st Century. Advances in
Creativity and Giftedness: https://link.springer.com/chapter/10.1007%2F978-94-6351-047-
9_31

Mary Scholl, J. K. (2007). ECRIF: Seeing Learning. Recuperado el 21 de 10 de 2018, de

https://www.ecrif.com/

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 10
Wilmer Zambrana
Autumn, 2018
English Didactics
Muñoz, E. (12 de 2013). ECRIF IN THE ENGLISH CLASSROOM. Recuperado el 21 de 10 de 2018,
de STUDENTS PERCEPTIONS REGARDING ITS IMPLEMENTATION:
https://www.ecrif.com/uploads/3/1/6/3/3163972/ernesto_santos_thesis_ecrif.pdf

Pinsky, I. (1998). How Excellent Teachers Are Made: Reflecting on Success to Improve Teaching.
Recuperado el 27 de 10 de 2018, de https://link.springer.com/content/pdf/10.1023%2FA
%3A1009749323352.pdf

Ramirez, M. (2012). Usage of Multimedia Visual Aids in the English. Recuperado el 24 de 10 de

2018, de Language Classroom: A Case Study at Margarita Salas Secondary School :
https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf

Richardson’. (2018). Spacing, Testing, and Feedback Sustain Sales Training Impact. Recuperado
el 31 de 08 de 2018, de https://www.richardson.com/blog/spacing-testing-and-feedback-
essential-ingredients-to-sustain-sales-training-impact/

Rima, B. (06 de 2016). The Use of Pictures in Teaching Vocabulary in EFL . Recuperado el 27 de
10 de 2018, de http://dspace.univ-biskra.dz:8080/jspui/bitstream/123456789/8814/1/
a133.pdf

Slattery, M. &. (2001). English for primary teachers: A handbook of activities & classroom
language. Recuperado el 26 de 10 de 2018, de http://marifa.hct.ac.ae/files/2011/07/The-Use-
of-Memory-and-Guessing-Games-in-Teaching-Vocabulary.pdf

Somervill, C. (1995). Maximizing Learning: Using Role Playing in the Classroom. Recuperado el
27 de 10 de 2018, de http://www.abourcherif.com/pdfs/Maximizing%20Learning%20Using
%20Role%20Playing%20In%20the%20Classroom.pdf

Taylor, M. (1992). ESL Resources: Digests. Recuperado el 31 de 08 de 2018, de

http://www.cal.org/caela/esl_resources/digests/LEA.html

The role of games in teaching children - The Teacher. (31 de 08 de 2018). Obtenido de The
Teacher: https://teacher.pl/the-role-of-games-in-teaching-children/

Wilkins, D. A. (1972). Linguistics in Language Teaching. Cambridge. Recuperado el 20 de 10 de

2018, de Cambridge: MFT Press.

Wright, A. B. (1984). Games for language learning. Recuperado el 26 de 10 de 2018, de

Cambridge: Cambridge University Press.: http://marifa.hct.ac.ae/files/2011/07/The-Use-of-
Memory-and-Guessing-Games-in-Teaching-Vocabulary.pdf

WHAT HOW WHY

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 11
Wilmer Zambrana
Autumn, 2018
English Didactics
What are my goals for the lesson?
Description:
I am teaching an 11th grade class
for one lesson (90 minutes).
Competence aims:
Oral communication
The student interacts in real
situations using the target language
confidently.
The student expresses his or her
own ideas using different tenses.
Written communication
1. The student creates his or her
own texts using the writing
process and techniques with ac-
ceptable grammar and fluency
Goal of the lesson:
Students should be able to use 4-5
words related to crime to talk
about personal stories in a role-
play. They should be able to use
the words in context.
USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
How am I going to implement these goals?
Which teaching methods am I going to
use?
Materials in classroom:
Flash cards about crime/ Memory game
Short stories / worksheets
Activate Schema (5 min): Brainstorming.
Write down the word “crime” inside a circle.
Then elicit some new words from it by
having pair discussions.
E-Task 1(10min): Picture description:
Students see some flashcards and describe
them in pairs. They say a word that best
reprensent the pictures.
C-Task 2 (15 min): Matching,
A-Show some pictures and words to match
about different types of crime.
B-Show some card-definitions and ask
students to read then loudly and then match
them with the words in study.
C-Give some picture cards and word cards so
that the students can match the word and the
picture to see if they understood. Then, ask
students to minge and quiz each other
R-Task 3 (15 min): Memory game. Ask
students to play a memory game about crime
words and if they get the two cards they must
say the definition loudly
R-I-Task 4 (10min): Fill in the blank/
stations. Give to students a worksheet with
some scenarios related to crime. Ask them to
recognize each scenario and write down the
type of crime represented.
I-Task 5 (15 min): Personal Stories. Ask
student to think of a situation about the type
of crime in study that they have experienced
or happened to their relatives and share ideas
in pair.
F-Task 6 (15min): Role-play. Ask student
to imagine they faced the crime given
randomly and they should call the police to
report it. Including as many details: place,
time, type of crime, how it occured, ask for
soltion and work in pairs
5min: Evaluation
Appendix 1
Why did I choose this
particular method? What are
my justifications?
AS: It’s always a highlight
when the lessons start with
conversation that is an amazing
way to help Ss connect with the
topic, and hopefully with the
class. (Khan, 2013)
Task 1: Teachers can use
pictures to give hints about what
is coming in the lesson, so the
learners could guess what is
shown in pictures (Rima, 2016)
Task 2: Clarifying is the
process that is realized in the
inner part of the student; when
the student tries to define the
form, meaning, use of a
vocabulary. (Journal of
Education and Training Studies,
2017)
Task 3: Games use both visual
and aural channels and activate
language production and,
sometimes, physical movement.
(The role of games in teaching
children - The Teacher, 2018)
Task 4: Assessments can be
used not only to test what people
have learned, but can be used to
motivate people to "want to"
learn (Richardson’, 2018)
Task 5-6: Role playing provides
an opportunity for "acting out"
conflicts, collecting information
about social issues, learning to
take on the roles of others, and
improving students' social skills
(Somervill, 1995)
Page | 12
Wilmer Zambrana
Autumn, 2018
English Didactics

USN –
How does using VAKT activities promote meaningful learning in favor of vocabulary acquisition?
Page | 13