ENHANCING SECOND LANGUAGE PROFICIENCY IN ELEMENTARY

LEARNERS THROUGH VOCABULARY LEARNING STRATEGIES

AT DON CARLOS CENTRAL ELEMENTARY SCHOOL

ROSEMARIE G. GARING

AN ACTION RESEARCH PROJECT SUBMITTED TO THE FACULTY OF

THE COLLEGE OF TEACHER EDUCATION, DON CARLOS
POLYTECHNIC COLLEGE, IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE

BACHELOR OF ELEMENTARY EDUCATION

SEPTEMBER 2023
 Context and Rationale

In our globalized and interconnected world, the ability to communicate

proficiently in a second language is a skill of huge importance. It facilitates cross-
cultural understanding, academic success, and access to a broader range of
opportunities. For elementary learners, mastering a second language can be
particularly transformative, setting the stage for a lifetime of enriched experiences
and improved communication skills.
On the other hand, the enrichment of a second language, beyond one's native
tongue, represents a gateway to an effective communication with a broader and
more diverse audience. Whether it's traveling to foreign lands, engaging in
international business, or simply connecting with individuals from different linguistic
backgrounds, second language proficiency opens doors that might otherwise remain
closed. In essence, it facilitates communication on a global scale, bridging the gaps
that can hinder meaningful interactions.
Recent research in the field of language education has shed light on the
significance of targeted vocabulary acquisition strategies. A study conducted by
Smith et al. (2021) in a similar educational setting revealed that incorporating
vocabulary learning strategies into the curriculum not only enhanced students'
language skills but also boosted their confidence in using the second language.
Additionally, their research found a positive correlation between vocabulary learning
strategies and overall language proficiency, suggesting that these strategies hold
promise as an effective pedagogical approach for elementary learners.
Moreover, second language proficiency is a window into the rich tapestry of
global cultures. Language is an intricate part of a society's identity, encompassing its
history, customs, and values. Through the lens of a second language, individuals
gain not only the ability to converse but also a deeper insight into the perspectives
and experiences of others. It fosters empathy, breaks down cultural barriers, and
encourages a more inclusive and interconnected world.
Furthermore, the cognitive benefits of second language proficiency cannot be
overstated. Research indicates that bilingualism can enhance problem-solving skills,
creativity, and memory. It challenges the brain to think in different ways, fostering
adaptability and mental agility. It is, in essence, a workout for the mind that
contributes to lifelong cognitive development.
In general aspect, researcher believes that throughout vocabulary learning
strategy it will enhance learner’s capability to speak second language fluent and
effectively use it for their daily conversation.
Researcher believes that vocabulary learning strategy can enhance learners
vocabulary, particularly in a second language or when learning new words in their
native language. These strategies help learners actively engage with words and
remember them more effectively. Plus, will use it to construct sentences and speak
in public confidently.

Action Research Question

This study aims to develop interventions to alleviate Second Language

Proficiency in Elementary Learners through Vocabulary Learning Strategies among
selected learners at Don Carlos Central Elementary School during the 2023-2024
school years.
Specifically, the study seeks to answer the following questions:

1. To what extent do vocabulary learning strategies impact the overall second

language proficiency of elementary learners at Don Carlos Central
Elementary School?
2. How can the implementation of specific vocabulary learning strategies
improve second language proficiency among elementary learners at Don
Carlos Central Elementary School?

Innovation, Intervention, and Strategy

Innovation: Vocabulary Learning Strategy

This study employs "Vocabulary Learning Strategy “to address enhancing

second language proficiency among learners at Don Carlos Central Elementary
School. Vocabulary learning strategy is defined as a specific approach or technique
that an individual use to acquire and enhance their vocabulary, particularly in a
second language or when learning new words in their native language. These
strategies will help the learners to be actively engage with words and remember
them more effectively. Vocabulary learning strategies can vary from person to
person, and individuals often develop their own strategies based on their learning
style and preferences. In this action research, the research will utilize to use
Listening and Speaking: to native speakers or language materials to hear how words
are properly pronounced and used in a conversation. As well as, Contextual
Learning: Learning new words from the context of a sentence, paragraph, or text to
understand how they are used in real-life situations.

Action Research Method

This study employs a qualitative model and action research design. Action
research involves identifying the problem, collecting data, creating plans, evaluating
progress, and refining implementation steps (Aksoy, 2003). The researcher also
incorporates an experimental design using pre-tests and post-tests to gauge
improvement in the study.

Action Research Design

The researcher employs purposive and random sampling research design to

select participants based on their poor performance in second language.

Participants of the Study

The study's participants will be the selected learners at Don Carlos Central
Elementary School which needs to improve their second language proficiency. The
expected number of respondents is 15, all of whom have faced second language
difficulties.
 Data Collection Method

To assess improvements in learner’s second language proficiency, a pretest

was administered to students before the intervention's commencement.
Subsequently, a pre-test is like students received daily instruction using vocabulary
learning strategy like take down notes all the words which is hard to understand,
followed by giving its accurate definition and proper to use in conversation. After one
month, a post-test was conducted to evaluate the impact of vocabulary learning
strategy whether it enhances the second language proficiency among the learners or
not. A posttest is a remembering test about those words which everyday had shared
and discussed. Additionally, interviews were conducted with the participants to
gather insights into their experiences with vocabulary learning strategy as an
intervention for enhancing their second language proficiency.

For data collection, the researcher will focus or based on the rubrics about
Vocabulary Proficiency Assessment Rubric of the learners to rate and evaluate a
learner's ability if they effectively use and understand words and phrases. The
rubrics are categorized into four contextual appropriateness, accuracy and correct
usage, listening and speaking.

Contextual Appropriateness Rubrics

Scale Description
Level 4 The learner consistently uses vocabulary appropriate to
various contexts, demonstrating a nuanced understanding of
word meanings and usage.
Level 3 The learner effectively uses vocabulary in appropriate
contexts, although there may be occasional mismatches.
Level 2 The learner struggles to use vocabulary appropriately in
different contexts, leading to limited expressiveness.
Level 1 The learner's vocabulary use lacks appropriateness and often
confuses listeners.

Accuracy and Correct Usage Rubrics

 Scale Description
Level 4 The learner consistently uses vocabulary accurately,
including precise word choices and correct idiomatic
expressions.
Level 3 The learner generally uses vocabulary accurately, with
occasional minor errors in word choice or expression.
Level 2 The learner's vocabulary usage is often inaccurate, leading to
misunderstandings.
Level 1 The learner frequently uses vocabulary incorrectly, hindering
communication.

Speaking Rubrics

Scale Description
Level 4 The learner speaks fluently, with clear pronunciation and
natural intonation. They express complex ideas with ease and
accuracy, using a wide range of vocabulary and grammatical
structures.
Level 3 The learner speaks clearly and confidently, with generally
accurate pronunciation and intonation. They communicate
effectively on a variety of topics, using appropriate vocabulary
and grammar.
Level 2 The learner speaks with effort, and their pronunciation may
have noticeable errors. They can handle simple
conversations and topics but struggle with more complex
language tasks.
Level 1 The learner has difficulty speaking and may be barely
understandable. Their pronunciation and intonation are
problematic, and they can only handle very basic language
tasks.
 Listening Rubrics

Scale Description
Level 4 the learner comprehends spoken language at a native or
near-native level. They understand complex speech,
idiomatic expressions, and varied accents without difficulty.
Level 3 The learner understands spoken language effectively, even
when the conversation involves some complexity or multiple
speakers. They may occasionally miss subtleties.
Level 2 The learner can understand straightforward spoken language
but may struggle with accents, rapid speech, or complex
conversations.
Level 1 The learner has significant difficulty understanding spoken
language, even in simple and slow speech.

Data Analysis Plan

The collected data will be interpreted quantitatively and qualitatively. Pre-test

and post-test results, based on the proficiency made rubrics. And also, will be
compared and evaluate the learners' performance before and after the intervention.

Interview question

Could you please share your thoughts on how vocabulary learning strategies
improves your second language proficiency? What do you believe are the key
benefits of these strategies?"