Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Duy Van Vu,Elke Peters

doi:10.3390/educsci11090563

Abstract

This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

Highlights

At present, English is undoubtedly the most popular foreign language in Vietnam due to the increasing international economic integration of the country
The English language teaching (ELT) quality in Vietnam tends to be low [1]. This is partly reflected in the fact that a large number of Vietnamese learners of English as a foreign language (EFL) are unable to communicate in English for survival needs despite many years of formal English instruction, as suggested by a recent survey [2]
Recent research [8,9,10,11] has indicated that Vietnamese EFL learners generally have limited vocabulary knowledge, that is, understanding the meaning of English words and formulaic sequences and knowing their form

Summary

Introduction

English is undoubtedly the most popular foreign language in Vietnam due to the increasing international economic integration of the country. The English language teaching (ELT) quality in Vietnam tends to be low [1] This is partly reflected in the fact that a large number of Vietnamese learners of English as a foreign language (EFL) are unable to communicate in English for survival needs despite many years of formal English instruction, as suggested by a recent survey [2]. Several studies have examined Vietnamese EFL learners’ vocabulary learning from extensive reading [12,13,14], audiovisual input [15], input-based and output-based tasks [16,17], computer-assisted language learning [18], and explicit instruction [19] These studies, while still limited in quantity, have revealed intriguing findings that have significant implications for ELT stakeholders in Vietnam. We offer research-informed recommendations for vocabulary learning and teaching in Vietnam and similar EFL contexts

Vocabulary Knowledge of Vietnamese EFL Learners

Vocabulary Teaching in Vietnam

Research into Vietnamese EFL Learners’ Vocabulary Acquisition

Vocabulary in English Language Testing in Vietnam

Findings

Conclusions and Recommendations