IMPROVING STUDENTS’ VOCABULARY USING THE DIGLOT-WEAVE TECHNIQUE

Abstract

This study investigated the effectiveness of the Diglot-Weave Technique in helping non-English majors at Thai Nguyen University of Education improve their vocabulary. The research aimed at investigating  the current situation of the students’ vocabulary, and the extent to which the Diglot-Weave Technique improved the students’ vocabulary. There were 24 participants who were non-English majors from 5 departments (Primary Education, Biology, Mathematics, Physics, and Philology) at Thai Nguyen University of Education. Two data collection instruments were used, namely questionnaires, and tests. Before the study, most of the students did not have adequate vocabulary and they had some difficulties in learning vocabulary. The findings revealed the effectiveness of the Diglot-Weave Technique in enhancing the students’ vocabulary. The experimental group’s scores in the post-test were higher than those of the control group and there was a difference between the pre-test and the post-test scores of the experimental group. The majority of the students thought the Diglot-Weave Technique was useful for them to guess the meanings easier and remember words longer.