The Effect of Integrated Laguage Yohannes Teferea 1

Original Article
The Effect of Integrated Language Teaching on Students'
Vocabulary Retention as Compared to Non-Integrated One:
The Case of Grade Ten Students of Jimma University
Community School.
Yohannes Tefera Mengesha*
Abstract
The main objective of this study was to assess whether or not the vocabulary lessons in
the Grade Ten English text are effective in enhancing students' vocabulary retention. In
order to conduct the study, two grade ten sections of Jimma University Community
School (JUCS) were involved as experimental and control group. Section A was taken as
an experimental group and the students were offered vocabulary lessons designed by the
researcher in an integrated manner taking the core vocabulary items that are included
in units three and four of the grade 10 English textbook. On the other hand, Section B
was used as a comparison group and students in this section were
made to attend the usual vocabulary lessons and activities that appear in the student
textbook.

The main instruments used to collect data for the study were classroom observation,
interview and vocabulary retention tests. Two tests were administered for all the students
of the two sections after each unit was covered. The results of the observation were
analyzed together with the results of the interview descriptively. Besides, the mean and
standard deviation of the test scores were computed and analyzed. In addition an
independent samples t-test was administered to see if there was a significant difference
in vocabulary retention between the two groups.

The study revealed that the students in the experimental group scored a significantly
better result than the students in the control group in the vocabulary retention tests
administered to both groups.

INTRODUCTION
The role vocabulary knowledge plays in communication; and communication breaks
learning a foreign language is so crucial down when people do not use the right
that many theorists and language educators words (Allen, 1983).
argue that learning a foreign language is
basically a matter of learning the The study of vocabulary is central to
vocabulary of that language (Rodriguez language teaching and learning (Schmitt
and Sadoski, 2002; Kitajima, 2001). A and McCarthy, 1997; Nation, 1990).
number of research studies indicate that Current studies in language teaching also
lexical problems frequently interfere with

____________________________________________________________
* Lecturer, Department of English, Jimma University
E-mail yahonnes.tefera@ju.edu.et.
Ethiop. J. Educ. & Sc. Vol. 6 No 1 September 2010 2

insist on intentional teaching/learning of techniques/methods of vocabulary

vocabulary items (Lewis, 1993; Schmitt & teaching. Nevertheless, in the absence of
McCarthy, 1997; Jordan, 1997). In addition well-integrated and adequately developed
to emphasizing the central role vocabulary vocabulary activities, the techniques have
plays in learning a second language, the very little to do by themselves in second
way English language tasks are designed; language learning. Hence, the task design
the amount of time devoted in using and pertaining to vocabulary lessons - the
practicing the tasks; and the extent to integration of various skills that make use
which the vocabulary items are recycled of the new words, the provision of a variety
need consideration. These issues will of purpose-oriented communicative
highly affect the effectiveness of the activities that engage the students in using
vocabulary teaching/learning. Therefore, and practicing the words, etc. are critical
vocabulary teaching/learning needs to be success factors in language learning. This
developed in an integrated approach comparative study, therefore, investigated
whereby the four primary skills of the appropriateness of the vocabulary
listening, reading, speaking and writing are lessons in the light of an integrated
interwoven during instruction. This language teaching approach in general and
approach leads to optimal language the effectiveness of the lessons in
learning. If this weaving together does not enhancing students' vocabulary retention in
occur, the strand consists merely of particular. Thus, the study
discrete, segregated skills in parallel treads examined how effective the
that do not touch, support, or interact with vocabulary lessons are in
each other (Oxford, 2001). integrating different macroskills
together as well as fostering
Vocabulary teaching/learning in an favourable ground for students to
integrated approach will create a fertile use/practice the language, and
ground for better learning and helps explored how much vocabulary
students to lessons are intensively addressed
encounter the target words to promote meaningful practice
frequently by presenting a variety and retention.
of tasks in different sub skills like,
reading, speaking and writing; To achieve the objective of the study, the
encourage interaction among following null and alternative hypotheses
students and facilitate meaningful have been formulated. The key hypothesis
practice; and of this study was:
promote better retention. H0: There is no significant difference
The more students are involved in a series in vocabulary retention between
of vocabulary tasks that integrate different students who attend vocabulary
skills, the better the retention/the better teaching/learning using the prevalent
they learn (Hulstijn & Laufer, 2001). mode of instruction and those
students who attend vocabulary
Some studies were undertaken on lessons designed in an integrated
vocabulary teaching/learning; however, approach. This was tested against:
almost all of them revolve on the
The Effect of Integrated Language Yohannes Tefera 3

H1: There is significant difference in an integrated manner (by producing

extended writing, speaking, reading and
vocabulary retention between the listening tasks to be done one after the
students who attend vocabulary other) which are made up of the
core vocabulary items that appear
teaching/learning using the prevalent
in units three and four of the
mode of instruction and those grade 10 English Textbook.
students who attend vocabulary
Control group - Section B was taken as
lessons designed in an integrated a comparison group, and students in this
approach. section were made to attend the usual
vocabulary lessons and activities which
are available in the student textbook.
METHODOLOGY
Subjects - The study involved Jimma Therefore, the presence of the two sections
University Community School (JUCS), a which received different approaches of
grade 10 English teacher of the school, who language teaching enabled the researcher to
was the only English teacher for this grade, study the language teaching approach
and all the students of section A & B of the which is more fruitful in building students'
same grade. vocabulary and promote better retention.
Furthermore, the researcher thought that
JUCS was selected to carry out the study involving two groups in the study - the
due to the fact that it doesn't make use of Control Group and the Experimental
televised instruction. The other high Group would help rule out the single-
schools in the town employ televised group threats to internal validity.
lessons as a result of which it would be
ethically difficult to detach one section and The English lessons for both the study
form it as a study group which is deprived group and the comparison group were
of the televised mode of instruction. Thus, taught by the classroom teacher, and the
JUCS was more appropriate for the study. researcher was an observer. The researcher
briefed the classroom teacher during the
Sampling Design - A quasi-experimental pilot study as to how to handle the lessons
design was used to carry out the study. designed by the researcher. In addition to
Thus, the two grade ten sections of JUCS this, the researcher held thorough
were involved. All the students of both discussions with him after each observation
sections were taken as sample because their during the main study.
number was of a manageable size (64 in
sum). The two sections enabled the Data Collection Instruments - Pertinent
researcher to compare differing approaches data were collected for the study using the
of vocabulary instruction. The groups were following research instruments:
identified as experimental and control
using lottery method. Direct classroom observation - Four
observations were made with each group to
Experimental group - Section A examine the actual vocabulary sessions in
students were offered vocabulary progress and collect data with the help of a
lessons designed by the researcher in checklist. The target of the observation was
Ethiop. J. Educ. & Sc. Vol. 6 No 1 September 2010 4

to explore the intensity of the vocabulary checklist was rated by putting a tally for
activities; i.e. how well the vocabulary every type of exercise presented and the
lessons integrate different language skills, activities students practiced. Then, the
and how much they are practiced. option that obtained the highest number of
tallies was taken or rated as a usual or most
Interview - A structured interview was frequent practice. Using these procedures,
designed and held with the grade 10 four observations were made with each
English teacher. The purpose of holding the section; and at last the four of the
interview was to explore whether or not the observation checklists were compiled into
vocabulary exercises in the student text one final result taking the average into
were designed in an integrated approach account. Finally, the results of the
helping students use different macro skills observations were tabulated and
and practice the language intensively. summarized descriptively.

Vocabulary Retention Test - The When the observation was over, vocabulary
researcher developed 2 tests that comprise lessons were prepared for units three and
25 questions each. The tests were four using an integrated approach for the
vocabulary retention tests and all the target experimental group. The classroom teacher
words were taken from Units 3 and 4 taught the lessons to the study group under
(English for Ethiopia Student Text for the supervision of the researcher. Then, two
Grade Ten). The two tests were vocabulary tests were given in turn at the
administered in turn after each unit was end of each unit for all students of the two
covered to find out if there is a significant sections. The students took the test in their
difference between the test scores of the own classroom as a usual quiz. The tests
students who attended the prevalent were corrected and the mean, standard
vocabulary teaching approach and those deviation and the mean difference were
students who encountered integrated computed and analyzed.
vocabulary instructions with regard to their
retention of the target words. The first test Operational definition - the following
was administered as soon as the teacher operational definitions of terms were used
covered unit three, and the second test was in the study:
also given after covering unit four with
both groups. The tests, which were Integrated Language Teaching: A
designed by the researcher, were language teaching approach where the four
administered as a usual classroom quiz by primary skills of listening, reading,
the classroom teacher himself. The two speaking and writing are interwoven during
tests were scored out of 100%. instruction. (Oxford, 2001).

Data Collection and analysis - Classroom Disintegrated Language Teaching: A

observation was carried out four times language teaching approach which
using a checklist when vocabulary lessons capitalizes on discrete language items
were presented. The observation was aimed where the four skills of listening, reading,
at investigating the type of tasks provided speaking and writing are not properly
and practiced during vocabulary lessons in woven together in an instruction; where the
both sections. When conducting the lesson consists merely of discrete,
classroom observation, each item on the segregated skills in parallel treads that do
The Effect of Integrated Language Yohannes Tefera 5

not touch, support, or interact with each 2. From the results of the observation as
other (Oxford, 2001). well as the assessment of the textbook,
the way vocabulary lessons/activities
Ethical Clearance - The school are designed and practiced in the
administration was informed in writing student text book seems to be
about the research and it showed its interest unsatisfactory. Nearly all the
and willingness as well. The students were vocabulary exercises are composed of
communicated through their English fragmented phrases and clauses. Thus,
teacher and their consent was approved. they dont let students practice the
language (vocabulary items) in any
extended and meaningful activity, i.e.
RESULTS AND DISCUSSION engaging students in activities that
Two major results were found from the require those English words for
study: exchanging information or expressing
personal feelings, etc.
1. The study mainly revealed that the
students who attended vocabulary The Design of Vocabulary Lessons
lessons designed in an integrated To explore the design of the vocabulary
approach scored a significantly better lessons in the grade 10 English text book,
result in the vocabulary retention test the following critical issues pertaining to
than those students in the control integrated vocabulary teaching/learning
group. were set on the observation checklist. They
were also discussed during the interview.
Ethiop. J. Educ. & Sc. Vol. 6 No 1 September 2010 6

Items # %
The vocabulary exercises that appear in the text are usually
A. made up of discrete sentences and or phrases and clauses which have 3 75
no semantic
relationship to one another; - -
B. composed of more than one sentence that are interwoven into a 1 25
coherent text;
C. activities composed of various types such as dialogue, debate, writing,
etc.
The vocabulary activities usually demand students
A. to write/produce tasks (short messages, stories, personal experiences, etc
using the vocabulary items they learnt) that are meant to be read and - -
discussed in small groups; 2 50
B. to compose complete but discrete sentences that do not have a common
theme (i.e. complete sentences but isolated in meaning from one 2 50
another);
C. to write the meaning of vocabulary items by guessing from the context.
The Vocabulary activities/exercises the English textbook provides mainly
focus on 2 50
A. listening and reading exercises. 1 25
B. speaking and writing activities. 1 25
C. integrated activities which incorporate listening, speaking, reading and
writing.

Appropriate vocabulary exercises are This is what the classroom teacher

essential to help students practice language confirmed in the interview. There were no
items. In the 75% of my observations the any other vocabulary exercises that further
vocabulary exercises discussed in class facilitate learning in an integrated manner.
were mainly composed of discrete phrases Therefore, the students were not frequently
and clauses that do not relate to one another required even to write complete sentences
in meaning. using the new words they learnt. Thus, the
exercises were not demanding in that they
Furthermore, it can be witnessed from the did not let students produce some kind of
investigation of the textbook that many of meaningful paragraph and share what they
the exercises that are set for vocabulary have come up with among themselves.
practice are designed in a discrete way.
The Effect of Integrated Language Yohannes Tefera 7

In such a way, the organization of the opportunities for a maximum amount of

exercises is defective in that it does not processing of the words. Students should
provide fertile ground for students to use be required to manipulate words in varied
vocabulary items in more extended and rich ways (cited in Schmitt &
communicative activities. That is, it does McCarthy, 1997). Language teaching
not engage students in activities that materials may offer the opportunity for
require those English words for the developing problem-solving abilities, by
exchange of information or the expression avoiding an emphasis on closed, item-level
of personal feelings, opinions, etc. exercises and instead by providing whole
tasks which require learners to consider a
Item 2, which is meant to elicit information number of factors at the same time (Little
regarding the intensity of vocabulary John and Windeatt, cited in Johnson,
activities students practice, is one of the 1989).
most critical areas that deserve thorough
consideration/attention. Results of the In item 3, the results of the observation
observation revealed that 50% of the indicated that the vocabulary activities
vocabulary exercises demand students to largely focus on receptive skills listening
write the meaning of vocabulary items by and reading. Students were largely
guessing from the context in which the involved in listening and reading activities.
words are used. Surprisingly all Part I
vocabulary exercises of the text book are The teacher used to teach the vocabulary
matching exercises. Moreover, 50% of the items through explanation and then make
vocabulary exercises are made up of only the students scan for the target word from
fragments of phrases or clauses that are the reading passage which is similar in
meant to give clues of the meaning of the meaning to the explanation given. Thus, in
target word in the reading passage. most of the sessions, students were
Students were required only to scan for the listening to the teachers explanation and
words that have similar meanings from the searching for the words by scanning from
passage and write them down. This is in the passage. In some part of the session,
line with what the classroom teacher students used to answer questions
responded in the interview. (speaking supplying the target word), and
copy down the right answers (writing)
The researcher does not intend to disregard though it was at a word or phrase level.
the importance of guessing exercises
particularly in reading. However, so as to The teacher also confirmed that the
address vocabulary teaching/learning vocabulary activities usually demand
intensively, more comprehensive and students to write the meaning of vocabulary
extended activities that actively engage items by guessing from the context. The
students in producing meaningful tasks matching exercises, which are entirely
need to be incorporated if we want students based on guessing, are usually composed of
to benefit out of the course. discrete phrases and clauses which are
unrelated to one another. Thus, they are
Whatever techniques we employ to teach unlikely to form a coherent text that
vocabulary, these steps need to go further promotes the use of different macro skills
into an extended communicative activity. in an integrated manner.
As ODell suggests, instructional
conditions should be arranged to provide
Ethiop. J. Educ. & Sc. Vol. 6 No 1 September 2010 8

Therefore, no incidents were observed 65.13 % (standard deviation 13.11). The

during the vocabulary sessions when mean difference between the two groups is
students were actively engaged in 15.94. It can be concluded that there is a
integrated vocabulary activities using the significant gap between their test scores.
words they learnt in speaking, reading, Thus, considering the results of the
listening or writing activities other than observation along with this result, this gap
listening to the teacher and uttering words could be attributed to the way vocabulary
or phrases in response to the exercises. In activities are designed and practiced, as
other words, situations were not created to discussed in the above table.
help students compose a text (writing), read
and edit what they have composed On the other hand, the test score of the
(reading), tell it to one another (speaking experimental group showed that designing
and listening). Such tasks are more integrated vocabulary tasks that include
pedagogically sound ones in that they speaking and listening, reading and writing
actively engage students in generating is more rewarding in boosting students
more communicative activities and retention. Incorporating vocabulary items
practicing new words more intensively. in a variety of tasks would offer students
This in turn would help students to retain ample exposure in using the language; and
better and build their vocabulary stock. this in turn would promote their retention.
Engaging learners in communicative tasks, Acknowledging the importance of
therefore, would enable them to consolidate engaging students in extended
their learning in a greater depth. communicative tasks, empirical research
More/meaningful tasks require learners to points out that words that were used in
analyze and process language more deeply, productive tasks, were remembered better
which helps them to commit the than words practiced in non productive
information to long term memory (Gairns tasks (Ellis & He 1999; Hulstijn &
& Redman, 1986). Trompetter, 1998; Joe, 1995, 1998; cited in
Hulstijn and Laufer, 2001: 542). In other
Vocabulary Retention Test words, the more students are involved in a
On the completion of units three and four, series of vocabulary tasks that integrate
two vocabulary tests were administered to different skills, the better the retention/the
both groups (Experimental and Control better the learning (Hulstijn & Laufer,
Groups). The objective of administering the 2001).
tests was to investigate which of the groups
performed better in the vocabulary Results of the Paired Samples Test
retention test. In other words, it aimed at
investigating whether or not the vocabulary The paired samples test proved that the null
teaching using an integrated approach hypothesis is rejected for the following
brought about a significant difference in the statistical evidences:
vocabulary retention of the students more
than did the non-integrated one. 1. The calculated value of the test
statistics (t = 4.288) is greater
The Mean Scores of the Two Groups than the theoretical distribution
The experimental groups mean score is or t-tabulated (2.048) with the
81.07% (standard deviation 13.43); given value degrees of freedom
whereas the control groups mean score is and confidence level The higher
the t-value, the more likely it is
The Effect of Integrated Language Yohannes Tefera 9

that the difference between group students (as in this case the
groups is not the result of mean difference is 15.94); or there
sampling error (Christine & might be absolutely no difference at
John, 2002; in Dancy & Reidy, all (zero) (Dancy & Reidy, 2002).
2002:209). Thus, the null
hypothesis is rejected. Therefore, it can be concluded that the
approach, i.e. an integrated vocabulary
2. The p-value is very small, in fact .00. teaching has significantly helped students
If the null hypothesis were true, such better retain vocabulary items than did the
a result would be highly unlikely to non-integrated approach.
have arisen by chance or sampling
error (t = 4.288, p < 0.05).
Researchers use the convention that CONCLUSIONS AND
a probability of 5% is small enough RECOMMENDATIONS
to be a useful cut of point for us to
reject the null hypothesis. Given such In this comparative study an attempt has
a low probability we can conclude been made to find out the effect of
with a reasonable confidence that a integrated language teaching on students'
real relationship exists in the vocabulary retention. Based on the results
population under investigation of the study, the following conclusions and
(Dancey & Reidy, 2002:134). As recommendations are made.
indicated in the table, the p-value
or alpha is .00. This means the CONCLUSIONS
probability of rejecting the null 1. Appropriate vocabulary exercises are
hypothesis by mere chance would be essential in helping students practice
less than 1 in 1000. Based on such a language items. The vocabulary
low probability, we can say that there exercises presented in the English text
exists a highly significant difference book for grade 10 were mainly
between the test scores of the two composed of discrete sentences and/ or
groups of students under phrases and clauses that do not relate
investigation. to one another semantically. The
exercises were usually matching
3. In addition to this, the 95% exercises, which were composed of
confidence interval for the estimated fragments of phrases and clauses.
mean difference is between 8.46 and Therefore, the organization of the
23.97; assuming that the two exercises was defective in that it did
populations have equal variances. not provide fertile ground for students
This result shows that the null to use vocabulary items in more
hypothesis (H0) is rejected because 0 extended communicative activities.
is not found in the 95% confidence That is, it did not engage students in
interval. Should this not be the case, activities that require those English
i.e. if the confidence interval included words to exchange information or the
zero, it would imply that if we expression of personal feelings,
replicated the study with a different opinions, etc.
sample, the experimental students
might score higher than the control 2. In the control group, no incidents were
observed where students practically
Ethiop. J. Educ. & Sc. Vol. 6 No 1 September 2010 10

2. To alleviate the problems that prevail

use the language, i.e. students hardly in the English for Ethiopia (EfE)
had a chance to use the new words vocabulary exercises, language
they learnt in a wider context to teachers need to invest their time in
convey a message in the form of a designing relevant vocabulary
dialogue, to express what they feel be activities that can initiate students to
it in writing or speaking, to describe an interact and negotiate meaning. In
incident, etc. In other words, they were other words, they need to create
not observed practicing the language appropriate activities on vocabulary
in any natural way other than guessing lessons that can promote
the meaning of vocabulary items, communication where students could
filling in missing words or matching manipulate the words in varied and
some phrase or clauses. This trend rich ways.
deprives them of the chance to talk, to
write, to debate, etc. using the 3. The way vocabulary tasks are
words they learnt. designed; the amount of time devoted
in practicing the tasks; and the extent
3. On the other hand, the researcher to which vocabulary items are recycled
attempted to design vocabulary lessons are important issues that need
in an integrated manner for the study consideration in language learning. To
group, and the lessons were successful address this core issue in course design
in boosting the word retention of the comprehensively, the Ministry of
students. Education, which is responsible for
4. Generally, the study indicated that the publishing textbooks, needs to revise
students of the experimental group the contents of grade 10 EfE textbooks
scored a significantly better result than and redesign them in such a way that
the students of the control group in the the vocabulary exercises incorporate
vocabulary retention test. In fact, there tasks that demand students to use the
was a high statistically significant new words in extended and meaningful
difference between the test scores of activities; that create situations which
the two groups. Therefore, teaching help students interact among
vocabulary lessons in an integrated themselves, that necessitate the use of
approach noticeably facilitates the different macro skills in an integrated
word retention of the students. manner; etc.

RECOMMENDATIONS In sum, vocabulary lessons should occupy

1. For proper communication to take a more significant position in EfE than
place, knowledge of vocabulary is what has previously been the case.
almost a prerequisite, without which
conveying verbal or written
information would be at stake. Hence, ACKNOWLEDGEMENTS
to help students gain the most out of I would like to acknowledge the valuable
vocabulary learning, instructional contributions made to this paper by
conditions that provide teachers and students of Jimma University
opportunities for a maximum Community Secondary School. I am also
amount of processing of the words grateful to the management and staff of
should be arranged.
The Effect of Integrated Language Yohannes Tefera 11

Jimma University who generously offered Instructional Conditions on

their time, resources, information and Students' Vocabulary Retention'.
suggestions. Foreign Language Annals, 34
(5): 470-482.
Lewis, M. 1993. The Lexical Approach:
REFERENCE The State of ELT and A Way
Forward. London: Commercial
Dancey, E. & Reidy, J. 2002. Statistics Colour Press.
without Maths for McDonough, J. and Shaw,C. 1993.
Psychology.London: Prencide Materials and Methods in ELT:
Hall. A Teacher's Guide. Cambridge:
Gairns, R. and Redman.S. 1986. Working Blackwell Publishers.
with Words: A guide to Nation, I. 1990. Teaching and Learning
Teaching and Learning Vocabulary. New York: Newbury
Vocabulary. Cambridge: House.
Cambridge University Press. Oxford,R. 2001. 'Integrated Skills in the
Harmer, J. 1991. The Practice of English ESL/EFL Classroom. ESL
Language Teaching. London: Magazine, 6(1).
Longman. (www.cal.org/resource/digest)
Hill, J. 1999. 'Collocational Rodriguez, M. and Sadoski,M. 2002.
Competence' English Teaching 'Effects of Rote, Context,
Professional, Vol.11: 3-6. Keyword, and Context/keyword
Hulstijn, J.H. and Laufer, B. 2001. Some Methods on Retention of
Empirical Evidence for the Vocabulary in EFL Classrooms.
Involvement Load Hypothesis in Language Learning, 50(2).
Vocabulary Acquisition. PP.385-412.
Language Learning, 51(3): 539 - Schmitt, N. and McCarthy,M. 1997. (eds).
557. Vocabulary: Description,
Johnson, R. 1989. (ed). The Second Acquisition and Pedagogy.
Language Curriculum. Cambridge: Cambridge University
Cambridge: Cambridge University Press.
Press. Stevick, E. 1989. Teaching Languages: A
Jordan, R.R. 1997. English for Academic way and Ways. Cambridge:
Purposes: A Guide and Newbury House Publishers.New
Resource Book for Teachers. York: Longman Inc.
Cambridge: CUP. Willis, D. 1990. The Lexical Syllabus: A
Kitajima, R. 2001. 'The Effect of New Approach to Language
Teaching. London: William
Collins Sons & Co. Ltd.