Promoting Vietnamese Learners’ Knowledge of English Phrasal Verbs: An Action Research Study
Bibliographic record
Abstract
This study aims to promote the learning of phrasal verbs (PVs) of Vietnamese low-intermediate adult English-as-a-foreign language (EFL) learners. Thirty-one students were involved in the study over an eleven-week span. In this study we adopted an action research design with a four-stage procedure, including planning, acting, observing and reflecting. The planning stage starts with exploring how PVs are introduced in the textbooks through document analysis and investigating the students’ current knowledge of PVs thorough diagnose text. The acting stage goes with implementing some measures to raise the students’ awareness of the syntactic and semantic features of this lexico-grammatical area and to increase their uptake of PVs through both incidental and intentional learning. The observing phase works on systematically and continually evaluating the effectiveness of the action taken through regular, progressive tests and in-class discussion. The effectiveness of the treatment was measured with pre-, immediate post-, and delayed post-tests in a form of gap filling multiple choice individual sentences. The final stage is reflecting - mirroring the gains and limitations of the teaching and testing techniques implemented. The results of this study reveal a constrained depiction of the PVs in certain aspects, echoing concerns highlighted in prior research. The findings propose that the integration of PV instruction into the comprehensive enhancement of language proficiency for A1-B1 proficiency levels, coupled with a targeted cognitive approach to PVs at the A2-B1 levels, can result in enhanced, enduring retention of PV knowledge. This study deliberates on pragmatic implications for the efficacious advancement of EFL learners' comprehension and utilization of PVs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".