Using Bilingual Stories for Vocabulary Development for Freshmen Majoring in Primary Education - English at Thai Nguyen University of Education

English Education

There has been a common assumption that who read more either in the native language or the target language has bigger vocabulary size, which no doubt facilitates their language learning. This experimental study attempts to investigate the impact of reading bilingual stories on vocabulary development of first-year students majoring in Primary Education-English at Thai Nguyen University of Education, Vietnam during the school year 2020-2021. The research employed a quantitative method with the use of questionnaire and tests as research instruments. A group of 20 Primary Education-English students at Thai Nguyen University of Education were invited to join the project in 12 weeks during which they read 14 different stories which are presented in English and then followed by Vietnamese. The results of both pre-test and post-test were administered and analysed by SPSS version 26. The findings revealed that the participants, who read bilingual stories, demonstrated significantly better performance in the vocabulary post-test. Those findings suggest that using bilingual stories should be encouraged among students for the increase of students’ vocabulary size.

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