Tăng hiệu quả học từ vụng nói qua hoạt dộng ôn tập

Abstract

This paper aims at examining the revision of spoken vocabulary and students' exceptations towards the organization of revision activities in their speaking lessons. Data collection instruments include observation diary by students, questionnaire for teachers and interview for students. It was found that spoken vocabulary was revised in only 75% of all speaking lessons due to lack of time caused by the pressure to accomplish the lesson plan. For effective revision, the schedule and frequency of using different activities should be well-informed. A sense of creativity should also be required in designing and adapting revision activities to make them more appealing and communicative.