Reading Aloud Using Articles to Improve Vocabulary Acquisition: An Action Research Among USM Engineering Undergraduates

Building a strong vocabulary is essential for university students, especially in technical fields like engineering. A good vocabulary helps students understand academic texts, communicate effectively, and perform well in their studies.

However, many students, particularly non-native English speakers, struggle with vocabulary retention and pronunciation. One method that has been shown to improve both vocabulary and pronunciation is reading aloud. While most studies focus on younger learners, this research examines its potential benefits for university students, specifically engineering undergraduates at Universiti Sains Malaysia (USM) enrolled in the Progressive English (LSP101) course. These students, with Malaysian University English Test (MUET) band scores ranging from 2.5 to 3.5, require additional support to meet graduation language requirements.

This study involved three engineering students who participated in structured reading aloud sessions using academic articles. The goal was to assess how this practice impacted their vocabulary acquisition, pronunciation, and overall confidence in using English. By incorporating reading aloud into the LSP 101 curriculum, the study aims to provide valuable insights into its effectiveness for university-level language learning. The findings seek to contribute to learner-centered strategies that support non-native English speakers, promoting a more inclusive and effective academic environment.

Literature Review

Previous research has consistently highlighted the effectiveness of reading aloud for improving language skills. According to Nurlaily et al. (2021), reading aloud significantly enhances students' ability to comprehend, analyze, and engage with texts. Their study emphasizes that reading aloud improves students' pronunciation and their confidence in using new vocabulary. Similarly, Sajid and Kassim (2019) found that reading aloud is an effective technique for improving reading comprehension.

Ceyhan and Yildiz (2021) further support the positive impact of reading aloud, showing that interactive reading sessions not only enhance reading comprehension but also increase students’ motivation and fluency. Their experimental study revealed that students who participated in these sessions outperformed their peers.

Statement of Problem

At the beginning of the semester, several students were identified as having difficulty with basic vocabulary, including word pairs such as “fine” vs “find,” “brake” vs “break,” “lose” vs “loose,” and “they’re” vs “there.” This issue is concerning, as a solid grasp of English is critical for academic success at the university level, especially in a technical field like engineering. These vocabulary gaps hinder students’ ability to understand course materials, participate in discussions, and complete written assignments effectively.

Limited class time is a great challenge—only three hours per week, which makes it difficult for teachers to provide sufficient individual attention. To maximize the impact of instruction, teachers need to employ creative, innovative strategies that go beyond traditional teaching methods.

Techniques such as reading aloud, interactive activities, and targeted vocabulary exercises could help reinforce learning and ensure students make the most of their time in class. Addressing these vocabulary weaknesses early on is crucial for students to develop the language skills necessary for academic success and future professional communication.

Methodology

This study employed a qualitative approach, collecting data through observations, oral tests, and semi-structured interviews. The researcher, who also acted as the teacher, selected three students from a group of 50 students who demonstrated significant vocabulary weaknesses. These students participated in an eight-week intervention program, attending one extra hour of reading aloud sessions each week outside their regular class time.

The materials for the intervention were chosen from the British Council’s A2 and B1 graded reading websites, which matched the students' proficiency levels according to their MUET band scores. During each session, the students read academic articles aloud, underlining unfamiliar or mispronounced words. They then used a phone dictionary to look up the meanings of these words, writing down their definitions and example sentences. For pronunciation practice, the students listened to the correct pronunciation of difficult words and repeated them until they achieved accuracy.

Each week, the teacher began the session by reviewing the vocabulary and pronunciation learned in the previous session, reinforcing retention and allowing for immediate feedback. The intervention aimed to help students improve their confidence in using English by integrating reading aloud, vocabulary exploration, and pronunciation practice.

Discussion and Findings

After 8 weeks of drilling, these three students showed tremendous improvement not only in their vocabulary acquisition but also in their pronunciation. Below are some examples of what each student learnt from this intervention programme:

During the interviews, the students reported that the articles used in the sessions were engaging and helped them learn new vocabulary and improve their pronunciation. They also mentioned that their general knowledge expanded as a result of reading these articles. More importantly, they felt more confident in their ability to read and speak English after practicing with these texts.

The students also discovered the British Council website, which provided them with accessible articles tailored to their proficiency level. This resource allowed them to pause, reflect, and look up unfamiliar words, deepening their understanding of the text. The students acknowledged that they were unlikely to read such articles independently without the teacher's guidance.

However, over time, they developed a stronger interest in learning English and started using their phone dictionaries more often to look up unknown words. This shift in behaviour highlights the importance of structured reading aloud sessions in fostering self-directed learning.

Limitation and Future Research Direction

This study focused on just three students, selected due to their specific vocabulary weaknesses. Due to time constraints, only these three students could participate, and the sessions were scheduled after 6 p.m. to accommodate their timetables. While the students expressed a desire for more time to engage in reading aloud, balancing their academic workload with additional language practice remains a challenge.

The findings suggest that teachers should adopt creative strategies to help students build confidence in using English. Introducing reading aloud from an early stage can support students in developing strong language skills before they reach university. Future studies could involve a larger group of students and incorporate dedicated time for reading aloud within the university schedule. Additionally, using a variety of reading materials that match students' interests could further enhance their engagement and learning outcomes.

Reading aloud is not only beneficial for improving pronunciation and vocabulary but also for enhancing comprehension and fostering independent learning. Teachers play a vital role in motivating students and guiding them through this process. By integrating reading aloud into the curriculum and providing ongoing support, educators can empower students to develop the language skills necessary for academic success and professional achievement.

Author: Agnes Shanti Joseph et al

Agnes Shanti Joseph is an English Language Teacher at the School of Languages, Literacies & Translation, USM Engineering Campus, Transkrian, Pulau Pinang. Her research interests are methodology, syntax and morphology. She has been teaching English to USM Engineering undergraduates for more than 25 years.

 

Suzila Mohd Shukor is an English Language Teacher at the School of Languages, Literacies & Translation, USM Engineering Campus, Transkrian, Pulau Pinang. Her research interests are public speaking, peer assessment & teaching methodology. She has been teaching English for Technical & Engineering to Engineering undergraduates for more than 24 years. 

 

Ummi Habibah Mohd Shakil is an English teacher at the School of Languages, Literacies and Translation, Universiti Sains Malaysia (USM). She received her Bachelor of Education (Hons.) TESOL and Master of Education (TESOL) degree from USM and is teaching LSP101- Progressive English, LSP201- General English I, and LHP412- Effective Oral Presentation courses in the Engineering Campus. She is dedicated to enhancing the learning experience for tertiary level students through the strategic integration of technology in the classroom and leveraging innovative tools and methodologies to foster engaging, interactive, and dynamic learning environments. She is also committed to staying abreast of emerging technologies and pedagogical trends to continuously enhance student outcomes and prepare them for success in a rapidly evolving digital landscape.