Applying distributed learning method to enhance vocabulary acquisition among second-year English students at Danang University of Foreign Language Studies

Minh Nguyen; Ngan Nguyen

doi:10.65956/procia.2026.103

Authors

Nguyen Ngoc Nhat Minh Corresponding author email: nhatminh8989@gmail.com University of Foreign Language Studies - The University of Danang https://orcid.org/0009-0002-0005-0131
Nguyen Phan Thuc Ngan University of Lincoln https://orcid.org/0009-0001-5637-4058

DOI:

https://doi.org/10.65956/procia.2026.103

Keywords:

vocabulary acquisition, Distributed Learning Method, vocabulary instruction, vocabulary test, second-year English students

Abstract

With the growth of global Englishes, the demand for teaching and learning English is higher than ever. Learners have made significant efforts to develop proficiency in English language skills and knowledge. Vocabulary plays an essential role in effective use of English in both oral and written communication (Zeng et al., 2025). In both the language classroom and English-Medium Education (EME) contexts, mastery of academic vocabulary is particularly crucial for comprehending the learning content and performing academic tasks. This study focuses on the lexical aspect and investigates the effectiveness of using the Distributed Learning Method, characterized by spacing study sessions over time, as a strategy to enhance vocabulary for English learners. The research employed a pre-experimental design with a sample of 24 second-year students at the Faculty of English, University of Foreign Language Studies - University of Danang (UFLS-UD). The participants engaged in an intervention in which they learned a list of academic English words through distributed vocabulary instruction over a scheduled period. To assess the method’s impact, students completed a pre-test and a post-test that measure their vocabulary knowledge. The findings revealed a significant improvement in post-test scores, indicating that the Distributed Learning Method substantially enhanced students’ vocabulary acquisition. These results highlight the potential of this method as an effective strategy for vocabulary development. Whereas further research is needed to confirm its impact with a larger sample and/or across broader contexts, this study offers practical suggestions for integrating this method into English language teaching and English-Medium Education more broadly.

Author Biographies

Nguyen Ngoc Nhat Minh, University of Foreign Language Studies - The University of Danang

Minh Nguyen is an experienced English language educator and applied linguistics researcher with over 10 years of expertise in teaching, curriculum and assessment design, and teacher training. Holding an M.A. in TESOL from the Middlebury Institute of International Studies at Monterey (MIIS), USA, Minh has developed research interests in language assessment, learner motivation, materials development, and teacher education. She has led funded research projects, published in peer-reviewed journals, and presented at academic conferences. Minh is currently a lecturer at the Faculty of English, University of Foreign Language Studies (UFLS), Da Nang, Vietnam.
Nguyen Phan Thuc Ngan, University of Lincoln

Ngan Nguyen is a postgraduate researcher currently pursuing an MA in Education at the University of Lincoln, specialising in STEM Education and Special Educational Needs and Disabilities (SEND). Having graduated with honours in English Language Studies (Translation and Interpreting) from the University of Foreign Language Studies – The University of Danang, her academic foundation is built on linguistic precision and pedagogical theory. Her long-term research goal focuses on developing more effective and innovative English language learning methodologies. She is particularly interested in exploring the synergy between technologies, inclusive education, and STEM to foster more accessible and equitable learning environments.

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