The experiment was last for two months, conducting a research on the group room implementation, testing result and students’ attitudes or psychological change to vocabulary both through qualitative and quantitative analysis. The author intends to verify what the achievement difference is between the students who enjoy the SAT and those who are still under the traditional way on vocabulary learning, also what the difference is toward to students’ attitude of vocabulary learning after the SAT experiment. 

This thesis consists of four chapters. Chapter One is the literature review, mainly talking about some existing researches on SAT at home and abroad, also some relevant theoretical development of vocabulary teaching are involved. In Chapter Two, it elaborates the researching methodology including the research questions, participants, instruments, implementation of the research in detail and data collection. Chapter Three analyzes the collected data by using excel and has a discussion about the results. In Chapter Four, major findings and pedagogical implications of the research are discussed and the limitations and suggestions of further research are presented.