The use of quizizz application in enhancing english vocabulary learning of students in grade 10 at hung vuong high quality school

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES - NGUYEN THI HUYEN THU THE USE OF QUIZIZZ APPLICATION IN ENHANCING ENGLISH VOCABULARY LEARNING OF STUDENTS IN GRADE 10 AT HUNG VUONG HIGH QUALITY SCHOOL B.A GRADUATION PAPER Field: English Methodology PHU THO, 2020 HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES - NGUYEN THI HUYEN THU THE USE OF QUIZIZZ APPLICATION IN ENHANCING ENGLISH VOCABULARY LEARNING OF STUDENTS IN GRADE 10 AT HUNG VUONG HIGH QUALITY SCHOOL B.A GRADUATION PAPER Field: English methodology Supervisor: NGUYEN THI PHUONG THAO, M.A PHU THO, 2020 i ACKNOWLEGGEMENTS I wish to express my sincere gratitude to the many people who gave enormous help during the implementation of my research First and foremost, I would love to express my deepest gratitude to my supervisor Ms Nguyen Thi Phuong Thao, M A for the patience in giving me guidance and helpful corrections during my consultations for this final project She shared lots of helpful advice and valuable experiences Secondly, my deep gratitude was dedicated to all lecturers of the English Language Department, and all staff of the English Language Department for giving me priceless knowledge and unforgettable experiences during my study Thirdly, I was particularly grateful to all teachers and students of grade 10A at Hung Vuong High Quality School who enthusiastically participated in my questionnaires and my experiment Moreover, I owned great debt of gratitude to my family and my friends, who have constantly supported and encouraged me during the time I carried out this research Finally yet importantly, I would like to thank my readers for their interests and comments on my writing Viet Tri, June 2020 Nguyen Thi Huyen Thu ii ABSTRACT This research has been conducted for the purpose of using Quizizz in enhancing English vocabulary learning for grade 10 There were 40 students of class 10A from Hung Vuong High Quality High School participating in this study The data was collected from survey questionnaires for students The result showed the real situation of learning English vocabulary as well as the effectiveness of using Quizizz in enhancing English vocabulary of students at class 10A The study consisted of three main parts Part A dealt with the rationale, research purposes, research questions, research methods, significance of the research, and scope of the study Part B was content of the study consisted of chapters Chapter provided the theoretical background of the study consisting of some basic knowledge of English vocabulary, game online, and Quizizz application Chapter mentioned the setting of the study, participants, research method, instruments used, and description about the step to carry out the research Chapter presented the current situation in learning English vocabulary in class 10A at Hung Vuong High Quality School and then gave description of the experiment on applying Quizizz in learning English vocabulary Chapter presented the result from questionnaire and discussion Part C summarized main issue of the paper, mentioning limitations of the study, and suggestions for further studies It was hoped that the study would make a small contribution to the improvement of learning English vocabulary iii TABLES OF CONTENT ACKNOWLEGGEMENTS i ABSTRACT ii LIST OF ABBREVIATIONS .vi LIST OF TABLES .vii LIST OF CHARTS vii LIST OF FIGURES viii PART A: INTRODUCTION 1 Rationale Previous researches 2.1 In the world 2.2 In Viet Nam Research purposes Research questions Research methods Significance of the research Research scope 8 Research design PART B: CONTENT 10 CHAPTER 1: LITERATURE REVIEW 10 1.1 Vocabulary .10 1.1.1 Definition of Vocabulary 10 1.1.2 Types of Vocabulary 11 1.1.3 The aspects of Vocabulary 12 1.1.4 The importance of Vocabulary 13 1.2 Vocabulary learning 14 1.2.1 Vocabulary learning methods 14 1.2.2 Factors affecting Vocabulary learning 19 1.3 Educational online game .24 iv 1.3.1 What is educational online game 24 1.3.2 The importance of educational online game 27 1.4 Quizizz 27 1.4.1 What is Quizizz? 28 1.4.2 Steps to use Quizizz 29 1.4.3 Advantages of using Quizizz 35 1.4.4 Disadvantages of using Quizizz 37 1.5 Using Quizizz in enhancing English vocabulary 38 CHAPTER 2: METHODOLOGY .40 2.1 Research setting .40 2.2 Subject of the research 40 2.3 Participants of the research 40 2.4 Data Collection Instruments 41 2.4.1 Development of Questionnaire 41 2.4.2 Content of Questionnaire 41 2.5 Data Collection Procedure 43 2.6 Data analysis 43 2.7 Research procedure 43 CHAPTER 3: EXPERIMENT 45 3.1 The current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School 45 3.2 Experiment .50 3.2.1 Experiment procedure 50 3.2.2 Description of the experiment 51 CHAPTER 4: RESULT AND DISCUSSION 54 4.1 The result of the experiment 54 4.1.1 Result from Quizizz 54 4.1.2 Data analysis of the questionnaire for students after the experiment 55 4.2 Major findings 58 v 4.2.1 The current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School 58 4.2.2 The class 10A students’ perceptions of using Quizizz in enhancing English vocabulary learning 59 PART C: CONCLUSION 60 Summary 60 Implications .61 2.1 For teachers 61 2.2 For students 61 Limitations of the Study 61 Suggestions for Further Research 62 REFERENCES 63 I In the world .63 II In Viet Nam .66 III Websites 66 1.1 In Viet Nam 66 1.2 In the world 67 APPENDIXES vi LIST OF ABBREVIATIONS ABBREVIATIONS MEANINGS BYOD Bring Your Own Device COVID COrona VIrus Disease EFL English as a Foreign Language ESL English as a Second Language ICT Information and Communication Technology SLA Second Language Acquisition % Percent vii LIST OF TABLES Table 3.1: Student’s opinion about the methods of 47 English vocabulary learning 47 Table 3.2: Students' knowledge and attitudes toward using Quizizz in learning vocabulary 49 Table 3.3: Description of Quizzes 51 Table 4.1: Student Satisfaction Survey 57 APPENDIX 4: JUSTIFICATION FOR QUESTIONNAIRE ITEMS 69 LIST OF CHARTS Chart 3.1: Student’s attitude toward the purposes of English vocabulary learning 45 List of Purposes 46 Item 7: To use them in oral or written mode .46 Chart 3.2: Student’s reasons of learning English vocabulary less effective 48 Chart 3.3: Students' attitude toward using Quizizz in learning vocabulary 50 viii LIST OF FIGURES Figure 1.1: The main screen of Quizizz application 30 Figure 1.2: How to sign up to Quizizz .30 Figure 1.3: How to search for quizzes on any topic or create new quiz 31 Figure 1.5: Ready – made topics 32 Figure 1.6: Creating a new quiz 32 Figure 1.7: Game code for joining a quiz 33 Figure 1.8: Assigning homework for students 34 Figure 1.9: Student’s screen 34 Figure 1.10: Doing a quiz 35 Figure 3.1: What is this? 51 Figure 3.2: Listen What word is this? .52 Figure 3.3: Preposition .52 Figure 3.4: Synonym/ Antonym 52 Figure 3.5: Fill in the Blank (Relative Pronoun) .53 Figure 3.6: Check box 53 Figure 4.1: General result of the unit (1) .54 Figure 4.2: General result of the unit (2) .54 10 11 12 13 Quizizz has some special challenging features Quizizz reveal the real students’ competence Quizizz familiar and simple to Quizizz feedback for questions is engaging I plan to learn as much 14 English as possible using this Quizizz I think Quizizz is 15 inconvenient because I not have any devices to play Quizizz Images are only available in 16 the question stem, not answer choices The game does not pause after 17 each question to allow teacher discussion 18 Sometimes, access is limited APPENDIX UNIT 8: NEW WAYS TO LEARN LANGUAGE I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: - Know some words and phrases related to the topic “New ways to learn” - Know how to use them exactly and fluently - Know some relative pronouns and how to use them Skill - Sub skills: Listening, Speaking, Writing, and Reading about “Electronic devices” Attitude - Work harder - Raise some motivation & interest II METHODS - Communicative approach III TEACHING AIDS - Textbook, lesson plan, computer, projector IV PROCEDUCE Class organization Check students’ homework New lesson Time/Stages Set-up 2’ Teacher’s activities Student’s activities * Stabilization: - Greeting the teacher - Greeting the class - Answer - Checking the students’ attendance Lead - in 3’ - Divide class into groups - Listen carefully - Show some pictures about - Look at the slide electronic devices - Ask students to look quickly and write down the name of - Write down the name these devices on the paper of the devices - Group with more correct answer will win - Give feedback and inform the - Listen carefully class of the lesson objective: learn some words and phrases related to the topic; relative clause I Vocabulary - New words: 15’ Desktop /ˈdesktɒp/ (n): - Look and listen to the MP3 player /ˌem piː ˈθriː teacher pleɪə(r)/ (n): Media player /ˈmiːdiə pleɪə(r)/ (n): Tablet /ˈtæblət/ (n): Interested in (v): Distract /dɪˈstrækt/ (v): Device /dɪˈvaɪs/ (n): Application /ˌæplɪˈkeɪʃn/ (n): Construction /kənˈstrʌkʃn/ (n): 10 Touch screen /tʌtʃ skriːn/ (n): - Show these words on the slide - Ask students to write down - Write down on the on the workbook workbook - Read these words aloud - Listen carefully - Ask students to repeat the words - Repeat the new - Call some students stand up words and read all the words Activity 1: Matching - Stand up and read the - Ask students to work words individually, read the phrases (1-5) then find the meaning for - Say the words aloud each of them (a-e) in minutes - Elicit students to use the context of the conversation to choose the meaning for each phrase * Key: a d c - Work individually b a Grammar Relative clause 10’ Activity 1: - Ask students to read the - Work individually sentences taken from Getting started underlined the relative pronouns and their functions - Revise the uses of the relative - Listen carefully pronouns through these sentences - Relative clauses give more information about someone or something by defining or identifying the nouns that precede them in the main clause - They usually begin with the relative pronouns who, that, which, whose - Sometimes we omit the whpronoun or that Example: I don’t use the desktop (which / that) my parents bought me five years ago - Relative clauses are divided into two types: defining relative clauses and nondefining relative clauses - Non-defining relative clauses cannot use the pronoun ‘that’ Example: This is my new tablet, which (not ‘that’) uses the latest digital technology - Help students to distinguish defining relative clause vs nondefining relative clause - Check Ss’ work and comment * Key: that which That which whose - These pronouns are used to define or identify the nouns preceding them + Defining relative clauses: 1,3,5 + Non- defining R.Cs: 2,4 Review 15’ Do a quiz - Prepare a quiz concluded new words in this lesson - Enter the game pin: - Ask students to turn on the http://quizizz.com/join computer; provide them a game - Enter the game code code and join the game - Ask them to play the quiz times in class Consolidation - Show the pictures about new words and ask students to say the appropriate words - Ask students to remind some relative pronoun in this lesson Homework - Do the quiz again - Prepare for the next lesson: Reading V Comment Good point ………………………………………………………………………………… ………………………………………………………………………………… Weak point ………………………………………………………………………………… ………………………………………………………………………………… APPENDIX UNIT 9: PRESERVING THE ENVIRONMENT GETTING STARTED I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: + Use some lexical items related to environment impacts and ways to protect the environment + Make simple dialogues using the given expressions + Master some vocabularies about environment impacts and ways to protect the environment Skill - Sub skills: Listening, Speaking, Writing, and Reading about topic “Environment” Attitude - Raise awareness about protecting the environment - Work harder - Raise some motivation & interest II METHODS - Communicative approach III TEACHING AIDS - Textbook, lesson plan, computer, projector IV PROCEDUCE Class organization Check students’ homework New lesson Time/ Stages Set-up 2’ Teacher’s activities Student’s activities * Stabilization: - Greeting the teacher - Greeting the class - Answer - Checking the students’ attendance Lead - in 3’ Ask students these questions: Have you been aware of - Listen carefully environmental problems? - Think and answer What have you done for the the questions environment? - Give feedback and inform the class of the lesson objective: -listen and read a conversation about environment impacts and ways to - Listen carefully protect the environment Activity 1: Listen and read - Ask students to look at the - Look at the pictures pictures and guess the topic of the and guess the topic conversation - Have students predict what they are talking about - Listen carefully - Encourage all kinds of predictions - Tell them not to worry about new words or grammar points because these will be dealt with later - Play the recording - Underline the new - Ask them to underline the new words words while listening * New words (10’): Preservation /ˌprezəˈveɪʃn/ (n): Pollution /pəˈluːʃn/ (n) - Listen carefully Global warming /ˌɡləʊbl ˈwɔːmɪŋ/ (n) Pollutant /pəˈluːtənt/ (n) Renewable /rɪˈnjuːəbl/ (adj) >< non-renewable Deforestation /ˌdiːˌfɒrɪˈsteɪʃn/ (n) Chemical /ˈkemɪkl/ (n) Impact (on) /ˈɪmpækt/ (v) Protect (from) /prəˈtekt/ (v) 10 Greenhouse effect /ˈɡriːnhaʊs ɪfekt/ (n) - Show these words on the slide - Ask students to write down on the - Write down on the note book workbook - Read these words aloud - Listen to the teacher - Ask students to repeat the words - Repeat the words - Call some students stand up and - Stand up and read all the words practice Activity 2: Matching - Ask students to work in pairs to label the photos - Allow minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning - Check students’ answers in front of class Have students note down the words in their notebooks - Work in pairs Answers: a greenhouse effect b pollution c deforestation d polar ice melting e fossil fuels Activity 3: Questions and answers - Ask students to read the conversation again and think of the answers to the questions - Ask students to work individually Allow enough time for them to check the information Remind students to underline the key words in the questions, and use them to scan for the relevant information in the conversation - Elicit answers from different students * Suggested answer: He is writing a letter for the school newsletter The editor asked Nam to write some practical advice on environmental preservation It means the negative influence or effect on the environment Because he thinks if we can see the impacts on the natural - Work individually environment, we will know how to protect it They are deforestation, pollution, global warning, fuel depletion, polar ice melting and the rise of sea levels Answers will vary Review 15’ Do a quiz - Prepare a quiz concluded new words in this lesson - Enter the game pin: - Ask students to turn on the http://quizizz.com/join computer; provide them a game - Enter the game code code and join the game - Ask them to play the quiz times in class Consolidation - Show the pictures about new words and ask students to say the appropriate words Homework - Do the quiz again - Prepare for the next lesson: Language V Comment Good point ………………………………………………………………………………… ………………………………………………………………………………… Weak point ………………………………………………………………………………… ………………………………………………………………………………… APPENDIX UNIT 10: ECOTOURISM GETTING STARTED I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: + Use some lexical items related to the importance, benefits and principles of ecotourism + Make simple dialogues using the given expressions + Master some vocabularies about the importance, benefits and principles of ecotourism + Get to know one grammar point: Conditional sentences Skill - Sub skills: Listening, Speaking, Writing, and Reading about Ecotourism Attitude - Work harder - Raise some motivation & interest II METHODS - Communicative approach III TEACHING AIDS - Textbook, lesson plan, computer, projector IV PROCEDUCE Class organization Check students’ homework New lesson Time/ Stages Set-up 2’ Teacher’s activities Student’s activities * Stabilization: - Greeting the teacher - Greeting the class - Answer - Checking the students’ attendance Lead - in 3’ - Show a video about some famous - Watch video places in Viet Nam - Ask students to take note the - Take note name of these places - Have some students say the name - Answer of these places - Give feedback and inform the - Listen carefully class of the lesson objective: listen and read a conversation about ecotourism and tasks: Questions & answers and matching exercises Activity 1: Listen and read - Ask students to look at the map of - Look and guess Australia and the pictures, and guess what tourists can there - Listen carefully - Tell students that they are going to listen to a conversation at a travel agent’s - Play the recording Ask students to listen as they read silently Suggested answer: Tourists can go scuba-diving, ride camels in the desert, and see kangaroos and penguins * New words: Ecotourism /ˈiːkəʊtʊərɪzəm/ (n) Deduction /dɪˈdʌkʃn/ (n) - Listen carefully Preserve /prɪˈzɜːv/ (v) Participate (in) /pɑːˈtɪsɪpeɪt/ (v) Bring about (v) Devastation/ˌdevəˈsteɪʃn/ (n) Keep intact Sustainable /səˈsteɪnəbl/ (adj) - Write down on the Destruction /dɪˈstrʌkʃn/ (n) note book 10 Resources /rɪˈsɔːs/ (n) - Listen to the teacher - Show these words on the slide - Repeat the words - Ask students to write down on the - Stand up and workbook practice - Read these words aloud - Ask students to repeat the words - Call some students stand up and read all the words Activity 2: Answer the question - Let students work in pairs to practice asking and answering the questions Answers: Because both Mr and Mrs Collin love nature Ecotourism means travel to areas of natural or ecological interest to observe wildlife and learn about the environment Tourists can see different kinds of animals like crocodiles, snakes, - Work in pairs frogs, birds, butterflies and other rare animals; go scuba-diving to see coral reefs; of go camping They would have to pay 6,000 dollars for two people A two per cent discount Review 15’ Do a quiz - Prepare a quiz concluded new words in this lesson - Enter the game pin: - Ask students to turn on the http://quizizz.com/join computer; provide them a game - Enter the game code code and join the game - Ask them to play the quiz times in class Consolidation - Show the pictures about new words and ask students to say the appropriate words Homework - Do the quiz again - Prepare for the next lesson: Language V Comment Good point ………………………………………………………………………………… ………………………………………………………………………………… Weak point ………………………………………………………………………………… …………………………………………………………………………………` ... for the purpose of using Quizizz in enhancing English vocabulary learning for grade 10 There were 40 students of class 10A from Hung Vuong High Quality High School participating in this study The. .. language in their curriculum knowledge For these reasons, the study entitled ? ?The use of Quizizz application in enhancing English vocabulary learning of students in grade 10 at Hung Vuong High Quality. .. current situation in learning vocabulary of students in class 10A at Hung Vuong High Quality School, and then applied Quizizz application in learning English vocabulary for students Basing on the results,