e effect of learning vocabulary by using flashcards

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS THE EFFECT OF LEARNING VOCABULARY BY USING FLASHCARDS STUDENT’S NAME: LE NGUYEN THANH HUYEN STUDENT ID NUMBER: 13042501 CLASS: DHAV9 COURSE: 2013 – 2017 SUPERVISOR: LE PHAM THIEN THU, M.A HCMC, May 2017 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS THE EFFECT OF LEARNING VOCABULARY BY USING FLASHCARDS STUDENT’S NAME: LE NGUYEN THANH HUYEN STUDENT ID NUMBER: 13042501 CLASS: DHAV9 COURSE: 2013 – 2017 SUPERVISOR: LE PHAM THIEN THU, M.A HCMC, May 2017 Date of submission: 12/06/2017 Student’s Name: Le Nguyen Thanh Huyen Supervisor’s Name: Le Pham Thien Thu, M.A “I certify that this work is entirely my own and has not been accepted as part of a submission to another purpose elsewhere.” Signed: …………………………………………………… Word length: words DECLARATION My full name is Le Nguyen Thanh Huyen I declare that this graduation thesis entitled “The effect of learning vocabulary by using flashcards” is my original work I also certify that the content of the thesis is the result of my creation and effort, and does not include any plagiarism Date: 12/06/2017 Singed: TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Statement of problem 1.2 Aims of study 1.3 Research questions 1.4 The significance of study 1.5 The limitations of the study CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary in learning English 2.1.1 Definitions of vocabulary 2.1.2 Classification of vocabulary 2.1.3 Role of vocabulary 2.1.4 Difficulties in learning vocabulary 2.1.4.1 Size 2.1.4.2 Pronunciation 10 2.1.4.3 Spelling 11 2.1.4.4 Meaning 12 2.2 Learners’ common ways 13 2.2.1 Using dictionary 13 2.2.2 Reading English books 14 2.2.3 Listening to English music 15 2.2.4 Watching English films or programs 16 2.3 Flashcards 16 2.3.1 Definitions of flashcards 16 2.3.2 Types of flashcards 17 2.4 Using flashcards in learning vocabulary 18 2.4.1 How to use flashcards effectively to learn vocabulary 18 2.4.2 Benefits of using flashcards for learning vocabulary 19 2.4.3 Disadvantages of using flashcards for learning vocabulary 21 2.5 Summary 22 CHAPTER 3: METHODOLOGY 23 3.1 Participants 23 3.2 Data collection instrument 23 3.3 Data collection procedure 24 3.4 Data analysis procedure 25 CHAPTER 4: RESULTS AND DISCUSSTION 26 4.1 The reality of English vocabulary learning of the English-majored seniors in FFL at IUH 26 4.2 The effect of learning vocabulary by using flashcards 34 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 46 5.1 Conclusion 46 5.1.1 The importance of vocabulary in learning English 46 5.1.2 The effect of learning vocabulary by using flashcards 46 5.2 Recommendation 47 5.2.1 For teachers 47 5.2.2 For students 48 REFERENCES 49 APPENDIX 53 TABLE OF FIGURES Table 1: Students’ opinions about vocabulary on English skills Table 2: The frequency of using learning vocabulary ways Figure 1: Students’ attitude towards the importance of vocabulary Figure 2: Students’ thinking about vocabulary Figure 3: The frequency of learning vocabulary Figure 4: The number of vocabulary that students learn each time Figure 5: Difficulties that students have in learning vocabulary Figure 6: Students’ opinions about vocabulary on English skills Figure 7: The frequency of using learning vocabulary ways Figure 8: Students having learnt vocabulary by using flashcards before Figure 9: The way that students got to know using flashcards to learn vocabulary Figure 10: The types of flashcards students like Figure 11: The number of flashcards that students learn each time Figure 12: Benefits of students in learning English vocabulary by using flashcards Figure 13: Difficulties of students in learning English vocabulary by using flashcards Figure 14: Ways of learning vocabulary by using flashcards Figure 15: Students’ agreement about “learning vocabulary by using flashcards is an effective way” Figure 16: The types of information that have on flashcards Figure 17: Good effects of learning vocabulary by using flashcards Figure 18: Difficulties of students in learning English vocabulary by using flashcards Figure 19: Ways of learning vocabulary by using flashcards Figure 20: Students’ agreement about “learning vocabulary by using flashcards is an effective way” Figure 21: Students’ opinion about “applying flashcards to the learning process” TABLE OF ABBREVIATIONS IUH: Industrial University of Ho Chi Minh City FFL: Faculty of Foreign Languages DHAV9: the fourth year English-majored class at IUH L1: first language L2: second language ABSTRACT Vocabulary is considered as an important element in language acquisition If students have a wide knowledge, they can learn language easily and successfully To possess a huge amount of vocabulary, students need an effective way in learning vocabulary Therefore, the writer would like to the research on the topic “The effect of learning vocabulary by using flashcards” The thesis is to help students have a clear understanding of using flashcards and the effect of this way Besides, the thesis also emphasize the role of vocabulary learning by investigating the reality of vocabulary learning of English-majored seniors The main instrument of the study is questionnaire with the participation of over 100 English-majored seniors from DHAV9 of FFL in IUH The thesis is divided into five chapters The first chapter is introduction which includes the statement of the problem, the aims of the study, research questions, the significance and the limitations of the study The second chapter is literature review, which provides the theoretical background about the content of the study Methodology is the third chapter which consists of the participants of the study, the data collection instrument as well as the procedure of data collection In the fourth chapter, the writer analyzes the data collected from the questionnaire and discusses the results The last chapter is conclusion and recommendations The writer draws out the general conclusion and some recommendations for FFL’s teachers and students ACKNOWLEDGEMENT In the course of this thesis, I received a plenty of enthusiastic help and support that guide and encourage me to overcome all difficulties and finish this hard but meaningful time in the best way Firstly, I sincerely thank to the School Board of the Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages creating favorable conditions for me to take my thesis Secondly, I would like to express my deepest gratitude to Ms Le Pham Thien Thu, my admirable supervisor for instructing me to the graduation thesis During the period of the thesis, she gave me useful guidance and valuable advices which helped me my thesis with a devoted attitude She also carefully showed what I needed to in each stage of the thesis With her instructions, I could deal with my obstacles and solve them on my own Especially, I sincerely thank to her for encouraging me a lot from the beginning of the thesis Thirdly, I would like to express my sincere thanks to Ms Hoang Le Thi Tuyet, who is the teacher in the Faculty of Foreign Languages She gave me chances to deliver the questionnaires in her classes In addition, I would like to thank my teammate Nguyen Thi Nga She often shared opinions and gave me encouragement and timely advice during the thesis She also spent time to help me conduct the investigation in classes We had a wonderful time working together Moreover, my graduation thesis would not be completed without the help of all of lovely students of DHAV9 They are really enthusiastic and willing to the questionnaires without any complains Next, I sincerely thank to my lovely roommates and friends who contributed to help me overcome my thesis Finally, I would like to express my special thanks to my beloved family Thanks to the support from them, I had the best conditions to concentrate on my work and complete my thesis successfully In short, I really thank to all people helping me to finish this graduation thesis Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 using flashcards and how effective of this way in learning vocabulary This research confirmed that learning vocabulary by using flashcards is an effective way 5.2 Recommendation 5.2.1 For teachers Using flashcards can be a good way for teachers to use in class, especially for teaching vocabulary Flashcards will be useful because it can make a real impact on students It will make students easier to understand and remember the word meaning After doing the investigation, the writer realizes flashcards are suitable for teachers to use in Elementary, Preintermediate and Intermediate classes Teachers can use flashcards to introduce new words and check students’ vocabulary in the previous lessons Teachers prepare picture flashcards for the new target vocabulary in each lesson in order that students guess and understand the meaning In addition, teacher can use flashcards in some activities like memory activities, role play activities, drilling and so on It will make teaching process become more diverse and attractive Besides, flashcards should visible and is big and clear enough so that all of students can see However, flashcards may not be really suitable and effective in Advanced classes Students would have difficulty in guessing or understanding academic vocabulary or terms clearly The writer recommends some simple activities using flashcards in class as follows: The first one is called musical flashcards Teachers prepare some flashcards for the target vocabulary in the unit and then put them in a box Flashcards can have an English word and a picture printed or drawn on one or two sides Students pass the box to each other in turn while music is playing When the music stops, students who keep the box will go to the board, pick up a flashcard and describe to the rest of class what the word is Student who guesses the right word first will get point The game ends when all flashcards are answered The second activity is jumping cards Teacher divides the class into two groups Each group will nominate to students for one round There are rounds Each round consists of different flashcards Teacher arranges the flashcard into a row Two groups start at two directions Students jump up and read aloud the word on the flashcards If the correct answer is given, they will continue with the next flashcards, the wrong one will be eliminated and the next person in that group will continue at the position of wrong flashcard When two students meet, they play rock-paper-scissors to select the next one If anyone wins they will jump to the next flashcard Student who keep going to the last flashcard will be the winner Supervisor: Le Pham Thien Thu, M.A Page 47 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 5.2.2 For students Firstly, vocabulary is not difficult to learn Students should spend more time and have a specific plan to learn vocabulary Students should learn and review vocabulary regularly to improve their amount of vocabulary Secondly, there are quite a lot students who have not used flashcards in their vocabulary learning process Hence, the writer suggests that students should apply this way to learn vocabulary because of its benefits The effect of learning vocabulary is proved through this research Students may encounter some problems when using flashcards such as lack of listening pronunciation, cost of buying available flashcards and time for making flashcards To overcome the difficulties, the writer gives some suggestions Students could look up dictionary to hear the pronunciation They could make flashcards instead of buying it A more convenient way is to use flashcard apps on smartphones Regular practice helps students solve problems easily Thirdly, to use flashcards more effectively, the writer gives out some ideas Students should make a habit of carrying flashcards in their bags or backpacks to learn whenever they are free Students have to learn two sides of the flashcards and use flashcards on which have only one new word Students should learn about or flashcards at once To review vocabulary, students need to shuffle the order of the flashcards or cover one side to try ro recall the meaning Students mark the flashcards which have been memorized carefully and review them after a long period of time and spend more time for flashcards which not remember Students also can sort flashcards in different topics to create connection between words to learn easier Students can use dictionary to practice pronunciation When meeting new words, students should take note and then make flashcards with those words Finally, the writer suggests some basic steps for students who would like to make a flashcard Students need a blank cardboard which has enough space to write information Then, on one side of the flashcard, students write a new English word with its phonetic and example of how the word is used in context On the other side, students write Vietnamese meaning with pictures and synonyms if any A notice thing is that the content of the flashcard must be short and accurate Students can draw funny picture to remember word easily or find pictures or images on the Internet then print and stick it on the flashcard Students should choose the pictures or images correlating to the new word Supervisor: Le Pham Thien Thu, M.A Page 48 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 REFERENCES Ahlback, S (2004) Melody beyond notes: A study of melody cognition (Doctoral dissertation) Gothenburg: University of Gothenburg Alkhuli, M A (1983) English as a Foreign Language Ph.D Dissertation, King Abdul Aziz Public Library Atkins, B T S., & Varantola, K (Eds.), (1998) Using dictionaries Studies of dictionaries use by learners and translators Lexicographica Series Major 88 Tubingen: M Niemeyer Avery, P & Ehrlich, S (1992) Teaching American English pronunciation Oxford: University Press Baxter, J (1980) The dictionary and vocabulary behaviour: a single word or a handful? TESOL Quarterly, 14, 754 - 760 Bich, N T (2016) An investigation into the most popular strategies to widen vocabulary of the second year English-majored students at IUH and the application of widening vocabulary to develop the four English macro skills A thesis Industrial University of Ho Chi Minh City Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs flashcards (September 2012) The Eurocall Review 20(2) Retrieved from https://eurocall.webs.upv.es/index.php?m=menu_00&n=news_20_2 Cross, D (1991) A Practical Handbook of Language Teaching Bath: The Bath Press Doff, A (1998) Teaching English: A training course for teachers Cambridge: C.U.P Edwards, S (2006) 50 Ways to Improve Your study Habits Kuala Lumpur: Golden Book Center Eken, D K (1996) Ideas for Using Pop songs in the English Language Classroom English Teaching Forum Elkhair, M (2014) Pronunciation Problems: A Case Study of English Language Students at Sudan University of Science and Technology English Language and Literature Studies, 4(4), 33-36 E-ISSN 1925-4776 Published by Canadian Center of Science and Education Elsevier (April 2004) Readiness for Health Professionals [Soft Skills Strategies for Success] Retrieved Supervisor: Le Pham Thien Thu, M.A from Page 49 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 https://books.google.com.vn/books?redir_esc=y&hl=vi&id=YM_sAwAAQBAJ&q=reading+ simple#v=snippet&q=reading%20&f=false Flashcard Retrieved from https://vi.wikipedia.org/wiki/Flashcard Access on 26th April 2017 Folse, K S (2004) Vocabulary myths: Applying second language research to classroom teaching Ann Arbor, MI: University of Michigan Press Harmer, J (1991) The practice of Language Teaching Singapore: Longman Singapore Publishers Ptc.Ltd Harmer, J (2002) The Practice of English Language Teaching England: Longman Hatch, E & Brown, C (1995) Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press Haycraft, J (1978) An Introduction to English Language Teaching England: Longman Hiebert, E H & Kamil, M L (2005) Teaching and learning vocabulary: perspectives and persistent issues Retrieved from https://www.academia.edu/7411545/The_teaching_and_learning_of_vocabulary_Perspectives _and_persistent_issues Hornby, A S (1995) Oxford Advanced Learners Dictionary of Current English London: Oxford University Press Inayah, S (2010) Using Flashcards to improve students’ understanding on present continuous tense A thesis Kaboody, A M (2007) Vocabulary Knowledge and Reading Comprehension: A Mutual Relationship Northern Arizona University Kung, F (2015) Bilingual or monolingual? The effects of dictionary use from a corpus perspective in ELT DOI: 10.6330/ETL.2015.39.4.01 Retrieved from: https://www.researchgate.net/publication/283108978_Bilingual_or_monolingual_The_effects _of_dictionary_use_from_a_corpus_perspective_in_ELT Lado, R (1964) Language teaching: A scientific approach New York: McGraw-Hill McCarthy, M (1990) Vocabulary Oxford: Oxford University Press Supervisor: Le Pham Thien Thu, M.A Page 50 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 Meara, P (1980) Vocabulary acquisition: A neglected aspect of language learning Language teaching, 13(3 – 4), 221 – 246 doi: 10.1017/S0261444800008879 Merriam – Webster’s Dictionary Retrieved from https://www.merriam- webster.com/dictionary/vocabulary Montgomery, J K (2007) The bridge of vocabulary Bloomington, Minnesota: Pearson Nation, I S P (1990) Teaching and learning vocabulary New York: Newbury House Nation, I S P (1994) New Ways in Teaching Vocabulary TESOL New Zealand: Victoria University of Wellington Nation, I S P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press Nation, I S P (2008) Teaching vocabulary: Strategies and techniques Boston, MA: Heinle Cengage Learning Nation, I S P., & Waring, R (1997) Vocabulary size, text coverage, and word lists In Schmitt, N & McCarthy, M (Eds.), Vocabulary: Description, acquisition and pedagogy (pp 6–19) Cambridge: Cambridge University Press, 1997 Nugroho, Y S (2012) Improving Students’ Vocabulary Mastery Using Flashcards A thesis Surakarta: Sebelas Maret University Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press O’Connor, J D (2003) Better English Pronunciation (2nd ed.) Cambridge: Cambridge University Press Oxford Advanced Learners’ Dictionary (2010) Oxford: Oxford University Press Read, J (2000) Assessing vocabulary Cambridge: Cambridge University Press Richards, J C & Renandya, W.A (2002) Methodology in Language Teaching New York: Cambridge University Press Richards, J C & Schmidt, R (2010) Longman dictionary of language teaching and applied linguistics Supervisor: Le Pham Thien Thu, M.A Retrieved from Page 51 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 https://www.academia.edu/3670674/Longman_Dictionary_of_Language_Teaching_and_Appl ied_Linguistics_4th_Edition_ Ruusunen, V (2011) Using movies in EFL teaching: The point of view of teachers Master’s Thesis Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge University Press Schmitt, N (2008) Review article: Instructed second language vocabulary learning Language Teaching Research, 12, 329 – 363 Scott, W A & Lisbeth, H Y (1990) Teaching English to Children, New York: Longman, Inc Simensen, A M (2007) Teaching a foreign language Bergen: Fagbokforlaget Stuart, W (2005) Receptive and productive vocabulary learning: The Effects of Reading and Writing on Word Knowledge Studies in Second Language Acquisition, 27 (1), 33 – 52 Tafani, V (2009) Teaching English through Mass Media Acta Didatica Napocensia, 2(1) Tam, H C (1999) English phonetics and phonology A course book for students of the English department Vietnam National University, Hanoi Thanh, T M (2007) English Semantics Ho Chi Minh: Vietnam National Press Thornbury, S (2002) How to Teach Vocabulary London: Longman Thornbury, S (2004) How to Teach Vocabulary Essex: Pearson Education Limited ISBN 0582-429668 Ur, P (1996) A Course in Language Teaching, Practice and Theory Cambridge: Cambridge University Press Wilkins, D A (1972) Linguistic in Language Teaching London: Edward Arnold Wollacott, M (2013) What are the different types of vocabulary? Retrieved from: http://www.wisegeek.com/what-are-the-different-types-of-vocabulary.htm Yule, G (2006) The Study of Language (3rd ed.) Retrieved from https://drive.google.com/file/d/0B0c54RghLyIwU3JPRlNlZ0hhWGc/view Supervisor: Le Pham Thien Thu, M.A Page 52 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 APPENDIX Questionnaire for students My name is Le Nguyen Thanh Huyen I’m a senior student of Faculty of Foreign Languages This questionnaire is one of the most important parts of my graduation thesis on the title “The effect of learning vocabulary by using flashcards” The questionnaire below is designed to collect data for the research The information you supply from the questions will be the valid and reliable data for me to the research Please read the question carefully and give your answer honestly Thank you for your cooperation and assistance Name: Class: Is vocabulary important in learning English? A Not important at all B Rather important C Important D Very important E Extremely important How you feel about vocabulary? A Interesting B Normal C Boring How often you learn English vocabulary? A Everyday B Once a week C Twice a week D More than three times a week E Whenever I like Supervisor: Le Pham Thien Thu, M.A Page 53 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 How many word phrases you learn each time? A B – 10 C More than 10 D As many as possible What are the difficulties you have to face when learning English vocabulary? (You can choose more than one answer) A Some words are too long to remember B I don’t remember how to write the correct spelling of the word C The amount of vocabulary I have to learn is too large D Some words are hard to pronounce E I am confused with its similar lexical words F The word has so many meanings to choose the appropriate ones G Many different grammatical forms are complicated to understand H Others Put a tick  in the column that providing the answer you may feel most strongly about vocabulary (strongly disagree = 1, disagree = 2, agree = and strongly agree = 4) When I have extensive vocabulary, I easily express my ideas to other people and understand what others say Lack of vocabulary affects the quality of writing Although I know that word, I cannot Supervisor: Le Pham Thien Thu, M.A Page 54 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 remember how to write it I know little grammar, but I can guess the meaning of sentences if I know vocabulary If there are many unknown words in reading text, it will be hard to understand Having a large amount of vocabulary helps me improve listening, speaking, reading and writing skills I often use the same words all the time Being able to use more academic vocabulary means I’m good at English I can set up more ideas for my speaking or writing 10 I can follow what the speaker says even if I not have plenty of vocabulary Which ways you often use to learn new English vocabulary? (Put a tick  on the appropriate box) Never Sometimes Usually Always Write down new words many times in a notebook Talk to native speaker to pick up more vocabulary Classify vocabulary into particular groups or themes Pick up new words through English newspapers, magazines or books Supervisor: Le Pham Thien Thu, M.A Page 55 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 Listen to music and pick up new vocabulary in the lyrics Watch English films or programs Use monolingual or bilingual dictionary Apply other ways to learn vocabulary if you have: …………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Have you ever learned vocabulary by using flashcards? A Yes B No If you choose YES, please answer PART from question to question 15 If you choose NO, please answer PART from question 16 to question 21 PART 1: You know the way of learning vocabulary by using flashcards via: (you can choose more than one answer) A My friends B My teachers C Books, newspapers D TV or Internet E I find it myself 10 Which types of flashcards you prefer? (you can choose more than one answer) A Available flashcards with words and meaning printed in the bookstore Supervisor: Le Pham Thien Thu, M.A Page 56 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 B Available flashcards that include images, vocabulary and meaning printed in the bookstore C Flashcards are made by yourself D Others _ Explain: ………………………………………………………………………………… ………………………………………………………………………………………… 11 How many flashcards you learn each time? A B C More than D As many as possible 12 According to you, what are the benefits of learning vocabulary by using flashcards? (you can choose more than one answer) A The amount of vocabulary is widened quickly B It makes vocabulary learning become less boring C It is easy to be taken almost everywhere D I can apply a lot of vocabulary to the real situations E I can understand clearly the meaning of the word in both English and Vietnamese language F It can stimulate creativity and concentration by making flashcards myself G It is easy for me to review vocabulary H I can divide the flashcards into different topics to learn easier I I can practice grammar structure and learn synonyms J Others Supervisor: Le Pham Thien Thu, M.A Page 57 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 13 According to you, what are the difficulties when learning vocabulary by using flashcards? (you can choose more than one answer) A Flashcards are too expensive to buy at the bookstore B It takes much time to make flashcards C I am not good at drawing pictures or images D Some abstract words are not easy to be learnt E Listening pronunciation is not provided F Some vocabulary are hard to remember the spelling F Others 14 How you learn vocabulary by using flashcards? (you can choose more than one answer) A I cover one side of the flashcard including pictures and meaning and try to guess the meaning of the word B I learn two sides of the flashcard C I shuffle the order of the flashcard before reviewing D I learn vocabulary by dividing flashcard into specific topics E I use dictionary to practice pronunciation and speaking skill F I consult flashcards on the Internet and from apps on phone to make my own flashcard G I learn vocabulary through flashcards bought in the bookstore H I use flashcard with illustrated images and example sentences I I make flashcards myself with vocabulary I would like to learn J Others 15 Do you think that learning vocabulary by using flashcards is an effective way to learn English vocabulary? Supervisor: Le Pham Thien Thu, M.A Page 58 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 A Strongly agree B Agree C Disagree D Strongly disagree PART 2: If you choose NO, please answer PART from question 16 to question 22 16 Which information will appear on a flashcard as you think? (more than one option is accepted) A Pictures or images B Word C Pronunciation D Meaning E Synonym F Example sentence G All information above 17 In your opinion, what may be good effects of learning vocabulary by using flashcards? (more than one option is accepted) A I can take flashcards with me anywhere and anytime to study B It helps me learn a huge amount of vocabulary C It is easy for me to revise vocabulary D I can arrange flashcards to topics to learn easier E Flashcards are inexpensive because I can make them by myself F Flashcards contain both English and Vietnamese meaning so I can understand clearly the use of the word G It is easy to design Supervisor: Le Pham Thien Thu, M.A Page 59 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 H Others _ 18 In your opinion, what may be the obstacles when learning vocabulary by using flashcards? (more than one option is accepted) A It is not a popular way to learn vocabulary so I not know how to learn B Some academic words are not easy to learn and understand the explanation of meaning C Some words are hard to find suitable illustrated pictures D It takes much time to make flashcards E It costs a lot of money to buy sets of available flashcards in bookstores or online F Listening pronunciation are not provided G I am not good at drawing H Others 19 How would you learn vocabulary by using flashcards? (more than one option is accepted) A I only learn one side of the flashcard B I cover one side of the flashcard and use the other side to guess the meaning of the word D I will divide vocabulary flashcard into small topics to learn easier E I learn both sides of the flashcard F I find the word I would like to learn and write in the flashcard G I use different colors to distinguish the part of speech or meaning of the words H I look up dictionary to practice pronunciation I I apply vocabulary in the real environment to practice other skills J Others Supervisor: Le Pham Thien Thu, M.A Page 60 Submitted by: Le Nguyen Thanh Huyen Student ID No.:13042501 20 Do you think that learning vocabulary by using flashcards may be an effective way to learn English vocabulary? A Strongly agree B Agree C Disagree D Strongly disagree 21 Do you want to apply this way to your learning process? A Yes B No Explain: …………………………………………………………………………… ……………………………………………………………………………………… Supervisor: Le Pham Thien Thu, M.A Page 61 ... flashcards, learners can easily learn and revise vocabulary Pictures in the flashcards also helps learners remember vocabulary longer Thus, the writer decided to the research “The effect of learning English... Vietnamese learners usually not focus on word stress when learning new vocabulary The writer has presented some common mistakes made by Vietnamese learners when learning new vocabulary Learners need... would like to the research on the topic “The effect of learning vocabulary by using flashcards? ?? The thesis is to help students have a clear understanding of using flashcards and the effect of this