Using quizlet in improving learning english vocabulary of students in thai nguyen university of economics and business administration

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HANH HONG USING QUIZLET IN IMPROVING LEARNING ENGLISH VOCABULARY OF STUDENTS IN THAI NGUYEN UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2021 Tai ngay!!! Ban co the xoa dong chu nay!!! THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HANH HONG USING QUIZLET IN IMPROVING LEARNING ENGLISH VOCABULARY OF STUDENTS IN THAI NGUYEN UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Trong Du, Ph.D THAI NGUYEN – 2021 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ HẠNH HỒNG ÁP DỤNG PHẦN MỀM QUIZLET TRONG CẢI THIỆN VIỆC HỌC TỪ VỰNG TIẾNG ANH CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC KINH TẾ VÀ QUẢN TRỊ KINH DOANH, ĐH THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán hướng dẫn: TS Nguyễn Trọng Du THÁI NGUYÊN – 2021 DECLARATION I hereby declare that this thesis represents my own work for the Degree of Master in English Linguistics at Thai Nguyen University, and that it has not been previously submitted to this university or any other institution in application for admission to a degree, diploma or other qualifications Thai Nguyen, 2021 Approved by supervisor Student Nguyen Trong Du, Ph.D Nguyen Thi Hanh Hong i ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Dr Nguyen Trong Du for his endless guidance and valuable support throughout every step in my research I wish to thank all the staff members of the Faculty of Post Graduate Studies, School of Foreign Languages, Thai Nguyen University, for providing me the best environment to fulfill my thesis My sincere gratitude also goes to my colleagues at Thai Nguyen University of Economics and Business Administration (TUEBA) The supports that they gave me truly help with my progress and completion of the research I would also like to express my special gratefulness to my family who offered me their love, care, support and encouragement so that I could accomplish my study Last but not least, I would like to express appreciation to my TUEBA students who enthusiastically participated in the research Without them, this research could not have been accomplished Thai Nguyen, 2021 ii ABSTRACT The research was conducted in a university of economics and administration with non-English majored students to investigate the effects of Quizlet use in facilitating students’ vocabulary learning and promoting learners’ autonomy The research followed the experimental research framework with the participation of 60 EFL sophomore students, studying in the same English class at a university in Thai Nguyen The research was conducted within ten weeks which were divided into two phases In the first phase which lasted for five weeks, students did not receive any treatment and were let study the target vocabulary in their own ways In the second phase, Quizlet was introduced as a tool to facilitate vocabulary learning and promote students’ autonomy Data were collected through two main instruments including the pre-test and post-test, and a questionnaire Pre-tests and post-tests were delivered before and after each phase, designed to examine students’ results of vocabulary learning process under the normal learning condition and after Quizlet treatment The analysis of the data showed that the application of Quizlet was beneficial to students It made vocabulary learning more effective, increased vocabulary retention, and made the learning more motivating to students Also, it was a useful method to promote students’ autonomy Therefore, it was suggested that Quizlet should be introduced in EFL classes iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT .iii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study and the research questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Design of the study 1.6 Summary of Chapter CHAPTER LITERATURE REVIEW 2.1 Vocabulary and Vocabulary Teaching 2.1.1 The Role of Vocabulary in Second Language Acquisition 2.1.2 Vocabulary aspects 2.1.3 Teaching vocabulary 2.2 Learners’ autonomy 15 2.3 Technology in vocabulary teaching and its impacts on learners’ autonomy 18 2.3.1 Technology in vocabulary teaching 18 2.3.2 Impacts of technology on learners’ autonomy 19 2.4 QUIZLET 20 2.4.1 Overview of Quizlet 20 2.4.2 Previous studies 22 CHAPTER METHODOLOGY 25 3.1 Subjects of the study and the research context 25 3.2 Restatement of research questions 26 3.3 Method of the research 26 3.4 Data collection instruments 29 3.5 Research procedures 30 3.6 Data analytical method 31 iv CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Effectiveness of using Quizlet 32 4.2 Difficulties that students meet in learning vocabulary before and after Quizlet treatment 33 4.3 Students’ autonomy in learning vocabulary 34 4.5 Students’ preferences of Quizlet task types 39 4.6 Discussion 40 CHAPTER 5: CONCLUSION AND IMPLICATIONS 43 5.1 Recapitulation 43 5.2 Limitation of the study 44 5.3 Implications 45 5.4 Suggestions for further research 46 REFERENCES 47 Appendix 1: Test of phase 52 Appendix 2: Test of phase 55 Appendix 3: The Pre-treatment questionnaire 58 Appendix 4: The Post- treatment questionnaire 60 Appendix 5: Results of Pre-tests and Post-tests 62 Appendix Table Vocabulary contents in the text book 64 SAMPLE LESSON PLAN IN PHASE 66 SAMPLE LESSON PLAN IN PHASE 67 v LIST OF TABLES AND FIGURES Table 4.1 Divergence between the pretest and posttest results 32 Table 4.2 Difficulties that students meet in learning vocabulary 33 Table 4.3 Students’ attention to learning vocabulary 34 Table 4.4 Students’ change of self- studying habits 35 Table 4.5 Students’ frequency of doing vocabulary learning activities before the introduction of Quizlet 35 Table 4.6 Students’ frequency of doing vocabulary learning activities after the introduction of Quizlet 37 Table 4.7 Students’ preferences of Quizlet task types 39 Figure 4.1 Students’ changes of vocabulary learning habits 38 vi CHAPTER INTRODUCTION 1.1 Rationale There is unanimous agreement that vocabulary plays a vital role in learning a second language (L2) Insufficient vocabulary may limit one to understand and produce speech as well as text According to Groot (2000), vocabulary volume determines language learners’ proficiency in reading, listening, speaking and writing For instance, it will be much challenging for anyone to understand a non-specialized text without a vocabulary bank under 5000 words (Nation, 1990, cited in Groot, 2000) For these reasons, the most effective methods for vocabulary instructions and various suggestions concerning vocabulary acquisition were suggested Although vocabulary plays an inevitable role in language learning, many students have minimal volume of vocabulary (Barr, 2016), which can prevent them from producing and understanding a large coverage of speech or text In this regard, based on the writers’ experience, there is a fact that students are indifferent to learning, leading to their reluctance to participate in the learning process and making students less attentive in learning activities Therefore, vocabulary needs to be learnt in effective ways Language learning plays a significant role of a learner's learning process That is recognized as the most challenging and complicated The development of four main abilities (listening, speaking, reading, writing) and vocabulary, pronunciation, phonetics, etc., is such a complex process A systematic analysis and steadiness between these variables are conditions of a good process of learning However, it is the learning environment that has the most difficulties for learners It is possible to divide the problems of a language learning process into two categories: learner-based issues and teacher-based problems The intrusion that stems from the learner is learner-based issues These issues are mostly cognitive and affective issues One of the biggest affective problems related to learners can be considered as the lack of motivation In any language learning process, motivation is what should be achieved first A good encouragement helps students to move on, keeps alive their passion and serves as a driving force for them The "fuel" of the learning process is learning 13 I hope this money will _ this incovenience that we caused you last month A look after B make up for C work out D go off 14 She seems to _ people in her new office A get on well with B get off C get on D out 15 They’ve got some fantastic painting in the local art A store B café C port D gallery 16 Now, everyone knows this song, so I want you all to _ in with me! A join in B get off C look after D turn on 17 My elder brother is keen on unusual objects such as coins, shells and baseball caps A diving B surfing C seeing D collecting 18 I’m trying to work! Could you please turn your music ? A down B up C in D on 19 You wear when your trousers are too big A dress B belt C tie D socks 20 I’ve got a passport, but I don’t have an identity A law B place C card B age Part Complete the sentence with the correct word in the box (5 points) interesting -wear - grateful - tourist office - book - stadium unnecessary - travelled - keep fit - catch up with - crowded – company - factory – bridge - see friends –save our money- flying – normal brought up – try 21 Heavy snow is forecast, so drivers should avoid any _ journeys 22 We read an book about the Dinagyang festival 23 You should _ a hotel room in high season 24 A is an office that supplies information to people who are visiting an area for pleasure or interest 56 25 I _ around my country and bought some souvenirs 26 You can everyone else if you run fast 27 A is a large closed area of land with rows of seats around the sides and often with no roof, used for sports events and musical performances 28 Golden Mile – a group of beaches which are never to _ and they are fantastic for surfing 29 It’s Friday so everyone _ casual clothes in the offiCe today 30 A is a place where products are made, like cars for example 31 There are many ways to _ such as doing exercise regulary and having good diet 32 We are _ after 10 years of absence this weekend 33 in a ballon is an unforgetable experience that not many people have the opportunity to try 34 Bod joined the about six years ago 35 Thanks for looking after my dog for the weekend I’m really _ 36 I’m just a/ an person with a normal life- but I’m quite happy! 37 Ed was _ by his aunt because his patents lived abroad 38 Let’s stay in tonight and for the trip next week 39 Joan bought a few pairs of jeans and went to _ them on 40 A is a structure that is built over a river, road, or railway to allow people and vehicle to cross from one side to the other 57 Appendix 3: The Pre-treatment questionnaire How you take care of vocabulary learning? a I take no care b I take little care c I take moderate care d I take much care Do you learn all the vocabulary lessons that your teacher gives? a I learn all of them b I learn most of them c I learn some of them d I never learn any lessons How often you the following vocabulary learning activities? (tick the boxes that are true to you) Activities Frequency rarely sometimes usually always (2) (3) (4) (5) never (1) Do vocabulary homework Do extra vocabulary exercise Learn vocabulary from other sources (not only learn from the course book) Ask for teachers’ help when you meet a difficult word Cooperate with other classmates when learning vocabulary Try to use the words learnt in communication practice Set your own goals in learning vocabulary 58 Do you have any difficulties in learning English vocabulary? a Remembering meaning b Pronunciation c Remembering spelling d Remembering collocations (interested in, fond of, keen on,…) e Remembering contexts 59 Appendix 4: The Post- treatment questionnaire How you take care of vocabulary learning after Quizlet application? a I take no care b I take little care c I take moderate care d I take much care Do you learn all the vocabulary lessons that your teacher gives? a I learn all of them b I learn most of them c I learn some of them d I never learn any lessons How often you the following vocabulary learning activities after Quizlet application? (tick the boxes that are true to you) Activities Frequency rarely sometimes usually always (2) (3) (4) (5) never (1) Do vocabulary homework Do extra vocabulary exercise Learn vocabulary from other sources (not only learn from the course book) Ask for teachers’ help when you meet a difficult word Cooperate with other classmates when learning vocabulary Try to use the words learnt in communication practice Set your own goals in learning vocabulary 60 Do you have any difficulties in learning English vocabulary? a Remembering meaning b Pronunciation c Remembering spelling d Remembering collocations (interested in, fond of, keen on,…) e Remembering contexts Which features of Quizlet you like most? a Flashcard b Study c Writing d Spelling e Gravity Does the use of Quizlet encourage you to learn vocabulary more frequently? A Yes B No 61 Appendix 5: Results of Pre-tests and Post-tests PHASE Name Student Code PHASE Pre- test Post-test Pre-test Post-test Student DTE17534030100XX 6.0 6.5 6.0 7.8 Student DTE17534030100XX 5.3 5.3 6.3 7.5 Student DTE17534030100XX 6.3 7.8 5.3 7.3 Student DTE17534010100XX 5.0 8.3 5.0 6.8 Student DTE17534010100XX 6.0 6.3 5.5 7.5 Student DTE17534010100XX 5.3 6.5 5.0 7.0 Student DTE17534010100XX 5.0 5.6 5.5 7.3 Student DTE17534030100XX 6.8 6.8 5.0 7.5 Student DTE17534030100XX 7.0 7.0 6.0 7.0 10 Student 10 DTE17534030100XX 7.5 7.5 6.0 7.8 11 Student 11 DTE17534030100XX 6.0 6.0 7.0 7.6 12 Student 12 DTE17534010100XX 5.3 5.8 7.3 7.9 13 Student 13 DTE17534010100XX 6.3 6.8 6.5 8.3 14 Student 14 DTE17534030101XX 6.5 6.9 6.0 8.5 15 Student 15 DTE17534010100XX 5.3 6.3 5.5 7.5 16 Student 16 DTE17534030100XX 5.0 5.0 5.5 6.1 17 Student Student 17 DTE17534020100XX 5.0 7.3 5.8 8.0 18 18 DTE17534030101XX 5.5 5.5 5.5 7.0 19 Student 19 DTE17534010100XX 8.0 8.3 5.0 6.5 20 Student 20 DTE17534010100XX 7.0 7.3 5.3 7.5 21 Student 21 DTE17534030101XX 5.0 6.5 6.3 8.0 22 Student 22 DTE17534030101XX 5.3 6.3 6.8 7.4 23 Student 23 DTE17534030101XX 4.8 5.0 6.0 7.5 24 Student 24 DTE17534030101XX 4.5 6.0 5.0 8.5 25 25 DTE17534020100XX 5.0 7.3 5.0 7.5 26 Student Student 26 DTE17534010100XX 4.0 5.0 5.3 7.8 27 Student 27 DTE17534030101 XX 4.3 5.8 5.5 7.0 28 Student 28 DTE15531010101 XX 3.0 5.5 5.0 7.7 29 Student 29 DTE17534010100 XX 3.5 4.8 5.3 8.5 30 Student 30 DTE17534030102 XX 3.8 5.3 5.0 7.9 31 Student 31 DTE17534010100 XX 4.0 4.5 5.0 6.7 32 Student 32 DTE17534030102 XX 4.8 6.0 5.5 9.6 33 Student 33 DTE17534010100 XX 6.3 6.3 7.8 8.4 34 Student 34 DTE17534010100 XX 6.8 6.8 6.0 6.8 35 Student 35 DTE17534010100 XX 7.0 7.5 6.3 9.5 36 Student 36 DTE17534030104 XX 4.8 6.0 5.5 7.3 37 Student 37 DTE17534030102 XX 5.5 5.8 5.0 7.0 38 Student 38 DTE17534030102 XX 5.3 5.5 5.5 7.8 39 Student 39 DTE17534030102 XX 5.8 6.3 5.0 8.0 40 Student 40 DTE17534010300 XX 5.0 5.0 6.0 6.6 41 Student 41 DTE17534030102 XX 5.3 7.3 6.5 7.8 62 42 Student 42 DTE17534030103 XX 5.3 5.8 5.0 7.3 43 Student 43 DTE17534030103 XX 5.5 5.8 5.0 7.0 44 Student 44 DTE17534030104 XX 5.0 5.3 5.5 7.0 45 Student 45 DTE17534010101 XX 5.3 5.5 5.8 7.0 46 Student 46 DTE17534010100 XX 5.0 6.3 8.0 8.8 47 Student 47 DTE17534011500 XX 5.5 6.5 5.0 6.5 48 Student 48 DTE17534030103 XX 5.0 8.0 5.3 7.0 49 Student 49 DTE17534030103 XX 5.3 5.3 5.0 7.5 50 Student 50 DTE17534010101 XX 6.0 6.0 5.0 7.3 51 Student 51 DTE17531010100 XX 6.8 6.8 5.8 6.5 52 Student 52 DTE17534030103 XX 6.0 6.3 5.0 7.3 53 Student 53 DTE17534010101 XX 6.0 7.3 6.0 7.3 54 Student 54 DTE17534010101 XX 5.0 7.0 6.0 7.8 55 Student 55 DTE17534030104 XX 5.3 6.8 5.8 7.0 56 Student 56 DTE17531010100 XX 5.0 5.5 7.0 57 Student 57 DTE17534010101 XX 7.8 7.8 7.5 8.5 58 Student 58 DTE17534030104 XX 5.0 7.5 5.8 7.0 59 Student 59 DTE16538010702 XX 5.0 6.5 6.6 60 Student 60 DTE16538010702 XX 4.5 5.5 7.8 5.5 6.3 5.8 7.5 AVERAGE 0.8 Score gain 63 1.7 Score gain Appendix Table Vocabulary contents in the text book Unit Topic Vocabulary Vocabulary bank content  Balcony, Homes House and home and Countable Habits uncountable nouns and bathroom, bedroom, corridor, dining room, garage, garden, hall, kitchen, lavatory, living room, stair, armchair, bath, bell, blanket, chest of drawers, cookers, cupboards, cushions, dishwasher, fridge, microwave oven, mirror, pillow, sink, sofa, taps, toilets, towel, washbasin, washing machine, furniture, vase Student Words with similar days meanings  Take, sit, pass, fail, lose, miss, learn, teach, study  Earn, have, make, spend, take Free time  Unfit, Fun time Negative prefixes unfair, unhealthy, Phasal verbs incorrect, People’s hobbies impossible, impolite, improbable dependent, active,  Catch up with, take up, put my name down, join in, go off, set off  Sailing a boat, seeing a friend, going dancing, flying in a balloon, collecting unusual objects, playing computer games, surfing the Internet, sending text messages or emails, keeping fit, diving underwater 64  Buy souvenir, go camping, go Our Holiday activities world Travel, journey, trip sightseeing, go snorkeling, go Buildings snowboarding, and places go trekking, sunbathe  Travel, journey, trip  Art gallery, factory, market, river, tourist office, bridge, fountain, monument, shopping centre, department store, Internet café, police station, port, stadium, town hall, youth club 65 SAMPLE LESSON PLAN IN PHASE 1 Objectives - Understand and use target vocabulary related to homes and habits, countable nouns, uncountable nouns Procedure Presentation: Step 1: Teacher introduced meaning of new words by flashcard, pictures Step 2: Teacher provided sounds of new words by saying words twice or many times Step Teacher provided spellings of new words by writing the words on the boards or showed the slide Step Teacher asked students to repeat the words with the whole class, or in pairs Teachers would correct if there were any mistakes Practice: (Controlled Practice) Teacher organized some activities to check meaning, sound, and spelling of new words such as matching the pictures with the words, bingo, hot seat,… Teacher asked students to exercise 1,2 on the class Production: (Free Practice) Teacher asked students to use vocabulary they have just learnt to talk about things they have in their house Students worked in pairs and Teacher provided help if necessary Homework: T asked students to exercise in Vocabulary and Grammar Review on page 24, Student’s Book 66 SAMPLE LESSON PLAN IN PHASE Objectives - Understand and use target vocabulary related to free time, phrasal verbs, people’s hobbies, holiday activities,… Procedure Presentation: Step 1: Teacher introduced meaning of new words by flashcard, pictures, TPR Step 2: Teacher provided sounds of new words by saying words twice or many times Step Teacher provided spellings of new words by writing the words on the boards or showed the slide Step Teacher asked students to repeat the words with the whole class, or in pairs Teachers would correct if there were any mistakes Practice: (Controlled Practice) Teacher organized some activities to check meaning, sound, and spelling of new words such as matching the pictures with the words, bingo, hot seat,… Teacher asked students to exercise 2, on the class with their partners, page 18, Student’s Book Production: (Free Practice) Teacher asked students to use vocabulary they have just learnt to ask and ask the questions in exercise Homework: T asked students to designed exercises on Quizlet application Here are some types of exercises Teacher designed for students to practice at home: 67 68 69 70