Background to the study
English is the most widely used language for global communication and is essential in international trade, banking, finance, science, and diplomacy It symbolizes social progress, leading many countries, including Vietnam, to make English a mandatory subject in public schools from the first grade, recognizing its importance for national development A strong vocabulary is fundamental to learning English, as it enables individuals to express ideas and enhance their listening, speaking, reading, and writing skills, according to Schmitt (2000).
Many English language learners face challenges in vocabulary acquisition due to the constant introduction of new words (Nation, 2012) This struggle extends to their ability to express themselves accurately, leading to frustration when trying to memorize vocabulary despite significant effort (Lessard-Clouston, 2021) Consequently, it is crucial to employ effective methods for learning English vocabulary.
Effective English vocabulary learning can be achieved through various methods, including flashcards, note-taking, and the study of affixes, prefixes, antonyms, and synonyms Additionally, many educators and learners utilize collocations, associations, and extensive reading to enhance their vocabulary skills Regardless of the chosen method, it is essential for students to achieve their course objectives to identify the most effective techniques for vocabulary acquisition (Lessard-Clouston, 2021).
It is essential for students to independently learn English vocabulary and adopt effective self-learning strategies The rise of information and communications technologies (ICT) has significantly enhanced students' ability to self-learn, particularly in acquiring foreign languages.
The rapid advancement of information and communications technologies (ICT) has profoundly influenced English teaching, particularly in vocabulary acquisition Research by Wang et al (2015) highlights that ICT enhances classroom interaction and boosts students' motivation to learn Furthermore, ICT tools empower learners to study English independently, offering flexibility to learn anytime and anywhere Consequently, ICT plays a crucial role in shaping the teaching and learning processes in the twenty-first century, transforming instructional methods and improving student engagement with the subject matter.
Numerous ICT applications and tools are available online for learning English vocabulary, with Quizlet being a standout option due to its user-friendly and free features This mobile and web-based educational application allows students to enhance their English vocabulary through various learning tools and games However, it is important to assess user satisfaction regarding Quizlet's vocabulary learning capabilities This study aims to investigate high school students' satisfaction with the application and the challenges they encounter while using it.
Problem statements
In Vietnam, English is a compulsory subject for students in public schools, making it essential for secondary school pupils to pass the English test for admission to public high schools Additionally, Grade 12 students must take an English test as part of the national examination, underscoring its importance for graduation and further education opportunities Despite its significance, English scores in the high school national examination consistently rank as the lowest among all subjects.
3 subject (Dang, 2020) It is clear that English education system falls short of all expectations in Vietnam
The Ministry of Education and Training (MOET) in Vietnam emphasizes the importance of educational reform through the integration of ICT applications across all educational levels Despite this initiative, the effectiveness of technology in enhancing English teaching and learning in Vietnam has been underwhelming Research indicates that both teachers and students struggle to utilize ICT tools effectively, contributing to a lack of positive attitudes towards English learning, especially in public schools.
Student perceptions and satisfaction are vital for assessing the quality of language education, as the focus shifts from professors to learners Research into language learners' impressions is essential when implementing new English teaching strategies This study aims to evaluate the satisfaction of high school students in Ho Chi Minh City with the English vocabulary learning features of the ICT tool Quizlet.
Aims of the study
This study investigates the satisfaction levels of Nguyen Huu Huan High School students regarding various English vocabulary learning features of the Quizlet application It also explores the challenges these students encounter while using the app and seeks to clarify their responses for deeper insights.
Research questions
In order to achieve the aims of this study, this study is guided by two research questions:
1 To what extent are students at Nguyen Huu Huan high school satisfied with the English vocabulary learning features of the Quizlet application?
2 What are the challenges faced by students at Nguyen Huu Huan High School when using the English vocabulary learning features of the Quizlet application?
Significance of the study
This study is crucial as it explores student satisfaction, a key factor in the success of language teaching and learning By examining students' experiences with the Quizlet application, educators can better understand its effective implementation Additionally, language teachers can tailor their use of this tool to improve their teaching methods and boost student motivation.
Scope of the study
This study explores student satisfaction with the Quizlet application for learning English vocabulary at a representative high school in Ho Chi Minh City, Vietnam While the school was selected for convenience and typicality, the non-random sampling and limited participant number restrict the generalizability of the findings to all high school students in Vietnam.
Organization of the thesis chapters
This thesis comprises five key chapters, beginning with Chapter 1, which outlines the study's background, objectives, research questions, significance, scope, and organization Chapter 2 critically examines the role of ICT tools in English vocabulary acquisition, alongside a review of previous research in this area Additionally, a conceptual framework for the study is presented.
This article outlines the structure of the research study across five chapters Chapter 3 details the methodology, including the research context, design, and instruments, followed by data collection and analysis Chapter 4 presents and discusses the study's statistical findings in relation to existing literature Finally, Chapter 5 provides a concise conclusion, addresses research limitations, and offers recommendations for educators, learners, and future research endeavors.
Teaching and learning English vocabulary
This section reviews literature on English vocabulary, the importance of learning vocabulary, and the techniques in learning and teaching English vocabulary
2.1.1 Vocabulary and the importance of learning vocabulary
Vocabulary is defined as a collection of recognizable terms within an individual's language, which develops over time and serves as a vital tool for communication and knowledge acquisition (Nation, 2001) According to Lessard-Clouston (2021), vocabulary encompasses not only individual words but also phrases and multiword expressions that convey specific meanings In essence, vocabulary includes all the words and expressions that a person uses in a language.
A strong vocabulary is vital for language learning, particularly in English, as it enables students to understand and express their ideas effectively (Lessard-Clouston, 2021) It plays a key role in both language comprehension and production, serving as an important measure of a learner's progress in various language skills Acquiring a second language involves active engagement with the target language and meaningful social interactions, highlighting the need for language educators to enhance their teaching strategies.
Effective language instruction should focus on teaching lexical elements rather than isolated words, as highlighted by Lessard-Clouston (2021) By emphasizing vocabulary, learners can communicate more effectively even with limited knowledge of grammatical structures It is essential for instructional materials to provide ample opportunities for students to practice new vocabulary, thereby enhancing their language proficiency Additionally, language instructors must carefully consider which words to teach based on their frequency and relevance, as not all terms are necessary for effective communication (Nation, 2012).
Vocabulary acquisition is often considered the most challenging aspect of learning a foreign language, with many students struggling to grasp it effectively (Baptist, 2018) Adequate vocabulary knowledge is essential for reading comprehension (Baptist, 2018), making it a critical focus for both educators and learners (Beglar & Hunt, 2005; Dizon, 2016) To enhance language learning, it is crucial for teachers and students to prioritize vocabulary instruction and explore various effective methods for teaching and acquiring vocabulary (Dizon, 2016).
2.1.2 Vocabulary learning and teaching techniques in ELT
Vocabulary learning strategies are essential techniques that aid in word memorization, playing a crucial role in mastering the English language Recent research highlights the significance of vocabulary acquisition, emphasizing that it is central to language learning, regardless of whether it is a first, second, or foreign language.
Vocabulary acquisition is crucial for mastering a second language, as highlighted by researchers like Nation (2001), Read (2000), Gu (2003), and Laufer and Nation (1999) Nation (2001) emphasizes that vocabulary learning significantly impacts all language skills—listening, speaking, reading, and writing—in both English as a second language and English as a foreign language Furthermore, Gu (2003) indicates that second language readers heavily rely on their vocabulary knowledge, with insufficient vocabulary being the primary obstacle to developing reading skills.
Mastering vocabulary is essential for effective communication, as highlighted by Adolphs and Schmitt (2004), who assert that learners require a minimum of 2,000 word families to understand 90 to 94% of spoken language in various contexts While grammar is important, it is the vocabulary that truly enables expression; without it, conveying meaning becomes impossible McCarthy (1990) emphasizes that a rich vocabulary significantly enhances a learner's ability to communicate in the target language, underscoring the critical role vocabulary plays in language acquisition.
Effective communication in a second language (L2) relies heavily on vocabulary, as grammar and pronunciation alone cannot convey a range of meanings (p 8) Baba (2009) emphasizes that learners recognize their limited vocabulary hinders their writing performance, highlighting the crucial role vocabulary plays in mastering a target language Implementing effective learning strategies can significantly enhance vocabulary acquisition Schmitt (2002, pp 205-215; as cited in Paul, 2009) identifies five key vocabulary learning strategies: Determination strategies, Social strategies, Memory strategies, Cognitive strategies, and Metacognitive strategies, which collectively support language learning.
• Determination strategies, such as inferring word meanings from context, are viewed as individual learning strategies that students employ to determine word meanings on their own without assistance
• Social strategies pertain to interactions between students and their learning partners, such as asking a classmate and a teacher for the definition of a term
• Memory strategies are methods that students employ to memorize new words by mentally processing the words and connecting them to their context or to their coordinates
• Cognitive strategies are automatic behaviors that learners use to learn new words, such repeating a word's pronunciation or maintaining a vocabulary journal
Metacognitive strategies enhance learners' ability to monitor and evaluate their vocabulary acquisition processes, enabling them to choose effective tactics for learning new words.
Research indicates that determination strategies are the most commonly used for vocabulary learning, while memory strategies are utilized less frequently Despite this, high school students often overlook the significance of vocabulary learning strategies in their English language acquisition.
Learning vocabulary through ICT tools
This section reviews literature on ICT tools and how they are applied in English language teaching and vocabulary learning
2.2.1 Using ICT tools in English language teaching
In the past, language instruction was confined to traditional classroom environments with limited time and space for teaching and learning However, the 21st century has brought forth advanced technologies that can help educators and students transcend these geographical and temporal limitations As a result, it is evident that ongoing technological advancements in this century have the potential to enhance the effectiveness and accessibility of language learning.
The advancement of information and communication technology (ICT) has significantly enhanced English vocabulary acquisition by providing innovative tools for language teaching and learning Defined as scientific and technological strategies for efficient information management, ICT optimizes time and space compared to traditional methods (Raval, 2014) These tools, including computers, mobile phones, and various media, transform how knowledge is accessed and shared, ultimately reshaping human interactions (Azad, 2010).
According to Hismanolu (2015), there are a variety of strategies to improve teaching and learning in the classroom through the use of contemporary
Information and Communication Technology (ICT) serves as a valuable teaching resource, enhancing student engagement and enabling hands-on learning experiences By integrating technology into the curriculum, students are not limited by traditional resources and can participate in active learning, fostering independent study With internet access in schools, students become self-directed learners, utilizing online resources to seek and apply information effectively This technology-driven approach not only promotes proactive learning but also encourages students to take an active role in their education, making the integration of ICT in classrooms essential for modern learning environments.
Increasing the use of information and communications technology (ICT) in the classroom enhances teacher enthusiasm and student participation, leading to more motivated and independent learners Houchine (2011) highlights that ICT tools enable teachers to create engaging learning activities that empower students to expand their knowledge actively Furthermore, Castro Sanchez and Aleman (2011) emphasize that ICT fosters a student-centered environment, shifting students from passive recipients to active contributors in the learning process, while redefining teachers' roles as guides, counselors, and organizers.
According to Toumi (2015), Information and Communication Technology (ICT) plays a crucial role in enhancing students' language learning experiences By integrating visual aids into English lectures, educators can significantly boost student engagement and reduce the perceived difficulty of the subject With the use of various learning tools, students can learn English more quickly and enjoyably The incorporation of technology in English education has opened up new opportunities for both teachers and learners, making it easier to present content and locate task-related references Ultimately, technology has become an essential element in the teaching and learning process, particularly for supporting language instructors.
In Vietnam, the integration of ICT tools in education, especially in language teaching, has become increasingly prevalent According to Pham et al (2018), the benefits of utilizing ICT in education include creating an engaging language environment, providing immediate feedback, offering stimulating activities for language practice, and facilitating the sharing of resources among educators Despite these advantages, certain challenges continue to hinder the effective implementation of ICT in English language instruction in Vietnam.
2.2.2 Challenges in using ICT tools
The rapid evolution of educational technologies requires instructors to effectively integrate information and communications technology (ICT) into their teaching methods To support this integration, educational institutions are implementing ongoing professional development programs aimed at improving teachers' ICT skills However, significant challenges remain, necessitating careful planning and strategic enhancements Research by Al-Senaidi, Lin, and Poirot (2009) aligns with Ertmer et al (2001), identifying two primary types of barriers: external barriers, which include insufficient time, resources, and technical support, and internal barriers, which encompass teachers' attitudes such as lack of confidence, conservatism, and unawareness of technology's potential benefits.
In her 2015 study, Huong Thi Bao Dinh explored the barriers to ICT integration in language teaching as identified by Ertmer et al (2001) and the British Educational Communications and Technology Agency (BECTA) (2004), revealing that most challenges were external to teachers Key issues included a lack of adequate ICT resources, outdated software, limited time for preparation, and insufficient administrative and technical support Dinh also delved into intrinsic barriers highlighted by Ertmer et al (2001), such as teachers' attitudes towards technology and resistance to change, finding these internal obstacles to be more significant than external ones Additionally, inadequate classroom organization often impedes the effective use of technology, influenced by teachers' perceptions of technology's role in enhancing the curriculum.
Insufficient access to technology and the internet is a significant barrier to ICT adoption in education Research by Leliani et al (2005) and Robinson (2003) indicates that factors such as instructors' age, gender, and teaching experience play a role in this challenge Notably, female educators often face greater obstacles due to limited access, skills, and motivation (Volman & van Eck, 2001) While older and more experienced teachers may not be opposed to using ICT, they tend to prefer traditional teaching methods (Van Braak et al., 2004) Additionally, issues like poor computer understanding (Bingimals, 2009) and lack of confidence (Robinson, 2003; Snoeyink) further hinder effective technology integration in the classroom.
Significant barriers to implementing ICT in the classroom include a lack of motivation among educators (Inan & Lowther, 2010) and inadequate preparation in teacher training programs (Leliani, Agustiani, & Maryani, 2005), which often fail to equip instructors with the necessary skills to utilize technology effectively.
Opati (2013) highlighted that the imbalance between the number of students and teachers negatively impacts the effective integration of ICT in education The research found that only those teachers with no alternative felt compelled to incorporate ICT into their teaching practices, revealing a lack of overall utilization of technology in the curriculum.
A study highlighted that students who used technology for their homework at home experienced challenges due to insufficient interfaculty communication and support, as noted by Opati Similarly, Kreutz and Rhodin (2016) emphasized that the inaccessibility of ICT significantly undermines students' confidence, self-esteem, and increases anxiety when engaging with technology.
In Vietnam, research by Pham et al (2018) indicates that teachers exhibit low ICT competency, resulting in diminished self-confidence and ineffective teaching practices involving technology The limited availability of ICT resources in schools further exacerbates this issue, while improved ICT support could enhance its effectiveness in education Data analysis reveals two primary causes: a shortage of IT support personnel and the presence of unqualified IT staff Additionally, a crowded curriculum and oversized classes contribute to teacher stress, hindering their ability to implement successful and effective classroom activities.
2.2.3 Using ICT tools for English vocabulary learning
ICT tools are essential in teaching EFL vocabulary, with Dalton and Grisham (2011) outlining ten effective strategies These include visualizing word and textual relationships, engaging in digital vocabulary excursions, and incorporating online vocabulary games to blend learning with enjoyment Additionally, students can demonstrate their vocabulary knowledge through various media, while online reference tools serve both as instructional aids and vocabulary resources On-demand vocabulary support enhances reading and word acquisition, and language translators provide timely assistance for English Language Learners (ELLs) Finally, utilizing digital text can help increase reading speed.
14 i Enhance reading volume by using a text-to-speech tool and audio books to digital text listening
Padurean and Margan (2009) highlight the importance of computers in the classroom, describing them as essential tools that enhance language comprehension and application through grammar and spelling checkers, along with editing programs They introduce Computer-Assisted Language Learning (CALL) as a comprehensive approach that encompasses all previous methods Furthermore, Granic et al (2009) emphasize that within an e-learning system, like a wiki, teachers can tailor learning resources to align with students' learning objectives and styles, depending on the chosen pedagogical model.
Using Quizlet to learn English vocabulary
This section examines existing literature on the Quizlet application, focusing on its effectiveness in enhancing English vocabulary learning It also highlights previous studies that explore the application’s role in teaching and learning English vocabulary.
2.3.1 The Quizlet application and its features
Quizlet, created by Andrew Sutherland in 2005 for his high school French class, has evolved into a powerful vocabulary learning tool with over 40 million user-generated word sets worldwide It offers two main types of vocabulary sets: ready-made flashcards, which allow students to use existing resources, and customized flashcards, enabling users to create tailored content for specific technical or professional vocabulary This flexibility empowers individuals to enhance their language skills by focusing on their preferred vocabulary.
Users can submit data via Excel or csv files, allowing the system to check for conversion issues Quizlet's features are divided into two main sections: Study and Play The Study section includes five components: Flashcards, Learn, Write, and Spell Test, while the Play section consists of two components: Match and Gravity.
Figure 1 The features of Quizlet
The features of Quizlet greatly assist the process of teaching, learning, self- learning and assessing vocabulary The features of the application are described as follows
Flashcards – Typically, flashcards are two-sided, with the prompt on one side and related information on the other In this feature, participants could
16 acquire vocabulary through digital flashcards To view the other side of the digital page, they could click to flip the card themselves vocabulary
Learn – Learn feature puts questions and answers into multiple-choice quizzes that can be performed in order to gain an overall score Also applies to photographs
Students can create personalized study sets on Quizlet and specify their learning timelines Quizlet Learn then offers an adaptive study plan that monitors their progress, featuring motivational checkpoints and useful study reminders to enhance their learning experience.
Participants are required to accurately identify and fill in the vocabulary word that corresponds to its meaning To earn "credit" for their response, they must also spell the vocabulary word correctly.
The Spell feature enables students to hear a word pronounced aloud, allowing them to type the correct spelling in response This audio functionality is designed to enhance spelling skills while helping students understand the meanings of words Similar to the Write feature, it requires pupils to accurately type what they hear, reinforcing their spelling abilities Additionally, there is an option to listen to the word's definition, ensuring comprehensive learning This resource is particularly beneficial for ESL students and those who face challenges with spelling.
The Test features auto-generated questions that include written, multiple-choice, and true-false formats, allowing students to assess their understanding of vocabulary definitions Participants can engage in self-evaluation through various methods such as matching, multiple-choice, true/false, and written examples, enabling them to identify the correct vocabulary words and their meanings Additionally, these assessment variables can be adjusted based on each student's proficiency level.
In the Match feature, students engage in pairing vocabulary words with their corresponding definitions and visuals By simply tapping on either the word or its definition, participants can swiftly make matches Additionally, both students and teachers can track completion times, allowing them to identify who achieved the fastest match.
Gravity is an engaging educational game where players protect a planet from incoming asteroids labeled with words by typing the correct terms before they collide This fast-paced game challenges students to think quickly and enhances their vocabulary skills, as they must rely on their knowledge without a word bank Players can view a phrase or definition and must accurately type the corresponding term to prevent asteroids from hitting their planet The game ends if two asteroids successfully strike, and students earn bonus points for their speed and accuracy in responding.
All study features enhance independent student learning by providing feedback and error corrections Users can customize their experience by choosing to respond with terms or definitions, opting for audio playback, and selecting specific terms to study (Sanosi, 2018) Quizlet's key advantages include its user-friendly interface, effectiveness in facilitating self-learning through diverse tools, and a wide range of free features available (Jackson, 2015; Dizon, 2016).
2.3.2 Previous studies on the use of Quizlet in teaching and learning English vocabulary
This section examines literature on English vocabulary acquisition among high school students, focusing on the effectiveness of Quizlet as a vocabulary learning tool Various studies have been conducted to explore research trends related to Quizlet's applications Baptise (2018) investigated the impact of Quizlet on eleventh-grade students' vocabulary learning by dividing them into two groups: a control group using traditional instruction and an experimental group utilizing Quizlet The study lasted approximately nine weeks, with a posttest employed to measure the outcomes.
18 findings indicated that students in the experimental group outperformed the control group in the posttest
In a study by Sanoshi (2018), the impact of Quizlet on vocabulary development was examined through pre- and post-tests administered to 42 low-level EFL participants The findings revealed significant improvement in the experimental group after one month of using Quizlet The platform facilitates vocabulary acquisition by incorporating diverse assignments and gamifying the learning experience, which may lower learners' anxiety and enhance their motivation.
In a study by Dizon (2016), the effectiveness of Quizlet in enhancing the English vocabulary of Japanese college students was examined over a ten-week period, focusing on the vocabulary list by Coxhead and Nation (2001) The results from pre-tests and post-tests indicated statistically significant improvement in the participants' vocabulary acquisition Following the assessments, a questionnaire was distributed to gather participants' feedback, revealing a positive reception towards the use of Quizlet for vocabulary learning.
Sangtuptim (2018) examined Thai high school students' perceptions of the Quizlet application, focusing on the popularity of its features The study found that the application did not distract from learning, with the Match feature being the most favored among students, as it helped them retain new vocabulary more effectively and quickly Conversely, students deemed the Write feature ineffective, as it required them to spell words based on the application's definitions.
Studies on how high school students are satisfied with the use of the Quizlet application can hardly be found; therefore, there is a need for this study to be conducted
Satisfaction varies across different fields, but it generally refers to the pleasant feeling experienced when one's desires are fulfilled, as defined by the Cambridge dictionary In the context of language learning, satisfaction is characterized by learners' attitudes reflecting the fulfillment of their needs during educational activities (Long, 1989; Topala and Tomozii, 2014) This study specifically evaluates student satisfaction with the Quizlet application by assessing the effectiveness and engagement of its features.
Conceptual framework of the study
This chapter explores the integration of ICT tools in the teaching and learning of English vocabulary, culminating in the development of a conceptual framework for the study, illustrated in Figure 2.
Figure 2 The conceptual framework of the study
The Quizlet application is an innovative ICT tool designed to improve the teaching and learning of English vocabulary, particularly by facilitating students' self-learning With seven key features, Quizlet enhances vocabulary acquisition and retention, making it an invaluable resource for educators and learners alike.
This study examines student satisfaction with the Quizlet application, focusing on its 20 functions, including Flashcards, Learn, Write, Spell, Test, Match, and Gravity It evaluates both the interestingness and usefulness of these features while also investigating the challenges students encounter when utilizing the vocabulary learning functions of the app.
Research site
Nguyen Huu Huan High School (NHH) in Thu Duc City, Ho Chi Minh City, is a prestigious public institution established in 1962, recognized for its specialized training programs Renowned for its high educational standards, NHH ranks among the top schools in Ho Chi Minh City, as reported by Tuoitre and Thanhnien in 2022 The school admits students based on their performance in the General Admission Test for Grade 10, offering both regular and specialized classes in subjects like Language Arts, English, Mathematics, Chemistry, and Physics, as well as Integrated classes following the Cambridge curriculum Additionally, NHH provides opportunities for physical education through sports like football, volleyball, basketball, and badminton, along with foreign language clubs for Japanese and Korean The school is distinguished by its students' impressive scores in national examinations.
Sampling and research participants
The study involved a sample of students from four 10th-grade classes, three 11th-grade classes, and two 12th-grade classes, utilizing a convenient sampling method The researcher oversaw five of the selected classes to facilitate easier interaction with participants The Quizlet application was implemented in these classes, with all students utilizing the app on a weekly basis, allowing the teacher to monitor their progress effectively.
The study involved 379 students across four classes, including 173 tenth graders, 122 eleventh graders, and 84 twelfth graders, all of whom had been using the Quizlet application for over six months Collaborating with another teacher, the research aimed to assess whether students completed their assignments on the app.
The study garnered a total of 370 valid responses from 379 students, reflecting a high response rate of 97.6% This rate is notable considering participation was voluntary, with seven students opting not to respond and two questionnaires discarded due to incomplete answers A detailed overview of the participating students is presented in Table 1.
Table 1 Description of student participants
Twelve students participated in interviews to provide detailed insights into their satisfaction with the features of the Quizlet application for learning English vocabulary.
Research design
In educational research, both qualitative and quantitative methods play significant roles The qualitative approach, as outlined by Brown and Rodgers (2002), focuses on data collection through non-numeric means, utilizing tools such as open-ended questionnaires, interviews, and observations Conversely, the quantitative method relies on measurable data that can be quantified and analyzed statistically (Brown and Rodgers, 2002).
Closed-ended questionnaires are widely recognized as a standard research tool in both qualitative and quantitative approaches While both methods have their strengths, they also present challenges Qualitative research, despite positive feedback, is notably time-consuming for data collection and analysis, and the open-ended responses hinder comparability (Brown and Rodgers, 2002) In contrast, quantitative data can be gathered more quickly and analyzed more easily, yet the insights gained from qualitative responses are often deemed more valuable (Brown and Rodgers, 2002).
To enhance the reliability of data and achieve more convincing findings, the researcher opted for a mixed-methods design, leveraging the strengths of both quantitative and qualitative approaches Creswell (2012) defines mixed methods research design as a comprehensive procedure for collecting, analyzing, and interpreting data.
"mixing" both quantitative and qualitative approaches in a single study to provide an answer to a research topic This may be accomplished through the use of a mixed methods research design
This study employed a survey research design to gather insights on the views, opinions, habits, and attributes of a specific population (Creswell, 2012) Quantitative data were obtained through questionnaires distributed to students, serving as the primary data source Additionally, qualitative data were collected from interviews with selected students, providing supplementary insights to enrich the findings.
Research instruments
This section describes the instruments employed for data collection in the study A combination of a student questionnaire and semi-structured interviews were utilized to gather insights These tools were specifically designed to capture students' feelings and experiences regarding the use of Quizlet as a learning resource.
English vocabulary The next parts go through how these aforementioned tools were created
To gather data on how students were satisfied with the features of the Quizlet application, a set of questionnaires was delivered the participants
Questionnaires are an effective tool for collecting information on hard-to-measure phenomena like attitudes and self-concepts, as noted by Cohen et al (2007) Their anonymous nature fosters honest responses, making them a more time- and cost-efficient alternative to interviews Additionally, administering the same questions to all participants simultaneously enhances the consistency and accuracy of results (Seliger and Shohamy, 1990) However, despite their advantages, there are concerns regarding the reliability of responses, as participants may rush through surveys (Cohen et al., 2007).
Writers highlight the critical issue of low return rates in surveys, echoing the concerns of Seliger and Shohamy (1990) They argue that insufficient response rates can raise questions about the reasons behind varying participation and may compromise the validity of the research findings Additionally, individuals with limited literacy may struggle to comprehend the questionnaire, leading to uncertainty about whether they fully understood and accurately answered the questions.
Despite the limitations of questionnaires, they remain a valuable research tool for this study due to their advantages and reduced drawbacks (Cohen et al., 2007) To assess the satisfaction levels of a large participant population regarding Quizlet within a short timeframe, questionnaires are the most effective method for collecting extensive and accurate data Furthermore, they streamline the analysis process by ensuring that all respondents answer the same set of questions, thereby minimizing potential issues associated with this research method.
The researcher's confidence in utilizing questionnaires as a primary study instrument was bolstered by several factors Students were given sufficient time to thoughtfully complete the questionnaires, ensuring careful responses Furthermore, the option to remain anonymous encouraged more honest feedback The questionnaires, prepared in Vietnamese, facilitated better understanding and accurate responses among participants These elements collectively indicate that questionnaires are an effective tool for gathering participants' perspectives on the study's subjects.
According to Seliger and Shohamy (1990), structured questions that yield data in the form of checks, numbers, or ranks are more effective than open-ended questionnaires, providing results suitable for statistical analysis (Cohen et al., 2007) Oppenheim (1992, as cited in Cohen et al., 2007) emphasized that structured questionnaires facilitate comparisons across different groups within the sample In this study, students rated statements using a closed-ended 5-level Likert scale, where 5 indicates strong agreement.
In this study, a Likert scale was employed, where 4 indicates agreement, 3 signifies neutrality, 2 represents disagreement, and 1 denotes strong disagreement Additionally, an open-ended questionnaire was utilized to gather detailed insights from respondents regarding the challenges they face while using the Quizlet application.
The study's questionnaire, designed by the researcher, comprises two distinct sections It begins with an introductory segment that instructs students on how to complete the questionnaire and requests voluntary demographic information The first section focuses on assessing student satisfaction with various features of the Quizlet application, asking participants to rate the usefulness and interest of each feature Responses are measured using a closed-ended 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
The questionnaire includes a rating scale where 3 indicates neutrality, 4 signifies agreement, and 5 represents strong agreement Additionally, it features eight open-ended questions that explore the challenges students face while using the Quizlet application, both in general and with its specific features For further details, refer to Appendix A.
After analyzing the questionnaire data, the researcher invited several students for semi-structured interviews to gain deeper insights into their satisfaction with the application's features and the challenges they face.
Following the analysis of student responses from the questionnaire, the researcher selected 12 students for individual online interviews Among them, four students expressed a high level of satisfaction with Quizlet's features, while another four demonstrated a moderate level of satisfaction or provided mixed feedback The final group of four students reported a significantly negative level of satisfaction with the application.
This research tool aimed to offer a comprehensive analysis of student satisfaction regarding application features and the challenges they face.
The semi-structured interviews allow researchers to adapt their questions based on the unique responses of each student in the questionnaire, ensuring a flexible approach to data collection The details of the student interview can be found in Appendix B.
During the interviews, students were prompted to elaborate on their questionnaire responses, particularly regarding their satisfaction with the Quizlet application's matching feature If a student expressed strong disagreement, they were asked to provide reasoning for their stance Each interview lasted approximately 15 minutes and was conducted and recorded using the Zalo online communication platform.
In brief, this study employed two research instruments namely student’s questionnaire and student’s interviews Table 2 summarizes the tools used in the study
Table 2 Research instruments used in the study
9 classes at NHH High School
Explore how students are satisfied with the English vocabulary learning features of the Quizlet application, and the difficulties they encounter when using the application
12 students were invited to individual online interview
Have a closer look into the matter, and seek explanation and clarification of students’ answers in the questionnaire
Data collection procedure
This section describes the procedure of how the data were collected through the research instruments of the study
The questionnaire was distributed and collected over one week, from March 21 to March 25, 2022 Written in Vietnamese, the questionnaire ensured that participants fully understood its content Students at Nguyen Huu Huan High School received the questionnaire at the end of their class, allowing them to complete it at home and submit their responses in the following class.
Following the analysis of the students' questionnaire responses, the researcher selected twelve participants who shared their personal information for individual semi-structured online interviews These interviews were conducted two weeks after the questionnaire data was collected.
The selection of students for the study was intentional, based on their questionnaire responses One-third of the participants expressed overall satisfaction with the application's features, while another third held neutral views, and the remaining group reported dissatisfaction Online interviews were conducted using the Zalo communication app, which provided convenience for both the researcher and the students regarding timing and location.
Data analysis schema
This section outlines the data analysis schema, utilizing SPSS, a statistical program, to analyze questionnaire responses and calculate the mean scores of students' answers Following the interview sessions, the data were transcribed and cross-referenced with audio recordings To maintain anonymity, students were assigned numerical codes, such as S1.15 for student 15 in the first class The findings from the interviews are presented through narrative writing.
The study analyzed data by coding and categorizing it into two primary themes based on the research questions: student satisfaction with the features of the Quizlet application and the challenges faced during its use Each theme encompasses seven distinct English vocabulary learning features of the application The accompanying figure illustrates the thematic network utilized for data analysis in this research.
Figure 3 Thematic network for data analysis of the study
Students’ satisfaction toward the Quizlet’s features
A recent survey conducted at Nguyen Huu Huan High School assessed student satisfaction with the vocabulary learning features of the Quizlet application The findings indicate that students generally express satisfaction with most features, with the Gravity game being the most favored In contrast, the Spell and Flashcards features received the least enthusiasm Notably, the study found minimal significant differences in the perceived usefulness and interestingness of the application’s features, suggesting a correlation between these two aspects.
2 summarizes the satisfaction levels to each feature of the Quizlet application from the data collected from the student’s questionnaire
Table 3 Students’ satisfaction toward Quizlet’s features
As can be seen from Table 3, the satisfaction of students towards each feature of the Quizlet application is relatively high, including both usefulness and interestingness aspects
In a recent evaluation of educational features, the Learn feature emerged as the most valuable, achieving a high rating of 4.7, followed closely by the Gravity and Match game features, while the Spell feature lagged behind with the lowest rating This aligns with Sangtuptim's 2018 study, which identified the Match feature as the favorite among Thai high school students, indicating significant engagement with it However, there is a notable discrepancy regarding the Write feature; while Sangtuptim reported it as the least popular, this study found differing levels of satisfaction associated with it.
31 not like this feature, the students at Nguyen Huu Huan have a moderate satisfaction level towards this feature
In an interview with four students regarding their satisfaction with the Quizlet application, Student S2.17 highlighted the usefulness of the Learn feature for acquiring new words and structures Meanwhile, Student S6.30 emphasized the engaging nature of the Gravity feature, which enabled her to reinforce her lessons through an exciting game These insights support Satoshi’s 2018 study, which found that Quizlet effectively aids students in learning English vocabulary in a meaningful and beneficial manner.
Student S3.05 commented the reason why she believed that the Spell feature is not useful:
“I think listening to the words that I have just learned from the Flashcards and the Learn features is not useful It is quite easy for me” S3.05
“In this part, I just need to copy the words from the Flashcards, there is nothing new to learn” S4.35
Students' feedback indicates that the Spell feature is ineffective, as they tended to copy vocabulary directly from the Flashcards feature rather than actively remembering and writing the words themselves.
The Quizlet application features two highly rated games, Gravity and Match, which received scores of 4.7 and 4.6, respectively, highlighting their appeal to students at NHH High School In contrast, the Spell feature was rated the lowest at 3.9, indicating it was perceived as the least interesting This aligns with various studies that show students prefer game-based learning for language acquisition, particularly in vocabulary, as these interactive elements enhance engagement and excitement in the learning process.
Some students were invited in the interviews to clarify their answers in the questionnaire Student S8.10 explained that he was thrilled when using the Gravity and Match game features:
The games Gravity and Match are exciting and engaging, challenging me to quickly answer questions or match meanings to succeed Despite my efforts, I often find myself struggling to win Additionally, I enjoy competing with my friends during recess, making the experience even more enjoyable.
Other students who participated in the interviews (S6.13, S9.33, S1.15 ) also shared the same idea with Student S8.10 that the Gravity and the Match features are very exciting to use and play
Student S9.33 provided the clarification why he did not think the Spell feature was not interesting to him:
The Spell feature lacks appeal, as users primarily focus on listening and writing, often needing to refer back to Flashcards for accurate spelling.
Students at Nguyen Huu Huan High School expressed a high level of satisfaction with the English vocabulary learning features offered by Quizlet Overall, the feedback indicates that the students found Quizlet's tools effective and beneficial for enhancing their vocabulary skills.
Challenges faced by students when using Quizlet
Students at NHH High School faced challenges using the English vocabulary learning features of the Quizlet application, as revealed by questionnaire data and interviews Many reported issues with unstable internet connections, leading to high latency during gameplay, particularly with the Match and Gravity features One student noted, “It is sometimes too laggy to play the Gravity game, so I did not have enough time to answer all the questions and to win the game.” Such internet connectivity problems are common in the use of ICT and technology for teaching and learning English as a foreign language (Leliani et al, 2005).
Students using mobile phones expressed frustration over the small font size in the application, which hindered their ability to navigate effectively For instance, one student, S3.17, reported frequently misclicking words due to the tiny text, leading to incorrect inputs.
A recent study revealed that students find their mobile devices too small for an optimal learning experience, often lacking access to tablets or laptops, which limits their use of educational applications (Pham et al., 2018) Research indicates that mobile applications for learning English are consistently evolving to enhance user experience Therefore, it is essential for these applications to offer improved interfaces tailored for mobile users.
During the interview, two students (S4.07 and S6.19) emphasized the need for the application to include a meaning search function, as they occasionally struggled to understand word definitions Additionally, several students expressed a desire for the app to offer word families, which are crucial for their exam preparation This aligns with findings from Sangtuptim (2018), where students also recommended that Quizlet incorporate an integrated dictionary within its Flashcards feature.
The aforementioned problems and suggestions should be reviewed by the provider and developer of the application in order to provide users with better experience while using the application
The students mentioned the challenges they faced when using each feature of the application as follows
Many students reported encountering significant challenges with the flashcards feature, indicating that it was the most problematic aspect of their experience They often found the definitions unclear, prompting them to search for clarification on Google One student, S1.15, highlighted this issue during an interview, emphasizing the need for improved clarity in the provided definitions.
Quizlet lacks an integrated dictionary feature, making it challenging to comprehend some definitions and examples in its flashcards In contrast, when using CocCoc browsers, I can easily double-click on unfamiliar words to instantly view their translations.
Furthermore, students thought that it would be more helpful if the Flashcards feature provide examples in specific context for every word
In 2018, Sangtuptim's research revealed that students faced challenges with the Flashcards feature, indicating a lack of positive experiences The students recommended enhancements to this feature, suggesting it should include definitions, synonyms, and the parts of speech for the words.
The feedback on the Learn and Write features indicated minimal challenges for students, as reflected in the questionnaire responses However, one student, S5.39, noted difficulty recalling words immediately after learning, which hindered her ability to write them correctly This aligns with findings from Sangtuptim's study (2018), where students similarly reported struggles with the Write feature due to memory retention issues.
Some students reported experiencing technical issues with the audio functionality of the application, noting that it occasionally failed to work properly This problem caused delays in hearing the sounds of words, ultimately leading to a negative user experience.
The Test feature, akin to the Learn features, proved to be user-friendly for students, who reported minimal challenges during its use Feedback from some students included brief comments like "it's difficult" or "it's OK" in the questionnaire.
Despite high satisfaction with the Match and Gravity features, students encountered difficulties, particularly with the Match feature on mobile devices One student, S8.12, highlighted in an interview that using this feature on their phone proved to be extremely challenging.
The small screen of my phone hinders my performance in the Match game, causing me to take longer to complete it as I frequently select incorrect answers.
Similarly, S7.15 wrote in the questionnaire that the definitions and the words to match looks so tiny that it made her eyes tired when doing this feature
Students encountered several technical challenges with the Gravity feature, primarily related to unresponsive web browsers and concerns about connection speed affecting gameplay.
35 their devices to the website is slow, so that they could not use the Gravity play feature well Student S6.13 clarified the issue on the Gravity feature:
Although my internet connection performs well with other applications, I experience noticeable latency while using Quizlet, which affects my ability to complete the Gravity game in a timely manner and secure a win.
Students experienced several challenges while utilizing the seven features of the Quizlet application, particularly with the Flashcards, Match, and Gravity functions The primary issues encountered were technical difficulties and limitations in the application's functionality.
Summary of the major findings
This study assessed student satisfaction with the vocabulary learning features of the ICT tool Quizlet at Nguyen Huu Huan High School It also examined the challenges students encountered while using the application, utilizing a student questionnaire and interviews as research instruments.
Students at NHH High School expressed a high level of satisfaction with the Quizlet application, particularly enjoying the Gravity and Match game features, which they found both engaging and effective for vocabulary learning Conversely, the Spell and Flashcards features received lower ratings, with students indicating that the Spell feature was neither effective nor interesting, as it simply required them to write the correct spelling of words learned through other features.
Students at NHH High School encountered several challenges while using Quizlet, primarily due to technical issues and limited application functions Unstable connections and high latency hindered their experience with features like Match and Gravity Additionally, the small text size made it difficult for students, particularly those on mobile devices, to complete tasks Lastly, students recommended adding an integrated dictionary function to the Flashcards feature to enhance their learning experience.
Quizlet is an effective ICT tool that significantly enhances the teaching and learning of English vocabulary, as discussed in section 2.3 High school students express a high level of satisfaction with the application's features However, they encounter several challenges while using Quizlet, highlighting the need for solutions from both language teachers and the application's developers.
Contributions of the study
The study's findings offer valuable insights for language teachers and students utilizing the Quizlet application to enhance English vocabulary learning, while also benefiting the application's developers.
A recent study indicates that high school students at Nguyen Huu Huan High School are generally satisfied with the English vocabulary learning features of the Quizlet application This finding highlights the importance for teachers at NHH High School and other language educators to continue promoting the use of this engaging tool for vocabulary acquisition Additionally, when designing lessons on Quizlet, teachers can enhance the effectiveness of less favored features, such as Spell and Flashcards, by refining their content For instance, incorporating clear and relevant images to illustrate new words in the Flashcards function can significantly improve the learning experience.
To enhance the effectiveness of the Quizlet application in language learning, it is crucial for teachers to understand the challenges students encounter Improving the Flashcards feature by incorporating more detailed information, such as vocabulary word families, can make it more informative Additionally, making the Spell feature more engaging will capture students' interest For the Match feature, teachers should consider simplifying or shortening the questions and answers, as the current text size can be difficult for students to read These adjustments can significantly improve the overall learning experience.
Finally, acknowledging the challenges that users encountered while using the application guides the developers of Quizlet to further refine the features of the
To enhance user experience, developers must ensure a stable connection between the server and users, while also providing robust support for mobile users in their application.
Limitations of the study
The study assessed student satisfaction with the vocabulary learning features of the ICT tool Quizlet at Nguyen Huu Huan High School and explored the challenges encountered while using the application However, it is essential to recognize the limitations of this study, which should be addressed in future research.
This study, while being a survey, does not aim for generalization regarding high school students' satisfaction with the Quizlet application Instead, it provides valuable insights into the satisfaction levels of students at a specific high school in Ho Chi Minh City.
Following the Covid-19 pandemic, public schools in Vietnam resumed operations rapidly, coinciding with the initiation of data collection for this study Consequently, the questionnaires and interviews utilized in this research were not pre-tested prior to their implementation.
Recommendations for further studies
This study reveals significant insights into high school students' satisfaction with the vocabulary learning features of the Quizlet application, as well as the challenges they encountered while using it These findings serve as valuable empirical evidence and provide a foundation for future research in this area.
Future research should expand the participant pool by including multiple classes from various high schools, enabling a comprehensive comparison of findings across different institutions Additionally, the results regarding user satisfaction with Quizlet's English vocabulary learning features could be generalized to a broader audience.
Researchers can apply Quizlet's English vocabulary learning features in various educational settings, including higher education, to assess user satisfaction with these tools.
The study explores the challenges users encounter while utilizing the Quizlet application, highlighting its effectiveness in enhancing English vocabulary learning across various instructional contexts.
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Appendix A: Student Questionnaire (English version)
The following items ask your satisfaction toward the English vocabulary features of the Quizlet application All of your answers will be kept confidential
Please review the statements below thoroughly and indicate your level of agreement by selecting the appropriate options on the provided scale Your feedback is essential for accurate results.
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree
Note: Tick () only one option for each item in the questionnaire;
1 The Flashcards feature is useful in learning vocabulary
2 The Flashcards feature is interesting to use
3 The Learn feature is useful in learning vocabulary
4 The Learn feature is interesting to use
5 The Write feature is useful in learning vocabulary
6 The Write feature is interesting to use
7 The Spell feature is useful in learning vocabulary
8 The Spell feature is interesting to use
9 The Test feature is useful in learning vocabulary
10 The Test feature is interesting to use
11 The Match feature is useful in learning vocabulary
12 The Match feature is interesting to use
13 The Gravity feature is useful in learning vocabulary
14 The Gravity feature is interesting to use
The following questions ask whether you encounter any difficulties when using the features of the Quizlet applications All of your answers will be kept confidential
1 What are the difficulties you encounter when using the Quizlet application?
2 What are the difficulties you encounter when using these features of the application?
Những câu hỏi phía dưới hỏi về sự hài lòng của bạn khi sử dụng các tính năng học từ vựng tiếng Anh của ứng dụng Quizlet
Mức độ đồng ý của bạn với những câu hỏi này như thế nào?
Vui lòng xem xét cẩn thận các ý kiến dưới đây và đánh dấu tích () vào lựa chọn phù hợp Hãy sử dụng thang đo được cung cấp để trả lời các câu hỏi trong bảng hỏi.
1= Rất không đồng ý 2= Không đồng ý 3= Không ý kiến
Ghi Chú: Chỉ được chọn MỘT duy nhất cho từng ý kiến
1 Tính năng Flashcards thì hữu ích để học từ vựng
2 Tính năng Flashcards thì thú vị khi sử dụng
3 Tính năng Learn thì hữu ích để học từ vựng
4 Tính năng Learn thì thú vị khi sử dụng
5 Tính năng Write thì hữu ích để học từ vựng
6 Tính năng Write thì thú vị khi sử dụng
7 Tính năng Spell thì hữu ích để học từ vựng
8 Tính năng Spell thì thú vị khi sử dụng
9 Tính năng Test thì hữu ích để học từ vựng
10 Tính năng Test thì thú vị khi sử dụng
11 Tính năng Match thì hữu ích để học từ vựng
12 Tính năng Match thì thú vị khi sử dụng
13 Tính năng Gravity thì hữu ích để học từ vựng
14 Tính năng Flashcards thì thú vị khi sử dụng
Những câu hỏi sau đây nhằm tìm hiểu xem bạn có gặp khó khăn trong việc sử dụng các tính năng học từ vựng tiếng Anh trên ứng dụng Quizlet hay không Tất cả các câu trả lời của bạn sẽ được bảo mật hoàn toàn.
1 Bạn gặp khó khăn gì khi sử dụng ứng dụng Quizlet ?
2 Bạn gặp khó khăn gì khi sử dụng những tính năng này của ứng dụng?
Appendix B: Students’ interview (English version)
Section 1: Students’ satisfaction toward the English vocabulary learning features
You strongly disagree the fact that you are satisfied with the Spell feature of the Quizlet application Why is that?
You strongly agree/ agree/ have neutral opinion/ disagree/ strongly disagree with the fact that you are satisfied with the Flashcards/ Learn/ Write / Spell / Test / Match / Gravity Why is that?
Section 2: Students’ difficulties when using the English vocabulary learning features
Could you please explain why you had such difficulties when learning vocabulary using the Flashcards/ Learn/ Write / Spell / Test / Match / Gravity of the Quizlet application.