Phương pháp nghiên cứu khoa học, Research Methodology, English, Applied Linguistics, Tiểu luận Phương pháp nghiên cứu, Ngôn ngữ học ứng dụng, Proposal, Đề xuất nghiên cứu, EFL, Teaching, Quizziz, Quizlet.
VIETNAMESE EFL UNIVERSITY STUDENTS’ ATTITUDES TOWARD UTILIZING QUIZIZZ IN ENGLISH VOCABULARY LEARNING STUDENT’S NAME: STUDENT CODE: LECTURER: TABLE OF CONTENTS ABSTRACT .1 CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Research problem .3 1.3 Research purposes 1.4 Research questions 1.5 Definition of Terms 1.6 Significance of the study CHAPTER LITERATURE REVIEW .5 2.1 Review of related literature .5 2.1.1 Vocabulary learning .5 2.1.2 Technology in Language Learning 2.2 Previous research CHAPTER CHAPTER 3: METHODOLOGY .10 3.1 Research design .10 3.2 Population & Sample 10 3.3 Research instruments .10 3.3.1 Questionnaire .10 3.3.2 Interview 11 3.4 Research procedures 11 3.5 Data analysis instruments 11 3.5.1 Quantitative data 11 3.5.2 Qualitative data 12 CHAPTER FINDINGS .13 CHAPTER DISCUSSIONS AND CONCLUSIONS .14 REFERENCES 15 APPENDICES 19 ABSTRACT Vocabulary is an important part of language learning, as it enables language use and is the heart of four language skills Technology has had a major impact on teaching and learning methods, such as using smartphones and tablets Quizizz is an effective tool for teaching vocabulary and creating a more efficient language learning experience with features such as avatars, music, memes, and themes This study aims to understand the Vietnamese EFL students' perceptions of Quizizz, including how pleased they are with it, its pros and cons, and recommendations for using it to study English vocabulary A mixed-method approach is employed to investigate how EFL university students feel about using Quizizz to acquire vocabulary The researcher uses semi-structured interviews to collect precise data on the ideas, emotions, and attitudes of the students The qualitative data are derived from both the open-ended component of the questionnaire and the interviews and evaluated using a thematic analysis technique The research is expected to reveal that students are highly satisfied with Quizizz for vocabulary learning, and the application has several key advantages and disadvantages It could also have implications for improving academic success and motivation among Vietnamese EFL students and could help educate policymakers and educators on how to better utilize technology and engaging methods to support vocabulary learning Keyword: Vocabulary learning, EFL, MALL, attitude, Quizizz CHAPTER INTRODUCTION 1.1 Background of the study In the past 10 years, technology has influenced every aspect of our lives, including work, education, and even leisure Additionally, it has been included in the field of computer-assisted language learning (CALL) as well as the topic of mobile assisted language learning (MALL) (Hellmich, 2021) Academics claim that MALL has recently been shown to be a powerful tool for improving English language teaching and learning (Panagiotis & Krystalli, 2020) Learning extends outside of the classroom with the emergence of mobile learning (as a contemporary sub-field) in the context of teaching English as a second language (ESL) or foreign language (EFL) (Lin & Chen 2017) Vocabulary development is one of the most crucial aspects of learning a language, according to numerous experts (e.g., Nation, 2001; Richards & Renandya, 2002; Schmitt, 2010) Students may utilize it to support four linguistic capacities Vocabulary is crucial at all phases of a learner's language development, as Balci and Çakir (2012) found Furthermore, a student cannot communicate without the necessary language The truth is that while communication may happen without syntax and grammar, it cannot happen without vocabulary, according to a number of vocabulary experts (e.g., Willis, 1990; Lewis, 1993; Folse, 2004) Illiterate kids would thus surely find it difficult to communicate their thoughts, feelings, and ideas, as well as grasp the significance of both spoken and written materials A strong grasp of vocabulary is crucial for enhancing one's linguistic ability (Boers & Lindstromberg, 2008) According to Eagly and Chaiken (1993, p 1), attitude is "a psychological tendency that is represented by judging a particular thing with some degree of favor and dislike," and it is made up of three parts: cognitive, emotional, and behavioral components (Luu, 2011) Kara (2009) asserts that both behavior and performance are significantly influenced by a learner's attitude Students' attitudes can influence how they comprehend the world, feel about it, and act In other words, attitude is thought to influence all choices and behaviors (e.g., Brown, 2001; Eagly & Chaiken, 1993; Tran, Duong, & Huynh, 2019; Tran & Seepho, 2016; Tran & Tran, 2017) "Attitudes and beliefs are a subset of a collection of constructs that name, define, and characterize the structure and content of mental states that are assumed to influence a person's behaviors," claims Richardson (1996, p.102) Additionally, Dörnyei (2007) asserts that attitudes as well as intelligence play a role in the effectiveness of language learning Academically speaking, Ellis (1994) notes that the attitudes of students have been established as a key factor in learning outcomes Positive and negative attitudes are two different types of inclinations A student who is passionate about learning a language will work hard in class and put a lot of effort into their studies Contrarily, unfavorable attitudes might make language learning less continuous 1.2 Research problem Many findings have been encouraging (see, Göksün & Gürsoy, 2019; Jannah et al., 2020; Zhao, 2019), with Quizizz improving vocabulary and perseverance more than conventional approaches Additionally, Quizizz increased favorable interest, focus, attitudes, and motivation (Zuhriyah & Pratolo, 2020) However, there is not much research on how Vietnamese EFL university students feel about using Quizizz to acquire English vocabulary This study attempts to investigate how Vietnamese EFL university students feel about using Quizizz to acquire English vocabulary 1.3 Research purposes The study aims to: 1) Examine how satisfied Vietnamese university students are with Quizizz's use for learning vocabulary in English 2) Understand the benefits and drawbacks of Quizizz for Vietnamese university students learning English vocabulary 3) Look at suggestions made by Vietnamese university students for using Quizizz to acquire English vocabulary 1.4 Research questions This study aims to respond to the following research questions in order to comprehend the students' perception of Quizizz: 1) How pleased are the students using Quizizz for learning English vocabulary? 2) According to the students, what are the pros and cons of utilizing Quizizz to learn English vocabulary? 3) What recommendations the students have for using Quizizz to study English vocabulary? 1.5 Definition of Terms The following definitions are offered to help readers understand the words used in this study: - Attitude is defined as one's thoughts and feelings toward something The views of students regarding utilizing Quizizz for vocabulary acquisition were examined in this study - Quizizz is an educational application that has been gamified and lets students study and test their knowledge Quizizz was employed in the current study as a vocabulary learning and review tool - Vocabulary learning is the process of studying words in terms of their meanings and functions 1.6 Significance of the study The goal of the proposed study is to assess students' perceptions of Quizizz's usefulness This app is one of the digital age's vocabulary teaching techniques that provides a fun experience while expanding students' vocabulary understanding From the standpoint of the researcher, Quizizz performs the impressive function of transforming a conventional, teacher-centered classroom into one that is engaging and interactive and places students at the center of the learning process The use of Quizizz in vocabulary acquisition is likely to increase students' motivation to learn new words and engage in the activities As a result, it could be advantageous for educators who are interested in adapting this approach of instruction Therefore, the study's findings may be helpful for teachers and educators to be more conscious of the need to find other teaching alternatives and instructional materials that are appropriate for and more engaging for students in today's digital society CHAPTER LITERATURE REVIEW 1.7 Review of related literature 1.7.1 Vocabulary learning Vocabulary is an important feature of language and one of the required components for English learning as a foreign language (EFL) (Alsalihi, 2020) It is a potent carrier of word and meaning information (Hubbard, 1983; Diamond & Gutlohn, 2006) Vocabulary knowledge is vital in acquiring L2 skills because second language learners must utilize their vocabulary knowledge to develop understanding and accurately express their thoughts to readers or listeners in order to satisfy their communication demands (Hatch & Brown, 1995) A lack of vocabulary causes difficulties in all four skills: hearing, speaking, reading, and writing As a result, it is critical to teach and learn vocabulary Vietnam has a growing economic connection with the rest of the world, making English the most widely spoken foreign language It is a required subject in the secondary school curriculum and is also introduced as a topic in several provinces English language centers around the nation, as well as the investment made by Vietnamese parents in pricey English courses, demonstrate the importance of English in Vietnam However, the quality of English language training (ELT) in Vietnam is often inadequate (Nguyen & Nguyen, 2019), with a considerable percentage of Vietnamese learners unable to communicate in English for daily purposes, according to a survey (Le, 2015) To address this, the National Foreign Language Project 2020 has been launched to reform the learning and teaching of English and other foreign languages in Vietnam, with the goal of improving the foreign language competence of Vietnamese postsecondary graduates and the workforce 1.7.2 Technology in Language Learning Mobile-assisted Language Learning and Vocabulary Learning Mobile-assisted language learning (MALL) is the use of mobile devices like smartphones to aid with language acquisition (Hulme, 2012) It can be used alone or in groups to practice reading, listening, speaking, and writing in the target language, and provides students with real-time, convenient, and contextual learning possibilities When used responsibly, MALL can help students improve their academic performance (Ivi & Jakopec, 2016), and contribute to favorable learning outcomes (Burston, 2013) It also enhances positive attitudes and intentions toward learning, and can be used to improve one's vocabulary (Griffiths, 2013) There are several programs available on mobile devices that instructors can use to best fit their goals in the classroom Games and gamification Games have been shown to improve communication success in language acquisition by simplifying problems and providing a relaxed and enjoyable learning atmosphere They alleviate the fear of receiving unfavorable feedback or being scrutinized by others in public and offer a stimulating and entertaining motivator (Dornyei & Csizer, 2002) Gamification is defined as the application of game mechanics and game-design strategies in situations other than those of actual games (Werbach & Hunter, 2012) When used properly in schools, gamification can be used to entice and stimulate learners (Lee & Hammer, 2011) Gamification is a technique used to motivate and reinforce student learning by fusing extrinsic and intrinsic motives (Flatla, 2011) Kim (2015) sees Quizizz as both a game and gamification since it keeps kids entertained while also encouraging and reinforcing their language learning According to Kim, the nature of the issue that gamification seeks to address distinguishes it from games Quizizz Aplication Quizizz is an internet learning website that assists young learners in developing an interest in studying and answering questions in a number of academic areas It is a game-based educational tool that makes in-class practice simple and enjoyable while bringing multiplayer activities to the classroom Quizizz offers avatars, themes, memes, and music to make studying fun In the classroom, students take quizzes at the same time and track their standings on leaderboards This program is intended to energize, inspire, and increase students' involvement (Zhao, 2019) The four primary Quizizz elements used in the study were a Lesson, Live game, Homework, and Flashcard The descriptions of each feature are given: The Lesson is a key component used in the current study It helps the instructor create and distribute a slideshow that may be shown to the class or given as homework Teachers can use Quizizz slide choices for information and media, and upload already-created PowerPoint or Google Slides presentations The instructional slides may be shared with students after the presentation has been created using a code or particular URL (Ferlazzo, 2020) The Live Game feature allows users to take a quiz in real-time using the "Play Live" button They have the option of playing in test, team, or classic modes The instructor can view a live dashboard showing real-time scores as the students are participating in the live game on their own devices Students can access the quiz from any device, including a desktop computer, tablet, or smartphone, and can play the game whenever it suits them However, a game code is only valid for a short period of time (Shamil, 2019) The Homework option enables teachers to specify the exam deadline and provide students with a code to complete the question on their own time Immediately following the test, students may see their test results and real-time student progress on the report page This allows teachers to assess student replies to each question or look at responses from specific students to identify areas that need to be retaught (Shamil, 2019) Students can access the Flashcard option after finishing the teacher-hosted quiz It is up to them to decide whether or not to use them Flashcards are used to compile a library of visually appealing terminology and create a visual connection between the L1 and the target language Any level of student can use flashcards to practice sentence structure and word order as well as for a number of other activities 1.8 Previous research In research published in 2019, Göksün and Gürsoy used Kahoot and Quizizz as formative assessment tools to examine how gamification activities affected academic attainment and student engagement Three groups of 97 pre-service teachers made up the participants The Kahoot experiment group consisted of the first 30 instructors 33 instructors were given the Quizizz experiment, while 34 teachers served as the control group An academic achievement exam, a student engagement measure, and focus group interviews were the three methods used to gather the data The results showed that the applications strengthened the students' subject knowledge, and since they were aware of the pre-class tests, they arrived prepared to class, which was attributed to the applications' motivational effects on the students Furthermore, the Quizizz group was found to have more attentive students because of the post-instruction quiz than the Kahoot group, according to the interviews that were done with them Dewi et al (2020) conducted research to determine the impact of the MALL method on students' understanding of grammar in higher education 246 individuals taking the English Complex Grammar course served as study subjects and were split into the experimental group and the control group The results revealed that using the Quizizz program and the MALL approach greatly increased students' grammatical proficiency, with the experimental group's average score on Quizizz being 84.21 The control group had an average score of 78.15 The experimental group was able to obtain better results than the control group based on the mean scores of both groups An investigation was conducted by Jannah et al (2020) to learn how EFL students felt about taking Quizizz's online English exams At MAN Banjarmasin School, 212 students in grades 11 and 12 participated in the study The researcher gave the students the questionnaire, which was made up of both open-ended and closedended questions, in order to rectify the data processing The results revealed that participants had favorable sentiments regarding taking Quizizz's online English examinations Due to elements like gaming that Quizizz offers, students enjoyed taking the online evaluation there Additionally, since students could take the test at any time and anyplace outside of class, using Quizizz was more efficient and timesaving Few students, meanwhile, concurred that utilizing the tool to take a test lessened their exam anxiety The goal of Zuhriyah and Pratolo's (2020) study was to investigate how students felt about using Quizizz as an evaluation tool in an English lesson Six people were chosen from an English class at a private institution in Yorkyakarta, Indonesia, and their opinions were gathered through interviews The study's conclusions pointed to four important effects of using the Quizizz app: it served as a helpful and engaging tool for university-level English vocabulary study, it gave students more selfconfidence, it improved their reading skills, and it helped inspire them to pay attention in class Research has shown that acquiring vocabulary is a key component of learning a new language Finding innovative and effective teaching and learning techniques to produce powerful stimuli for students to acquire L2 vocabulary is a constant challenge Quizizz is one of the practical strategies that many researchers have suggested, as it encourages student participation in the learning process and improves learners' engagement Additionally, it aids students in improving their word memorization Students felt that this method of teaching was enjoyable and improved the classroom environment, inspiring them to study the target language more in the future However, there hasn't been any study done to date on how Vietnamese EFL students feel about using Quizizz to help them acquire vocabulary As a result, the current study set out to look into 1) students' satisfaction with using Quizizz to learn English vocabulary, 2) students' perceptions of the benefits and drawbacks of using Quizizz to learn English vocabulary, and 3) students' suggestions for using Quizizz to learn English vocabulary CHAPTER CHAPTER 3: METHODOLOGY 2.1 Research design This study uses a mixed-methods approach to investigate how EFL university students feel about using Quizizz to acquire vocabulary A questionnaire is used to acquire information, and semi-structured interviews are used to gather detailed information that cannot be obtained from questionnaires 2.2 Population & Sample Participants in this study are EFL college students from Vietnam who are enrolled at a university in Hanoi They will be picked using simple random sampling from students of all of Thang Long University's majors, with the exception of the English language major There will be about 50 second- or third-year students in attendance The tutorial will be held during the first stage of the research to teach students how to use the Quizizz app 2.3 Research instruments 2.3.1 Questionnaire The questionnaire will examine participants' perspectives on using Quizizz to learn vocabulary in terms of benefits, drawbacks, satisfaction, and suggestions It will be prepared in both English and Vietnamese and will be emailed to participants after the course Three sections will be made up of the questionnaire: Part 1: Participants' demographic data, such as age, gender, and Quizizz usage history, is gathered Part 2: Participants are asked to rate their level of agreement with ten closedended statements on a scale of to 5: = Strongly disagree = Disagree = Undecided = Agree = Strongly agree Part 3: Participants were asked for their thoughts and suggestions on using Quizizz to learn the language 10 2.3.2 Interview After distributing the questionnaire, the researcher uses semi-structured interviews to collect detailed data on the ideas, emotions, and attitudes of students Ten different individuals will each have a face-to-face interview, which will last between ten and fifteen minutes and be voice-recorded 2.4 Research procedures Within a month of 2023, the researcher instructs participants on how to use Quizizz on their mobile devices for two weeks and then asks them to practice 200 target vocabulary words They are also asked to respond to a questionnaire on how they feel about using Quizizz to help them learn new words, and several of them are chosen for in-depth interviews The researcher then examines the information gleaned from the questionnaires and interviews Stage s Detail Quizizz tutorial session Implementing Quizizz for weeks Administering the questionnaire Conducting interviews with 10 Analysing the data Time Day Day – Day 15 Day 16 Day 17 – Day 18 Day 19 – 2.5 Data analysis instruments The data in this study comprises both quantitative and qualitative information The quantitative data was gathered via a questionnaire, and the qualitative data was derived from both the open-ended components of the questionnaire and the interviews 2.5.1 Quantitative data The quantitative data gathered from questionnaires is used to determine if there is a significant difference between the values (Mean, Mode, Median) and the Standard Deviation (S.D.) The average questionnaire values are interpreted as follows: 4.50 - 5.00 = Strongly agree 3.50 – 4.49 = Agree 2.50 – 3.49 = Undecided 1.50 – 2.49 = Disagree 1.00 – 1.49 = Strongly disagree 2.5.2 Qualitative data The qualitative data gathered from questionnaires and interviews will be evaluated using a thematic analysis technique Braun and Clarke (2006) described the 11 steps involved in this strategy, which include transcribing, reading, and taking notes Code intriguing data aspects across the whole data collection and collapse data relevant to each code Look for themes that are aggregating codes into prospective themes and accumulating all important data for each potential theme Check to see if the themes work with the coded extracts and the complete data set Finally, offer the report in the form of a narrative text 12 CHAPTER FINDINGS Expected outcomes This research is expected to produce several key findings First, the research is expected to reveal that students overall are highly satisfied with using Quizizz for vocabulary learning They report that they find the application to be both engaging and comprehensive Second, students' responses are expected to reveal that they perceive Quizizz to have several key advantages for vocabulary learning, including its interactive features and the variety of content and activities available Additionally, students are expected to report several disadvantages of using Quizizz for vocabulary learning, such as the lack of audio or visual aids Students will also be able to provide specific suggestions for how Quizizz could be improved in the future The potential outcomes of this research are extensive, as it may have implications for improving academic success and motivation among Vietnamese EFL students Furthermore, the findings could help educate policymakers and educators on how to better utilize technology and engaging methods to support vocabulary learning in an EFL context 13 CHAPTER DISCUSSIONS AND CONCLUSIONS Strengths The strengths of using a mixed-method approach for this research include: A more comprehensive understanding of students' attitudes, including their satisfaction with using Quizizz for vocabulary learning More complete collection of data, including both quantitative and qualitative data, that can be analyzed in an organized and scientific way More thorough and objective analysis of students' attitudes, allowing for a more nuanced understanding of their views in future research Possible limitations The scope of the current study was restricted to investigating the attitudes of 50 students enrolled in a university in Hanoi, Vietnam As a result, the study's findings not accurately reflect the views of all Vietnamese students, hence, integrating a larger sample size could help to generalize the results to a bigger population 14 REFERENCES Alsalihi, H (2020) Posters in Vocabulary Learning Arab World English Journal, Special Issue on the English Language in Iraqi Context, 18-31 Balci, Ư., & Çakir, A (2012) Teaching vocabulary through collocations in EFL classes: The case of Turkey International Journal of Research Studies in Language Learning, 1(1), 21-32 DOI: 10.5861/ijrsll.2012.v1i1.31 Boers, F., & Lindstromberg, S (2008) How cognitive linguistics can foster effective vocabulary teaching in F Boers & S Lindstromberg (Eds.), Applications of cognitive linguistics: Cognitive linguistic Approaches to teaching vocabulary and phraseology (pp.1-61) Berlin: Mouton de Gruyter Braun, V & Clarke, V (2006) Using thematic analysis in psychology Qualitative Research in Psychology, 3, 77–101 Brown, J D (2001) Using Surveys in Language Programs Cambridge, UK: Cambridge University Press Burston, J (2013) Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012 Language Learning & Technology, 17(3),157–224 Retrievable from http://llt.msu.edu/issues/october2013/burston.pdf D Orhan Göksün & G Gürsoy (2019) “Comparing Success and Engagement in Gamified Learn-ing Experiences via Kahoot and Quizizz,” Computers & Education, vol 135, pp 15–29, https://doi.org/10.1016/j.compedu.2019.02.015 Dewi, K., Myartawan, I., Swari, N & Sugihartini, N (n.d.) 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