Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- LE THI KIM CHI LEARNING ENGLISH VOCABULARY THROUGH ONLINE APPLICATIONS BY STUDENTS AT HUFLIS MA THESI
INTRODUCTION
Rationale
The current study was carried out for several reasons Firstly, in today's globalized age, English language proficiency is increasingly essential for effective communication, academic pursuits, and career opportunities A critical component of language learning is English vocabulary acquisition, and it is becoming apparent that traditional classroom methods may not always adequately address the diverse learning needs of students In response to this challenge, technology and the internet have ushered in a new era where online applications and platforms serve as accessible and versatile resources for language learners These online tools offer a wide range of interactive approaches to engage with vocabulary, accommodating various learning preferences and styles As a result, online learning, facilitated by modern technology, has emerged as one of the most popular and effective methods, particularly in language acquisition It not only saves time and costs but also fosters highly interactive learning experiences that empower students to plan their studies according to their unique preferences and passions Furthermore, today's rapid technological advancements have significantly transformed the landscape of education, giving rise to the field of educational technologies Chun et al (2016) indicated that the relationship between language and technology is not new, dating back over 5000 years to the development of writing In contemporary education, technology has not only revolutionized teaching practices but also reshaped marketing and educational strategies Moreover, the successful integration of mobile learning in higher education is influenced by factors such as device ownership, connectivity, and access to technology, as noted by Naismith and Corlett (2017) In the realm of learning English, new media approaches have emerged, including applications that allow users to download and install language-learning programs, offering practical and convenient solutions for language learners
Secondly, there is a growing trend among students to frequently utilize mobile devices, presenting an opportunity to enhance motivation and adopt learner-centered
2 approaches (Kessler, 2018) This, in turn, has the potential to significantly boost English proficiency, both within the classroom and in real-world contexts As highlighted by Murcia (2001), vocabulary holds a pivotal role in the four essential language skills of reading, listening, speaking, and writing However, effective retention of vocabulary remains a challenge To address this issue, a multitude of online applications, including those specifically designed for language learning, have become readily accessible These applications have proven to be invaluable tools for vocabulary enhancement across all age groups Notably, EFL (English as a Foreign Language) students can harness the power of mobile learning applications, as demonstrated in Klimova's research in 2019 Studies, such as the one conducted by
Wu in 2015, have consistently shown that students tend to remember words more effectively when using these applications In fact, when app-using students were compared to their non-using counterparts, they exhibited a remarkable recall of 89 additional new English terms, underlining the positive impact of mobile applications on vocabulary acquisition
Thirdly, the mastery of English vocabulary holds a foundational position in the process of learning English as a foreign language (EFL), as noted by Min (2008) Vocabulary development is intricately connected to various language domains, serving as the cornerstone for skills such as speaking, listening, reading, and writing
A comprehensive and extensive vocabulary is imperative for learners to excel in these language competencies and effectively communicate across all aspects of language use The pivotal role of vocabulary in language learning has been extensively recognized in the literature, as emphasized by Cesarini et al (2021) and Groot (2002, cited in Bueno-Alastuey & Nemeth, 2020) Notably, researchers like Lestari (2018), Wahjuningsih (2018), Setiawan & Wiedarti (2020), and Maritha & Dakhi (2017) have underscored the significance of vocabulary in language development Incorporating technology into language education becomes imperative given students' familiarity with digital devices and software tools, as articulated by Handrianto et al (2021) In a world where technology has become an integral part of daily life, its role in education should be thoroughly reevaluated to enhance the effectiveness of student
3 learning This necessitates exploring how technology, particularly online applications, can play a pivotal role in fostering interactive and engaging learning experiences
Lastly, mastering English vocabulary is a top goal for EFL students Usually, when we learn a second language in general and English in particular, the first of our needs is to get vocabulary as much as possible Besides, learning English vocabulary does not mean knowing the words only, it is necessary to understand the word in all aspects such as its spelling meaning and its use in context Since English becomes the international language, it is globally used in communication Therefore, the more vocabulary we know, the easier we can express our thoughts HUFLIS students have already got a large number of vocabularies since they passed their entrance examination While some of them use their vocabulary effectively in communication, others make lots of mistakes Thus, learning vocabulary is always fundamental for English learners to fulfill their skills With the assistance of online learning applications, students now can self-study their vocabulary quickly, easily, and effectively In addition, online learning applications are usually designed with pictures, games, and other supportive elements that improve students' vocabulary efficiently.
Research objectives and questions
This study aims to investigate HUFLIS students’ perceptions of using online English learning applications to learn vocabulary and their use of these applications Thereby, the study also expects to recognize their online vocabulary learning needs, problems and suggest suitable English vocabulary applications for students to improve their vocabulary effectively
To fulfill the purposes of the study, the study sought to answer the following research questions:
1 What are HUFLIS students' perceptions of learning English vocabulary through online applications?
2 How do HUFLIS students learn English vocabulary through online applications?
3 How do HUFLIS students evaluate their learning English vocabulary through the online applications?
Research significance
This study was hoped to be of theoretical and practical significance From a theoretical standpoint, this research aims to advance the understanding of language acquisition by investigating the impact of online applications on vocabulary learning
By exploring the effectiveness of technology-enhanced language learning methods, this study can provide insights into second language acquisition theories, shedding light on the evolving landscape of language pedagogy Furthermore, it seeks to uncover how cultural and contextual factors influence language learning in diverse settings, adding nuance to existing theoretical frameworks
On a practical level, this research holds immense potential for HUFLIS and the broader educational community For HUFLIS specifically, the findings can inform and enhance English language education by offering recommendations on the most effective online applications and teaching strategies This has the potential to improve the overall learning experience for students, potentially boosting their English language proficiency Additionally, the study can assist HUFLIS in making informed decisions about resource allocation for educational technology, optimizing their investment in tools and platforms that yield the best results Beyond the institution, the research can benefit other educational organizations grappling with similar challenges, offering valuable insights into innovative language learning solutions and contributing to the ongoing improvement of English language education practices on a wider scale.
Research scope
The research scope of this study, conducted at HUFLIS, encompasses a comprehensive investigation into the use of online applications for learning English vocabulary This research delves into the multifaceted dimensions of this topic, with a primary focus on students' perceptions, their usage patterns, and their evaluations
5 of the effectiveness of these online tools Within the context of HUFLIS, this study aims to provide a detailed and nuanced understanding of how students engage with online applications as supplementary resources in their English language learning journey It will explore the diverse range of online applications available, considering factors such as content, interactivity, and user-friendliness, and assess how these factors influence students' preferences and learning outcomes Additionally, the research will probe into students' perceptions regarding the benefits and challenges of using online applications, shedding light on their motivations, satisfaction levels, and potential areas for improvement By examining the intersection of students' attitudes, usage habits, and effectiveness assessments, this study aims to offer valuable insights that can inform more tailored and effective strategies for integrating online applications into English vocabulary learning at HUFLIS.
Thesis structure
This thesis consists of three chapters Chapter 1 introduces the thesis, establishing the research context and significance It outlines the rationale, research objectives, and questions, providing a roadmap for the study's goals The research's impact and scope are discussed, setting study boundaries These elements establish the research's purpose and form the foundation for the rest of the thesis
Chapter 2 encompasses the literature review, a crucial component summarizing existing research on the topic Key terms are defined for clarity, including language learning and self-study The review delves into technology's role in language learning and the benefits of self-directed learning Previous studies, particularly those on learning vocabulary via online applications, are highlighted Advantages and challenges of this approach are explored Despite existing research, gaps are identified that the current study seeks to fill The chapter concludes with a summary of key themes, setting the framework for the thesis
Chapter 3 describes the research methodology which is taken to collect and analyze data in order to answer the research questions This section typically includes a description of the research design, which specifies the overall plan for conducting the study The research setting and participants are also described, which includes
6 information on the context in which the study takes place and the individuals or groups that will be participating in the study The data collection tools used in the study are also presented, including any surveys, interviews, or other instruments used to collect data from the participants Data analysis techniques are also described, outlining how the data will be organized, coded, and analyzed to answer the research questions The research reliability and validity are also discussed, which highlights the measures taken to ensure that the study is conducted in a rigorous and systematic way, and that the data collected is valid and reliable The methodology section is crucial for establishing the credibility of the research study and providing a clear description of the research process
Chapter 4 presents the findings and discussion of the study It began by examining the demographic variables of the participants, providing insight into the diverse background of the students involved These demographic factors, including age, gender, and prior English language proficiency, help contextualize the subsequent findings Subsequently, the chapter delves into students' perceptions of online vocabulary applications, exploring their attitudes, motivations, and overall satisfaction with these tools The data reveal a spectrum of perceptions, ranging from enthusiastic endorsement to apprehensive reservations Moreover, the study investigates how students use online vocabulary learning applications By analyzing usage patterns, frequency, and preferences, we aim to elucidate the varied approaches students employ to integrate these resources into their language learning routines Further, the research examines students' evaluation of learning vocabulary through online applications Detailed feedback on the benefits, challenges, and overall effectiveness of these tools is presented The study also engages in a robust discussion of these findings, drawing connections between students' perceptions, usage habits, and their evaluations This discussion section seeks to provide a comprehensive understanding of the complex relationship between student experiences and the utility of online applications in English vocabulary learning
Chapter 5 serves with conclusion and suggestions of the study Beginning with a comprehensive summary of key findings, the study highlights the salient points that
7 emerged throughout the research, offering readers a concise yet insightful overview of the study's results Moving forward, it navigates through the implications that these findings carry The chapter delineates how the insights gained from students' perceptions and usage patterns of online vocabulary applications can have profound implications for both HUFLIS and the broader realm of language education It underscores the potential for enhancing English vocabulary learning through tailored strategies that resonate with students' diverse preferences and needs In acknowledging the study's limitations candidly, the study lays the groundwork for suggesting directions for further research It also advocates for future investigations to build upon the themes explored in the study, suggesting avenues for expanding participant diversity, employing multifaceted research methodologies, and conducting longitudinal inquiries to measure the sustained impact of online applications on language acquisition Lastly, this chapter concludes by emphasizing the contributions of our current study to the field of language education By shedding light on the intricate relationship between students and online vocabulary learning applications, the research offers actionable insights for educators, institutions, and researchers seeking to harness the potential of technology-enhanced language education It underscores the importance of adaptability and personalized strategies in addressing the evolving landscape of language learning in the digital age
LITERATURE REVIEW
Definitions of key terms related to the research topic
Mastering vocabulary is an essential linguistic skill in foreign language study
A vocabulary list comprises words with definitions, enabling effective expression It is a compilation of words for a language, aiding communication Wu et al (2009) define it as alphabetized words with meanings Acquiring vocabulary in a second language is vital for successful communication (Çinar & Asım, 2019) It is challenging to excel in language without it Nation (2001) highlights how vocabulary and language usage complement each other Language use enhances vocabulary, forming a cycle Regular language use fosters vocabulary growth Thus, English vocabulary development is crucial and it is more than word meanings because comprehension and proper usage are necessary to master
According to Baron (2020), “online applications become a medium that helps the learning process of English in the classroom easier” (p.213) Currently, there are about 1000 to more than 2000 language-learning applications (Sweeney & Moore,
2013) Chinnery (2006) confirms the advantages of using online applications in
9 general, "they can be just as easily utilized outside of the classroom as they can in it; learners can study or practice manageable chunks of information in any place on their own time, thereby taking advantage of their convenience" (p.13) Additionally, positive vocabulary acquisition was recorded in the study of Burston (2015) Students demonstrated satisfactory learning outcomes when using the mobile app to learn vocabulary both at school and at home Students have the opportunity to review vocabulary more via applications They can learn independently at their own pace and pay more attention to personal matters, know their goals and needs, or create their study plan (Nisbet & Austin, 2013) Not only online application helps students enjoy the class lessons, but also motivates them to self-study at home and increases their chances of remembering new words later (Godwin Jones, 2011; Poláková & Klímová, 2019) Information like points won, a course overview tree, a streak, and time spent are provided via the web programs There are many practice opportunities, making it simple for beginners to pick up a new language The applications are straightforward to use, and the stages and processes are clear It can also assess students' progress and commitment in engaging ways They are quick, simple, and cost-free to download, update, and remove These applications are accessible to students everywhere, at any time, and as often as they need Since some applications provide hundreds of terms that might aid pupils' vocabulary growth, they can expand their word bank They enable students to benefit from little windows of free time that they have available to them throughout scheduled study periods, throughout the day or week They use instances to explain word meanings They aid students in learning more information quickly.
Technology and language learning
Thanks to the increasing impact of technology in education, the use of computers, mobile devices, and technology in learning and teaching methods has changed dramatically Pardede (2020) indicated that the use of technology to develop the inputs, processes, and results of teaching and learning English as a Foreign Language (EFL) has changed both learning and teaching According to Al-Malki
(2020), technology and its instructional tools were developed in the Fourth Industrial
Revolution period to employ language learning effectively and sustainably Sharing the same viewpoints, Gilakjani, and Sabouri (2017) come up with the conclusion that the way technology is used to teach English has evolved Technology can be assumed to play a significant role and has an impact on how teachers educate and how they encourage activities for students (Rita & Handrianto, 2021) While speaking, listening, reading, and writing are all interconnected, it is crucial for learning English as a foreign language Additionally, technology is a part of daily life, so it is high time to consider how it will be used in the classroom to support student learning As a result, from planning learning experiences to the teaching and learning process, technology becomes a crucial component of the learning experience and a major concern for teachers (Eady & Lockyer, 2013).
Self-study in language learning
Self-study has gained renewed attention in recent years as a powerful tool in language learning Lin and Warschauer (2015) note its empowerment, nurturing skills like time management and critical thinking The role of technology in self-study surged, embracing applications, virtual exchanges, and online resources (Lin & Warschauer, 2015) Research explores self-study's impact on aspects like vocabulary; Chen and Wang (2021) find mobile application self-study aids vocabulary growth, especially for low-proficiency learners Challenges include self-discipline and motivation (Li, 2021) Current research supports self-study's worth, now more accessible and effective with evolving technology (Lin & Warschauer, 2015) Thus, students passionate about hobbies or subjects outside school engage in creative self- study, becoming experts through immersive experiences like cosplay (dressing up and role-playing).
Learning vocabulary via online applications
Using technology to study English vocabulary can boost students' enthusiasm (Wang & Young, 2014) Online tools offer flexible learning, breaking free from time and location constraints, supporting students beyond class (Nagy, Herman, & Anderson, 1985) A dynamic program can make language learning, especially English vocabulary, more engaging (Melitz, 2016) English's global dominance, with over 1.5
11 billion native speakers, underscores its importance (Harmer, 2015) Online applications open new learning avenues, despite limited research, indicating their positive impact on learning (Wang & Young, 2014)
Nowadays, there are many vocabulary-learning online applications which are considered to be popular with learners such as Quizlet, Memrise, Duolingo, Vocabulary.com, FluentU, and Anki Quizlet provides a versatile platform for creating interactive study sets, including flashcards and quizzes Users can design custom flashcards to learn new vocabulary words and then test themselves through fun activities Memrise stands out with its mnemonic techniques and spaced repetition, encouraging users to associate words with memorable images or stories Duolingo, a popular language learning application, gamifies vocabulary acquisition by integrating new words into lessons that encompass reading, writing, listening, and speaking exercises Vocabulary.com utilizes adaptive learning and contextual understanding, immersing users in sentences to infer word meanings and usage FluentU takes a multimedia approach, teaching languages through real-world videos and reinforcing vocabulary through interactive activities On the other hand, Anki specializes in spaced repetition, making it ideal for creating personalized digital flashcards that adapt to individual learning progress, whether for language acquisition or other subjects They are all popular applications and websites for self-studying vocabulary online that are familiar to students
First, Quizlet, a widely used free online learning platform, aids language learning through digital flashcards and study sets It offers user-friendly tools like quizzes and games to enhance vocabulary retention Study modes include matching games, quizzes, and fill-in-the-blank exercises Sharing sets with others fosters collaboration Pre-made language study sets cover grammar, vocabulary, and verb conjugation
Second, Memrise is another free application and website that uses flashcards and interactive games to help users learn and remember new vocabulary It also offers language courses and has a feature that uses spaced repetition to help users retain what they've learned With over 300,000 courses in various languages, Memrise
12 provides a fun and engaging learning experience for users of all levels The platform offers a variety of activities, such as multiple-choice quizzes, video clips, and games, to help users memorize and practice new words Memrise also offers a "Meet the Natives" feature, where users can watch short videos of native speakers using the language in real-life contexts
Third, Duolingo is a popular and free language learning app that has gained popularity for its gamified approach to language learning Users can choose from over 40 languages, including popular options like English, Spanish, French, and German The application is structured like a game, with levels to complete and rewards for completing lessons Duolingo offers a variety of activities to help users learn vocabulary, including listening exercises, translation tasks, and pronunciation practice Additionally, the application provides personalized feedback on users' progress and suggests areas for improvement
Next, vocabulary.com is a website that offers a variety of vocabulary-building tools, including word lists, quizzes, and games It is an online vocabulary learning tool that uses adaptive learning technology to personalize the learning experience for each user The platform offers over 50,000 vocabulary lists, covering a range of topics and levels Users can practice new words using various activities, including quizzes, games, and writing exercises Vocabulary.com also provides definitions, example sentences, and audio pronunciations for each word, as well as progress tracking and personalized recommendations for further study
In addition, FluentU is an online language learning platform that uses authentic videos to teach vocabulary and grammar in context The platform offers a library of over 10,000 videos in several languages, including English, Spanish, and Mandarin Users can watch videos with interactive captions and translations, which highlight new vocabulary and provide context for each word FluentU also offers a range of activities, including quizzes, flashcards, and vocabulary lists, to help users practice and retain new words
Last but not least, Anki is a free digital flashcard application that uses spaced repetition to help users learn and remember new vocabulary Users can create their
13 own flashcards or download pre-made decks for a range of languages and topics Anki's algorithm adapts to each user's learning speed and difficulty level, spacing out new cards based on how well they remember each word The application also offers a variety of features, such as audio and image support, customizable card formatting, and progress tracking
In short, online vocabulary learning involves acquiring words via digital tools like applications, websites, and digital flashcards It encompasses activities such as quizzes, games, and repetition to enhance retention Technology offers flexibility, convenience, and diverse resources for learners, aiding language goals The growing availability of online tools grants learners abundant resources and practice chances.
Advantages and challenges of learning vocabulary via online applications …
Using technology expedites language acquisition, enhancing accessibility and engagement (Siang, Nurdin, & Robinson, 2019) Established internet programs simplify learning with sound, explanations, aiding comprehension Some applications offer personalization, feedback, and adaptability via algorithms Students find these applications highly beneficial for English vocabulary, boosting interest and skills without time restrictions Convenience and flexibility empower 24/7 learning Linking learning to students' lives outside class fosters lasting understanding Interactive features make vocabulary engaging, while multimedia resources deepen comprehension Given positive attitudes toward technology in education, online applications suit learners’ need today, aligning with their familiarity with information technology
2.5.2 Challenges of learning vocabulary via online applications
Online applications are rendered useless without internet or due to technical glitches, disrupting learning Caution is needed when using non-specific applications for vocabulary tasks Contextualization can be lacking, hindering real-world usage understanding Learners must be selective with available applications, assessing their value for vocabulary growth Distractions from other sites and notifications can challenge online learning Heavy translation reliance restricts language thinking and
14 communication Though applications offer prompt feedback, it might not match personalized teacher feedback Absence of accountability from teachers can lessen motivation for consistent study Financial strain can arise from application upgrades or purchases Reusability risks losing student engagement over time.
Previous studies related to the topic
Many researchers have conducted their studies on using online applications on a wide range of English language skills Some following studies, for example pay attention to vocabulary learning because the authors think that mastering vocabulary is the most important step to assist students to become more confident in the target language
To increase English vocabulary acquisition, Ajisoko (2020) conducted research on the use of Duolingo The aim of this study was to investigate the use of the Duolingo application in improving students' vocabulary at Borneo University of Tarakan The study used a pre-experimental research design with pre-test and post- test measures The sample consisted of 10 students who practiced the Duolingo app for 30 days with a "regular" intensity of practice (20 xp per day) The research instruments included tests and questionnaires to collect data on the effectiveness of the application in improving students' vocabulary The study found that the use of Duolingo resulted in an improvement in students' vocabulary scores The results of the study could provide useful information for teachers and students on the benefits of using mobile applications for language learning The study highlighted the importance of technology in language education and suggests that Duolingo is an effective tool for improving students' English vocabulary
With the same application, Tiara, Rahman and Handrianto (2021) discussed the use of the Duolingo application as a tool to support English vocabulary learning among students The authors highlighted the challenges faced by teachers in incorporating technology in the classroom and the importance of vocabulary in enhancing students' reading, listening, speaking, and writing skills The article provided a review of previous studies that had examined the use of Duolingo for English vocabulary learning The authors discussed the benefits of using Duolingo,
15 such as its interactive and engaging interface, personalized learning experience, and gamification features Additionally, the article highlighted the positive student perceptions of the Duolingo application, including its user-friendly interface, flexibility, and ease of use The authors also provided recommendations for teachers who wish to incorporate Duolingo in their classroom, such as selecting appropriate learning modules and activities, providing guidance and feedback to students, and integrating Duolingo with other teaching materials and strategies Overall, the article suggested that Duolingo could be an effective tool for supporting English vocabulary learning among students, and that teachers should consider incorporating technology in their teaching practices to enhance students' language learning outcomes
In another similar study by Aprilani (2021) on students' perceptions of learning English vocabulary with Quizlet, using Quizlet as an online flashcard was found to be helpful and make it simpler for students to comprehend English-language texts Aprilani's (2021) study aimed to explore the perceptions of senior high school students on the use of Quizlet in learning English vocabulary The study found that many students struggle with vocabulary mastery due to the process being considered boring and stressful Five students participated in the study, and data was collected through interviews, which were analyzed thematically The findings of the study showed that Quizlet was an effective tool for learning vocabulary in an interesting way and makes students more enthusiastic about learning English vocabulary The study suggested that English teachers should consider using Quizlet to teach English vocabulary in the classroom The study highlighted the importance of technology in language learning and suggested that it could be used to make learning more engaging and effective
A study employed a self-regulated learning application (EVLAPP-SRLM) to enhance performance and motivation, similar to Chen, Chen, and Yang (2019) who explored an English vocabulary application They developed EVLAPP-SRLM to bolster self-regulated learning and assess its impact on performance and motivation for 46 Grade 5 students The experimental group used EVLAPP-SRLM while the control used EVLAPP-NSRLM for two weeks Findings favored the EVLAPP-
SRLM group with significantly better performance and motivation This held true regardless of gender and favored field-dependent learners
In another study, Al-Jarf (2022) highlighted mobile vocabulary applications (MVAs) for English word study, advanced vocabulary, TOEFL and IELTS test prep, and graded vocabulary tests These MVAs serve as supplements to in-class EFL vocabulary instruction The study advised on application selection, usage, and teaching phases Instructors assist students in finding and using MVAs effectively The article recommended MVAs for EFL freshmen, outlining their role as supplementary resources, offering examples from Google Play and Apple App Stores, and providing guidelines for use and instructor involvement
In 2018, Bensalem investigated using WhatsApp for enhancing second language vocabulary learning They compared it to traditional methods for teaching English as a foreign language (EFL) vocabulary The study involved 40 Arab EFL students from an elementary level at a public university in the Arabian Gulf The experimental group (21 students) used WhatsApp for vocabulary assignments, while the control group (19 students) used paper and pencil Results from a pretest-posttest design showed the WhatsApp group outperformed the traditional group on a vocabulary test, with positive attitudes towards this approach The research highlights the potential of social networking applications like WhatsApp for language learning and suggests avenues for further study
In the same year, Ebadi and Bashiri (2018) explored 50 EFL learners' use of the Vocabulary Flashcards 2016 application Participants took a proficiency test, shared perspectives through questionnaires and interviews, and application effects were examined considering proficiency and gender Positive impacts were observed on learning with form and meaning-focused instruction Discontent centered on application levels and authenticity Proficiency and gender had minimal impact on usage Findings underlined localized needs, offering application development guidance Implications for learners, teachers, and developers were discussed, emphasizing tailored application designs for effective vocabulary learning
To investigate the effectiveness of a mobile application in teaching 40 figurative idioms from the Michigan Corpus of Academic Spoken English (MICASE) compared to traditional activities, Basal, Yilmaz, Tanriverdi and Lutfiye (2016) conducted a 4- week study Employing a quasi-experimental design, they assessed pretest and posttest scores of control (n%) and experimental (n%) groups The experimental group, using the application, outperformed in the posttest, showcasing its idiom- teaching effectiveness The study suggested mobile applications for vocabulary instruction, highlighting the potential of technology to enhance language learning With the same aim, Deng and Trainin (2015) explored iPads' role in supporting English vocabulary learning for second language learners They underscored vocabulary's importance and mobile devices' potential in this regard Four strategies were discussed: dictionary use, phonological, morphological, and contextual analysis Application examples were provided, like dictionaries and word games The article stressed more research is needed, urging teachers and students to explore diverse mobile applications for vocabulary acquisition
Looking into a number of current mobile language learning applications, leveraging the power of phenomenological inquiry and a model for technological acceptability, Deris and Shukor (2019) examined student acceptability and vocabulary-friendly features of mobile language learning applications In-depth interviews and questionnaires involved 33 purposively sampled students who used applications for vocabulary learning Positive acceptance and desired features were evident The study suggests these applications are effective tools, stressing feature design for user experience and outcomes Teachers should address challenges and provide support This study underscores the need for ongoing research and effective application development in the MALL field
In Viet Nam, based on the semi-structured interviews with six lecturers at HUFI University in Ho Chi Minh City, Nguyen (2022) analyzed the effectiveness of using mobile applications and websites for teaching and learning vocabulary The study aimed to provide insights into how online applications can influence the way Vietnamese teachers teach lexical resources and how they can be used to maximize
18 the efficacy of teaching new words The study focused on applications such as Kahoot, Quizlet, Quizizz, and others that are commonly used by teachers to engage students in learning and reviewing vocabulary The results of the study indicated that these vocabulary learning applications have a profound impact on teaching and learning, facilitating the learning process and enhancing vocabulary retention The study provided recommendations for the use of mobile applications in teaching vocabulary
In summary, the process of language learning vocabulary online can be both enjoyable and effective with online applications Many studies above concluded that the majority of students have a positive perception of the use of online applications in learning English, especially vocabulary It has many benefits to support students’ learning process because it could increase and motivate students' English vocabulary
It can be seen that using online applications as learning tools has many potential benefits to language learning, especially vocabulary acquisition, and takes learning out of the classroom with the era of modern technology.
Gaps in the literature
Several gaps have been identified from the review of the previous studies First, Ajisoko's study (2020) on Duolingo's language learning has limitations affecting validity and generalizability The small sample size of 30 participants and pre- test/post-test design constrain representation and long-term effects understanding The absence of a control group limits impact assessment The sole focus on English excludes other languages and applications The study's reliance on quantitative data without qualitative insights further restricts conclusions These gaps underline the necessity for more research on Duolingo's efficacy and potential, as well as exploring other language applications' effects on learning outcomes
Second, reviewing Tiara, Rahman and Handrianto's (2021) study on Duolingo for English vocabulary learning highlights gaps The small sample of 30 participants limits generalizability Lack of a control group hinders application effectiveness assessment The study doesn't consider Duolingo's impact on other language aspects or include qualitative insights Sole reliance on quantitative data and focus on
Duolingo exclude holistic understanding Comparing other applications' potential with Duolingo is unexplored These gaps call for further research to comprehensively assess Duolingo and other application effectiveness in supporting English vocabulary learning
Third, Aprilani's study (2021) on students' perceptions of learning English vocabulary with Quizlet reveals gaps The small sample of 27 participants limits representation The cross-sectional design hampers causal inferences about Quizlet's impact Sole reliance on self-reported data excludes objective measures like pre- and post-tests The focus solely on Quizlet omits comparison with other applications Ignoring potential influencing factors, such as prior technology experience or motivation, is another gap These gaps highlight the need for further research to assess Quizlet's and other application effectiveness for vocabulary learning and understand students' perceptions influenced by various factors
Next, Chih-Ming Chen, Liang-Chun Chen, and Shun-Min Yang's (2019) study on an English vocabulary learning application with self-regulated learning has gaps The small sample of 35 participants limits broader applicability The absence of a control group hinders application impact assessment Quantitative focus disregards student feedback and qualitative insights The cross-sectional design impedes drawing causal links over time Individual differences in self-regulated learning and motivational influences on application use remain unexplored These gaps necessitate further research for a comprehensive understanding of application effectiveness and influencing factors
Moreover, Al-Jarf's (2022) discussion on mobile vocabulary applications (MVAs) as EFL supplements has gaps While it outlines MVAs from application stores, it lacks thorough effectiveness analysis It doesn't consider limitations like technology access, connectivity issues, or learner distraction Pedagogical alignment of MVAs in EFL contexts isn't addressed, leaving their fit uncertain These gaps warrant research to assess MVAs' impact on vocabulary skills, explore associated challenges, and evaluate their alignment with EFL pedagogical practices
In addition, Bensalem's (2018) study on WhatsApp for second language vocabulary learning exhibits gaps It exclusively examines WhatsApp, neglecting other application possibilities While it yields positive outcomes, it lacks thorough comparison with alternative methods Challenges like privacy and learner distraction aren't addressed Pedagogical alignment with language teaching practices isn't explored These gaps underline the need for research on alternative social networking applications, comparing their effectiveness, addressing challenges, and aligning with language teaching principles
Furthermore, Ebadi and Bashiri's (2018) study on Vocabulary Flashcards 2016 application displays gaps It solely includes 50 EFL learners' perspectives, potentially lacking broader representation No comparison with other vocabulary methods is provided, hindering relative effectiveness determination The study lacks discussion on potential app-related challenges and limitations, like distractions or feature limitations Broader applicability within language teaching practices and alignment with pedagogical principles remain unexplored Further research is necessary to encompass diverse learner perspectives, compare application efficacy, address app- related challenges, and evaluate alignment with pedagogical principles in language teaching
Besides, Basal et al.'s (2016) study on mobile application effectiveness in teaching figurative idioms has gaps It solely focuses on a subset of idioms, excluding others like collocations "Traditional activities" remains undefined for comparison With only 40 participants, generalizability is limited Individual differences like prior idiom knowledge and language proficiency aren't considered
Then, Deng and Trainin's (2015) study on mobile devices' potential in English vocabulary acquisition for second language learners exhibits gaps It mainly focuses on iPads and iVocabulary application in ESL The small sample of 17 participants limits broad applicability No thorough iVocabulary application effectiveness analysis compared to other methods is provided Long-term retention of mobile-acquired vocabulary isn't addressed The study's findings can't be generalized to other devices or contexts, calling for more research to address these gaps
Additionally, Deris and Shukor's (2019) study on student acceptability and vocabulary-friendly mobile application features is valuable for application design and user acceptance However, gaps exist The small sample size limits generalization The study only focuses on application feature acceptability, neglecting their actual impact on vocabulary learning It examines only one application, hampering findings' generalizability No comparison between the application and traditional methods is made, missing insights on application effectiveness for vocabulary learning
Last, reviewing Nguyen's (2022) study reveals a potential gap which is a lack of specific focus on types of mobile applications and websites for vocabulary learning, along with their features An in-depth exploration of learners' preferences and needs regarding such tools is suggested The study's consideration of learner motivation, strategies, and contextual factors is not clear Addressing these gaps through further research could yield a more comprehensive understanding of mobile technology's impact on vocabulary learning
Therefore, this study focuses more on fully understanding how HUFLIS students’ perceptions of using online English learning applications to learn vocabulary, their use of these applications and recognize their online vocabulary learning needs, problems and suggest suitable English vocabulary applications for students to improve their vocabulary effectively.
Summary
In summary, this chapter provides a comprehensive review of the literature related to the topic of learning vocabulary via online applications The chapter starts with defining key terms related to the research topic Then, it explores the relationship between technology and language learning, emphasizing the importance of self-study in language learning The focus then shifts to learning vocabulary via online applications, discussing the advantages and challenges of this approach The chapter concludes with a review of previous studies related to the topic, highlighting the gaps in the literature and the need for further research
The next chapter details the methodology employed in this research study It provides an overview of the research design, research setting, and participants The
22 chapter also outlines the data collection tools and the data analysis methods that were utilized to analyze the data Additionally, the chapter addresses research reliability and validity, which are key considerations in any research study The chapter aims to provide a comprehensive description of the research methodology employed in this study, in order to ensure that the research findings are trustworthy and reliable
RESEARCH METHODOLOGY
Research design
This study employed a mixed-methods research design, which involves the use of both quantitative and qualitative methods to investigate the research problem (Mackey & Bryfonski, 2018) Specifically, the quantitative component of the study used questionnaires to collect data on the students' perceptions of the effectiveness of online applications for learning English vocabulary, while the qualitative component involved interviews and journals to gain deeper insights into the students' experiences with these applications
The questionnaire was designed based on previous research and literature on online language learning and vocabulary (e.g., Lee & Warschauer, 2017; Rahimi & Yadollahi, 2011) It consisted of closed-ended questions that assess the students' perceptions of the usefulness, ease of use, and satisfaction with online applications for learning English vocabulary The questionnaire was administered to a sample of
100 students at HUFLIS using a convenient sampling method The data collected from the questionnaire was analyzed using descriptive statistics, such as means and frequencies, to summarize the responses and identify trends and patterns
The qualitative aspect of the study involved interviews and journals to provide a more in-depth understanding of the students' experiences with online applications for learning English vocabulary A purposive sampling method was used to select 10 students who used online applications for English vocabulary learning The interviews were semi-structured, allowing for flexibility in the questions asked and enabling the researcher to explore unexpected themes (Braun & Clarke, 2019) The interviews were recorded and transcribed verbatim The data collected from the
24 interviews was analyzed using thematic analysis, which involves identifying patterns and themes in the data (Braun & Clarke, 2019)
In addition to the interviews, the study used journals to allow students to reflect on their experiences with online applications for learning English vocabulary over a period of three weeks The students were asked to write in their journals at least once a week, describing their experiences with the applications, the challenges they faced, and their strategies for learning vocabulary The data collected from the journals was analyzed using thematic analysis to identify patterns and themes in the data
The use of both quantitative and qualitative methods in this study allowed for a comprehensive investigation of the effectiveness of online applications for learning English vocabulary among students at HUFLIS The triangulation of the data collected from the questionnaires, interviews, and journals enabled the researcher to draw more robust conclusions and provided a more nuanced understanding of the research problem.
Research setting
The study was conducted at Hue University of Foreign Languages and International Studies (HUFLIS), a leading institution in Vietnam that offers language programs to a diverse student population HUFLIS is located in the city of Hue, the former imperial capital of Vietnam, and attracts students from different cultural and linguistic backgrounds
The research setting included both physical and virtual environments The physical setting encompassed the classrooms, language labs, and other facilities where students engaged in language learning activities The university's language lab, equipped with computers and internet access, served as a central location for students to access and utilize online applications for learning English vocabulary
In addition to the physical setting, the study also encompassed the virtual environment created by online applications These applications provided a digital platform for students to engage in English vocabulary learning activities outside the traditional classroom setting The online applications were accessed through various
25 devices such as computers, laptops, tablets, and smartphones, enabling students to learn English vocabulary at their convenience and from any location
To ensure ethical considerations and participant privacy, the study obtained the necessary consent of the participants to ensure they took part in the study on a voluntary basis The study adhered to ethical guidelines, protecting the confidentiality and anonymity of participants by assigning unique identifiers to each participant and ensuring that the collected data was stored securely
The research setting at HUFLIS provided an ideal context to investigate the effectiveness of online applications for learning English vocabulary The diverse student population and the availability of resources and infrastructure made it conducive for students to engage with online applications and contributed to the research objectives.
Research participants
The participants of this study were undergraduate students enrolled in English language courses at Hue University of Foreign Languages and International Studies (HUFLIS) in Vietnam The sample was selected using convenience sampling, and the inclusion criteria was students who have completed at least one English language course at HUFLIS and were willing to participate in the study
The study aimed to recruit a diverse group of 100 participants in terms of gender, age, academic majors, and English language proficiency levels The majority of the participants fell within the age range of 19 to 22 and had dedicated a minimum of 10 years to studying English All 100 students willingly volunteered to participate in this study and actively engaged with online applications to enhance their English vocabulary These students represented various English classes within the university from Year 1 through Year 4., which added credibility to the research by incorporating a diverse range of English proficiency levels The participants were informed about the study objectives, procedures, and potential risks and benefits through an informed consent form The informed consent form outlined the voluntary nature of participation and the confidentiality and anonymity of the collected data Participants
26 who agreed to participate were asked to sign the informed consent form before proceeding with the study
Data was collected from the participants using a mixed-methods approach, including questionnaires, interviews, and journals The questionnaire was administered offline and included five-liker scale questions In this research, a sample of 10 students was chosen through a random selection process Their experiences and reflections on learning English via an online application were captured and analyzed using a journal format The study used a structured questionnaire and selected ten participants for journaling and interviews The journal included guiding questions designed to prompt participants to document their thoughts in either English or Vietnamese The interviews were conducted face-to-face and were semi-structured in Vietnamese to get students’ answers easily, allowing for flexibility and in-depth exploration of participants' experiences This methodology allowed for a comprehensive exploration of the experience of learning English vocabulary through online applications at HUFLIS, providing a well-rounded perspective on the subject matter.
Data collection tools
This study employed a mixed-methods approach to collect data from the participants The data collection tools included questionnaires, interviews, and journals
The questionnaire (Appendix A) was developed based on the research objectives and included 30 questions in English thoughtfully organized into three distinct clusters This Likert scale measures responsed on a continuum ranging from
"Strongly Disagree" to "Strongly Agree," offering participants the flexibility to express the depth of their opinions and experiences These clusters, designed with reference from the study by Chen et al (2016) and another study by Aprilani (2021), facilitated a comprehensive exploration of students' perspectives on online applications for learning vocabulary, their practical usage, and their evaluations of these tools The questionnaires were administered face to face using forms and took
27 approximately 20 minutes to complete The questionnaires were divided into three sections: demographic information, students’ perceptions of learning English vocabulary via online applications, online application usage, and evaluation of English vocabulary learning applications The demographic section collected information about the participants' age, gender, academic major, English proficiency level, and online application experiences The students’ perceptions of learning English vocabulary via online applications delved into participants' perceptions regarding the effectiveness, relevance, and overall impact of utilizing online applications for English vocabulary acquisition The online application usage section assessed the frequency and duration of the participants' use of online applications for learning English vocabulary The evaluation of English vocabulary learning applications section examined the participants' self-reported use of vocabulary learning strategies such as memorization, context clues, and word association To ensure the questionnaire's effectiveness and clarity, the questionnaires were pilot- tested before being administered to the participants During this phase, a small group of individuals, similar in characteristics to the study participants, provided feedback on the questionnaire's comprehensibility and relevance The insights gained from this pilot test were invaluable in refining the questionnaire, enhancing its reliability, and ensuring that it effectively measured the intended variables in a clear and coherent manner
Moreover, reliability was recorded with the Cronbach's Alpha at 0.879, indicating internal consistency among items The coefficient for students' awareness of learning English vocabulary through online applications was 0.87/0.88, showing satisfactory consistency and reliability This suggests the questionnaire reliably assessed the construct of learning English vocabulary through online applications by HUFLIS EFL students
Additionally, the Cronbach's Alpha coefficient for assessing HUFLIS students' use of online pronunciation applications for self-studying English pronunciation was 0.803, indicating strong internal consistency and reliability This suggests the questionnaire was a dependable tool to evaluate learning English vocabulary via
28 online applications by EFL students at HUFLIS Furthermore, the Cronbach's Alpha of 0.803 signified even higher reliability, reinforcing the questionnaire's internal consistency In summary, the reliability index of 0.803 underscored the questionnaire's strong internal consistency, solidifying its reliability in measuring the learning of English pronunciation through online applications by EFL students at HUFLIS
Lastly, the questionnaire's Cronbach's Alpha value for vocabulary learning evaluation is 0.828, signifying strong internal consistency among items measuring the same concept
The semi-structured interview (Appendix B) was conducted face-to-face and lasts approximately 30-45 minutes The interviews were conducted in Vietnamese and are audio-recorded with the participants' permission The interview questions were developed based on the research objectives and designed to explore the participants' experiences, perceptions, and attitudes towards learning English vocabulary through online applications The interview questions were open-ended, allowing for participants to provide detailed and in-depth responses The interview questions were pilot-tested before being administered to the participants
The participants were asked to keep a journal (Appendix C) throughout the study to document their experiences and reflections on learning English vocabulary through online applications The participants were provided with a file to use as their journal, and they were asked to write in it once a week for a period of six weeks The journal prompts were designed to encourage participants to reflect on their vocabulary learning experiences, including their successes, challenges, and strategies The participants were encouraged to write as freely and openly as possible The journals were collected at the end of the three-week period and analyzed qualitatively
The data collected from the questionnaires, interviews, and journals was analyzed using both quantitative and qualitative methods to provide a comprehensive
29 understanding of the participants' experiences with learning English vocabulary through online applications.
Research procedure
This study employed a mixed-methods research design, consisting of a pilot study and a main study, to investigate how students at Hue University of Foreign Languages and International Studies learn English vocabulary through online applications The research procedures for the pilot study and the main study were described below
The pilot study aimed to refine data collection tools and procedures for the main study It involved 10 participants using questionnaires, interviews, and journals, featured 10 participants who closely mirrored the characteristics of the broader participant pool in the main study These 10 participants were selected to ensure that the pilot study was conducted with a representative sample, mirroring the age range observed in the main study, which spanned from 19 to 22 years old Additionally, the participants in the pilot study were drawn from various academic years, ranging from Year 1 to Year 4, mirroring the diversity of the larger participant group This careful selection allowed us to assess the questionnaire's clarity, relevance, and effectiveness in capturing responses from individuals who closely resembled the primary study's participants The use of similar-age participants from various academic years in the pilot study enabled us to identify any potential issues or ambiguities in the questionnaire and to fine-tune the wording of questions to ensure clarity and comprehensibility Lasting two weeks, participants completed their tasks Data from the pilot study underwent qualitative thematic analysis to identify common themes in interviews and journals Quantitative data was analyzed descriptively Findings led to improvements in tools and procedures for the main study, enhancing clarity and comprehensiveness
The main study involved 100 participants who were undergraduate students at Hue University of Foreign Languages and International Studies The data collection
30 tools and procedures were the same as those used in the pilot study, including questionnaires, interviews, and journals The main study lasted for six weeks, during which time the participants completed the questionnaires, participated in an interview, and kept a journal
The data collected from the main study was analyzed using both qualitative and quantitative methods The qualitative data analysis was conducted using thematic analysis to identify common themes and patterns in the participants' responses to the interview questions and journal prompts For example, there were open coding to explain how the data to be analyzed initially, identify patterns, concepts, and themes that emerged from the collected data Then, axial coding was to discuss how the identified codes to be further categorized and connected to develop broader themes
In the end, the selective coding used to explain how the final themes to be refined and consolidated to present a coherent picture of the participants' experiences
The analysis of the collected data involved exploring various themes related to the usage patterns of online vocabulary learning applications by EFL learners at HUFLIS These themes included the frequency and duration of application usage, the types of vocabulary activities engaged in, as well as the preferred features and functionalities of the applications Another important aspect to be examined was the perceived benefits of using these applications, such as improvements in vocabulary knowledge and retention, enhanced motivation and engagement in learning, and the flexibility and convenience offered by app-based learning Additionally, the analysis addressed the challenges and limitations faced by the participants, including technical issues and usability challenges, the lack of personalization and adaptivity within the applications, and the difficulties in integrating app-based learning with classroom instruction The study also delved into the learning strategies employed by the participants for effective vocabulary acquisition, exploring the self-regulated learning approaches utilized while using the applications, as well as the social interaction and collaboration facilitated by the applications Finally, the analysis considered the participants' preferences for application features, designs, and interfaces, along with their suggestions for improving existing online vocabulary learning applications By
31 examining these coded themes, a comprehensive understanding of EFL learners' experiences with online vocabulary learning applications at HUFLIS obtained Moreover, the quantitative data analysis involved descriptive statistics to summarize the participants' responses to the questionnaire
To ensure the ethical conduct of the research, the participants were informed of the purpose of the study, their rights as participants, and their right to withdraw from the study at any time Informed consent was obtained from each participant before the data collection process began The participants' anonymity and confidentiality were ensured throughout the study.
Data analysis
In this chapter, the collected data from questionnaires, journals, and interviews were analyzed to answer the three research questions regarding HUFLIS students' perceptions, learning methods, and evaluation of learning English vocabulary through online applications The data analysis was to provide insights into the participants' perspectives and shed light on their experiences with online vocabulary learning The data gathered from the questionnaire underwent statistical analysis in Excel, which involved calculating percentages, means, and standard deviations For the interviews, I listened to recorded conversations on smartphones, transcribed and translated them from Vietnamse into English Subsequently, I examined the transcripts to identify recurring themes These themes corresponded to the main areas explored in each interview question, with a focus on understanding participants' perceptions, usage patterns, and reflections on learning English vocabulary through online applications The identified themes were as follows:
Theme 1: Perceptions of learning English vocabulary through online applications
Theme 2: Usage of Online Applications for learning English vocabulary Theme 3: Reflections on learning English vocabulary through online applications
To obtain in-depth and detailed data about participants' experiences, perceptions, and reflections during their learning English vocabulary through online
32 applications, I encouraged them to provide written reflections or journal entries These entries were analyzed using coded themes that focused on specific aspects of their experiences The themes used for analysis were:
Theme 1: Online Applications for learning English vocabulary
Theme 2: Experience of learning English vocabulary through online applications
Theme 3: Overall Evaluation of learning English vocabulary through online applications
These coded themes were employed to gain comprehensive insights into participants' perceptions, learning outcomes, and overall assessment of learning English vocabulary through online applications.
Research reliability and validity
To ensure valid and reliable data, the questionnaire, interview questions, and journal prompts underwent pilot testing with a small group before the main study Their feedback refined the tools For accuracy and trustworthiness, this study considered both internal and external validity Internal validity, measuring accuracy, was ensured through random sampling and relevant questionnaire design External validity, generalizability, was enhanced by diverse participant backgrounds and statistical analysis Reliability measures included standardized questionnaires, trained assistants, and statistical tests for consistency as well as recorded with the Cronbach's Alpha Pilot testing improved clarity based on participant feedback
In summary, this study prioritized internal and external validity and reliability, offering dependable findings on English vocabulary learning through online applications by Hue University students.
Summary
Chapter 3 outlines the research methodology for investigating English vocabulary learning via online applications at Hue University of Foreign Languages and International Studies A mixed-methods approach was employed, involving quantitative and qualitative data collection Quantitative data came from a Likert- scale survey of 661 responses out of 100 participants Descriptive and inferential
33 statistics were used Qualitative data was collected from journals and interviews with ten purposively selected participants Thematic analysis was applied to identify patterns and themes This methodology was appropriate for the research objectives, offering a comprehensive analysis and deeper understanding of English vocabulary learning through online applications at HUFLIS
FINDINGS AND DISCUSSION
Demographic Variables of the Participants
The demographic variables of the participants in this study were analyzed to gain insight into the characteristics of the sample The age of the participants was recorded and analyzed By descriptive statistics for the age variable The mean age of the participants was 20.33, with a minimum age of 19 and a maximum age of 22 The standard deviation of the age variable was 0.87 Estimated approx Mean ± StDev 20.33 ± 0.87 (19-22) indicates that the age of the study participants ranged from 19 to 22 years, with high confidence
The mean age of the participants was 20.33 years, with a minimum age of 19 years and a maximum age of 22 years The standard deviation of age was 0.87, indicating that the age of the participants was relatively homogeneous This information suggests that the sample was comprised of young adults who are likely to be undergraduate students This is consistent with the inclusion criteria for the study, which required participants to be undergraduate students at Hue University of Foreign Languages and International Studies
The analysis of the demographic variables of the participants is important for understanding the characteristics of the sample and for interpreting the results of the study The homogeneity of the age variable suggests that the results of the study may be generalizable to other young adult undergraduate population
Table 4.1 Background information of the participants
Female Other Prefer not to say
As can be seen from Table 4.1, the sex distribution in the sample is 83% female, 10% male, other 1% and 6% do not want to say This shows that the majority of the participants were female As for standing in class: The majority of study participants 56% were in their sophomore year of college, followed by 28% in their third year, 8% in their first year, and 8% in their fourth year This distribution provides insight into the educational attainment of the participants
Regarding class standing, the distribution of participants by class rank shows that 8 % are in Year 1, 56 % are in Year 2, 28 % are in Year 3 and only 8 % are in Year 4 This distribution shows a significant majority of participants in Year 2, while the numbers decrease for Year 1, Year 3, and Year 4 This distribution provides insight into the educational attainment of the participants
The majority of participants (51%) have studied English for more than 10 years, followed by 33% who have studied for 10 years and 16% who have studied for less than 10 years This information suggests that the length of English language study can affect participants' language proficiency and their ability to complete tasks or assessments in English
Students’ perceptions of online vocabulary applications
This section presents student perceptions of online vocabulary applications, gathered through questionnaires, journals, and interviews Insights offer valuable understanding of application impact and utility, enhancing educational settings Analyzing student views reveals experiences, preferences, and satisfaction with these tools, aiding educators, developers, and researchers in improving language learning The responses were analyzed using descriptive statistics, and the results are presented in the table below
Table 4.2 HUFLIS students’ perceptions of using online applications to learn English vocabulary
1 Learning English vocabulary through online applications is more enjoyable than traditional methods of learning
2 Online applications help me to learn English vocabulary more quickly than other methods 3.95 716
3.Online applications make it easier for me to remember English vocabulary 3.96 764
4 I feel more motivated to learn English vocabulary when using online applications compared to other methods
5 I find online applications to be a convenient way to learn English vocabulary 4.13 787
6 The interface and design of online applications make it easy for me to learn English vocabulary 4.06 736
7 Using online applications is an effective way to improve my English vocabulary 4.05 744
8 I feel more confident in my ability to learn
English vocabulary when using online applications
9 I would recommend using online applications to learn English vocabulary to other learners 3.98 696
10 Overall, I think that learning English vocabulary through online applications enhances my vocabulary knowledge and autonomy
Overall, the students had a positive perception of learning English vocabulary through online applications The mean scores for all the questions were above 3 on a
37 scale of 1 to 5 The highest mean score was for Item 5, (M = 4.13), which stated that using online applications was a convenient way to learn English vocabulary The lowest mean score was for Item 8 (I feel more confident in my ability to learn English vocabulary when using online applications.) (M = 3.79) stated that students feel more confident in their ability to learn English vocabulary when using online applications The standard deviation for all questions ranged from 0.69 to 0.79, indicating a moderate level of variability in the responses The minimum score was 0.69, which was recorded for Item 9, while the maximum score was 0.79, recorded for Item 5
In general, the data suggests that students perceive online applications as a useful tool for learning English vocabulary However, there is a variation in their perception for each question Further analysis is needed to understand the reasons behind this variation and to identify the factors that affect students' perceptions of learning English vocabulary through online applications
Beside data from the questionnaire, thirty journal entries were also analyzed in conjunction with information gathered from interviews The analysis of the data revealed several noteworthy findings regarding HUFLIS students' perceptions of learning English vocabulary through online applications The majority of the participants had positive perceptions, highlighting the following key points:
Effectiveness of Online Applications: Thirty journals were collected and five entries mentioned the effectiveness of online applications Moreover, five out of ten students interviewed mentioned this feature of online applications They perceived online applications as effective tools for learning English vocabulary They found that the interactive and multimedia features of these applications enhanced their learning experience and contributed to better vocabulary retention
For example, Ly wrote, “These encompass games, quizzes, and exercises that enhance vocabulary learning's enjoyment and effectiveness For instance, Quizlet features interactive options like flashcards and quizzes Incorporating mediums like images, videos, and audio enhances understanding Babbel includes practical video clips demonstrating vocabulary use” (Journal- Ly)
Additionally, Mui said: "In my experience, online English vocabulary applications are incredibly effective Their interactivity keeps me engaged, boosting motivation to learn and improving vocabulary retention and comprehension" (Interview- Mùi)
As can be seen from examples, Ly stressed interactive tools like games, quizzes, and exercises for engaging vocabulary learning, citing Quizlet's diverse activities She underscored multimedia's effectiveness over mere reading or listening, mentioning Babbel's practical videos Mui valued interactivity for engagement and retention Ly used Quizlet and Babbel as examples, while Mui's focus was general Both perspectives emphasized the importance of using technology and interactive methods to enhance vocabulary learning
Convenience and Accessibility: Eight journal entries and seven of ten interviewees mentioned the convenience and accessibility of learning English vocabulary through online applications The convenience and accessibility of online applications were highly valued by the participants They appreciated the flexibility of being able to learn vocabulary at their own pace and convenience, regardless of time and location Below are some students’ ideas to illustrate: “Flexible study time and location are pivotal in online vocabulary applications I can study freely whenever and wherever with my smartphone” (Journal- Hiếu) Similarly, Thanh said:
“It allows for active learning in terms of time and location, enabling the improvement of vocabulary.” In general, both students emphasized the benefits of flexibility and convenience provided by online vocabulary learning applications These advantages enabled students to seamlessly integrate vocabulary learning into their daily lives
Engagement and Motivation: Online applications were found to be engaging and motivating for the participants Gamified features, progress tracking, and rewards systems within the applications were identified as key factors that increased their motivation to learn and improve their vocabulary skills Four out of thirty entries and five interviewees mentioned engagement and motivation of using online applications in learning English vocabulary in their journals as well as interviews and below are examples:
“Learning English vocabulary through online applications boosts engagement and motivation as the interactive and gamified elements create an immersive learning experience, making the process enjoyable and stimulating” (Journal- Trâm) In the interview, Lai said, "Engagement and motivation are vital for successful vocabulary learning Online applications use interactive exercises, games, and multimedia for an enjoyable and stimulating learning experience" (Interview- Lai)
Both students highlighted the motivational benefits of using online applications for vocabulary learning Tram emphasized the engaging and immersive nature of online applications Lai found interactive exercises, games, and multimedia stimulating These features provided students with a sense of accomplishment, making the learning process more goal-oriented Overall, both students recognized the positive impact of online applications on engagement and motivation in vocabulary learning
Interaction and Feedback: There were five journal entries written about and five interviewees valued interaction and feedback of online applications in learning English vocabulary and participants highlighted the importance of interaction and feedback in their learning process They appreciated the interactive nature of online applications, which allowed them to practice and receive instant feedback on their vocabulary knowledge The ability to track their progress and identify areas for improvement was considered beneficial Here are some examples from student’s journals and interviews: “These applications provide immediate feedback on my responses, guiding them towards correct answers and offering explanations for incorrect choices, enabling learners to learn from their mistakes and improve their accuracy” (Journal- Sương) Similarly Vy responded, “Online vocabulary applications include interactive tools like chatbots and speaking exercises They aid language practice and prompt feedback, enhancing pronunciation and interaction skills” (Interview- Vy)
As can be seen, these students emphasized the advantages of using online applications for vocabulary learning Suong focused on the feedback aspect of online applications, highlighting the immediate feedback provided on responses Vy praised
How students use online vocabulary learning applications
This section presents findings on student use of online vocabulary learning applications It explores how students employ these tools to enhance vocabulary acquisition By analyzing their usage patterns, preferences, and strategies, insights into application effectiveness and practicality emerge The findings illuminate student approaches, deepening understanding of application roles Data was gathered through a Likert scale questionnaire, revealing varied application use among Hue University of Foreign Languages and International Studies students The majority of the students accounted for 67% agreed or strongly agreed that they set up a routine to learn English vocabulary via online applications (M=3.67and SD= 0.698), 78% students used spaced repetition techniques through online applications to reinforce their retention of new vocabulary (M= 3.91 and SD =0.683), and 86% used online applications to practice pronunciation and learn the correct usage of new vocabulary (M=4.22 and
SD = 0.705 ) However, 75% students strongly disagree or disagree with the statement that they engage in online discussions and write in English to expand their vocabulary and practice using new words (M=3.75 and SD= 0.783)
The responses were analyzed using descriptive statistics, and the results are presented in the table below
Table 4.3 HUFLIS students’ usage patterns of online vocabulary learning applications
1 I set up a routine to learn English vocabulary via online applications 3.76 698
2 I use online flashcards to practice English vocabulary regularly 3.70 847
3 I create personalized vocabulary lists on online applications and review them frequently 3.78 773
4 I participate in online vocabulary games and quizzes to reinforce my learning 3.97 797
5 I set specific vocabulary learning goals and track my progress using online applications 3.74 787
6 I engage in online discussions and write in English to expand my vocabulary and practice using new words 3.75 783
7 I use spaced repetition techniques through online applications to reinforce my retention of new vocabulary 3.91 683
8 I use online dictionaries to look up unfamiliar words 4.22 746
9 I use online applications to practice pronunciation and learn the correct usage of new vocabulary to me 4.22 705
10 I take online vocabulary assessments to evaluate my learning and identify areas for improvement 3.90 772
Regarding the usage patterns of online vocabulary learning applications, the data indicates that students at Hue University of Foreign Languages and International Studies tend to use online dictionaries to look up unfamiliar words (item 8) and use online applications to practice pronunciation and learn the correct usage of new vocabulary (item 9) From the table 4.3, Item 8: "I use online dictionaries to look up unfamiliar words" has the highest mean (M= 4.22 and SD= 0.746) It indicates that the majority of students strongly agree or agree with using online dictionaries to look up unfamiliar words The relatively low standard deviation suggests that there is less variability in responses, indicating a high level of consensus among the students
In the contrary, item 2: "I use online flashcards to practice English vocabulary regularly" has the lowest mean= 3.70 and SD= 0.847 It indicates that students have a slightly lower level of agreement compared to other statements However, the standard deviation is relatively high, suggesting a greater diversity of responses Some students may practice English vocabulary regularly using online flashcards, while others may not engage in this practice as frequently It's worth noting that the means for all items are relatively close, ranging from 3.70 to 4.22, indicating that the students generally agree or strongly agree with the statements The standard deviations are also moderate to high, indicating some variation in responses among the students
In general, the data indicate that online vocab learning applications are valuable for Hue University of Foreign Languages and International Studies students to improve English vocabulary and autonomy Findings highlight diverse app uses for learning and reinforcement These outcomes can guide educators and app developers to customize tools according to student needs and preferences
In addition to the data collected from the questionnaire, the analysis also involved examining thirty journal entries and ten interviews The analysis of the journal and interview data yielded several notable findings regarding how HUFLIS students learn English vocabulary through online applications The findings are presented as follows:
Vocabulary Acquisition Strategies: Ten out of thirty journals and seven interviews mentioned this information The participants employed diverse strategies to boost vocabulary via online applications These tactics encompassed exercises, flashcards, mnemonics, and contextual learning Usage frequency ranged from daily to specific study sessions The usage duration and frequency differed among participants Below are some examples:
"Vocabulary exercises strengthened my active practice and word retention
Flashcards aided memorization, tailored to my learning needs Mnemonic devices, like visuals and acronyms, boosted challenging word recall Contextual learning via articles and videos grasped word usage practically" (Journal- Mùi) Moreover,
"Flashcards were my go-to for memorization and review The app allowed customized flashcards Regular review and self-testing on definitions and usage strengthened my knowledge" (Interview- Tâm)
Both students' examples showed similar strategies and experiences They stressed vocabulary exercise effectiveness for active practice and reinforcement Flashcards' role in effective memorization was noted, with personalization based on learning needs They used mnemonic devices, visuals, and acronyms for challenging words Contextual learning through reading and videos was valued for real-life usage Overall, their shared strategies combined active practice, personalization,
44 mnemonics, and contextual learning to boost vocabulary These approaches improved retention, understanding, and application of new words
Interaction and Engagement: Five journal entries and six interviews mentioned online application interaction and engagement for vocabulary learning Participants stressed interactive application features' importance They liked quizzes, games, and multimedia, boosting motivation and involvement For example, Hieu wrote, "I loved the online vocab app Quizzes and games made it fun and interactive
It felt like play, not study, keeping me motivated to learn new words." Similarly, Mui said: "Multimedia content in online vocab applications elevated my learning Videos, audio, and images made it engaging and memorable Visual and auditory elements linked words to real-life contexts, aiding recall and usage Interactive multimedia truly breathed life into the vocabulary." Both highlighted interactive features' positive impact on engagement, motivation, memorization, and enjoyment These findings underscored interactive elements' significance for an enhanced learning experience
Learning Outcomes: Four entries and seven interviews highlighted positive learning outcomes via online vocab applications Participants noted improved vocabulary, retention, and language skills Confidence in English use also grew across contexts These are some examples:
"The online vocab app greatly benefits me I've seen a noticeable vocabulary improvement Now, I recognize and grasp once unfamiliar words Confidence in using English in conversations and writing has also surged" (Journal- Trâm)
"Online applications greatly improved my language skills Vocabulary and comprehension have notably increased Confidence in using English in conversations and various contexts has grown" (Interview- Tâm)
Both participants noted positive learning outcomes using online vocabulary applications These included better vocabulary, retention, language skills, and confidence in English use Interactive platforms and engaging activities were pivotal for these gains
Personal Preferences: Four journal entries and five interviews noted diverse participant preferences for online applications Factors like interface design, content
45 variety, ease of use, and learning styles influenced their app choices For example, Mui wrote: "English4U appealed to me due to its clean and intuitive user interface
Well-organized layout facilitated easy navigation Its simple and user-friendly design matched my learning style." Similarly, Nhi said: "Content variety drove my choice Quizlet stood out for its rich learning materials It had quizzes, games, flashcards, audio exercises, and interactive videos This diversity let me engage differently and suited my learning style.”
Students’ evaluation of learning vocabulary through online applications
This section presents student feedback on learning vocabulary through online applications The goal is to explore perspectives on effectiveness, usability, and overall experience Data come from questionnaires, interviews, and journals Students' insights offer guidance for optimizing online app-based vocabulary acquisition
Data are presented in the following sections
Table 4.4 Students’ evaluation of learning vocabulary through online applications
1 I feel that I have improved my English vocabulary significantly through using online applications 4.04 567
2 I have noticed that I am using more complex vocabulary in my writing and speaking after using online applications 3.79 808
3 Online applications have helped me expand my vocabulary and learn new words that I can use in everyday conversations
4 I find that online applications are very useful in helping me memorize and retain new English vocabulary 4.09 514
5 Online applications provide a variety of exercises and activities to help me practice and reinforce my learning 4.17 587
6 Online applications have enabled me to learn English vocabulary at my own pace and convenience, which has been very helpful
7 I have found that online applications are effective in preventing repetition of vocabulary and ensuring that I am learning new words
8 I feel more confident in my ability to use English vocabulary in different contexts after using online applications
9 I feel that the online applications I use are tailored to my individual learning needs and preferences 3.82 609
10 Overall, I benefit a lot from using online applications for learning English vocabulary 4.26 597
The data reveals that most students agree or strongly agree with statements regarding their use of online applications for learning English vocabulary Mean scores range from 3.78 to 4.28 Statement 10 has the highest percentage of strong agreement, indicating applications aid memorization Similarly, question 5 has the highest percentage of agreement, showing applications offer varied exercises (mean score 4.17) However, item 8 has the lowest strong agreement percentage (3.78), indicating lower confidence in using English vocabulary across contexts
Overall, data implies online applications effectively aid vocabulary learning They help expand vocabulary, memorize words, practice and reinforce learning, and allow flexible pacing Nonetheless, areas for improvement include boosting confidence in contextual usage and tailoring applications to individual preferences and needs
In summary, an analysis of students' responses from Hue University of Foreign Languages and International Studies about their English vocabulary learning
47 experience through online applications reveals several key insights A significant majority (74%) acknowledge substantial improvement in their English vocabulary due to online application usage Similarly, 60% noted increased usage of advanced vocabulary in writing and speaking The majority (89%) agree that online applications aid vocabulary expansion for everyday conversations Virtually all students (99%) find these applications crucial for memorization and retention of new vocabulary
Online applications are recognized for offering diverse exercises (95%) to reinforce learning and enabling flexible, convenient learning (91%) They also effectively prevent vocabulary repetition and ensure new word acquisition (74%) Most students (78%) feel more confident using vocabulary across contexts post application use Furthermore, a majority (80%) believe that the applications are tailored to their individual learning needs Overall, 100% of students greatly benefit from using online applications to learn English vocabulary
Here is the table to illustrate the above percentage:
Increased usage of advanced vocabulary 60
Vocabulary expansion for everyday conversations 89
Crucial for memorization and retention 99
Prevent vocabulary repetition and new word acquisition 74
Tailored to individual learning needs 80
Overall benefit from using online applications 100
In terms of the data, the average (mean) number of students who strongly disagree, disagree, have no idea, agree, and strongly agree are 0.2, 1.4, 8.2, 67.4, and 22.6 respectively The standard deviation values for each response are 0.42, 1.71, 6.88, 7.86, and 4.60 respectively, indicating that there is some variation in how students responded to each question
In addition to the questionnaire data, the analysis encompassed a review of 30 journal entries spanning six weeks and incorporated 10 interviews with positive responses, endorsements, and high ratings from these entries and interviews affirm the efficacy of online vocabulary learning applications for English language acquisition Notably, students appreciated gamification, interactive elements, and personalized learning features They observed enhanced vocabulary retention and comprehension, applying diverse strategies to reinforce new words While challenges were acknowledged, students effectively addressed them through peer or instructor assistance On the whole, students evaluated their experience with online vocabulary learning applications positively, considering them effective and convenient tools for mastering English vocabulary These are some key points from students’ journals and interviews:
Effectiveness of the Applications: Four journal entries and five interviewees assessed online applications' effectiveness in aiding vocabulary acquisition and retention They evaluated features like interactive exercises, quizzes, and progress tracking Some examples are illustrated below
Hieu wrote: "Discovering online vocabulary learning applications has transformed my English vocabulary learning Interactive quizzes and engaging games make learning enjoyable Accessible anytime, anywhere, they suit my busy schedule These applications have significantly improved my vocabulary and made English learning accessible and efficient" (Journal- Hiếu) And Tam said:"Online app's interactive exercises and quizzes effectively acquired and retained words Active engagement and progress tracking boosted motivation Overall, these interactive features significantly enhanced vocabulary retention and acquisition" (Interview-
Tâm) As can be seen, both instances underscored online applications' efficacy in fostering vocabulary acquisition and retention Interactive elements, exercises, quizzes, and contextual presentations were crucial for enhanced learning These findings stress interactive and context-based methods' significance in online platforms for effective vocabulary acquisition and retention
Personal Progress Assessment: Six journal entries mentioned this point and seven interviewees self-evaluated their progress in learning English vocabulary through online applications, considering factors such as recall, real-life application, comprehension depth, and overall improvement over time For example, Lai wrote:
"The app boosted my English vocab retention and usage I apply words confidently in various contexts, witnessing improved fluency Interactive exercises enhanced understanding and progress (Journal- Lai) Similarly, Tram said, "I'm amazed at my English vocab progress using the app Confidently using new words now, interactive exercises solidify understanding Applying learned words in real-life is fulfilling."
(Interview- Tram) In both examples, the individuals expressed a positive opinion of the application's impact on their English vocabulary skills They highlighted increased confidence, improved fluency, and the effectiveness of interactive exercises These reviews suggested that the application has been successful in helping them expand their vocabulary and apply it effectively in real-life situations
Learning Strategies Evaluation: Twelve journal entries and eight interviewees assessed the effectiveness of the learning strategies they employed while using online applications They evaluated the usefulness of techniques such as repetition, contextual learning, using mnemonic devices, and practicing with flashcards For instance, Nhi wrote:"Repetition worked App exercises and flashcards reinforced retention, aiding recall and internalization." (Journal-Nhi) Mui similarly said,
"Contextual learning transformed my understanding App's sentences and scenarios made word usage memorable and practical Improved accuracy in writing and conversations" (Interview- Mui) As can be seen, both assessed strategies with online vocabulary applications Nhi liked repetition for retention, Mui favored context for application They both mentioned strategy value Nhi's repetition aligns with retention benefits, Mui's context with understanding These examples illustrate strategy effectiveness in their learning
Discussion
This study seeks to explore HUFLIS students' perceptions of using online English learning applications for vocabulary acquisition and their utilization of these applications The study also aims to identify students' online vocabulary learning evaluations, challenges, and recommend appropriate English vocabulary applications to enhance their vocabulary effectively
Regarding the first research question, the findings reveal that HUFLIS students hold a positive perception of learning English vocabulary through online applications The mean scores for all questions surpassed 3 on a 5-point scale, indicating a generally favorable attitude toward online vocabulary learning Notably, item 5, emphasizing the convenience of learning through online applications, received the highest mean score (M = 4.13) Conversely, item 8, addressing students' confidence in their vocabulary learning ability using online applications, obtained a relatively lower mean score (M = 3.79), suggesting a slightly lesser confidence level These findings are consistent with the prior study: Aprilani (2021) investigated perceptions of Quizlet It offer foundational insights into the potential benefits and strategies associated with online vocabulary learning tools However, the present study introduces a fresh perspective by focusing specifically on HUFLIS students and their unique learning practices via online applications This nuance adds depth to the existing literature The outcomes serve as a valuable reference for educators and developers seeking to tailor their tools to the needs and preferences of HUFLIS students
For the second research question, the findings shed light on how HUFLIS students learn English vocabulary through online applications The data analysis reveals that students at Hue University of Foreign Languages and International Studies employ various strategies when using online vocabulary learning applications The majority of students reported setting up a routine for learning
English vocabulary through online applications, indicating the establishment of a structured approach to their learning (M= 3.67, SD= 0.698) Additionally, students expressed the use of spaced repetition techniques via online applications to reinforce their retention of new vocabulary (Mean= 3.91, SD= 0.683) This finding aligns with the literature on vocabulary learning strategies, which emphasizes the effectiveness of spaced repetition in enhancing vocabulary acquisition (Chih-Ming Chen et al.,
Furthermore, students indicated that they utilize online applications to practice pronunciation and learn the correct usage of new vocabulary (M= 4.22, SD= 0.705) This finding is consistent with previous studies that highlight the importance of incorporating pronunciation practice and contextual usage in vocabulary learning (Ajisoko, 2020; Tiara et al., 2021)
However, some students disagreed or strongly disagreed with the statement that they engage in online discussions and write in English to expand their vocabulary and practice using new words (M= 3.75, SD= 0.783) This suggests that not all students actively participate in interactive language activities through online applications This finding underscores the need to encourage and support students in engaging in collaborative learning and productive language use through online platforms (Al-Jarf, 2022; Bensalem, 2018)
Overall, the findings of this study provide valuable insights into the specific learning approaches employed by HUFLIS students when using online vocabulary learning applications The results emphasize the importance of structured routines, spaced repetition techniques, and pronunciation practice, while also highlighting the need for further encouragement of interactive discussions and writing activities
In terms of the literature, the findings of this study align with previous research on the use of online applications for vocabulary learning Ajisoko (2020) and Tiara et al (2021) have explored the effectiveness of the Duolingo application for English vocabulary learning, while Aprilani (2021) investigated students' perceptions of learning English vocabulary with Quizlet These studies provide a foundation for understanding the potential benefits and strategies associated with online vocabulary
53 learning applications.The current study contributes a novel perspective by focusing specifically on HUFLIS students and their learning practices through online applications By highlighting the diverse ways in which these students utilize online resources, the study adds nuance to the existing literature The findings serve as a valuable reference for educators and developers of online vocabulary learning applications, enabling them to better tailor their tools to suit the needs and preferences of HUFLIS students
For the third research question, the findings demonstrate that HUFLIS students hold a positive evaluation of learning English vocabulary through online applications The data suggest that these applications are effective tools for vocabulary acquisition, offering numerous benefits Many students reported noticeable vocabulary improvements after using online applications, aligning with prior research showcasing the positive impact of such tools on vocabulary knowledge (Ajisoko, 2020; Tiara et al., 2021) Additionally, students recognized the applications' role in expanding their vocabulary and equipping them with new words for everyday conversations, confirming their potential for vocabulary enrichment (Aprilani, 2021) The data also revealed that online applications support memorization and retention of new vocabulary, consistent with studies emphasizing their contribution to vocabulary acquisition (Chih-Ming Chen et al., 2019) Furthermore, students appreciated the array of exercises and activities offered by online applications for practicing and reinforcing vocabulary This finding is congruent with existing research highlighting the interactive and engaging nature of these tools (Al-Jarf,
2022) Students also valued the flexibility provided by online applications, enabling them to learn at their own pace and convenience, contributing to their positive assessment of these tools (Bensalem, 2018) The data suggested that online applications prevent vocabulary repetition and aid in learning new words This aligns with vocabulary learning literature that underscores the importance of exposure to new vocabulary and avoidance of excessive repetition (Ebadi & Bashiri, 2018) Furthermore, students reported an enhanced confidence in using English vocabulary across different contexts after using online applications, demonstrating the positive
54 influence of these tools on language skills and self-assurance (Nguyen, 2022) Lastly, students felt that the online applications catered to their individual learning needs and preferences This emphasizes the significance of personalization and customization in online vocabulary learning tools, which can heighten student engagement and satisfaction (Ajisoko, 2020)
In conclusion, this study reaffirms online applications' positive impact on English vocabulary learning, particularly among HUFLIS students Journal entries highlight application efficacy, interactive features, and retention strategies These findings add to existing literature, emphasizing benefits Educators and developers can enhance online tools based on HUFLIS preferences using these insights
In summary, this chapter provides the study findings on learning English vocabulary through online applications by EFL students at HUFLIS It covers various aspects, including the participants' demographic variables, their perceptions and experiences with online vocabulary applications, strategies employed, evaluations of learning outcomes, and the comparison of findings with previous studies The next chapter will summarize the key findings and gives suggestions
CONCLUSION AND SUGGESTIONS
Summary of Key Findings
Students' Perceptions of Online Vocabulary Applications
For the first research question, the findings of the current study highlighted HUFLIS students' positive perceptions of using online applications for learning English vocabulary The mean scores of most items in the questionnaire above 3 on a 1-5 scale indicated their favorable attitude toward online vocabulary learning The highest mean score (4.13) was for convenience, emphasizing the usefulness of online applications for vocabulary acquisition Conversely, the lowest mean score (3.79) indicated slightly lower confidence in vocabulary learning using these applications Moderate standard deviation values (0.69 to 0.79) indicated response variation Additionally, the interviews with 10 HUFLIS students echoed their positive perceptions of online vocabulary learning They viewed these applications as effective, convenient, engaging, and interactive tools, citing accessibility, interactive exercises, and prompt feedback as key drivers of their positive perceptions
How Students Use Online Vocabulary Learning Applications
The second research question explored students' utilization of online vocabulary learning applications The findings indicated diverse strategies and usage patterns Reported strategies included setting learning routines (M= 3.67), tracking progress with goals (M= 3.74), engaging in discussions and writing (M= 3.75), personalized lists and reviews (M= 3.78), online assessments (M= 3.90), participating in games and quizzes (M= 3.97), regular use of flashcards (M= 3.70), spaced repetition for retention (M= 3.91), pronunciation practice (M= 4.22), and using online dictionaries (M= 4.22) Interaction and engagement were valued, with positive learning outcomes Interview transcripts and journal entries revealed students’ insights into strategies, usage, engagement, and outcomes for English vocabulary learning through applications
Students' Evaluation of Learning Vocabulary Through Online Applications
The third research question explored students' assessment of learning English vocabulary via online applications The findings from the journal entries revealed students’ positive experience with learning vocabulary via online applications with such benefits as effective expansion, memorization, practice, reinforcement of learning Confidence in using English vocabulary was reflected by the students to be improved after application use In the interviews and journal writings, the participants valued personalized learning, vocabulary retention prevention Improvement suggestions by the students included boosting confidence-building aspects and enhancing customization The students also appreciated the applications' efficacy in vocabulary acquisition and retention, recall, understanding, and overall progress Learning strategies, user experience, benefits, and limitations were also evaluated as shown in the students’ journals and interviews.
Implications
Educators at HUFLIS have the opportunity to harness students' favorable perceptions of online vocabulary applications to enrich English vocabulary acquisition by seamlessly integrating these tools into their teaching methodologies Furthermore, educators can play a pivotal role in guiding students towards the adoption of effective acquisition techniques, thereby fostering engagement and motivation Additionally, educators should be attuned to the diversity of perspectives among their students, enabling them to tailor instruction, address concerns, and nurture students' confidence This study offers practical insights for optimizing the teaching of English vocabulary at HUFLIS through the utilization of online applications Highlighting the aspects of accessibility and convenience serves to reinforce the positive impact of these tools To cultivate trust in online learning, it is imperative to incorporate motivational cues, offer personalized feedback, and implement progress tracking mechanisms Moreover, the alignment of assignments with these applications promotes consistent usage, ultimately enhancing retention rates The establishment of structured routines and the incorporation of spaced
57 repetition techniques contribute to the development of effective learning schedules Furthermore, interactive discussions and writing activities serve as collaborative tools for enhancing vocabulary skills By emphasizing the beneficial impact of these applications, educators can inspire students to enthusiastically embrace their use
In summary, HUFLIS educators can apply these insights to refine their teaching strategies, underscore the advantages of utilizing online applications, boost students' confidence, align assignments for convenience, promote structured routines and spaced repetition, incorporate interactive learning methods, and leverage the demonstrated effectiveness of these applications Aligning their teaching approaches with these findings will result in an enriched vocabulary learning experience and improved outcomes for students
Within the context of HUFLIS, students have the opportunity to utilize online vocabulary applications to facilitate convenient and self-directed learning These applications offer interactive exercises that serve to strengthen comprehension, and they provide a range of diverse strategies tailored to individual learning preferences The act of seeking support when needed not only elevates overall outcomes but also bolsters students' confidence in their language learning journey This study proves beneficial for HUFLIS students as it accentuates the advantages of incorporating vocabulary applications into their learning process Confidence-building measures can be achieved through the incorporation of motivational elements, comprehensive progress tracking, and constructive feedback mechanisms By seamlessly integrating these applications into the curriculum, we can streamline the language acquisition process, particularly when complemented by established routines and the judicious use of repetition Moreover, engaging in collaborative activities further enhances language proficiency
In summary, a concentrated focus on nurturing confidence, implementing effective routines, and promoting interactive learning experiences optimizes the overall language learning journey, ultimately leading to remarkable advancements in language skills
Limitations
Acknowledging the limitations of this study serves to provide context for its findings and offers valuable guidance for future research endeavors It's important to note that this research primarily concentrated on Hue University of Foreign Languages and International Studies, which may potentially restrict the generalizability of the findings to a wider range of educational institutions and diverse cultural backgrounds Moreover, relying solely on self-reported data raises the possibility of social desirability bias, potentially resulting in an incomplete understanding of student behaviors and attitudes regarding online applications Additionally, the relatively brief six-week research duration might not sufficiently capture the long-term effects of online application utilization on vocabulary acquisition.
Suggestions for Further Research
Drawing from the insights gained and recognizing the limitations inherent in this study, we propose several avenues for future research First and foremost, future studies should aim to enhance the breadth of their findings by replicating the research with a more diverse and representative sample drawn from various educational institutions This approach will facilitate a comprehensive assessment of the generalizability of the observed outcomes To gather more holistic data, it is recommended that researchers adopt mixed-method approaches in their investigations Combining self-report measures with objective assessments of vocabulary acquisition and usage will provide a more nuanced understanding of the impact of online vocabulary applications on student learning Furthermore, longitudinal studies are warranted to delve into the long-term effects and effectiveness of incorporating online vocabulary applications into language learning Such research will shed light on how these tools influence language proficiency and the retention of acquired vocabulary over extended periods Lastly, future investigations could explore the potential benefits of harnessing artificial intelligence and personalized learning algorithms to optimize online vocabulary applications,
59 tailoring them to individual student needs and preferences This innovative approach holds promise for enhancing the effectiveness of online language learning tools
Contributions of the Current Study
This study enhances the field of language learning and technology by shedding light on students' views, usage trends, and evaluations of online vocabulary applications It enriches understanding of students’preferences and needs The findings are hoped to contribute to the existing literature on online application effectiveness for vocabulary learning, particularly at Hue University of Foreign Languages and International Studies The study underscores the positive impact of personalized, interactive online learning, showcasing its potential as a valuable resource for language educators and instructional designers
Overall, this research sheds light on the potential benefits and challenges of using online vocabulary learning applications in the language learning process, providing practical implications for both educators and students By leveraging the strengths of online applications and addressing their limitations, educators can better support students in their language learning journey, leading to improved vocabulary acquisition and language proficiency
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APPENDICES Appendix A QUESTIONNAIRE FOR STUDENTS
This questionnaire aims at collecting information about learning English vocabulary through online applications I would be grateful if you could answer the following questions Thank you for your cooperation
Please indicate that you agree to participate in this study
I agree to participate in this study by ticking the box I was informed that participation in this study is voluntary
……… 2/ What is your gender? Please tick the box to indicate your answer
Male □ Female □ Other □ Prefer not to say □ 3/What is your class standing? Please tick the box to indicate your answer
4/ How long have you been studying English? Please tick the box to indicate your answer
Less than 10 years □ 10 years □ More than ten years □
5/ Do you use online applications to learn English vocabulary? Please tick the box to indicate your answer
If your answer is Yes, please answer the questions below If your answer is No, please stop and thank you for joining me
Statement Strongly disagree Disagree Not sure Agree Strongly agree
1 Learning English vocabulary through online applications is more enjoyable than traditional methods of learning
2 Online applications help me to learn English vocabulary more quickly than other methods
3.Online applications make it easier for me to remember
4 I feel more motivated to learn
English vocabulary when using online applications compared to other methods
5 I find online applications to be a convenient way to learn
6 The interface and design of online applications make it easy for me to learn English vocabulary
7 Using online applications is an effective way to improve my
8 I feel more confident in my ability to learn English vocabulary when using online applications
9 I would recommend using online applications to learn
English vocabulary to other learners
English vocabulary through online applications enhances my vocabulary knowledge and autonomy
11 I set up a routine to learn
English vocabulary via online applications
12 I use online flashcards to practice English vocabulary regularly
13 I create personalized vocabulary lists on online applications and review them frequently
14 I participate in online vocabulary games and quizzes to reinforce my learning
15 I set specific vocabulary learning goals and track my progress using online applications
16 I engage in online discussions and write in English to expand my vocabulary and practice using new words
17 I use spaced repetition techniques through online applications to reinforce my retention of new vocabulary
18 I use online dictionaries to look up unfamiliar words
19 I use online applications to practice pronunciation and learn the correct usage of new vocabulary to me
20 I take online vocabulary assessments to evaluate my learning and identify areas for improvement
21 I feel that I have improved my English vocabulary significantly through using online applications
22 I have noticed that I am using more complex vocabulary in my writing and speaking after using online applications
23 Online applications have helped me expand my vocabulary and learn new words that I can use in everyday conversations
24 I find that online applications are very useful in helping me memorize and retain new English vocabulary
25 Online applications provide a variety of exercises and activities to help me practice and reinforce my learning
26 Online applications have enabled me to learn English vocabulary at my own pace and convenience, which has been very helpful
27 I have found that online applications are effective in preventing repetition of vocabulary and ensuring that
28 I feel more confident in my ability to use English vocabulary in different contexts after using online applications
29 I feel that the online applications I use are tailored
69 to my individual learning needs and preferences
30 Overall, I benefit a lot from using online applications for learning
1.Why do you to use online applications to learn English vocabulary?
Tại sao bạn sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh?
2 Is it easy or difficult to use online applications to learn English vocabulary? Việc sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh có dễ hay khó?
3 What are some advantages of using online applications to learn English vocabulary?
Những lợi ích của việc sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh là gì?
4 What are some disadvantages of using online applications to learn English vocabulary?
Những bất lợi của việc sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh là gì?
5 What are some of the most common online applications you use to learn English vocabulary?
Những ứng dụng trực tuyến phổ biến nhất mà bạn sử dụng để học từ vựng tiếng Anh là gì?
6 How much time do you spend on these online applications to study English vocabulary each week?
Bạn dành bao nhiêu thời gian trong tuần để học từ vựng tiếng Anh qua các ứng dụng trực tuyến này?
7 Are there any particular features or aspects of online vocabulary applications that you find particularly helpful? If yes, what are they?
Có những tính năng hoặc khía cạnh nào của các ứng dụng từ vựng trực tuyến mà bạn thấy đặc biệt hữu ích không? Nếu có, chúng là gì?
8 How do you feel about the effectiveness of online vocabulary applications in helping you learn English?
Bạn cảm thấy thế nào về hiệu quả của các ứng dụng từ vựng trực tuyến trong việc giúp bạn học tiếng Anh?
9 Have online vocabulary applications improved your English vocabulary? If yes, in what ways? If no, why not?
Các ứng dụng từ vựng trực tuyến đã cải thiện từ vựng tiếng Anh của bạn chưa? Nếu có, thì những cải tiến đó là gì? Nếu không, tại sao không?
This journal is to record your reflections on learning English vocabulary through online applications Please write your reflections by answering the following questions:
Date: Please fill/vui lòng ghi ngày tháng năm………
You can write the journal in English or in Vietnamese Em có thể ghi nhật ký bằng tiếng Anh hay tiếng Việt
1.Which online vocabulary learning applications did you use this week to study English vocabulary? Please list the applications
Tuần này bạn đã dùng ứng dụng học từ vựng trực tuyến nào để học từ vựng Tiếng Anh? Vui lòng liệt kê các ứng dụng đó
……… 2.What features or aspects of online vocabulary learning applications did you find most helpful? Please give answers and examples
Bạn thấy đặc điểm nào hoặc khía cạnh nào của ứng dụng học từ vựng trực tuyến là có ích nhất? Vui lòng trả lời và cho ví dụ
3.Do you notice any improvements in your English vocabulary when using online applications to learn vocabulary during last week? If yes, can you give examples? Bạn có thấy tiến bộ về từ vựng Tiếng Anh từ khi sử dụng các ứng dụng học từ vựng trực tuyến trong tuần qua không? Nếu có, hãy cho ví dụ?
……… 4.What challenges did you face when using online applications to learn English vocabulary, and how did you overcome them?
Những khó khăn nào bạn gặp phải khi dùng các ứng dụng học từ vựng trực tuyến và làm thế nào bạn khắc phục?
……… 5.How did you structure your vocabulary learning sessions when using online applications? Do you have a specific routine or schedule that you follow?
Bạn đã sắp xếp các buổi học từ vựng của mình như thế nào khi sử dụng các ứng dụng trực tuyến? Bạn có một lịch trình hoặc thói quen cụ thể nào mà bạn tuân theo không?
6.What strategies did you use to make sure that you can retain the vocabulary that you learned through online applications?
Bạn đã sử dụng những chiến lược nào để đảm bảo rằng mình đang lưu nhớ được các từ vựng mà bạn đã học thông qua các ứng dụng trực tuyến?
……… 7.How did you track your progress when using online applications to learn English vocabulary?
Bạn đã theo dõi tiến độ của mình như thế nào khi sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh?
……… 8.How do you evaluate your progress when using online applications to learn English vocabulary?
Bạn đánh giá tiến độ của mình như thế nào khi sử dụng các ứng dụng trực tuyến để học từ vựng tiếng Anh?