The effects of quizlet application on improving students a case study of secondary schools in binh duong province

Trang 1 BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE THU DAU MOT UNIVERSITY LE THI HANH THE EFFECTS OF QUIZLET APPLICATION ON IMPROVING STUDENTS’ VOCABULARY: A CASE STUDY OF SECONDARY SCHOOL

INTRODUCTION

Background to The Study

Lexical knowledge is a factor in enhancing or developing these skills because a small vocabulary hinders efficient communication and is frequently recognized as a significant asset for second-language learners (Alqahtani, 2015)

Teaching English vocabulary is one of the ways that English language learning is being developed following the meanings, circumstances, contexts, and language skills development that students encounter every day Learning English aims to improve students' vocabulary, both spoken and written English proficiency

Quizlet is an application that is formative, not paying, and easy to use, as suggested by Blackwell and Kane (2014) Using Quizlet to learn new words is subject-based and convenient to enter in the app, thanks to connecting Internet devices There are many types of assignments to practice English, so students quickly choose the parts they want to learn

Vargas (2011) claims that teachers may expand the use of technology in vocabulary acquisition, which suggests that the Quizlet app be created as a classroom by using it Quizlet is beneficial for both students and teachers One step that will be taken to help students is the use of Quizlet This program allows users to replay practice sessions to encourage vocabulary memorization in learners

In the context of learning English as a Foreign Language (EFL) in Vietnam, according to the Vietnamese Ministry of Education and Training project, applying information technology in teaching is compulsory EFL secondary school students

2 aim to acquire and retain enough new vocabulary In order to meet, the demands of students attempting to acquire new words, an effective and rapid vocabulary learning technique is investigated based on the Quizlet application The textbook program topics and program delivery during the school year are the criteria for determining these lessons With its enormous number of users and free enrollment, Quizlet is chosen to test its influence on learners' vocabulary growth While teaching English, the researcher has found that many students have difficulty memorizing vocabulary, which will directly affect other language skills

From a background perspective, the researcher is fascinated by researching how Quizlet affects learning vocabulary and attitudes The title is "The Effects of Quizlet Application on Improving Students' Vocabulary: A Case Study of Secondary Schools in Binh Duong Province."

Aims of the Study

The thesis aims to investigate the attitudes of students and teachers toward the use of Quizlet in improving students’ vocabulary It is conducted to help students improve their vocabulary when learning English at two secondary schools (NTB and CVL) in Binh Duong province Some appropriate suggestions are made for learning and teaching vocabulary in English.

Research Questions

To achieve the purposes of the study, the two following questions are posed:

Question 1: What are students’ and teachers’ attitudes toward the use of Quizlet in learning English vocabulary?

Question 2: How does using Quizlet Application help improve students’ English vocabulary learning?

Scope of the Study

This research was conducted from January to May 2023 with 90 eighth- grade students in EFL classes at two secondary schools (Nguyen Thai Binh

Secondary School and Chau Van Liem Secondary School) in Binh Duong Province Nguyen Thai Binh Secondary School (NTB SC)[1] is a school with a long history, a team of experienced teachers, and students mainly from immigrant families Chau Van Liem Secondary School (CVL SC)[2] is hidden in a residential area located close to HCM, District 12, and Binh Duong, with a team of experienced teachers dedicated to their profession

One class is applied Quizlet in the experimental group, and the other is the control group taught by conventional methods per school After four months of experimenting, the researcher found Quizlet effective in improving vocabulary in English They investigated the attitudes of students and teachers towards using Quizlet through suitable survey methods.

Significance of the Study

This study is expected to benefit and provide advantages, especially for researchers, teachers, and students

Theoretically, the thesis is one of the sources of techniques to improve teaching and learning vocabulary

Practically, students answer questions in the form of applications, and the Quizlet application is also utilized It is anticipated to improve student learning vocabulary styles via technology, allowing students to practice more frequently It offers teachers new ways to implement the lessons they want to teach by using the Quizlet application Additionally, this research is expected to contribute to a more intensive understanding of the identified issues in teaching and learning vocabulary, and the researchers could carry out further study on the issue.

Organization of the Study

The study consists of five chapters:

Chapter 1, Introduction, provides an overview of the background of the study, the statements, the aims, the research questions, the scope, and outline of the study

Chapter 2, Literature Review, presents the researcher’s critical viewpoints on the theories about the terms related to the study If also provides some previous research used to support the analysis

Chapter 3, Methodology, describes the methods employed in this study It also deals with research design, the research participants, data collection procedures, instruments, and how data are collected and analyzed

Chapter 4, Findings and Discussion, gives a description and analysis of the data gathered in the context of the research

Chapter 5, Conclusions, Suggestions, and Limitations, consists of the research summary, some recommendations and limitations related to the present study

LITERATURE REVIEW

Overview of Vocabulary

Vocabulary has been defined differently by many specialists, who all agree that speech is integral to language skills influencing macro abilities such as speaking, reading, listening, and writing When students learn a language, they expect to understand words, sentences, and even the meaning of the context Learners of English usually hope for professionalism in grammar and vocabulary Wilkins (1972) underlined, "Very little can be achieved without grammar, but nothing can be achieved without words." Furthermore, Lewis (1993) emphasized,

"Words are the core or heart of language, and although grammar brings together groups of words, much of the meaning is hidden in words." In this regard, Thornbury (2002) claimed that learners encounter several challenges when accessing a foreign language's lexicon The words we hear and understand, the words we use when we speak, the words we understand when we read a text, and the words we can recall when we write to express ourselves are the four different types of vocabulary today based on (Montgomery, 2007)

Besides, it is necessary to remember that River & Nunan (1991) indicated that successful second language use necessitates an extensive vocabulary to put the structures and functions, and students have learned to work for intelligible communication Moreover, Nunan emphasized the importance of vocabulary from

6 the target language's words To briefly, vocabulary is a component of language that must be studied when a student is studying English or other languages

The statement "Vocabulary is a tool to communicate known words with others" was suggested by Israel (2008) There is no doubt that vocabulary is a primary goal in learning English and that vocabulary is an essential feature for students to perfect their English skills Additionally, according to Richards and Renandya, vocabulary is the principal basis of a language's competency, and it offers a large part of the premise of how well one can communicate Writing, listening, reading, and speaking are the four parts of English that students should understand Groot (2000) stated that vocabulary has an impact on reading, listening, speaking, and writing, and Ghazal (2007) also explains how vocabulary plays a crucial role in helping students grasp the four English language abilities Students have a vast enough vocabulary for hearing that it will be simple for them to comprehend what others are saying When kids even have many ideas for writing and speaking, they cannot express them because of a limited vocabulary Learners who have a wide range of words in their vocabulary will speak more fluently and with more confidence For people learning English as a second or foreign language, mastering and acquiring a wide range of vocabulary is essential for fluency and utility

Based on these definitions, the researcher can conclude that vocabulary is a critical component of learning English or other foreign languages to build four parts of students' ability skills in teaching English or a foreign language Students who need more vocabulary will need help writing, reading, listening to, and speaking in English or other foreign languages As a result, learning vocabulary is the first step students must take to improve their English vocabulary Students can find it easier to develop English skills if they have a large vocabulary

The process is complicated when students seek to study vocabulary for the first time Moreover, a strong vocabulary is only one of the many tools in a learner's arsenal, which includes grammar, punctuation, and much more Vocabulary may

7 help students communicate meaning and make their writing more substantial and compelling This helpful tool will assist them in selecting the appropriate terms for each job and avoiding imprecise words that do not give the reader a clear grasp of what they mean

According to Read (2000), there are two types of vocabulary: passive or receptive and active or productive When students acquire new words, they must practice and use them in real-life circumstances It helps learners retain better after memorizing vocabulary in their thoughts and recalling them when speaking and writing As a result, the two major groupings of words in a person's vocabulary are active and passive

Active/productive vocabulary is a collection of words that come or cross a person's mind when he is required to make oral or written phrases In communication, active vocabulary is more significant However, studying and teaching English aims to increase or deepen students' active and passive vocabulary while developing these four skills: writing, listening, reading, and speaking

Passive/receptive vocabulary refers to words that students know and understand when they are used in context, but they cannot produce (Webb, 2009) When read or heard, it is understandable to most people "Passive vocabulary sets are usually bigger than active vocabulary," suggested (Hiebert & Kamil, 2005)

Specialists discuss various forms of vocabulary, and Thornbury (2002) indicates the types of vocabulary classification, namely as follows

Word Classes: Word classes are sometimes known as parts of speech

Nouns, verbs, adjectives, adverbs, and conjunctions are all parts of speech One of the most crucial parts of speech is the noun It is commonly employed as a topic or an object and an arrangement with the verb that aids in the formation of the sentence It could be the name of a person, a location, an item, or an idea A verb

8 is a term that expresses an action or helps in making a statement, and it is frequently used as a predicate in a sentence An adjective is a term that is used to qualify a noun or pronoun An adverb is a word that modifies the meaning of a verb, adjective, or another adverb A conjunction is a word that connects one word to another or one sentence to another one

Word Families: A word family is also more commonly used in syntax, and the vocabulary used here explains the shift in word form or affix Affixes are the grammar of most languages' future (E.g., watch, watching, watched) Inflexions are a word's several grammatical forms (E.g., watches, watching, and watched are inflexions of the watch) A derivative is a term formed by adding an affix to a root and has a different meaning than the root (E.g., researcher, rewrite, and rewritable are derivations of write)

Word Formations: There are various sorts of word combinations or word formations, including compounding words and combining two or more independent words (e.g., well-known type researcher) Blending occurs when two words are combined to make a new one (E.g., motor + hotel = motel) Conversion is the process by which a term is taken from one portion of speech and utilized in another (E.g., I emailed this document to Minh “emailed” is a verb formed from the noun email.) Clipping is the creation of new words by shortening or cutting longer words (E.g., email from electronic mail)

These types of vocabulary are used to determine specifics about word classification in learning vocabularies, such as word classes, word families, and word construction The purpose of word classification is to help students understand which parts of words they will use in certain sentences

Overview of the Quizlet

Quizlet is an application used to help and facilitate students' learning processes It was started in October 2005 by Andrew Sutherland and became accessible to the public in January 2007 The Quizlet program is used to offer students learning materials From Weight’s point of view (2016), Quizlet is a digital flashcard application that may be used on computers and smartphones Furthermore, Nation (2001) claimed that by using flashcards, students may quickly make connections between the shape and meaning of words Quizlet is a digital flashcard application that delivers graphic cards that can be accessed via electronic devices such as smartphones, online or offline, to assist learners in memorizing the form and meaning of words The Quizlet application has several intriguing aspects as a method for language acquisition Blackwell and Kane (2004) emphasized that Quizlet is a free website or application that facilitates and helps students learn topics or new terminology

The Quizlet application has three ways to register for free and create an Quizlet’s account, namely by using Email, Facebook, and Apple

The features of Quizlet are demonstrated in Figure 2.1.2 that can be used, and there are several features in a free version Eight features, including two groups: Learn, flashcard, write, test, and Match, are available on the website and mobile apps; however, spell, gravity, and live quizlet are only used on the website (PCs or computers) In this regard, Chein (2005), Jackson (2015), and Dizon

(2016) indicated the description of learning modes in Quizlet Apps (see Table 2.1.2.)

Table 2.1.2 Description of Quizlet Apps' modes of learning

(available) Learn Flashcard Write Test Match

Learn Multiple choice and writing questions can be used to teach words and their meanings Based on users ' abilities, the questions are set up from easy to difficult

Flashcard This feature demonstrates terms with digital flashcards that students can flip using mouse clicks or touch the screens to provide definitions or pictures that illustrate the words

Write Students are expected to write down the meanings for the words or images shown If they make a mistake, they can retake the lesson Test An exam comprises four categories of questions.: written, multiple choices, matching, and True or False, and the questions are based on knowledge from the textbook The obtained scores, as well as the correct answers for the incorrect ones, can be examined Match In this feature, Quizlet is a game in which students are instructed to match terms to their definitions (or pictures) as rapidly as possible When they finish, the app displays their results and ranks compared to other students

Spell Students are prompted to type what they hear from the audio cue

If they misspell a word, they will listen to it dictated to them letter by letter when the correct answer is typed on the screen

Gravity A model that forces students to enter terms as the vocabulary description moves from the top to the bottom of the screen Students are asked to type the correct answer before the definition shows at the bottom of the screen

Live In this feature, there are four or more students who are connected to http://Quizlet.com/live, and they are asked to sign in with a unique code Multiple-choice questions based on the schoolbook should be answered by the students through computers Because the answers are randomly distributed among the devices, they must

16 work together to obtain the proper responses The first group to complete the game is the winner

Every learning mode is explained, so users can flexibly choose the best way to practice through the Quizlet application As in learning mode, the users can apply both Website and Mobile apps Through multiple-choice and writing-based questions, students can learn vocabulary and their meanings Questions are ranked from simple to complex Based on the benefit of this application, the researcher expected that students would gain from using the Quizlet application to help them memorize and master any learning resources, especially new words

2.1.3 Quizlet in Teaching and Learning Vocabulary

The success or failure of the teaching-learning process depends on several factors suggested by Sumardiyani & Sakhiyya (2007) It is impossible not to mention the media tools used by teachers Media is a communication tool that aids in transmitting learning content, allowing knowledge to be more easily absorbed and to survive longer in the memory of students' brains As mentioned above, the Quizlet application has many exciting features that assist students in learning vocabulary better These features relate to the role of teachers and learners with eight features: learn, flashcards, spell, write, match, test, gravity, and live quizlet

When a teacher starts a class using a Quizlet account, the teacher can track other Quizlet accounts Teachers can assist students in creating their accounts and instructors on how to use and study through Quizlet The first step is crucial because teachers will create a lesson based on the schoolbook and Quizlet application which is the most suitable for students according to the classes Students can study and memorize longer because they choose the correct learning mode for each unit and topic

McKeown and Beck (2014) demonstrated that repeated exposure and practice help students master vocabulary and develop other skills when learning a

17 foreign language In this extent, Baptist (2018) stated that the study looks at vocabulary skills is beneficial to student interventions When the research was conducted and combined using Quizlet in teaching reading comprehension and skills, the researcher indicated the importance of learning any language for students to gain mastery of vocabulary in their classrooms

2.1.4 Advantages and Disadvantages of Quizlet

As for the viewpoints from Tanjung (2020); Blackwell & Kane (2014), there are the advantages and disadvantages of the Quizlet application as follows (Table 2.1.4):

Table 2.1.4 Advantages and disadvantages of Quizlet

Advantages Disadvantages a This app is informative, free, accessible, and straightforward b Quizlet learning is based on the subject c Access to various electronic devices, including computers and mobile phones, is simple Students can take thorough notes d Different languages are used to offer and instruct courses Students now have an easier time selecting the language they want to learn a Internet access is required b The culture needs to be taught in detail c Quizlet class as a teacher can only be accessible via a website The address is not available in the menu of the Quizlet app

Source: https://doi.org/10.5430/wjel.v13n6p235 Quizlet offers more value than downside because it makes learning easier

It creates a new atmosphere in the classroom and attracts learners, attention, and memory In addition, Quizlet supports students and teachers, who are the significant ones making the formative lesson through Quizlet Not only are students expected to study, but teachers are also expected to apply Quizlet

Moreover, Quizlet applications are a learning aid that can assist students with developing and stimulating their thoughts, concerns, feelings, abilities, or skills to make the learning process more efficient Furthermore, using technology in English learning can transfer knowledge to students.

Computer-Assisted Language Learning and Mobile-assisted language learning 18 1 CALL

Technology has moved from large-scale desktop computers to small but multipurpose mobile gadgets and wireless networks in this digital era CALL and MALL are created as crucial tools to assist learners in combining technology with teaching and learning, resulting in improved interaction and development

CALL is a method by which learners can improve their language skills by using a computer (Knight, 1997 & Mackintosh, 1998) In the same consideration, Lomicka (1998) stated that CALL has been one of the technological approaches for both teaching and learning a language, providing an enhanced learning setting

In terms of students, it has allowed them to strengthen their skills through interactive learning In addition, CALL also incorporates a lot of information and technology systems, such as computers and cell phones, into learning The CALL has developed for a long time, and the founder hopes it is nearly close to the real world's authentic situation Davies (2002) indicates that teachers and students could choose where and how they learn and teach

MALL refers to learning mediated by mobile devices and is potentially available at any time and from any location (Burston, 2014b) Therefore, the twenty-first century has brought new solid technology to help teachers and students overcome time and geographical constraints The transition from computer-assisted to mobile-assisted language learning may demonstrate that the preceding assertion is correct Technological change has led to a breakthrough in

19 the shift from computing devices to trim, multi-function, and wirelessly networked mobile devices

In the early 2000s, the evolution of MALL-propelled CALL was suggested by Sangtupim and Mongkolhutth (2019), and MALL was not defined as a fully autonomous field Moreover, Hubbard and Stockwell (2013) asserted that MALL is a subset of CALL and mobile learning However, MALL has many advantages, such as portability, which users can take anywhere and anytime, and the biggest advantage is the cost Compared to personal computers, MALL is less expensive than PCs or laptops because students may learn on their phones

Although MALL was derived from CALL concepts, it has become essential to teaching and learning languages It can offer learners the opportunity for independent and targeted skills and immediate remedial feedback, as CALL did (Arani, 2010) The MALL is an effective support tool for learning foreign languages thanks to its outstanding features.

Previous Studies

It is essential to discuss technology's role in English teaching and learning Quizlet is one of the best resources for enhancing vocabulary memorization, with which students can freely practice Numerous publications and researchers have been researching the Quizlet application in recent years

According to Prayogi and Wulandari (2021), Quizlet as a learning tool can aid students in developing their vocabulary This study, conducted as action research in the classroom, examines students' attitudes toward utilizing Quizlet They recommend that teachers start utilizing Quizlet to help students expand their vocabulary because the study's findings show a significant improvement in student scores owing to its use The researcher based the current study on the habit of students using web-based and researching how to improve their vocabulary

Tanjung (2020) showed that the influence of Quizlet on language mastery had been researched and tested utilizing an experimental research design The findings of this study show that the usage of quizzes in vocabulary acquisition has a considerable impact on students' scores Quizlet is an application that is easy to use; all users need is a smart device with an internet connection to access Quizlet, which has many intriguing features and can be used at any time

Sari's study (2019) can be considered an example of a qualitative method being utilized; literature study is done by gathering data and theories from previous studies Findings indicated that the Quizlet application is appropriate for students studying on cell phones

Other educators were concerned about students' attitudes about Quizlet Kose, Cimen, and Mede (2016) observed and interviewed 42 students who used Quizlet as a vocabulary learning aid for four weeks The findings found that most students thought Quizlet was useful for learning definitions, synonyms, and pronunciation

In 2022, Tran My Dung and Nguyen Thi Minh Loan did action research in a high school According to this study, the Quizlet program improved students' vocabulary retention According to the survey findings, students love blending technology into their English learning Although the researcher made some recommendations to help students with language learning, they have limitations

Pham (2022) stated the study's findings that many students favored Quizlet because of its simplicity and effectiveness Others wanted more than various features, such as match, spelling and terminology errors, and artificial pronunciation It implies that students would prefer Quizlet as a valuable tool for vocabulary mastery The researcher studied students' impressions of using Quizlet for vocabulary acquisition Quantitative and qualitative methods were used to

21 investigate the frequency of use and satisfaction with Quizlet and the benefits and drawbacks provided to students

Nguyen (2022) asserted that vocabulary learning apps had a surprisingly significant and meaningful impact on teaching and learning These tools facilitated students' learning processes, improved vocabulary retention, and advocated using mobile applications in vocabulary instruction This study examined the outcome and effectiveness of using several mobile applications or websites to teach and acquire vocabulary at a specific university in Ho Chi Minh City

Although the previous studies have brought many benefits to using Quizlet in teaching and learning English, only some studies focused on the effects of Quizlet in improving the vocabulary of eighth graders in learning English Moreover, the results of the attitudes of both students and teachers are also evaluated, although the present research still has consistent limitations It is a challenge for the following study, and the researcher hopes to contribute to subsequent studies.

Conceptual Framework of the Study

In many social science investigations, a conceptual framework is employed as a mental map to direct the research and as a visual organizing aid to prevent conceptual misunderstanding This study adopts based on the theory suggested by Van der Waldt (2020), and the conceptual framework develops in the following diagram (Figure 2.4.):

Input : at this point, the researcher will introduce the application utilized in the learning process, namely the Quizlet application for learning vocabulary in English

Process : at this stage, the researcher will demonstrate how to use the Quizlet program for learning At this point, the researcher will also utilize experimental research in this study, and data were analyzed through

22 the Statistical Package for the Social Sciences (SPSS) software once it was collected

Output : at this stage, the researcher will carry out the effectiveness of using

Quizlet in improving the eighth graders learning of English and evaluate their attitudes

The theory of the study is presented in this chapter, which is relevant to Quizlet in teaching and learning vocabulary English for eighth graders The first part refers to several definitions of vocabulary, types of vocabulary, and vocabulary learning strategies The second part provides the theories of Quizlet, which shows the features and overview of this application and the ways to use Quizlets in teaching and learning English The research methods will be described in the following chapter

Quizlet Application in teaching and learning vocabulary

METHODOLOGY

Research Design

This study was conducted with a mix of quantitative and qualitative methods, consisting of questionnaires for students, interviews (one for students and one for teachers), and experiments with T-tests including pretest and posttest

The questionnaires were delivered to students to discover their attitudes toward the use of Quizlet in learning English vocabulary

There are two groups of students, namely the control and experimental groups, and used a pretest and posttest to determine the test findings In the experimental group, students were taught vocabulary using conventional methods combined with the Quizlet application In the control group, students were taught vocabulary using conventional methods without Quizlet Posttest papers with identical structures and levels were provided to students in both the experimental and control groups to determine the experimental group's effectiveness when learning vocabulary using the Quizlet program after a four-month experimental period

Arikuntoro (2013) stated that one of the valuable methods to assess the cause and effect of the efficacy of acquiring vocabulary in English is an experimental study The research design is shown in Table 3.1 below

Table 3.1 Research design of the study

Experiment Pre-test and Post-test

Students (No treatment) Students (experimental treatment) Those were applied to find proper solutions for the two research questions:

Question 1: What are students’ and teachers’ attitudes toward the use of Quizlet in learning English vocabulary?

Question 2: How does using Quizlet Application help improve students’ English vocabulary learning?

Setting and Sampling

This study was conducted at two schools

Nguyen Thai Binh Secondary School is located in Binh Duc Quarter, Binh Hoa ward, Thuan An City, Binh Duong Province It was established in 2012 with only eight classes and 200 students In the academic year 2022-2023, there are

3000 students with 59 classes, including 19 in sixth grade, 15 in seventh grade, 14 in eighth grade, and 12 in ninth grade The teaching staff has nine teachers of English with rich experience and educational backgrounds

Chau Van Liem Secondary School is in Vinh Phu 37 Quarter, Vinh Phu Ward, Thuan An City, Binh Duong Province The school was established in 2006 under Decision No 1942/QD-UBND dated August 21, 2006, and officially came into operation from the 2011-2012 school year There are seven experienced English teachers

The English 8 textbook used at two schools is Global Success There are six Units from Unit 7 to Unit 12 in this second semester Each unit includes eight lessons: Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skills-1, Skills-2, Looking Back, and Project

The experimental group comprised two 8th-grade classes with 90 students

(45 ones each class), one in NTB SC and the other in CVL SC

The control group also comprised two 8th-grade classes with 90 students

(45 ones each class), one in NTB SC and the other in CVL SC

Students have the same level and difficulties in learning vocabulary In the experimental treatment period, pre-test and post-test were given to both classes for four months in the academic school 2022-2023 (the second semester lasted 15 weeks from January to April) The school's English faculty has compiled and identified each student's vocabulary collection based on their lessons Students were trained to utilize Quizlet and install the program on their mobile phones and website They were instructed and assisted by the researcher All participants had smartphones and laptops with Internet access They utilized the devices regularly for communication, practicing, and studying As a result, they had no trouble accessing Quizlet

Quizlet is applied to improve students’ vocabulary in learning English Quizlet features are designed for many assignments and used flexibly, such as learning vocabulary, matching vocabulary with the definition or the pictures, multiple-choice, true-false, and filling in the blanks appropriately with the units in the textbook, which is based on the Ministry of Education and Training Depending on the students’ target, teachers can design suitable quizlets to do exercises related to the topic and help students reduce their drawbacks

Research Instruments

The section aims to outline the technologies used in the data collection procedure Data collection instruments used in this study were a set of pretest, posttest, questionnaires, and semi-structured interviews These tools were used to demonstrate the student’s opinions and effectiveness in using Quizlet for vocabulary study The following sections go through the creation of the tools mentioned above

Dawson (2009) stated, “The closed-ended questionnaire covered a set format with boxes to tick or to rank, and it was used in quantitative research to create statistics.” Kumar (2014) also added, “The closed-ended questionnaire was utilized as a quantitative data-collecting tool by the students in this study Because it helped to ensure that the researcher's data was acquired, the replies were easy to interpret.” In this regard, Clark et al (2021) indicated that closed-ended questions were more leisurely and quicker to finish, which may improve response comparability and clarify the topic's meaning for responders According to Rebecca Flores (2018) and Brown (2001), the mean questionnaire evaluates the responses after a series of questions

Each questionnaire item was answered on a five-point Likert scale Likert scale questions, which may be constructed using several scales, were commonly used to study how respondents feel about a sequence of propositions Five Likert scale questions were rated as follows:

The questionnaire for students was created in both English and Vietnamese to avoid misunderstanding It included ten questions that asked about their attitudes and benefits when they used Quizlet to improve their vocabulary in learning English and was divided into two parts (Appendix 1)

Part one collected personal information: gender, level of education, and the frequently used Quizlet learning vocabulary

Part two asked them about their perspective using Quizlet to improve their vocabulary

The SPSS program was exploited to calculate the data and to check for reliability In this extent, Goforth (2015) indicated that Cronbach's alpha can be used to assess the dependability or internal consistency of a group of scale or test items The coefficient had a value ranging from 0 to 1 The scale was created; the more trustworthy, the higher the score

The current study's researcher employed another instrument to gather data on the topic to validate the questionnaire data analysis findings In particular, the semi-structured interviews were done to investigate the students' and the teachers' opinions and explanations about using Quizlet to improve vocabulary in learning English that students were facing In this study, the interviews were carried out for the participants who used Quizlet and the questions were put based on their experiences when using Quizlet

The open-ended questions were created based on the research objective to explore students' attitudes about their vocabulary problems in students' interviews The interview consisted of three questions asking three students to share their views about their attitudes towards using Quizlet, their benefits from using Quizlet, and their challenges (see Appendix 3)

The open-ended questions were designed based on the research purpose to explore teachers' attitudes about their students' vocabulary problems The interviews comprised three questions to investigate teachers' views on using Quizlet to improve students' vocabulary and their advantages and challenges (see Appendix 2)

The purpose of this study was to assess the efficacy of Quizlet in learning English vocabulary Vocabulary tests, including pretest and posttest, were used for students, and conducted in the experimental and control groups The test used Quizlet to determine students’ effectiveness in learning vocabulary, and the researcher gave students the test based on the educational program and the target of the developmental students

The researcher designed the pretest and posttest, which were different in format, content, and level These tests were administered to students in two groups that used Quizlet to learn vocabulary and those that did not The researcher then collected data comparing the results between the two groups

The pretest: The pretest's purpose was to assess students' vocabulary ability in both groups taught with and without the Quizlet app The pretest results were used to compare with the post-test results The pretest material is applied by the first final test of the education and training in Binh Duong province, which has high reliability

The post-test: After applying Quizlet to teaching vocabulary in both groups, the post-test did The results of the post-test contrasted with the pretest results Additionally, the post-test material is applied by the second final test of the education and training in Binh Duong province, which has high reliability

Data analysis

The Statistical Package for the Social Sciences (SPSS) analyzed the questionnaire data The findings showed the percentage (P), frequency (F), standard deviation (SD) and mean (M) score After the interview sessions, the data was transcribed and cross-checked against the audio recording The interview results were conveyed by narrative writing

Percentage and Frequency: They were used to analyze the questionnaires Standard deviation: It was calculated by dividing the deviated square

Mean: The mean was used to calculate the average of a student's score and was applied according to the following formula:

Research procedures

Figure 3.5 The data collected procedure

Sending the petition to ask for the school administrators’ permission for doing the survey

Introducing the Quizlet application to students

Sending and collecting the questionnaires; and experimental teaching

The data was gathered from January to April of the school year 2022-2023

In the first procedure, the researcher sent the petitions to the principals of NTB SC and CVL SC to request an experiment in two classes of eighth graders

In the second procedure, the researcher spent one hour introducing and instructing how to use the Quizlet application to learn English vocabulary for members of the experimental class During this phase, the researcher helped students log in and access the Quizlet application through the website and sent a link for participants to access at home The researcher recommended that the participants utilized Quizlet as frequently as possible Each session in the program was designed by the teacher and contained the vocabulary term, part of speech, and definition

In addition to the experimental process, participants were asked to complete a questionnaire in April 2023 The questionnaire asked about students' attitudes related to using Quizlet and teachers' views when using Quizlet to improve students' vocabulary Moreover, some participants were interviewed to describe their satisfaction when using Quizlet's benefits and challenges During the process, the researcher taught 8A8 class at NTB SC based on the lesson plans (Getting Started, A Closer Look 1, Skills-1, Skills-2), and Ms Luong Tra (B.A in English of Pedagogy) from CVL SC used Quizlet to teach 8A5 with the same lesson plans (Appendix 6) In the experimental period, both teachers kept in touch and exchanged experiences and results.

Ethical Considerations

Research ethics was one of the most critical aspects of developing and carrying out research according to (Haverkamp, 2005) It concerned standards that aid in determining what was acceptable and unacceptable Moreover, Gray (2014) identified four primary areas of ethical principles: minimizing damage to participants, assuring informed permission, protecting participants' privacy, and avoiding deceit

During the study period, the administrator of the school and the participants were willing to assist the researcher to conduct the study They were assured about the confidentiality of data, anonymity, and privacy Their physical and mental well-being were monitored and protected

This chapter demonstrates the research methodology used in this study, which includes data collecting instruments, participants, data analysis, and data analysis techniques The data from the questionnaire and semi-structured interview records and categorizes according to the topic of the study questions to get the results The findings of these combined methodologies are discussed in the next chapter

FINDINGS AND DISCUSSION

Results from the Questionnaire

4.1.1 Part 1 Students’ Personal Information and Experience

Students' background research on the English language was the initial data- gathering method This component aimed to examine several participant characteristics (the 90 students included), including their English language background, past experiences and knowledge, and vocabulary acquisition challenges The questionnaire contained ten questions, with the most investigated and replies being summaries here (Appendix 1)

Figure 4.1.1.1 The essential of learning English

About 86% of respondents (77 students) gave their enjoyment of studying English a rating of four stars, while the remaining 14% (13 students) gave it a rating of five This result shows that students are increasingly interested in English and see the importance of English in life (Figure 4.1.1.1.)

Figure 4.1.1.2 Years of learning English

This chart provides detailed information on students' vocabulary learning time spent each day, allowing one to observe their level of proficiency and enthusiasm for the language

Two schools are in densely populated areas, so many students are conscious of learning English from a very early age Most respondents (81 students, 90%) stated they had been learning English for five to seven years The remaining nine students, about 10%, have learned English very early, with 8-9 years of experience learning English (Figure 4.1.1.2.)

Figure 4.1.1.3 The most challenging learning English

As for the question “What is the most challenging thing about learning English?”, although all the students' responses were skill-related like Grammar, language skills, writing, and vocabulary was the primary factor The quickest and most straightforward path to developing other talents is through expanding one's vocabulary The biggest challenge for students is vocabulary Indeed, 38 students (42.2%) chose vocabulary, followed by 25 students (27.8%) choosing grammar,

20 students (22.2%) choosing language skills, and seven students choosing writing as challenging them Therefore, Vocabulary is important and the key to language development in all skills (See Figure 4.1.1.3.)

Grammar Vocabulary Language Skills Writing

Figure 4.1.1.4 Favorite learning vocabulary technique

When asked about "How to acquire vocabulary so you can retain it longer", most of the students (43 students/ 47.8%) said they would study and complete vocabulary exercises using an application, 28 students (31.1%) replied they would repeatedly recreate language, 13 students (14.4%) responded they would use word networks or thought maps, 10 students (9%) of students selected social media, and

Figure 4.1.1.5 Aspect of learning vocabulary

Application Copy mindmap/w ord web social media others

Meaning Pronunciation Word Form Context students 41 30 12 7 percent (%) 45.6 33.3 13.3 7.8

For the response to the question, “What aspect do you care most about when learning vocabulary?” 41 students (45.6%) stated that words ‘meaning is the most important, 30 students (33.3%) feedbacked pronunciation, 12 students (13.3%) answered Word Form and 7 students (7.8%) for context These findings illustrate that vocabulary has significance in learning English (See Figure 4.1.1.5.)

Figure 4.1.1.6 The purpose of learning English

Finally, the researcher investigated the significance of learning vocabulary

In the first response, most students believed that it was necessary for them to study English in their lives, with 98% responding "Yes."

The second the question, "What is the main purpose of learning English?" got an answer showing that 30 students (34.1%) expected to use English for jobs, while 25 students (28.4%) planned to use it for further study, 15 students (17.1%) for their personal lives, 12 students (13.6%) for travel, and 6 remaining students (6.8%) had no choice (Figure 4.1.1.6.) working studying personal lives traveling other students (88 Ss) 30 25 15 12 6 percent (%) 34.1 28.4 17.1 13.6 6.8

The researcher used a Likert scale and a poll to find out how frequently people use apps like Quizlet, which can help people learn vocabulary more efficiently There are five distinct levels of frequency, from the lowest one (strongly disagree) to the highest one (strongly agree) The figure describes the importance of English; learning English is learning about culture and serving people's lives That is why learners have set many goals, such as for work, travel, study, personal interests, or simply their favorite of English (See 4.1.1.7.)

Figure 4.1.1.7 The way teachers frequently use technology in the classroom

For the data mentioned above, technology fluent frequently in the classroom with the most responses 25 students with (27.8%), 22 students with (24.4%) voted

“agree,” 20 students with 22.2% respondents neutral, the following rate was 15 students (16.7%) for “disagree,” and 8 students (8.9%) did not agree that teachers have applied technology in their classrooms (See Figure 4.1.1.7.) strongly agree agree neutral disagree strongly disagree

4.1.2 Part 2 Students’ Attitude toward using Quizlet in learning English Vocabulary

Part 2 of the questionnaire for students consisted of ten sections, asking students about their opinions of using Quizlet to help them expand their vocabulary in English Ten questions were used to rate and assess the learner's satisfaction using the Likert scale, as the researcher previously indicated There were five scales: 1-strongly disagree, 2- disagree, 3- neutral, 4- agree, and 5- strongly agree The Cronbach's Alpha of ten items in the questionnaire is 0.744 (see Table 4.1.2.1.); This figure demonstrated the high degree of dependability of the survey questions The mean and standard deviations for the Quizlet application point to significant advantages for students' vocabulary growth, as demonstrated by Table 4.1.2.2.'s data

Table 4.1.2.1 Reliability Statistics for the questionnaires

Table 4.1.2.2 Descriptive statistics for the questionnaires

1 After using the Quizlet app to practice vocabulary assignments, you received higher grades

2 You enjoy using Quizlet as a learning tool 90 2 5 3.62 787

3 You are interested when using Quizlet to practice many times

4 To keep you from becoming bored, Quizlet offers a wide range of practice exercises

5 Quizlet assists students in clarifying, comprehending, and understanding word definitions

6 Quizlet is a practical application to help you improve your vocabulary

7 Quizlet helps students increase their memorization ability

8 Quizlet is an application that helps students both study and relax

9 Quizlet encourages your vocabulary efficiency 90 2 5 3.49 640

10 Quizlet is an application that is easy to learn, manage, and reactive with classmates

Scales: 1-strongly disagree, 2- disagree, 3- neutral, 4- agree, and

Table 4.1.2.1 explains the detailed questionnaire and evaluates the students' thoughts using the Quizlet program to study English and increase their vocabulary The survey results are in Table 4.1.2.2 show that most students rated it average or higher to the highest level of strongly agreeing about the effectiveness

40 of Quizlet Quizlet is an application that makes learning vocabulary easier and improves students' English learning With practice questions, Quizlet is a very user-friendly tool that assists students in expanding their vocabulary With Mean=3.78 at Q1 and M=3.74 at Q10, this is demonstrated In Table 4.1.2.2., Quizlet is a genuinely helpful application for improving vocabulary learning as it allows users to practice words multiple times with visually appealing visuals, colors, and noises suggested by Q2 and Q4 (M = 3.62; SD = 0.787, M = 3.63; SD

= 0.726) Interactivity is created, and vocabulary is retained for longer

According to the survey's results for questions 7 and 8 (M = 3.69; SD 0.729, M = 3.69; SD = 0.713), it is obvious that using information technology and language instruction together can help students learn without pressure and foster self-discipline

Question 3 (M = 3.54; SD = 0.706) and question 9 (M= 3.49; SD = 0.64) are above the neutral level but not very high, suggesting that some students still need to familiarize themselves with using technology for vocabulary-related homework and study This problem is a minor obstacle that several educators have begun to address by teaching students to use technology more fluently Furthermore, there is no denying that Quizlet is a valuable tool for learning foreign languages, particularly vocabulary

The researcher also delved deeper into the frequency and percentage through a detailed analysis of each question in Table 4.1.2.3 below

Table 4.1.2.3 The frequency and percentage of students when using Quizlet in learning vocabulary English

Four students, or 4.4% of the total, selected "disagree" when asked if they would be interested in utilizing the program to acquire vocabulary in question number two As was already established, there are a few causes of subpar outcomes Overall, though, Table 4.1.2.3's frequency presentation also demonstrates how well Quizlet works to help eighth graders expand their vocabulary

Results from the Interviews

Three semi-structured questions were used in an interview with three teachers who led the practical classes to determine whether the teachers thought utilizing the Quizlet program had positive or negative consequences The following were the questions that were asked:

(1) The point of teacher's view about utilizing Quizlet

(2) Quizlet offers several advantages for vocabulary study and instruction

(3) Teachers' and students' challenges with Quizlet

(1) The point of teacher's view about utilizing Quizlet

Firstly, every respondent stated that Quizlet is a method that lets students work by themselves and gives them more room and flexibility for self-learning as one teacher of NTB SC stated: "Students can practice many times, they can repeat the word based on Quizlet, and they can learn by themselves."

In the same way, a teacher from CVL SC believed that using Quizlet in teaching vocabulary has reacted directly to students: “The teacher acts as a guide, and the students directly implement based on the lessons the teacher has prepared There is certainly a direct impact; therefore, the students will gradually get used to applying technology to learning, not just learning English that can also be applied to other subjects."

The views of teachers from two different schools on the first issue are similar and acknowledge that Quizlet is an effective tool for teaching and learning vocabulary in English

From another point of view, a teacher at NTB SC said there are many ways teachers can apply to teach vocabulary, but the learner's awareness is still the most crucial key Indeed, when students practice the Quizlet application efficiently, studying while relaxing with illustrative examples, it attracts students even more Besides, CVL SC teachers also said that "Students develop their strengths, work harder, and have a correct awareness as well as see the importance of vocabulary in learning any language."

Finally, besides the advantages that Quizlet brings, there are also some concerns; for example, a teacher at CVL SC emphasized, "Some students are still not used to using technology devices such as computers, so when manipulating and practicing is a bit slow compared to other students and even the teacher himself, who is an older teacher, actually has a bit of difficulty."

According to the survey results with the lowest Mean = 3.54, the number of students who need to become more familiar with using computers trained many times to improve

In the same opinion, a teacher at NTB SC said that “Although applying technology and teaching is a good and effective method for improving vocabulary, there are a few older teachers at our school who spend much time preparing lessons Part of the reason is due to health, but they said because it is practical, they will try to design appropriate and lively lessons." (Appendix 2)

(2) Quizlet offers several advantages for vocabulary study and instruction

For learning, using Quizlet could improve students' vocabulary through the assignment, and they can practice anytime and anywhere Because there are some benefits Quizlet can use to support other skills in learning a language For example, a teacher from NTB SB expressed, " After students practice by themselves, they are confident when communicating Their pronunciation is also more fluent than before, and they work in pairs or groups better in the classroom

Another benefit mentioned by a teacher from CVL SC stated, "Quizlet is a suitable technique to help students improve the vocabulary of the weak students and difficult to memorize because they can practice many times and it is true with the sentence "Practice makes perfect."

Additionally, the point of view from a teacher from NTB SC was shown,

“Students' responses are the most expressive part of Quizlet; they practice and discuss topics related to the curriculum and even their personal lives." Teachers' first impressions of Quizlet when they use it to teach English are that the vocabulary it provides makes the classroom interesting, students engage in active learning, and they can use and retain it through application The vocabulary I have picked up includes examples, real-world examples, and context-based presentations.”

For teaching, using Quizlet in teaching English, specifically vocabulary, is also an excellent way to help teachers become more familiar with applications based on information technology access

Quizlet is not only an application for teaching vocabulary, but teachers can prepare exercises related to other skills such as listening, speaking, reading, and writing

Briefly, Quizlet has many advantages because of its convenience, so students can practice more whenever they have time The teacher's role is also clearly demonstrated through preparing lessons to suit the topic content and can even be enhanced

(3) Teachers' and students' challenges with Quizlet

In the last response, bad educational quality is caused by poor Internet connection quality

“There are many benefits when using Quizlet in teaching English, but the main drawback is the connecting internet This poor connection is sometimes a big problem and affects students’ learning online or offline.”

Certainly, a big challenge for both teachers and students when using Quizlet in teaching and learning English is the Internet connection, which affects the quality of teaching and learning

That is why one teacher expressed his discontent with the tool Moreover, teachers may sometimes have difficulties while preparing for lessons and uploading on the Quizlet and they stated that “Sometimes, I spend more time uploading the lesson and have trouble introducing it to students who use it.”

“When students practice their homework on the computer, there are still some students who do not concentrate,” as evidenced by a CVL SC teacher who mentioned, "Some students open two tabs at the same time, the first tab to practice Quizlet, the other tab serves entertainment, this makes children lose

45 concentration." The connection between students, school, and family is increasingly emphasized to overcome the above situation and help students improve (Appendix 2)

The researcher conducted interviews with three students from CVL SC and three students from NTB SC from the experimental group from those who scored high, average, or lowest on the post-test to clarify the survey results and find out their attitudes—students' attitudes towards the effectiveness that Quizlet brings when learning English

The student interview aimed to gather data regarding the attitudes of the students toward using Quizlet to increase vocabulary while learning English with three expectations below

(1) What do you think of Quizlet,

(2) What are the benefits when using Quizlet in learning English?

(3) What challenges do you face when using Quizlet in learning English?

In response to Question (1) What do you think of Quizlet? Like teachers, most students reported that Quizlet was straightforward to use and had increased their self-assurance, adaptability, and support for other English language proficiency With the Internet-connected device, these students could study anywhere, at any time, and learn by heart One of them said that “To my way of thinking, we can practice anytime, anywhere, with just a device connected to the internet and the Quizlet application In addition, guessing the word meanings in little games with my classmates makes the words stick in my memory longer and more helpful.”

Results from the Tests

The purpose of the test was to evaluate the output data to ascertain whether the participants' mean gains before and after therapy had significantly changed Duff & Lazzarato (2000)

Determining how well the Quizlet app develops students is the goal of one study When using technology to teach in the classroom, the primary purpose of the pretest is to evaluate the entire assignment The post-test was used to evaluate the student's memorization of new vocabulary Ten scales will be used to prepare and score the T-test, with a minimum of 1 point and a maximum of 9 points The Cronbach's Alpha of the pre-test (0.750) has proven the reliability of the data and survey (Table 4.3.1)

Each class conducted the pretest before having the experimental lessons The survey results showed that at CVL SC, the average score in the experimental preparation class was low (M = 4.27), and at NTB SC, the Mean = 4.49, which was also lower than the control class (M = 4.53) However, the scores of NTB SC students ranged from 1 to 9, and CVL SC ranged from one to eight Neither school had a score of 10 on this pretest and the number of scores below average was still high The pretest results also partly answered the reason and motivation why the researcher wanted to investigate and improve the first thing when learning English, which was vocabulary (see Table 4.3.2)

Table 4.3.1 Reliability Statistics for the pretest

Table 4.3.2 Descriptive statistics for the pretest

The two classes selected for the experiment had a much lower average score than the control group Students had a small vocabulary and needed help learning foreign languages Figure 4.3.1 shows more clearly that the mean of CVL SC (M

= 4.67) is the highest average score before using Quizlet to improve students' vocabulary

Through the pretest results, the researcher could evaluate the learning quality of students in two schools, which were below average and still had a score of 1 in each class Students' lack of vocabulary had a significant impact on learning English

Figure 4.3.1 The mean score of pre-tests between NTB SC and CVL SC

After 15 weeks of the experiment, the results obtained in the experimental group were excellent, with Cronbach's alpha = 0.828, further reinforcing the data for the research This index is reliable partly because Cronbach's alpha in the initial pretest was reliable, so after the experiment, the lowest result was also higher than the pretest

At NTB school, the posttest results (M=6.2; SD=1.575) with scores from four to nine in the experimental group were much higher than those of the control group (M=5.04; SD=0.878) with scores from three to seven When applying Quizlet in the teaching process in the experimental class, students improved day by day Students were more conscious of learning and regularly re-do vocabulary exercises using the Quizlet application Be more active in presentation activities or group work in class, communicate diligently, and develop a high sense of self- study This result also had a positive impact on the students in the control class, and they studied harder to be equal to or better than their peers Therefore, when conducting experiments, it also invisibly promoted other classes to progress and motivated students to study better

Pre-test NTB SC experimental class

Pre-test NTB SC control class

Pre-test CVL SC experimental class

Pre-test CVL SC control class

At CVL SC, the results in the experimental group of CVL SC (M=5.51; SD=1.342), with scores ranging from three to eight, were high compared to the control group (M=5.11; SD=0.804), with scores ranging from four to seven These results showed the effectiveness of the Quizlet application Students had more access to technology, thereby improving their knowledge and self-discipline in learning The remarkable thing at CVL SC was that although the increase in the control class is not as high as the experimental class, it also increased compared to the previous year's Mean This result was explained by the researcher selecting a random sample at CVL SC and choosing a class where the pretest results were also higher than those of the experimental group and compared to those of the control group at NTB SC

Table 4.3.3 Reliability Statistics for the posttest NTB SC and CVL SC

Table 4.3.4 Reliability Statistics for the posttest NTB SC and CVL SC

Looking at Figure 4.3.2, students in the experimental group of the two schools were making obvious advancement Teachers designed many types of assignments to vary depending on the topic of the lecture and according to the program distribution Students were more conscious of learning, and through exercises, they improved pronunciation, stress, word types, and word meanings It helped students enrich their vocabulary and developed other skills while learning English

Figure 4.3.2 The mean score of post-tests between NTB SC and CVL SC

For more profound analysis and a more general view, see Table 4.3.3 To explore in more detail, the researcher further analyzed the differences between the two groups and between the two schools through Mean and Percentage indices

On the one hand, the Mean of NTB SC in the experimental group was higher than the control group (1.71), accounting for 77.03% Besides, in the control group, students were also more conscious of learning, but the increase was only 0.51, accounting for 22.97%

Post-test NTB SC control class

Post-test CVL SC control class

On the other hand, the Mean of the CVL SC field in the experimental group increased compared to before by 1.27, accounting for 74.27% From this result, the researcher evaluated the level of effectiveness of using Quizlet to improve vocabulary at NTB SC more effectively than CVL SC The considerable was that their performance increased more than that in the NTB SC control group NTB SC (22.97%), compared to CVL SC (25.73%), partly because of the lack of Internet access

Table 4.3.5 A comparison the score of NTB SC and CVL SC

Items Mean of NTB SC Mean of CVL SC

After using the One Sample T-test to evaluate in detail the experimental results to measure the effectiveness of using Quizlet to improve English vocabulary, the researcher analyzed the Pair Sample T-test aspect further to compare the pairwise Mean values between the two fields CVL SC and NTB SC (Table 4.3.6)

Table 4.3.6 The pair sample T-test between NTB SC and CVL SC

Std Error Mean Pair 1 Pre-test NTB SC experimental class 4.49 45 2.149 320

Pre-test NTB SC control class 4.53 45 1.590 237

Post-test NTB SC control class 6.20 45 1.575 235

Post-test NTB SC experimental class 5.04 45 878 131

Pre-test CVL SC experimental class 4.24 45 1.264 188

Pre-test CVL SC control class 4.67 45 1.595 238

Post-test CVL SC control class 5.51 45 1.342 200

Post-test CVL SC experimental class 5.11 45 804 120

Table 4.3.7 The frequency of score between NTB SC and CVL SC

Score NTB CVL NTB CVL NTB CVL NTB CVL

The results of Table 4.3.7 showed that the number of students below the average score when taking the pretest in both schools was very high CVL SC had 56/90 (62.2%) students below average, while NTB SC had 48/90 (53.3%) students scoring below average in both experimental and control groups

After 15 weeks of treatment, the number of students scoring five or higher increased Specifically, CVL SC achieved 70/90 (77.8%) students above average, and NTB SC got 72/90 (80%) students above average This result further reflected the effectiveness of Quizlet in improving the vocabulary of 8th-grade students in both schools

To sum up, through this comprehensive table, Quizlet is an application that brings many benefits and improves students' vocabulary through diverse, accessible, challenging exercises Besides, when comparing the effectiveness of the two schools, Quizlet helps students learn and practice, thereby gradually getting used to the habit of self-study.

Discussion

This study investigated a survey of 90 students from two classes in 8th grade in two schools in Thuan An city NTB SC is located near a densely populated area in Binh Hoa Ward, and CVL SC is located on the border with Ho Chi Minh City Teachers of the two schools contributed enthusiastically to the research To achieve the research objectives and answer two research questions: (1) What are students’ and teachers’ attitudes toward the use of Quizlet in learning English vocabulary? and (2) How does using Quizlet Application help improve students’

English vocabulary learning? The researcher selected one 8th-graders school from each school and experimented to investigate how effective Quizlet was in improving vocabulary Furthermore, the results from the questionnaire and interviews with teachers and students also showed their positive attitudes when applying Quizlet to teaching and learning vocabulary

The results also indicated a significant difference between treatment and nontreatment groups when using Quizlet to improve Additionally, the study's results led the researcher to the conclusion that Quizlet can be a valuable tool for organizing and generating vocabulary learning ideas

Many respondents expressed high levels of satisfaction with the cozy learning environment in which they had substantial cooperation from two classes at two different schools as well as substantial support from the teacher

Good students began to understand the material under the teacher's guidance when teachers used Quizlet to teach vocabulary in the classroom They were also able to choose a Quizlet on their own that was appropriate for practice and had a method for helping them remember the words The remaining students practice multiple times and expand their vocabulary Definitely, this way motivates students to choose criteria for related vocabulary and improve their English

When Quizlet was first introduced in the classroom, many students felt strange A few months later, they got acquainted, and became more active and believed communication through repeated words regularly Teachers also combined the task of communicating, presenting, and speaking in the classroom; therefore, students took part in work in groups As a result, teachers and students have been motivated to learn vocabulary and develop other language skills

Two secondary schools conducted statistics and developed pretest and posttest results The current findings show that one way to help students strengthen their areas of weakness in English and discover new avenues for developing their foundational skills when teaching English is to use Quizlet to acquire vocabulary

Respectively, the findings of this study concur with those of Rizky Setiawan and Pangesti Wiedarti (2020) further claimed that compared to the non-user, the application user received a significantly higher mean score or overall score It suggests that students are more productive than those who do not use the Quizlet application In this regard, Dizon (2016) discussed the advantages of utilizing Quizlet to improve vocabulary while learning English According to their research, Quizlet is very effective because it allows students to practice more with lessons that are relevant to their favorite subjects This improves their engagement and aids in word length memorization The advantages of using technology in language teaching and learning are demonstrated by the self-assurance of students in their behavior and communication

The results also reflected that Quizlet was effective in teaching and learning English vocabulary Therefore, Quizlet also helped students remember longer through image and sound interaction illustration Besides, the control classes were also more conscious of learning, as evidenced by the increasing Mean indexes The application of Quizlet in teaching and learning English has had a positive impact, making students passionate about learning, and improving their English better

According to the findings, the experimental group, and the control group both observed improvements in their vocabulary acquisition All educational activities are completed more successfully by the experimental students overall Since vocabulary is the foundation for all other language skills when learning English, students must have a strong vocabulary to master the other language skills Quizlet can help with English teaching because it allows teachers to tailor their lessons to the interests, needs, and skill levels of their students

Since teachers have used Quizlet to combine vocabulary teaching, students have become more interested and aware and have better learning attitudes than before Previously, students felt like they had no idea how to communicate or write sentences and tried to remember vocabulary through media learning methods; now, they can use Quizlet to practice through exercises Moreover, learn one

57 quickly Increasing vocabulary is an important step Students now love learning English more, actively prepare lessons before going to school, and actively participate in class activities

A thorough analysis of the information gathered from the questionnaire, pretest, posttest, and interview is presented in this chapter Similarly, in response to the two research questions, a discussion of the findings is also included The results demonstrate that Quizlet has aided students in expanding their vocabulary and fostering the development of additional language skills

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

Conclusions

The purpose of this study is to increase vocabulary in English language learning Ninety eighth grade students participated as the main subjects, and teachers from two secondary schools served as experimental teachers To achieve the intended outcome, the investigator must clarify two research investigations: (1) What are students’ and teachers’ attitudes toward the use of Quizlet in learning English vocabulary? and (2) How does using Quizlet Application help improve students’ English vocabulary learning?

A mix of methods (quantitative methods and qualitative methods) were used as data collection tools for the study to answer the two questions The following is a summary of the data analysis findings

The results showed that many respondents expressed great satisfaction with a comfortable classroom setting where they had substantial assistance from the instructor and two schools Many respondents said that Quizlet improved their vocabulary and inspired them to learn English Numerous students discovered that they could increase their proficiency in both English and other languages The students felt that their language abilities, including communication, had improved along with their vocabulary With Quizlet, students learn, rehearse, and build confidence Quizlet encourages students to learn independently Moreover, when they recognize that they could give a more extended presentation in English and focused on vocabulary, stress, and sound usage, most of them had positive self- evaluations

Based on the study's findings, the conclusions can be drawn on how Quizlet improved the vocabulary of 8th-students in secondary schools, (NTB SC and CV in Binh Duong The survey also assessed the opinions of educators and learners

59 regarding Quizlet's use in vocabulary acquisition and instruction The methods used for evaluation and analysis improve the research findings' dependability and objectivity even more There are obstacles and conflicting viewpoints, like bad Internet connections Managing the noise level in the classroom is one of the hardest things for both teachers and students, but it is good noise

Quizlet is a suitable way that is better than other ways for increasing vocabulary when learning English Quizlet is a highly effective and recommended tool for teaching vocabulary to students.

Implications

There are six units in the second semester, and each lesson in the Global Success curriculum has seven lessons Many students need help practicing Listen and Read skills in the Getting Started lesson or section A Closer Look 1, which also focuses on reinforcing vocabulary through a variety of exercises to encourage them with vocabulary

Quizlet encourages students to practice without any time obstacles, which eases the anxiety and lack of memory that are frequently connected to vocabulary Furthermore, Quizlet is an application assistance method; as such, the results of vocabulary learning activities conducted through Quizlet differ significantly from those obtained through other teaching methods

Vocabulary is essential, and Quizlet is effective for students The teacher's process when using Quizlet is done through teachers relying on textbooks, preparing images to help students guess the meaning of words, letting students listen to vocabulary pronunciation, and students repeating vocabulary

Alternatively, through Quizlet, which combines images related to new words, students combine them to find the meaning of the word The teacher acts as a guide to help students determine learning goals and what knowledge they will achieve when completing the exercises On the other hand, teachers use the Quizlet application and design appropriate and accurate lessons according to the program delivery

Suggestions

Quizlet has much to offer and is highly applicable to learning and teaching vocabulary in foreign languages, but it also has certain drawbacks The researcher offers some recommendations to support and overcome the responses that learners are facing

Firstly, most teachers are responsible for choosing the best teaching strategy and ensuring that the lesson goes well They play a crucial role in creating and instructing students, and they can use technology in the classroom, which is the best way to help them acquire practical skills

Not only does the Quizlet application improve learning vocabulary, but it can also help students with other language skills Quizlet serves as a bridge between instructors and the assignment process, assisting them in completing each lesson to the highest standard There is no better way to motivate students to practice and expand their vocabulary than by using Quizlet

For further benefits, using a scoring Quizlet makes the assessment become more scientific and students can take it easy Teachers can spend more time helping students improve their language skills and are encouraged to use it in the classroom

Secondly, students practice repeatedly and recall words with their meanings through many questions to enhance their interest in learning English Although objective study is an effective Quizlet for learning vocabulary; learners can apply other skills, such as writing, speaking, listening, and reading It is easy to apply Quizlet and practice many times through teachers’ designs As a result, the researcher recommends that all students develop their self-study skills

Finally, it will be interesting to compare the inter-rater reliability of the scores when the raters are guided by Quizlet and when they are not to investigate the viability of the Quizlet approach in assessment While the study only looks at eighth-grade classes, the researcher expects that the results can be applied to grades

6, 7, and 9 More importantly, though, is that the results can be used to inform

61 future research Examining how Quizlet has affected vocabulary growth in two secondary schools is also fascinating

Overall, the results after the experiment had a higher average score than the control group; Therefore, the effectiveness of the research process can be evaluated Whether or not there are psychological factors that affect students' learning motivation is also a suggestion for further research.

Limitations

The researcher has tried the best to control all issues to minimize the errors and shortcomings of the thesis There are a few limitations that still exist and that are also challenges to help teachers improve every day, including lack of knowledge about information technology, lack of level language learners, experimental time conducted in one semester, location, and sample size Due to the allotted time, the researcher only surveyed 8th-grade students, which can be applied to students of all grades at the secondary schools Additionally, Because the children are still young, sampling and experimentation are still limited Although the interview was conducted thoughtfully, the number of interview participants was still small (three teachers and three students in each school), which is also one of the limitations of the research

Alqahtani, M (2015) The importance of vocabulary in language learning and how to be taught International Journal of Teaching and Education, III(3), 21–

Arikunto, S (2002) Research Procedures: A Practical Approach cet Ke-12 Jakarta Rineka Cipta

Baptist, S C (2018) Effects of Quizlet on vocabulary mastery Effects of Quizlet on Vocabulary Mastery https://rdw.rowan.edu/cgi/viewcontent.cgi?article557&context=etd Burston, J (2014b) MALL: the pedagogical challenges Computer Assisted

Language Learning, 27(4), 344–357 https://doi.org/10.1080/09588221.2014.914539

Cervatiuc, A (2007) Assessing Second Language Vocabulary Knowledge

International Forum of Teaching and Studies, 3(3), 40 https://www.questia.com/library/journal/1P3- 1411153911/assessing- second-language-vocabulary-knowledge

Chien, C (2013) Perception and Practice of Taiwanese EFL Learners’ Making Vocabulary Flashcards on “Quizlet” International Association for Development of the Information Society http://files.eric.ed.gov/fulltext/ED562311.pdf

Clark, T., Foster, L., Bryman, A., & Sloan, L (2021) Bryman’s social research methods Oxford University Press

Cobb, T (2001b) Paul Nation Learning Vocabulary in Another Language Cambridge: Cambridge University Press 2001 Pp 477 + xiv pp US$28.95 (softcover) Canadian Journal of Linguistics https://doi.org/10.1017/s0008413100018260

Daniel, J (2016) Making sense of flexibility as a defining element of online learning 2-3 Athabasca University

Dawson, C (2009) Introduction to research methods: A practical guide for anyone undertaking a research project Hachette UK

Dizon, G (2016) Quizlet in The Efl Classroom: Enhancing Academic

Vocabulary Acquisition of Japanese University Students Teaching

English with Technology, 16(2), 40–56 http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-

5f401e70-fb25-4ce5-acd6-2bb5311cd940/c/ARTICLE3.pdf

Dửrnyei, Z (2007) Research methods in applied linguistics : quantitative, qualitative, and mixed methodologies In Oxford University Press eBooks http://ci.nii.ac.jp/ncid/BA82715592

Duff, P A., & Lazaraton, A (2000) Current Trends in Research Methodology and Statistics in Applied Linguistics TESOL Quarterly, 34(1), 175 https://doi.org/10.2307/3588103

Dung, T M., & Loan, N T M Improving Students’vocabulary Retention Through Using Quizlet: An Action Research at High School

Ghazal, L (2007) Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies Novitas-ROYAL (Research on Youth and Language), 1(2) https://dergipark.org.tr/tr/download/article- file/111894

Goforth, C (2015) Using and interpreting Cronbach’s alpha University of

Groot, P C (2000) Computer Assisted Second Language Vocabulary Acquisition Language Learning & Technology, 4(1), 60–81 https://eric.ed.gov/?id=EJ606661

Gu, Y., & Johnson, R E (1996) Vocabulary Learning Strategies and Language Learning Outcomes Language Learning, 46(4), 643–679 https://doi.org/10.1111/j.1467- 1770 1996.tb01355.x

Harmer, J A (2007) How to Teach English (Second Edition) ELT Journal, 62(3), 313–316 https://doi.org/10.1093/elt/ccn029

Harris, T D., & Hodges, R (1995) The Literacy Dictionary: The Vocabulary of

Reading and Writing http://ci.nii.ac.jp/ncid/BA26710639

Hatch, E., & Brown, C (1995b) Vocabulary, semantics, and language education http://archives.umc.edu.dz/handle/123456789/111799

Haverkamp, B E (2005) Ethical perspectives on qualitative research in applied psychology Journal of Counseling Psychology, 52(2), 146–155 https://doi.org/10.1037/0022-0167.52.2.146

Hiebert, E H., & Kamil, M L (2005) Teaching and Learning Vocabulary: Bringing Research to Practice Routledge

Hwang, G., Yang, T., Tsai, C C., & Yang, S C (2009) A context-aware ubiquitous learning environment for conducting complex science experiments Computers & Education, 53(2), 402–413 https://doi.org/10.1016/j.compedu.2009.02.016

Israel, S E (2008) Vocabulary Lists and Activities for the PreK-2 Classroom: Integrating Vocabulary, Children’s Literature, and Think-Alouds to Enhance Literacy Corwin Press

Kửse, T., Ÿimen, E., & Mede, E (2016) Perceptions of EFL Learners about Using an Online Tool for Vocabulary Learning in EFL Classrooms: A Pilot Project in Turkey Procedia - Social and Behavioral Sciences, 232, 362–

Kumar, R (2014) Research methodology: A Step-by-Step Guide for Beginners SAGE

Lestari, W (2013) IMPROVING STUDENTS’VOCABULARY MASTERY THROUGH WORDS CLAP GAME Skripsi

Lewis, M (1993) The lexical approach (Vol 1, p 993) Hove: Language teaching publications

McKeown, M G., & Beck, I L (2014) Effects of vocabulary instruction on measures of language processing: Comparing two approaches Early Childhood Research Quarterly, 29(4), 520–530 https://doi.org/10.1016/j.ecresq.2014.06.002

Montgomery, J K (2007) The bridge of vocabulary: Evidence-based activities for academic success USA: NCS Pearson Inc

Nation, I (2016) Making and Using Word Lists for Language Learning and Testing John Benjamins Publishing Company

Nation, I S P (2001) Learning Vocabulary in Another Language Cambridge

Nguyen, T N (2022) The Effects of Using Online Applications to Teach Vocabulary to English Learners of HUFI in Ho Chi Minh City

International Journal of TESOL & Education, 2(3), 32–42 https://doi.org/10.54855/ijte.22233

Pham, A T (2022) University Students’ Perceptions on the Use of Quizlet in Learning Vocabulary International Journal of Emerging Technologies in Learning (Ijet), 17(07), 54–63 https://doi.org/10.3991/ijet.v17i07.29073

Pinter, A (2006) Teaching Young Language Learners http://archives.umc.edu.dz/handle/123456789/111176

Read, J (2000) Assessing Vocabulary Cambridge University Press

Richards, J C (2001) Curriculum development in language teaching Cambridge University Press

Sangtupim, N., & Mongkolhutthi, P (2019) Using Quizlet in vocabulary learning: Experiences from Thai high school students In The 8th LITU International

Schmitt, N., & Mc Carthy, M (2002) Vocabulary Description, Acquisition and Pedagogy Shanghai Foreign Language Education Press

Schmitt, N., & Schmitt, D (2020) Vocabulary in Language Teaching Cambridge University Press

Setiawan, M I., & Wiedarti, P (2020) The effectiveness of Quizlet application towards students’ motivation in learning vocabulary Studies in English

Language and Education, 7(1), 83–95 https://doi.org/10.24815/siele.v7i1.15359

Sumardiyani, L., & Sakhiyya, Z (2007) Speaking for Instructional purposes

T Kose, E Cimen and E Mede, "Perceptions of EFL learners about using an online tool for vocabulary in EFL classrooms: A Pilot Project in Turkey,"

Procedia - Social and Behavioral Sciences, vol 232, pp 362-372, 2016

Tanjung, A P (2020) The Effect Of The Quizlet Application On The Vocabulary

Mastery Of Students In Class VII MTs Al-Washliyah Bah Gunung (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara)

Thornbury, S (2002) How to Teach Vocabulary http://archives.umc.edu.dz/handle/123456789/111117

Van der Waldt, G (2020) Constructing conceptual frameworks in social science research TD: The Journal for Transdisciplinary Research in Southern

Vargas, J S (2011) Modern learning: Quizlet in the social studies classroom https://soar.wichita.edu/handle/10057/3986

Wahyuni, S (2021) Review on the Students’ Speaking Skill (A Case Study of the 6th Semester Students Attending Microteaching Class) Media Penelitian

Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, 15(2), 136-142

Wilkins, D A (1972) Linguistics in language teaching (Vol 111) London: Edward Arnold

Webb, S (2009) The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge RELC Journal, 40(3), 360–376 https://doi.org/10.1177/0033688209343854

Wright, B A (2016) Transforming vocabulary learning with Quizlet

Transformation in language education Tokyo: JALT, 436-440

STUDENTS’ QUESTIONNAIRE

I am gathering data for the educational research project titled "The Effects of Quizlet Application on Improving Students' Vocabulary: A Case Study of Secondary Schools in Binh Duong Province." The project investigates students’ attitudes toward learning English vocabulary Therefore, please participate in this initiative by answering the following questions Please fill in the blank with your information and tick the appropriate response for each question or statement Your information will be used exclusively for research purposes and kept secret and private Your answers will be precious for my research, and I am grateful for your contribution

Please answer the following questions:

My age……… My gender: male female

1 How much do you like learning English?

(Bạn thích học tiếng Anh như thế nào?)

2 How long have you been learning English?

(Bạn học tiếng Anh bao lâu rồi?)

3 What is the most challenging thing about learning English?

(điều gì thách thức nhất về việc học tiếng Anh?) grammar vocabulary language skills ◻ writing

4 How to acquire vocabulary so you can retain it longer? – tick more than one option (Bạn tự học từ vựng bằng cách nào? – đánh dấu nhiều hơn 1 lựa chọn) copy vocabulary more than times (chép nhiều lần) use mind map/wordweb (dùng sơ đồ tư duy hay mạng từ)

Do the vocabulary exercise through application more times

(làm bài tập từ vựng nhiều lần thông qua ứng dụng) social media (mạng xã hội) others (khác)

5 What aspect do you care most about when learning vocabulary?

(Khía cạnh nào bạn quan tâm khi học từ vựng?)

Meaning Pronunciation Word Form Context

(nghĩa) (phát âm) (dạng từ) (ngữ cảnh)

6 In your opinion, vocabulary is essential when learning English?

(Theo bạn, từ vựng cần thiết khi học tiếng Anh?) yes no nomal

7 What is the main purpose of learning English?

(Mục đích chính của việc học tiếng Anh là gì?) working studying personal lives travelling others

Công việc Học hành cuộc sống cá nhân du lịch khác

Part 2: Students’ attitude towards using Quizlets in learning English

Please put a tick in the suitable box with:

1- strongly agree 2- agree 3- Neural 4- disagree 5- strongly disagree

Do you agree with these statements? 1 2 3 4 5

1 After using the Quizlet app to practice vocabulary assignments, I receive higher grades

Sau khi sử dụng ứng dụng Quizlet để thực hành những bài tập về từ vựng, tôi đã đạt điểm cao hơn

2 I enjoy using Quizlet as a learning tool

Tôi thích sử dụng Quizlet như là một công cụ học tập

3 I am interested when using Quizlet to practice many times

Tôi thích khi sử dụng Quizlet để thực hành nhiều lần

4 To keep me from becoming bored, Quizlet offers a wide range of practice exercises Để giúp tôi tránh nhàm chán, Quizlet cung cấp nhiều bài tập luyện tập đa dạng

5 Quizlet assists students in clarifying, comprehending, and understanding word definitions

Quizlet giúp học sinh làm rõ, hiểu, và hiểu về những định nghĩa của từ

6 Quizlet is a practical application to help me improve my vocabulary

Quizlet là một ứng dụng giúp tôi cải thiện từ vựng của bạn

7 Quizlet helps students increase their memorization ability

Quizlet giúp học sinh tăng khả năng trí nhớ

8 Quizlet is an application that helps students both study and relax

Quizlet là một ứng dụng mà giúp học sinh vừa học vừa thư giản

9 Quizlet encourages my vocabulary efficiency

Quizlet khuyến khích khả năng từ vựng của bạn

10 Quizlet is an application that is easy to learn, manage, and reactive with classmates

Quizlet là một ứng dụng mà dể sử dụng, quản lý, và tương tác với các bạn cùng lớp

Thank you very much for your cooperation

INTERVIEW’S TEACHERS

NGUYEN THAI BINH CHAU VAN LIEM

(4) The point of teacher's view about utilizing Quizlet

S1: Students can practice with many types of exercise (Ex, choose True or

S2: Students can practice many times, they can repeat the word based on

Quizlet, and they can learn by themselves

S3: They have opinions in learning

S1: The teacher acts as a guide, and the students directly implement based on the lessons the teacher has prepared

S2: There will be a direct impact; therefore, the students will gradually get used to applying technology to learning, not just learning English, which can also be applied to other subjects

S3: Students can practice many times to remember better

(5) Quizlet offers several advantages for vocabulary study and instruction

S1: Quizlet is easy and convenient due to its easy use and practice

S2: After students practice by themselves, they are confident when communicating Their pronunciation is also more fluent than before, and they work in pairs or groups better in the classroom

S3: Students' responses are the most expressive part of Quizlet; they practice and discuss topics related to

S1: Convenient, uhhh… students can practice anywhere, anytime, and many times

S2: Quizlet is a suitable technique to help students improve their vocabulary weak students It is difficult to memorize because they can practice many times, and it is valid with the sentence "practice makes perfect." S3: Students can memorize vocabulary longer

71 the curriculum and even their personal lives

(6) Teachers' and students' challenges with Quizlet

S1: Sometimes, I spend more time uploading the lesson and need help introducing it to students who use it

S2: Some students need to concentrate on the lesson

S3: Well, the biggest challenge is the need for more knowledge about computer skills because we have the age

S1: Some students open two tabs at the same time; the first tab is to practice Quizlet, and the other tab serves entertainment, which makes children lose concentration

S2: It is challenging to prepare the lesson on applications

S3: The age of teachers is suitable for young teachers because we spent much time making the lesson

Thank you very much for your cooperation

INTERVIEW’S STUDENTS

NGUYEN THAI BINH CHAU VAN LIEM

(1) What do you think of Quizlet

S1: I can practice with many types of exercise (Ex, choose True or False,

S2: To my way of thinking, we can practice anytime, anywhere, with just a device connected to the internet and the Quizlet application

S3: Guessing the word meanings in little games with my classmates makes the words stick in my memory longer and more helpful

S1: Quizlet is easy to use and assists in learning English

S2: Quizlets can improve vocabulary When you learn the vocabulary of lesson 12, you can practice reading each word and then form complete sentences based on the grammar you have learned

S3: Students can practice many times and remember better

(2) What are the benefits when using Quizlet in learning English?

S1: Quizlet is easy and convenient due to its easy use and practice

S2: Even though, at first, I needed clarification because I was not used to using the device, Quizlet was beneficial because it made me from a lazy learner unable to ignore it and practice more often

S3: Quizlet is helpful because we can learn English and evaluate through practice tests and practice many times without a fee

S1: You can practice many times at no cost, and it is instrumental

S2: Quizlet is a suitable technique to help students improve their vocabulary weak students It is difficult to memorize because they can practice many times, and it is valid with the sentence "practice makes perfect." S3: Students can memorize vocabulary longer, help us expand computer skills, and have many types of exercises

(3) the challenges of students when using Quizlet in learning English

S1: When my test score was negatively impacted by my computer skills and connection, which also had an impact on the outcome of the vocabulary assignment, I was perplexed

S2: Sometimes, I focus on something other than the lesson because many things attract me

S3: Using the computer for a long time is very tiring

S1: My parents only let me use the computer 30 minutes a day Many days, it is difficult for me to practice more

S2: The connection to the internet is a big problem

S3: Quizlet is suitable for students in learning English and other language skills

Thank you very much for your cooperation

PRETEST

ENGLISH TEST Time: 30 minutes- N 0 1A (THE SECOND SEMESTER)

I Fill in the blank with the adjectives in the box downtown populous polluted historic charming annoying affordable delicious livable cosmopolitan

1 They make sure that the rooms in that resort in Phu Quoc Island are _, even the big ones

2 Singapore is the first on the list of most _ cities in Southeast Asia

3 San Francisco is one of the most _ cities in the United States with the city centre and several suburbs around

4 Built in the 1680s, the four-kilometer Freedom Trail is the oldest structure in _ Boston

5 Formerly known as Bombay, Mumbai is one of the most _ cities in the world with a population of over 14 million

II Fill in each blank with the appropriate form of the word in brackets

6 I had a great _ skydiving for the first-time last weekend (experiential)

7 After finishing college, I moved to a new city and learned to be more _, managing my own budget and making my own decisions (depend)

8 It’s important to _ a healthy lifestyle by exercising regularly and eating a balanced diet (maintenance)

9 Some cultures have a tradition of leading a _ lifestyle, moving from place to place to find food and water sources (nomad)

10 The government is planning to _ the old historical sites in the city to attract more tourists and preserve the local heritage (revival)

III: Choose the option (A, B, or C) that best completes each numbered blank in the passage

Rice is (11) by Vietnamese people every day It often (12) in tropical countries such as Viet Nam, Thailand or Malaysia The Chinese have also been growing rice for thousands of years The seeds are planted in special beds to grow into young rice plants Then they are taken to fields covered with muddy water called paddies The fields of rice look very (13) After 3 or 5 months, the rice is ready to be picked People often drain away water before collecting rice Eating rice is a special action in the world They don't use spoons or forks to enjoy bowls of rice (14) , they use two short sticks known as chopsticks to put rice into their mouths China and Viet Nam are the four countries in which people use chopsticks very well

13: A beautifully B beautiful C beauty D the beauty

POSTTEST

ENGLISH TEST Time: 30 minutes- N 0 2 A (THE SECOND SEMESTER)

I Choose the word which has a different stress pattern from the others

II Choose the word or phrase that best completes each sentence below

6 I think the waste from the factory has the lake

7 If the factory continues dumping poisons into the lake, all the fish and other _ animals will die

8 He is _ a lot because it is cold

9 Don’t drink that water! It’s

10 A huge amount of _ chemical waste is dumped into the lake

11 The crop was severely by the acid rain

12 Many people _ litter on the streets

13 When _ pollution happens, the water temperature in streams, rivers and lakes, or oceans changes

14 The sight of too many telephones poles, advertising billboards, overhead power lines, or shop signs may cause _

A light pollution B air pollution C visual pollution D sight pollution

15 Many children around the world are suffering from birth defects because their parents are _ to radiation

Choose the word or phrase that is CLOSEST in meaning to the underlined part in each of the following sentences

16 The supply is being tested for contamination

17 The fumes from vehicles is a contributing factor to make people cough

18 Several new botanical species have been killed in the last year because of water and soil pollution

Choose the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following sentences

19 Two years ago, the reduction in water and noise pollution in this city was dramatic

20 Because warmer water has less oxygen in it, it can harm fish populations and cause harmful algal blooms

III Choose the word or phrase among A, B, C or D that best fits the blank space in the following passage

E-mail and chat rooms let children communicate (21) friends and family members They can also allow children to connect with people that they have never (22) in person Knowing a little about each of these communication services can help parent (23) children safer while online

Through e-mail, (24) can easily send and receive messages These messages may also have text, audio, and picture files attached Signing up for an email account is simple (25) most services offer them for free Sometimes these messages contain viruses or other inappropriate content, so parents should warn children to be wary of emails from (26) people

Chat rooms are online hang - out spots where anyone can talk about (27) - current events, books and other common interests Users often do not know each other in real life so it’s important that parents keep a close eye on the content of any (28)

25 A due to B because C because of D so

26 A known B well - known C unknown D unpopular

THE SCORE OF PRETESTS

THE SCORE OF POSTTESTS

LESSON PLANS

UNIT 7: POLLUTION Lesson 1: Getting Started–A project on pollution

1 Knowledge: By the end of the lesson, students will be able to :

- Understand new words and structures in the dialogue

- Answer the questions after reading the dialogue

Review: conditional sentences type 1 and type 2

2 Skills: Drill listening, speaking, reading and writing mainly

3 Attitude: Ss must have good attitude towards the co-operation

B Teaching aid: lesson plan, visual pictures

- Checking attendance The previous lesson

Teacher’s activities Ss’ activities Contents

Review the previous before Ss open their books by asking them to take part in a small game The game stops when time is up The group with more points wins

Ss work in two big groups

A and B Make a paper ball Throw the ball to one student in group A and he/ she has to call out one fairytale If he/ she is right group A gets one point,

Using Quizlet show the vocabulary and introduce how to practice

Ask Ss if they know any story about the environment or pollution

Write the unit title on the board “pollution” Ask Ss to call out things which cause pollution, e.g., cars, factories, cows,… Now start the lesson

Ask Ss to open their books and look at the picture Ask them some questions:

Who can you see in the picture?

Where do you think they are?

What can you see in the picture?

What do you think the people in the picture are talking about? then he/ she throws the ball to a student in group B

Ss answer the questions as a class

1 Dead (adj) 2.Aquatic(adj) 3.Dump(v/n) 4.Poison(v/n)

Play the recording and have Ss follow along

After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers

1a Find a word/ phrase that means:

Allow them to share answers before discussing as a class Remember to ask Ss to read out the lines in the dialogue that contain the words

Quickly write the correct answers on the board

Have Ss look at the Watch out! Box and quickly read the information Ask them if they know what I can’t believe my eyes mean

Then explain to them that this expression means you are very surprised at something you see

Ss work independently to find the words with the given meanings in the conversation

Look at the Watch out!

Ss read the conversation again to answer the questions Ss exchange their answers with a classmate

1 They are in Mi’s home village

2 The water of the lake is almost black

3 She’s surprised because she sees the fish are dead

4 It’s dumping poison into the lake

5 He’s sneezing so much because the air is not clean

Have Ss read the questions to make sure they understand them

Call on some Ss to write their answers on the board Check their answers

(false) or NI (no information)

Have Ss read the sentences quickly to make sure they understand them Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue

Then have some Ss write their answers on the board Now ask Ss to read the conversation again to check their answers

2 There are different types of pollution Write

Ss read these and identify any new words they do not know Explain the new words so that Ss can understand the pollution types Ss do this activity in pairs

Ss do this activity individually and then compare their answers with a classmate

F land/ soil pollution G Light pollution H air pollution

Have Ss look at the pictures Ask them what they see in each picture

Now tell Ss that in the box are some types of pollution Call on some Ss to give their answers and write them on the board

3 Complete the sentences with the types of pollution

Have Ss read through the sentences to get a general understanding T may teach some words which

T thinks Ss do not know such as contamination

Call on some Ss to stand up and give their answers

Ss work in groups of six In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness They also have to give reasons for their order

88 in 3 does your neighbourhood face ?

Rank them in order of seriousness Give reasons for your group’s order

Vote for the group with the best reasons

Organise game for this activity Call group representatives to present their group’s order and reasons Have the class vote for the group with the best reasons

If time does not allow, do not have Ss do this activity Instead just ask

Ss to quickly review the pollution types

Ask students to complete all the exercises

UNIT 7: POLLUTION Lesson 2: A closer look 1

1 Knowledge: By the end of the lesson ,students will be able to :

- Practice the vocabulary and pronunciation of the unit

2.Skills:Drill listening ,speaking , writing

3 Attitude:Ss must have good attitude towards the co-operation

B Teaching aid: lesson plan , visual pictures

Teacher’s activities Ss’ activities Contents

-Ask Ss use network to answer the question :

-Ask Ss look at their book and read in silence :

-Let Ss work in pairs to examine the pie-chart closely in order to understand its contents

,including the heading , subheading , figures , colour codes and notes

-Allow enough time for this step Do not give correction

-Then ask Ss to answer the questions that follow the chart

-Ask Ss to practice before the class :

- Use this network to answer :

What do you often do in your free time?

Ss have learnt so, because of Quickly go through the rest of words/ phrases as follows:

- Because/ since and due to/ because of are used to talk about the causes of something

Because and since are synonyms and they come before a clause

Due to and because of are synonyms and they

*Vocabulary -pricot -bracelet -average -socializing

1.Look at the following pie chart on leisure activities in the US and answer the questions :

-Have Ss to prepare part 2 individually to complete the task After giving corrective Self -

Evaluation , draw their attention to the part of speech of the words mentioned (eg relaxing comes from the verb relax with-ing added and it refers to the activity)

-Then introduce the concept of gerund ( a noun made from a verb by adding-ing )

-Give Ss some examples where a gerund is transformed from a verb and used as a noun For more able class ,ask Ss to make their own sentences

Stress in words ending in

– ic and – al come before a noun phrase

Ss compare their answers with a partner before giving the answers to the teacher

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets To save time assign sentences 2 to 5 to different Ss and have

Ss work in pairs to write sentences showing cause/ effect relationships

Ss look at the rules in the box and the examples

1 In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities 2.The main activities they did include : relaxing and thinking , using the computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities 3.The 3 most common activities were : watching TV, socializing and communicating and using the computer for leisure

Ask Ss to look at the rules in the box and the examples Go through the rules with them For a more able class, have Ss give some more examples

5 Listen and mark the stress in each word, then repeat it

Play the recording for Ss to tress the words Ask some to say where the tress in each word is

Confirm the correct answers Play the recording again for Ss to repeat the words Call on some Sts to pronoun

6 Underline the words ending in –ic and circle the words ending in –al in the following sentences Mark the stress in each word

Listen and check your answers, then repeat the sentences

Have Ss do the activity individually Play the

Ss repeat the sentences Key:

2 Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants

3.Households dump waste into the river so it is polluted

4 Since the parents were exposed to radiation their children have birth defects

5 We can’t see the stars at night due to the light pollution

2 The soil is polluted, so plants can’t grow

3 We won’t have fresh water to drink

93 recording for Ss to check their answers Then elicit the correct stress patterns from Ss Play the recording again for Ss to repeat the sentences Ask some Ss ro read out the sentences

Ask students to complete all the exercises

Prepare unit 7 lesson 3 because of water pollution

4 We plant trees, so we can have frest air

PICTURES FROM QUZLET

APPLICATION FROM CVLSC AND NTB SC