The impact of quizlet app on english vocabulary learning competence for 10th graders at hung vuong high school

Trang 1 --- ∞0∞--- PHAM THI LAN PHUONG THE IMPACT OF QUIZLET APP ON ENGLISH VOCABULARY LEARNING COMPETENCE FOR 10TH GRADERS AT HUNG VUONG HIGH SCHOOL MASTER OF ARTS IN TESOL Trang 2 H

INTRODUCTION

Background of the study

Students today are considered "Digital Natives" since they were raised with and actively participate in the use of computers, videogames, digital music players, video cameras, mobile phones, and other digital toys and gadgets (Prensky, 2001) Therefore, it is crucial to incorporate IT into the educational process More than that, though, technology has been instrumental in the classrooms in many countries where English is a second language (Eady & Lockyer, 2013) Assisting educators in settling into their new roles in the classroom is one of its many uses In addition, students can use technology and its services to learn a language more quickly and improve their skills in a shorter amount of time (Aydin, 2018; Baytak et al., 2017)

According to Alsaleem (2019), improving one's ability to read and understand a second language is greatly aided by expanding one's vocabulary Vocabulary mastery, however, requires a comprehensive understanding of the term's multiple components, including its form, meaning, and application, making it the most challenging assignment for many linguistics students (Nation, 2001) In order to guarantee that students retain the information, teachers shouldn't stop at helping them identify the words; they need also guide them through the process of recycling the new vocabulary in a variety of contexts and ways (Tran & Nguyen, 2021) However, there has been little progress in the way of teaching and learning vocabulary Students are still acquiring vocabulary through books and dictionaries while technology now offers a more realistic and interactive alternative (Erban et al., 2019) In addition, Barr (2016) states most vocabulary learning in today’s practices is accidental and receives minimal attention, implying that vocabulary is learned through other activities such as reading During certain learning activities, vocabulary may not receive any attention at all That problem can be found in most high schools in Vietnam, and Hung Vuong high school is no exception Hence, a shift in the way teachers teach and students acquire terminology is essential Thanks to the advancements in technology with the inventions of digital flashcard tools, teaching and learning vocabulary has become much easier Among those tools, Quizlet is a popular choice which can be accessed through both computer and mobile device (Kose et al., 2016; Andarab, 2017) Based on the concerns identified, the study made some efforts to address them by introducing Quizlet in classroom activities and assessing students’ perceptions regarding the application and practice.

Statement of the problem

After three years of teaching at Hung Vuong High School, the researcher discovered that the majority of pupils struggle to recall new language after each lecture Their restricted vocabulary range frequently hinders them in reading comprehension and word meaning issues, resulting in low exam scores Students do not appear to be able to handle the quantity of new vocabulary integrated in four English skills of a unit in four 45-minute classes each week They require extra time to learn new words in order to remember them for longer To do so, students must spend more time outside of the classroom applying what they have learned However, today’s pupils are overburdened with too many subjects in school, leaving them fatigued and lose interest in learning Therefore, finding a means to assist students in vocabulary learning while keeping them engaged is critical

Technology now plays a significant part in the classroom of the 21 st century

It is characterized by a considerable change in focus from traditional to a more innovative way According to Coffman (2009), teachers in the 21 st century should be tech-savvy since they are educating 21 st century students These students are well- versed in technology They may connect to the Internet using their mobile devices at any time and from any location, they can access anything they choose (Chaikovska

& Zbaravska, 2020) Students could simply download whatever application they wanted onto their smartphones, including learning applications The attachment to mobile devices that students have may be a “blessing in disguise” for both students and instructors While it is risky for students to become overly engrossed in their own worlds with their mobile devices, teacher may take advantage of them by using various tools or techniques in teaching utilizing mobile devices in classroom activities (Montaner-Villalba, 2019; Sanosi, 2018) It can be seen that technology-enhanced teaching and learning has become a trend in education to improve students’ motivation and performance in today’s classroom Many studies on the effect of Quizlet app on students’ vocabulary learning competence has been conducted at tertiary level, but very few have been done at high schools in Vietnam in general and none at Hung Vuong high school in particular In the light of the aforementioned issues, the researcher chose the research topic: “The impact of Quizlet app on English vocabulary learning competence for 10th graders at Hung Vuong high school”.

Aims of the study

The main objective of this study is to determine how the Quizlet app affects 10th graders at Hung Vuong High School's vocabulary learning abilities If using the Quizlet app may increase student proficiency, this strategy should be used often to assist students develop their vocabulary learning capacity The researcher is also curious to know how students perceive using the Quizlet app during their educational process.

Research questions

The following research questions can be developed from the study’s objectives:

1 To what extent does Quizlet mobile app affect 10 th graders’ vocabulary learning competency at Hung Vuong high school?

2 What are these students’ perceptions towards the use of Quizlet app in learning vocabulary?

Significance of the study

The findings of the study are anticipated to assist the teaching staff at Hung Vuong in identifying a feasible strategy that might motivate students to acquire vocabulary and aid in their vocabulary development It will also be intriguing to observe how students' language acquisition skills develop over the experiment If students have positive perceptions towards the incorporation of the Quizlet app in vocabulary learning both inside and outside of the classroom, it will demonstrate the value of this application because when students are motivated to learn using Quizlet, their performance may improve Last but not least, the study will contribute to the literature for further research in this field.

Scope of the study

This study’s main goal is to examine the use of the Quizlet app for vocabulary acquisition at Hung Vuong high school Form, meaning, and use – three crucial facets to consider while learning a new word – will be highlighted This study is also aims to investigate how these students perceive using the Quizlet app to acquire vocabulary is another goal of this study The coursework takes one semester, or around four months, to complete.

Definition of key terms

- “MALL” (Mobile Assisted Language Learning) emphasizes continuity or spontaneity of access and engagement across many settings of usage and is a method for using personal, portable technologies to promote new forms of learning (Chinnery, 2006; Kukulska-Hulme & Shield, 2008)

- “Quizlet” is a mobile and web-based study platform that enables students to learn vocabulary through interactive games and learning tools Its creation took place in October 2005, and its debut came in January 2007 It instructs pupils via games, quizzes, and flashcards

Quizlet is one of the most popular flashcard systems available, with over 100 million user-created study sets and 40 million monthly users (Quizlet, 2016) The program is available as a free mobile app for both the Apple iOS and Google Android mobile platforms, as well as for teachers and students to use on a PC The following table lists many vocabulary study options that Quizlet provides

Table 1.1 Features of Quizlet website and mobile app

It is significant to remember that some website functions are not accessible via the mobile app Particularly, the gravity game, test, and spelling functions are excluded In addition, compared to the website, the app provides students with less information about their performance and progress on each vocabulary list

- “Flashcard” is a piece of paper of paper with a word, a sentence, or a plain image on it The object needs to be noticeable and large enough for users to view it from a distance Vocabulary instruction should make use of both sides of a flash card

It is useful to learn new letters, syllables, words, and other information with flashcard (Komachali & Khodareza, 2012)

- “Perception”: According to Hersey et al (2018), humans have five senses: sight, hearing, touch, smell, and taste, which we use to interact with the world around us The act of choosing, organizing, storing, and interpreting the data gleaned from these senses is known as perception Additionally, Pareek (1996) states that the process of receiving, choosing, organizing, testing, interpreting, and responding to the design of the senses or data can also be referred to as perception The researcher's primary interest in this study is in understanding students’ perception The researcher specifically mentions tenth grade pupils in order to ascertain their response and reaction to the usage of Quizlet apps as a learning medium.

LITERATURE REVIEW

Vocabulary

It first appears important to give a precise explanation of the word

“vocabulary” The term vocabulary can be defined differently depending on the viewpoint According to Alqahtani (2016), vocabulary is a set of words with their meaning listed alphabetical In the majority of linguistic studies, a word is defined as a combination of a number of characteristics, or features, including its frequency, meaning, register, association, collocation, and grammatical behavior Learning a word’s meaning is simply one part of mastering it; there are seven other components as well They are collectively referred to as word knowledge (Schmitt & Schmitt,

Words can be found in print or oral forms, such as those we recognize and use in reading and writing Oral forms include those used in speaking and listening Additionally, there are two types of word knowledge: receptive and productive (Stark

& Aitchison, 1996) Words in our receptive vocabulary are those that we can recall when we hear or see them Words we employ when we talk or write are part of a productive vocabulary Receptive vocabulary can comprise numerous terms to which we attach some meaning, even if we are unaware of their complete definitions and implications or have never used them in our own speech or writing It is often broader than productive vocabulary (Kamil & Hiebert, 2005) Overall, a broad definition of vocabulary is the understanding of words and their meanings A comprehensive command of vocabulary on the part of learners should be the goal of all those involved in language teaching and learning, it may be inferred from what was mentioned about the nature of vocabulary

Vocabulary is one of the components that language learners require in order to be able to communicate in a second language After a protracted period of relative neglect, it is now universally acknowledged as being a crucial component of language instruction This is partially attributable to an extended period of continuous interest and study that gained momentum in the early 1990s Since then, a number of significant publications with a concentration on vocabulary have been released (Bogaards & Laufer, 2004; Coady & Huckin, 1997; Folse, 2016; Schmitt, 1997)

One of the major hurdles students will confront throughout their academic careers is learning vocabulary which is one of the most difficult and important language skills to master According to Wilkins, very little can be spoken without grammar, and nothing can be said without vocabulary (Wilkins, 1972) Vocabulary is crucial for the ordinary language student and is at the heart of language Lack of meaningful communication will arise from a lack of language knowledge (Zimmerman, 2012)

In the past 20 years, vocabulary research has produced particularly fruitful results Numerous famous books on ideas (Carter, 1998); research and useful hints (Lalande et al., 1987) have been published Huckin and Coady's (2016) and Schmitt and Schmitt's (2020) studies are recent volumes, particularly the CUP volumes, that shed significant light on various facets of vocabulary acquisition

According to the National Middle School Association's (NMSA's) research summary on vocabulary teaching and learning across disciplines (2008), the development of students' vocabularies is fundamental to their overall language and conceptual learning, making vocabulary instruction a crucial part of all subject areas

It provides pertinent findings that back up various fundamental theories about vocabulary acquisition and teaching in its research review In its summation, it highlights how intricate and crucial word knowledge is for learning Additionally, it emphasizes how crucial metacognition is to vocabulary acquisition and how effective vocabulary training goes beyond simply teaching word definitions It also emphasizes how vocabulary learning happens both implicitly and explicitly in classrooms across disciplines Finally, it identifies them as the six fundamental concepts that all educators across all grade levels and subject areas should know

Observing, retrieving, and creative (generative) usage are the three processes that make up vocabulary learning, according to Nation (2001) Here is an explanation of each:

The act of noticing entails the student identifying an unfamiliar word and marking it as such However, it's critical that the learner simultaneously recognizes that the term has been used before, although in a different context, and most crucially, that the learner becomes familiar with the new context in addition to wanting to learn a specific word Additionally, the student will have a tendency to decontextualize the term as soon as they come across it, which will provide the groundwork for a better grasp of the word Decontextualization occurs in a variety of ways, either purposefully or unconsciously For instance, it happens when the teacher underlines a specific word during listening or reading exercises, when students negotiate meaning during speaking exercises, or when the teacher gives students an explanation of the word, whether it be a translation, a synonym, or a definition in the target language

The second step of vocabulary acquisition identified by Nation, retrieval, confirms the learner's understanding of the term while the noticing guides them toward acquiring it The likelihood that an item will stick deeper in the learner's memory increases with the frequency with which it is retrieved throughout a learning process As a result, the term's definition or meaning is expanded via repetition and retrieval, and constant exposure to and usage of the word will help the learner comprehend all of the word's possible meanings

However, there is a limit to how long should pass between encounters The learner is at the beginning of the learning process if they are unable to recollect ever coming across the term before In order for incidental receptive vocabulary learning to progress well, according to Nation (2001), it is highly helpful to try to predict how much listening and reading a learner would need to be performing every week Students should listen to stories for roughly fifteen minutes each, on average, at least three times each week A graded reader would need to be read by them roughly every two weeks

The creative or generative use of a vocabulary is the final step of vocabulary acquisition in Nation's categorization It occurs when words that have already been met are later met or utilized in ways that differ from the earlier encounter with the term (Nation, 2001) These fresh experiences encourage students to reconsider how they understand these phrases

2.1.3 Factors that affect vocabulary learning

As Nation (2017) states, there are two fundamental requirements for acquiring a new vocabulary which are repetition (quantity of meetings with words) and good quality of mental processing of the meetings Learning new words is also influenced by other factors For instance, learners’ motivation to engage in learning might vary substantially, and the workload associated with learning can also vary greatly However, learning is not possible without repetition and good quality of mental processing of the meetings Learning is more likely to occur when there more repetitions and when the processing is more in-depth and thorough

- Quantity of meetings (Repetition): When a word id met more than once, repetition happens Other quantitative criteria include the number of unfamiliar terms, their frequency overall in the language, and the density of such words in spoken or written texts In contrast to repetition, these elements have a more indirect impact on learning (Nation, 2017) The likelihood of making a prediction based on context cues can be affected by the density of unknown words The difficulty of the work and motivation may both be affected by the number of unknown words The utility of words acquired might vary depending on word frequency as a whole After a first encounter with a word, repetition happens The intervals between tasks or learning sessions, as well as within a task, are crucial components of repetition The overwhelming conclusion is that massed repetition does not result in greater long- term memory than spaced repetition (Nakata, 2014) In other words, it is preferable to encounter a word once, then encounter it multiple times later at spaced intervals, rather than focusing on learning a word by combining all the repetitions into a single intense learning session Since repetition is crucial for learning, it makes sense to consider your initial encounter with a word as only the first little step in your final learning process This means that teachers should focus more on giving students opportunity to repeat words rather than worrying about how to introduce a term for the first time However, a quick, productive first meeting can boost the success of subsequent sessions since there is already some pertinent information to draw upon and expand upon Effective first meetings can involve guessing from context while reading or listening, deliberate learning from word cards or flashcard programs, checking a bilingual or monolingual dictionary or gloss, receiving brief L1 or L2 explanations from the teacher, seeing how the L2 word is related to an L1 cognate or loanword from the teacher (Daulton, 2007), or using word part analysis to connect the unknown (Pressley, 1977)

- Quality of meetings: According to Craik and Lockhart (1972), levels of Processing theory gave rise to the idea that processing quality is crucial in memory studies According to the Levels of Processing theory, the amount or quality of mental processing occurring at the time learning occurs is what ultimately decides whether or not anything is recalled The lesson will stick if the processing is thorough and deliberate If it is only surface-level, it will quickly vanish Levels of processing vocabulary were mentioned in 2.2.2.

Computer-Assisted Language Learning (CALL) and Mobile-Assisted

2.2.1 Computer-Assisted Language Learning (CALL)

The early 1980s saw the introduction of computer-based language instructions techniques, or CALL (Dudeney et al., 2007) Three basic categories – behaviorist CALL, communicative CALL, and integrative CALL – could be used to categorize the CALL usage era (Abdollapour & Maleki, 2012; Larson & Underwood, 1985) In the 1960s and 1970s, CALL’s initial phase was put into practice The development of instructional frameworks was the main emphasis of this phase It was believed that the structure and forms were prescribed by the language itself The second phase first appeared in the 1970s and 1980s From the first phase, this one had been developed

It didn’t only concentrate on using the structures, though Consequently, there were numerous software platforms for the communicative approach throughout this time (Larson & Underwood, 1985) Beginning in the 1990s, CALL entered its last phase This stage took place at a time when computer development was at its peak As a result, several educators sought to modify CALL to use actual language in their lessons (Warschauer & Healey, 1998)

To sum up, CALL has evolved over a considerable period of time It was evolved until the program was almost identical to real-world scenarios Consequently, the pace and direction of their instruction and learning might be managed by both teachers and students

2.2.2 Mobile-Assisted Language Learning (MALL)

Language instruction used to take place in typical classroom settings with a certain amount of time and space for both the teacher and the students to teach and learn The 21 st century has occasionally introduced a powerful new technology that might assist the teacher and student in overcoming these constraints of time and place Therefore, it might be inferred that this century will significantly advance technology, making it more effective and useful The development from computer-assisted language learning to mobile -assisted language learning might demonstrate the validity of the aforementioned claim Technology has evolved quickly over the past few years, moving from the desktop computer’s bulky size to smaller, wirelessly networked mobile devices The development of MALL at the start of the 2000s gave CALL power Many business or application developers released either a free premium mobile application for their clients MALL was not, however, considered to be a completely independent field MALL is claimed only a subset of CALL and mobile learning, according to another source (Stockwell & Hubbard, 2013)

Despite being a subset of CALL, MALL is more user-friendly than CALL The following list might serve as an overview of MALL’s benefits:

The portability is the primary benefit Mobile devices are small and portable, which makes it more useful and offers more opportunities for utilizing technology Moreover, one can argue that MALL, as opposed to CALL, might be used at anytime and anywhere, allowing users to utilize them whenever they are accessible Given that learning processes no longer take place in clearly defined environments, mobile learning presents teachers with even more difficulties On campus, teaching and learning take place outside of the lecture hall and classroom Today, instruction and learning can take place in students' homes, on trains they ride, or in public spaces where they interact with others (Luong et al., 2021) Collaboration and motivation make up the final two MALL can motivate students by enabling them to feel secure and free to participate spontaneously because it delivers the experiences via their own devices There are several applications and tools available for collaboration, allowing students to study or share information with their peers at the same time For instance, students might attend the same class or activity simultaneously in different locations (Kukulska-Hulme, 2012)

In conclusion, MALL has grown to be a significant component of education even though it was derived from CALL’s key principles It can provide students the chance to develop autonomous, focused skills and receive immediate corrective feedback, much like CALL did

2.2.3 L2 vocabulary learning via CALL and MALL

Computer-assisted language learning (CALL), or the use of technology in the classroom to learn a new language, is an interesting approach to vocabulary expansion Among the many reasons that CALL is effective for boosting vocabulary is that it provides students with metacognitive tasks that encourage them to make inferences from contexts by employing imagery and semantic methods (Kửse et al.,

2016) Using technology in the classroom has been shown to be beneficial, as it has the potential to pique students' interests and inspire them to learn (Wieking, 2016) Additionally, since technology has advanced, language teachers may now use it with ease Technology encourages perseverance in reading classes, as Vargas (2011) claims it may be accomplished through CALL It consists of extracurricular activities for the classroom that encourage pupils to participate in academic pursuits When students find something they're interested in, they can choose to learn more about it on their own time Twyman and Tindall (2006) argue that when students have the opportunity to tailor their education to their own needs, they are more engaged in the process and develop a stronger sense of mastery, both of which are indicators of a desire to continue their education

While both CALL and MALL settings use technology to improve language acquisition, mobile learning differs from traditional computing due to its widespread use Therefore, compared to CALL, MALL has the ability to provide students a lot more freedom (Ballance, 2012).This was supported by Lu (2008) in a research that examined vocabulary learning with Taiwanese high school EFL students using mobile phones and short messaging service (SMS) The findings of the closed- and open-ended questionnaires revealed that students had favorable opinions of MALL, finding the approach to be practical and fascinating Nearly one-third of the students commented favorably on the method’s widespread use in the survey’s open-ended part

Azabdaftari and Mozaheb (2012) revealed results from their study using mobile-based flashcards with Iranian university students, which is similar to Lu

(2008) Based on their interviews with the participants, the researchers identified two positive themes: the ease with which the students may study at any time and location thanks to the flashcards, as well as the enjoyment factor of using them More than 25% of students also made comments on how innovative using mobile devices for study was Stockwell (2010) explored the behaviors and attitudes of students utilizing computers and mobile devices to acquire L2 English vocabulary in the settings of Japan The three-year study was centered on a Moodle-integrated vocabulary practice program called Vocab Tutor The engaged university students had the option of utilizing a PC or one of their personal mobile devices to access the online tool Despite the fact that all but one of the students utilized PCs more frequently, the student who preferred utilizing a mobile device did so due to its accessibility

While there are undeniable advantages to using mobile devices, there are also some cons One third of the students in Lu's (2008) research found that acquiring L2 vocabulary with MALL was difficult To give just one example, several of the participants were unhappy about having to read their messages one by one As downsides, the students in Azabdaftari and Mozaheb's (2012) study highlighted a few advantages For instance, numerous students mentioned that they had difficulties with mobile device use because of issues such as the small screen size and the high cost of Internet Similar problems were described in a research by Stockwell (2010), where the vast majority of students did not use mobile phones to learn English vocabulary Stockwell (2010) came to the conclusion that this was partially caused by the discomfort of mobile interfaces as well as the perceived expenses of owning a mobile phone However, as observed by Balance (2012), Stockwell (2010) gathered data before smartphones became widely available, thus many of the problems with mobile phone use in his study have been completely rectified (Martinez & Schmitt, 2010)

MALL has been discovered to be an effective method for learning L2 vocabulary In their 2012 study, Azabdaftari and Mozaheb discovered that students' L2 English vocabulary may be increased through the usage of mobile devices The effectiveness of using mobile devices against conventional paper flashcards to improve L2 vocabulary acquisition was examined by the researchers The mean score of the group that acquired vocabulary with mobile devices was much higher than the score of the group that used paper flashcards, demonstrating the efficacy of mobile learning In 2008, Lu investigated whether or not MALL could aid Taiwanese EFL students in expanding their use of target language vocabulary During the first week of her research, some students studied the target language using their smartphones, while others used printed materials Throughout the following week, each faction adopted a new tactic Although there were statistically significant gains made by both the MALL and paper groups, the study found that the mobile phone group performed better on both the immediate and delayed post-tests In a study on the usage of mobile phones and tablets to access online course materials in Vietnam, Nguyen (2016) concluded that in spite of the fact that the majority of Vietnamese students have limited experience with it, mobile learning is catching up in the Vietnamese language teaching setting Most students are adaptable and exhibit digitally friendly learning styles despite some challenges in adjusting to the new learning platform.

Perception

The process of evaluating a person in relation to a certain thing is perception Young (1956) defined perception as the action of feeling, integrating, and passing judgment on both social and physical objects, and he added that the experience is influenced by both the social and physical stimuli present in the environment Together with previously learned material in the form of expectations, values, attitudes, memories, and others, environmental sensations will be processed Additionally, according to Branca (1965), perceptions determine how we respond to stimuli They have historically been influenced by the perceiver's current mindset and historical experiences In contrast, perception, according to Sarwono Sarlito Wirawan

(2010), is a psychological process that results from sensing and awareness' final stage, establishing the thinking process

Six elements that affect perception were identified by Gibson et al (2009, pp 98-101) as stereotyping, selectivity, context, requirements, and emotion These elements are clarified as follows:

- Stereotyping: A stereotype is an overgeneralized, oversimplified, and self- perpetuating opinion about people's personal qualities (Gibson et al., 2009) Altman et al (1985) provide another definition of stereotype as the process of classifying persons or objects based on limited quantity of knowledge Stereotyping is described as judging someone on the basis of one's view of the group to which that person belongs by Robbins (2001)

- Selectivity: In this aspect, an individual selects particular inputs in their environment while filtering out other ones People might view things differently because of this Everybody views the world in their own unique way According to Gibson et al (2009), selectivity is the decision to choose information that one finds comfortable The negative information could be disregarded

- Self-concept: A person's self-concept refers to how they feel and see themselves Self-concept has a role in perception since how someone views themselves will impact how others perceive them Additionally, Gibson et al (2009) state that having a positive self-concept makes it simpler to appropriately perceive others Additionally, it is said that a person's traits will affect how they perceive the traits of others

- Situation: Situation also contributes to perception as a factor A person's perception may be impacted by a situation that involves prior experiences Gibson et al 2009) further said that the circumstance in this case involves the passing of time and the presence of nearby individuals Robbins and Judge (2009) state that context can influence perception It is believed that because each person views the same item in a different way, they will each have a unique perspective on it He continues by saying that circumstance may also be viewed as time, place, light, and rhythm

- Needs: Needs and wants have a big impact on perceptions Typically, someone does something because they want to or need to (Gibson, 2009) Furthermore, according to Robin as cited by Indriyani states needs can energize individuals and may greatly alter their view People will thus eat what they want to eat, study what they want to learn, and do whatever they want to do

- Emotion: Emotions may affect how someone perceives something Someone is more likely to acquire a favorable opinion of something if they believe they are benefiting from it However, when someone realizes that nothing they do would benefit them, they will have a negative opinion of it.

Quizlet application

2.4.1 Quizlet’s design elements in relation to learning vocabulary

Quizlet, a new complex application created especially for vocabulary learning, is one of the realizations of CALL that has lately become popular, especially for vocabulary acquisition It was created in 2005 and has a variety of features that can assist teachers in setting up their classrooms Along with entertaining and enjoyable modes of learning, it encourages collaborative learning, drilling, and repetition As a result, pupils do not become bored easily An accessible vocabulary study tool, Quizlet may be used on the web or as a mobile app According to reports, Quizlet's implementation offers several advantages It has positive effects on student achievement, participation, autonomy, interests, and motivation It results in learners' autonomy to learn on their computers and smartphones (Vargas, 2011; Barr, 2016; Káleck, 2016; Tran, 2021); learners' engagement in the classroom is evident (Vargas, 2011; Barr, 2016); and it fosters learners' autonomy to learn on their computers and smartphones (Vargas, 2011; Barr, 2016; Káleck, 2016; Tran, 2021) (Vargas, 2011; Káleck, 2016) The "spell section" can help pupils improve their spelling of words Pupils are able to monitor their own progress and immediately determine which aspect of vocabulary they lack (Káleck, 2016) Dickinson (1995) contends that when a student has greater control over the learning process, motivation and achievement will increase According to related study, increased motivation depends on students taking ownership of their education (Lamb, 2002; Ushioda, 2003, 2007) In terms of learners’ autonomy, Quizlet creates seven distinct self-study exercises or self-tests based on the wordlists teachers and students provide that comprise L2 lexemes and their L1 translations

The seven self-study activities include a combination of true/false questions, multiple-choice or multiple matching questions, flashcard exercises, and memory problems that demand for typing the correct response (See Table 2.1 for an explanation in full.) In theory, these choices represent paired-associate vocabulary learning, which is seen as helpful in learning meaning-form relationships (Elgort,

2011) And despite concerns from the classroom about such decontextualized L1/L2 lexical links, paired-associate vocabulary acquisition has shown to be a successful strategy for expanding vocabulary (Fitzpatrick et al., 2008; Webb, 2007) Such online drill and practice, as proposed by Fryer and Bovee (2016), can be crucial in this setting to guarantee that all students understand and operationalize fundamental knowledge Quizlet's seven-in-one design may help students learn more effectively, as previous research has emphasized the advantages of mixed-modality training (Tight, 2010) and more varied study options (Fryer et al., 2014)

Learn Three distinct sorts of exercises are provided, including flashcards, multiple- choice questions, and text entry Each of the three options in this exercise can be deselected at the user's discretion

Flashcard Self-explanatory Recall No Yes

Write Requires the user to input the appropriate translation

Spell User is required to type the word accurately after listening to the lexical item being read

Test The four types of test-taking formats—typing, matching, MCQs, and true/false—are included Users have the ability to select or deselect any of these features as they see fit

.Users move the definition or translation to the appropriate lexeme by dragging and dropping, and vice versa

Gravity Requires user to race against time while entering the right response recall yes No

Table 2.1 Quizlet self-study activities description

All or some of the tasks in Table 2.1 can be classified as either recall tasks, recognition tasks, or a hybrid of the two According to Nakata and Webb (2016), recognition tasks urge students to develop L2 word forms or their meanings, such as in a multiple-choice question format, whereas recall tasks allow students to select from a set of pre-established options Research on this topic is extensive (Laufer et al., 2004; Nakata, 2011), and the results are consistent: recognition-based tasks like multiple choice, matching, and true/false questions are easier and, thus, less beneficial for long-term memory (McLean et al., 2013) Recall-based tasks, on the other hand, frequently produce higher retention outcomes (Butler & Roediger, 2007; Kang et al.,

2007), making them the mode of choice in language acquisition

Regardless of these task-related problems, a key theme in vocabulary study emphasizes the necessity to support the appropriate number of repetitions to guarantee reliable learning (Waring et al., 2003; Webb, 2007; Xue et al., 2010) It might be argued that e-learning settings, and specifically mobile-assisted language learning (MALL), are best suited to offer the widest possible access to educational resources to support such repetition Five of Quizlet's seven activities are also available as mobile apps, ensuring one of the main advantages of e-learning, namely its widespread availability (Kukulska-Hulme & Shield, 2008), whose beneficial effects are clear Fryer et al (2014) suggest that making online activities accessible via a mobile device may increase student involvement with the material Kukulska- Hulme (2020) agrees, arguing that MALL has the potential to increase chances for learning outside of a traditional classroom setting (Shadiev et al., 2018) Wu (2015) found that students who used her mobile learning app retained more vocabulary information, and she attributed this to the fact that they spent more time on the activities at hand (Wu, 2015, p.177) Making a similar argument, Kukulska-Hulme

(2020) assumes that further learning may very easily occur in diverse situations (on the bus, in a café, in a wait) In light of this, section 2.2's discussion examines whether students really utilized mobile devices more often than fixed PCs It also describes how this affected the kind of activity that was chosen and how it affected vocabulary development

The feedback that is given to learners is another aspect of e-learning that is essential to its success E-learning should be especially helpful in vocabulary acquisition because it instantly offers feedback to the student, according to Fryer et al (2016) This feature lends itself to the memorizing of essential language components With the help of this feedback, students may evaluate their own performance, which improves learning effectiveness (Wang, 2014) Deutsch et al

(2012), Hwang and Chang (2011), and other researchers have also demonstrated the benefits of self-evaluation All seven of Quizlet's activities offer convenient fast feedback on whether the given answers are accurate

In addition to providing feedback, serious gaming, which Sandberg et al

(2014) describe as games that serve some other main function beyond simply amusement, is characterized by e-learning platforms like Quizlet by a number of additional traits The final list included the following elements: fantasy, rules and goals, sensory stimuli and feedback, challenges, control, mystery and storyline, rewards, competition and cooperation, and finally adaptivity Garris et al (2002) first compiled a list of key game characteristics This list was later expanded by Sandberg et al (2014) The exact value of gamified activities, however, is still up for discussion

According to Smith et al (2013), instructional video games can boost students' motivation However, Sandberg et al (2014) contest these findings and claim that there are currently no "conclusive data" on the efficacy of game-based learning activities Their own study suggests that "the gaming feature does not drive the students to spend more time on the learning content," in fact (Sandberg et al., 2014)

With the exception of feedback, gamification has been applied to Quizlet pretty selectively, with only the Gravity activity being fully gamified In this activity, students must enter the proper response into a keyboard as an asteroid approaches a planet and threatens to strike it if the answer is not entered quickly enough The planet is destroyed if it is struck twice A second activity called Match just has one gamified element, but it's undoubtedly a highly different one: competitiveness In this study mode, the pace at which students supply the right answers is timed, and the results are shown on a leader board, thus allowing students to compete with one another

However, Quizlet does include some characteristics of command, flexibility, and teamwork Students have some say in the process, since they can make and upload their own wordlists, decide which way to go in their studies (from L1 to L2, or vice versa), and pick and choose among the available exercises It also suggests that students may share their lists with other people as they are able to post their own wordlists As a result, Quizlet fosters the beginnings of a learning community, which has been shown to improve academic results (Thompson & MacDonald, 2005) However, it is obvious that this is still a long way from the right knowledge sharing and content negotiation that is typically considered as the gold standard of "successful collaborative learning" ( Wang & Chiu, 2011) As a result, one shouldn't anticipate Quizlet to offer all of the advantages of collaborative learning

Quizlet has become one of the most widely used flashcard systems available; therefore, there are some significant studies exploring and evaluating the use of Quizlet in vocabulary learning

The effectiveness of Quizlet in teaching new words has been studied EFL students' perspectives on using Quizlet were also investigated, as were the effects of Quizlet on vocabulary learning (Vargas, 2011; Ashcroft & Imrie, 2014; Barr, 2016; Káleck, 2016; Andarab, 2017) (Lander, 2016; Kose et al., 2016) Although Quizlet has been widely investigated, there is a dearth of studies exploring the use of Quizlet and students’ perceptions of Quizlet in learning vocabulary in the Vietnamese context This gap is necessary to be filled since it can enrich knowledge of using a digital-based tool for vocabulary learning in Vietnam

Conceptual framework

The conceptual framework in the current study was adopted from previous studies, particularly the studies by Gilbert (2016) and Prayogi and Wulandari (2021) According to Gilbert (2016), students’ perceptions towards the use of Quizlet is determined by their perceptions of Quizlet’s benefits to vocabulary learning Impacts of Quizlet cover impacts on learning environment, learning autonomy, learning motivation, vocabulary knowledge (Gilbert, 2016; Prayogi & Wulandari, 2021) Overall, students’ perception of Quizlet and impacts of Quizlet determine students’ intention to use Quizlet in their vocabulary learning

Figure 2.1 Conceptual framework (Adapted from Gilbert (2016) and Prayogi and Wulandari (2021)

In conclusion, it has been demonstrated that acquiring L2 vocabulary using CALL and MALL is effective, and that learners have positive attitudes regarding their integration in EFL classrooms The competence of students to learn new vocabulary has been experimentally improved by tools like Anki, Word Engine, and VocabTutor Quizlet appears to be another potential online resource in this area However, nothing is known about how well it supports the growth of L2 vocabulary in EFL classrooms The only exception is Lees’ (2014) research comparing Quizlet with paper flashcards, which concluded that the two approaches were equally effective The data used in the study, however, was only collected from one 90-minute lesson, which reduced the significance of the findings Therefore, the purpose of this study is to examine the study habits and attitudes of Vietnamese high school students toward Quizlet and to ascertain if Quizlet can facilitate the learning of L2 vocabulary

Use of Quizlet in vocabulary learning

Impacts of Quizlet on vocabulary learning

METHODOLOGY

Research design

Creswell and Creswell (2018) describe research design as the entire method used to conduct research that outlines a clear and logical strategy to address predetermined research questions through the gathering, interpreting, analyzing, and presenting of data

This study employed a quasi-experimental design Due to the nature of a quasi- experimental study, which allows the researcher to influence the conditions of the teaching and learning process, the researcher treated the experimental group's members before comparing the changes in their academic performance to those of the control group's members (Gorard, 2013) Also, the control group was the one that received instruction without applying the treatment

During the study, the treatment with the use of Quizlet was adopted by the researcher-teacher in vocabulary lessons with experimental students Through seven units, from Unit 1 to Unit 7 of the English textbook, the researcher adopted different functions of Quizlet, including Word list, Flashcard, Speller, Learn, Test, Scatter game, and Gravity game to teach different aspects of vocabulary students including word meaning, pronunciation, vocabulary memorization, word collocation, and so on The adoption of Quizlet functions is based on the content of each unit and goals of vocabulary lessons The researcher also used Test function to measure the progress of vocabulary learning with the use of Quizlet

By contrasting their accomplishments and opinions of using Quizlet, the quasi- goal experiment's was to investigate the impact of utilizing Quizlet on acquiring English vocabulary Assignment of participants to groups, but not random assignment, was part of quasi-experiments Because intentionally creating a group for the experiment is prohibited in the scientific setting, the quasi-experiment was utilized instead Although the researchers lacked complete control over the scheduling of experimental stimuli (when and to whom of exposure and the ability to randomize exposures), there were many natural social settings in which the researcher person could incorporate something akin to experimental design into his scheduling of data collection procedures (e.g., when and to whom of measurement) For the quasi-experimental design in the current study, the implementation of the Quizlet by the teacher may be considered an independent variable, whereas student perceptions and vocabulary acquisition proficiency are dependent factors in this study.

Research method

The current study was conducted using a mixed-methods approach by combining both quantitative and qualitative data Quantitative research draws findings based on logical or statistical observations, whereas qualitative research relies on verbal narratives, such as spoken or written data Quantitative research, according to Bryman (2001), is a type of research that employs the techniques of the natural sciences and generates numerical data and hard facts Using mathematical, computational, and statistical tools, it attempts to establish a link between two variables based on their causes The research is also known as empirical research because to its ability to be measured exactly and accurately The data obtained by the researcher can be grouped into categories, ranked, or measured in terms of units of measurement With the use of quantitative research, graphs and tables of raw data can be generated, facilitating the researcher's analysis of the results

In contrast, De Vaus (2001) describes qualitative research approach as one that provides insight and comprehension of the problem context It is an unstructured, exploratory research strategy that examines highly complicated phenomena that are challenging to explain using quantitative study Yet, it provides ideas or hypotheses for subsequent quantitative study Qualitative research is used to get an in-depth understanding of human behavior, experience, attitudes, intentions, and motives, based on observation and interpretation, in order to discover how people think and feel It is a method of study in which the researcher gives the opinions of the participants greater weight Case study, grounded theory, ethnography, historical research, and phenomenology are types of qualitative research

In the present study, qualitative research, a form of inquiry that builds insight on English vocabulary learning with Quizlet of EFL students, was employed to determine how EFL students viewed and felt about Quizlet Thus, the quantitative method is utilized to generate numerical data by utilizing statistical, logical, and mathematical techniques to assess the effects of Quizlet on the English vocabulary achievement of EFL students The approach of qualitative research was subjective because the researcher was intimately involved, whereas the approach of quantitative research was objective because the researcher was uninvolved and aimed to pinpoint observations and analyses on the issue to answer research questions For all of the aforementioned explanations, the current study employed a mixed-methods research approach combining quantitative and qualitative methods to obtain more comprehensive and reliable results regarding the effects of Quizlet on EFL students' vocabulary learning and their perceptions of Quizlet.

Research setting

The study was conducted at Hung Vuong high school, which is situated in the heart of Ho Chi Minh’s District 5 Chinatown It was established in 1934 and is among the top 100 high schools in the country with approximately 3000 students Hung Vuong High School offers its courses to students from grade 10 to 12 Each grade has

23 classes This school has a well-equipped Chemistry, Physics and Computer lab and free WiFi connection The students’ English proficiency is pre-intermediate At the end of grade 12, they have to take the High School Graduation Exam in which English is a compulsory subject Thus, English is a required subject for students at my school and many other schools around the country.

Samples and sampling procedures

In the current investigation, stratified random sampling was used to select samples from the student population, which was separated into control and intervention groups According to Leedy and Jeanne (2013), stratified random sampling (also known as proportionate random sampling and quota random sampling) is a probability sampling method in which the entire population is separated into homogenous groups (strata) for the sampling process The participants in this study were 10th graders at Hung Vuong High School in Ho Chi Minh City who had comparable levels of English language proficiency and an average vocabulary attainment They also took the same English language course with a curriculum that was identical The curriculum textbook, and school resources for the students were the same Each class consisted of 35 to 45 students 43 students of 10A1 and 10A3 who were taught by the same English teacher 43 students of 10A1 were assigned to the experimental group that was taught with Quizlet in vocabulary lessons during 16 weeks while 43 students of 10A3 were taught with the traditional method The vocabulary achievement of these two groups was compared and discussed to understand the impacts of Quizlet on learning English vocabulary Table 3.1 shows the demographics of samples in the current study

Demographics Responses Experimental gorup Control group

Time for learning vocabulary per day

Research instruments

This study adopted a mixed-methods research methodology, as described in Section 3.2 In order to collect both quantitative and qualitative data, pre- and post- tests, a closed-ended questionnaire, and a semi-structured interview were utilized In the next sections, specifics concerning the construction of each instrument are described

3.5.1 Pre-test and post-test

The first research instrument utilized by the researcher to collect data involved pre-test and post-test The test format was designed based on the Vocabulary section of Aptis test provided by the British Council The vocabulary part also had 25 questions (British Council There were several question types in the test, including:

1) Word definition - match a word to its definition

2) Word pairs - match a word to another word of very similar meaning

3) Word usage - choose a word to be used in the context of a sentence

4) Word combinations - combine words that are frequently used together

The number of questions and test format in pre-test and post-test were the same Test questions were designed in alignment with the content of the lessons in the Friend Global Textbook that was used for teaching English for Grade 10 students at Hung Vuong High School Pre-test was performed at the beginning of the research process to measure the vocabulary competence of students of two groups before employing the treatment with the use of Quizlet Accordingly, post-test was performed twice: one after four weeks of the treatment to measure the progress and one at the end of the treatment to evaluate the impacts of Quizlet on the experimental students’ vocabulary learning Results of tests were recorded for comparison Pre-test and post-test were included in Appendix A and B

A closed-ended questionnaire was the second instrument employed for data collection in the current investigation While pre- and post-tests were administered to all students in the two groups, only experimental students were asked to complete a questionnaire about their perceptions of using Quizlet for vocabulary learning Using various types of questionnaires is one of the most prevalent data collection techniques in second language (L2) research The appeal of questionnaires is owing to the fact that they are simple to create, highly adaptable, and uniquely capable of collecting a vast quantity of data in a form that is easily processed

In the current study, the researcher adapted the questionnaire proposed by Gilbert (2016) and Prayogi and Wulandari (2021) with some modifications There were three major sections included in the questionnaire In the first section, two questions were adopted to explore the respondents’ demographic characteristics, including their gender and time for vocabulary learning per day Two questions in this section were designed in the multiple-choice format In the second section, the researcher utilized ten statements to examine how the participants used Quizlet in their vocabulary learning Finally, 20 items were used in the last section of the questionnaire to investigate the students’ perception towards the use of Quizlet in vocabulary learning The last section areas of focus involved students’ perceptions of Quizlet activities to handle students’ problems in learning vocabulary, the advantages and problems of Quizlet application All questionnaire items in the second and third sections were designed in Five Points Likert Scale with the negative orientation, ranging from 1- Strongly disagree to 5 – Strongly agree In order to prevent the misunderstanding and interpretation, the questionnaire was designed and administered to the participants in Vietnamese The questionnaire and results were later translated into English for the analysis The questionnaire was included in Appendix C

The semi-structured interview was the final research instrument utilized by the researcher in the current study Ary et al consider the interview to be one of the most popular methods for collecting qualitative data (2002) Additionally, interviewing is the greatest study design strategy for obtaining qualitative data in order to provide full descriptions of individuals and their natural environments (Weiss, 2004) Berg

(2007) asserts that in a semi-structured interview, researchers have sufficient latitude to examine some elements in depth and, when appropriate, to let respondents take the lead, much like in an open interview The interviewer may alter the structure and questions during the interviewing process The interviewees are free to express their views on the subject Moreover, Patton (1990) emphasizes that the use of open-ended interview questions helps to limit the risk of respondent bias and that the responses of each respondent are honest and reliable In addition, the primary objective of the interview is to acquire "sufficient" and "relevant" facts that otherwise could not have been accessed and supported the questionnaire responses (Ackroyd & Hughes, 2002)

In the present study, a semi-structured interview was used to gain qualitative data from respondents to supplement the quantitative data gathered from the questionnaire regarding the students' perceptions of Quizlet use A semi-structured interview was conducted with ten randomly selected students from the experimental group In order to obtain in-depth information, interviews were conducted in Vietnamese In other words, the purpose of conducting interviews was to provide students with opportunities to express their ideas in their own words, so that the author could gain insight into their understanding and attitudes regarding vocabulary learning problems, as well as how Quizlet was used to promote vocabulary learning among students After the interviews concluded, the data were captured audibly and transcribed The interviews were graded on a scale from first (S1) to tenth (S10) (S10) The semi-structured interview was presented in Appendix D.

Data collection procedure

The study was carried out in 16 weeks Eighty six participants are divided into two groups consisting control group and experimental group The researcher of the current study serves as both of their teachers Friend Global is the textbook used for both groups Students in the experimental group, besides the inside classroom lectures, are expected to participate in an online class on Quizlet in order to complete some vocabulary revision exercises, but students in the control group do not have any online vocabulary revision tasks outside of the classroom On the platform, the teacher may monitor the students’ learning progress The data collection process is described as the following table:

No Activities Date to carry out STAGES

1 Getting approval from the school administrators for the study

2 Administering the pretest to the experimental group and the control group to measure their vocabulary level before conducting to experiment

3 Instructing the experimental group how to create Quizlet account and join in the class

4 - Delivering the target vocabulary of Unit 1 Feelings to the

- 30/09/2022) experimental group ( EG) and control group ( CG)

-Delivering online online activities on Quizlet class ( EG) STAGE 2:

5 - Delivering the target vocabulary of Unit 2 Adventure ( EG + CG)

- Delivering online online activities on Quizlet class ( EG)

6 Delivering the target vocabulary of

Unit 3 On screen ( EG + CG)

-Delivering online online activities on Quizlet class ( EG)

7 - Delivering the target vocabulary of Unit 4 Our planet ( EG + CG)

-Delivering online online activities on Quizlet class ( EG)

8 Designing, delivering and marking the post-test 1

9 - Delivering the target vocabulary of Unit 5 Ambition ( EG + CG)

- Delivering the target vocabulary of Unit 6 Money ( EG + CG)

- Delivering online online activities on Quizlet class ( EG)

11 - Delivering the target vocabulary of Unit 7 Tourism ( EG + CG)

- Delivering online online activities on Quizlet class ( EG)

12 - Delivering the review lesson of seven units ( EG + CG)

- Delivering online online activities on Quizlet class ( EG)

13 Designing, delivering and marking the post-test 2

14 Designing and running questionnaire about students’ perceptions towards the new strategy ( the experimental group)

15 Interviewing the participants in the experimental group

As stated in Table 3.2, vocabulary lessons were simultaneously delivered to both control and experimental students from week 3 to week 11 of the research procedure Lesson plans were prepared by the researcher for vocabulary teaching from Unit 1 to Unit 7 with different topics While learning activities for control students were designed with traditional teaching methods, Quizlet functions were integrated into learning activities with experimental students At the end of each lesson, the researcher made reflections to improve next lesson plans.

Data analysis procedures

3.7.1 Quantitative analysis of the pretest and posttest

For the experimental and control groups, IBM SPSS Statistics 25 was utilized to conduct the quantitative analysis for the pretest and posttest The data was inspected to determine if there is any missing values or incorrect data inputs before analysis, and if there are, they will be eliminated The homogeneity between the two groups was examined using the Independent Sample t-Test First, based on Levene’s test for equality of variances, it can be concluded that the requirements for equal variances are met if the Sig value is higher than 05, and that they are not if otherwise Accordingly, if the Sig (2-tailed) value is less than 05, the results of the T-test for equality of Means indicate that there is no significant difference between the means of CG and EG They are seen as being equivalent, in other words The posttest findings was examined using another Independent Sample t-Test to see whether there is a statistically significant difference between the two groups following the treatment The outcome of Levene’s test for equality of variances was taken into consideration first Equal variances may be assumed if the Sig value is more than 05 Second, the existence and statistical significance of the difference between the posttest means of CG and EG are established if the Sig (2-tailed) value is less than or equal to 05

3.7.2 Quantitative analysis of the questionnaire

Following the treatment, a series of questionnaires was given to the experimental group in order to investigate their perceptions towards the use of Quizlet app The data obtained from the questionnaire were analyzed by means of SPSS 24 in which descriptive statistics in terms of mean and standard deviation were produced to investigate the participants’ agreement perceptions towards the problems of vocabulary learning and the impacts of using Quizlet on vocabulary learning The interpretation of mean value was explained as the following table:

Table 3.3 Mean interpretation for degree of agreement

Mean range Degree of agreement

3.7.3 Qualitative analysis of the interview

The author used a three-stage process of content analysis to deconstruct the information gleaned from the semi-structured interview After presenting the data in a manner, the author read the transcripts multiple times to get familiar with the information and then made a list of the various categories of data The second part of the process involved the author coding and recoding the information she had gathered Thereafter, codes sharing similar characteristics were clustered into bigger classes The author eventually arrived at the topics by tracing the interconnections between several categories Finally, the author applied their understanding of the categories and themes to draw out relevant associations Problems with vocabulary learning, overall impressions of Quizlet, impressions of learning through Quizlet assignments, impressions of Quizlet benefits, and impressions of Quizlet drawbacks were some of the themes uncovered by the researcher By drawing from a wide variety of resources, it is hoped that the researcher would be better able to gain a comprehensive understanding of the topic under investigation.

Validity and Reliability

There were different measures employed by the researcher to ensure the validity and reliability of pre- and post-tests used as the research instrument Firstly, the format of test was adopted from the Vocabulary section of Aptis test provided by the British Council – one of the most reliable sources of English tests Secondly, tests were designed based on the contents of learning which students learnt at school to ensure that tests’ level of difficulty was matched with students’ English proficiency Finally, tests were double-checked by two experienced English teachers to ensure the accuracy of both tests and test keys

For the sake of accuracy and consistency, the questionnaire was drafted in English and then translated into Vietnamese to aid respondents who might not be fluent in English Further, the English version was fact-checked by an expert, and the Vietnamese version was examined by two Vietnamese lecturers of English to ensure accuracy in translation Furthermore, a pilot study has been shown to increase the reliability, validity, and practicality of research instruments, all of which contribute to a higher quality questionnaire (Radhakrishna, 2007) Hence, twenty students in grades 10A2 and 10A4 at Hung Vuong High School participated in a pilot test of the questionnaire before it was given to the actual participants To everyone's relief, the questionnaire didn't require any tweaks or changes because everyone understood it Better yet, Cronbach's Alpha was used to statistically calculate the questionnaire's reliability Cronbach's Alpha was used to determine reliability, and the thresholds for acceptability, bad, acceptable, good, and excellent were established by George and Mallery (2003): α < 0.500; 0.500 < α < 0.600; 0.600 < α < 0.700; 0.700 < α < 0.800; 0.800 < α < 0.900; and 0.900 < α The questionnaire's second and third parts were evaluated independently In the second part, there are ten questions about using Quizlet Cronbach's Alpha, a quantitative measure of reliability, yielded a value of.87, as shown in Table 3.4

Table 3.4 Reliability Statistics on the Items Regarding the Use of Quizlet

Twenty questions were asked in the survey's second segment, which focused on how teachers and students were use Quizlet to improve vocabulary retention According to Table 3.5, the Cronbach's Alpha reliability coefficient was.77

Table 3.5 Reliability Statistics on the Items Regarding Students’ Perceptions of Quizlet

In conclusion, the reliability statistics shown in Tables 3.4 and 3.5, specifically.87 for items concerning vocabulary learning problems and.77 for items concerning students' perceptions of Quizlet, demonstrated that the questionnaire was reliable enough to be used for data collection

The researcher discussed the appropriateness of the questions with their supervisor before conducting the interviews To remove any potential language barriers, the semi-structured interview's set of predetermined questions were drafted in English before being translated into Vietnamese This allowed for a deeper dive into the participants' thoughts and experiences Pilot interviews were conducted with three Hung Vuong High School 10th graders to ensure that the final interview questions were appropriate before they were asked of the candidate pool at large The interview was conducted in English and then transcribed into that language afterward Two native Vietnamese speakers who are also English professors were consulted to ensure a flawless translation.

Ethical issues

The author approached Hung Vuong High School for permission to conduct the research after the Examination Committee at Ho Chi Minh Open University approved the study idea All participants were given detailed information about the study's privacy protections, their own rights, and the study's aims before any data was collected First, they were assured their anonymity and confidentiality would be protected Second, the author motivated participants to answer questions truthfully by explaining the study's goals to them Participants were also assured that they may always opt out of the study if they so desired.

Summary

This chapter describes the research methodology used in the current study, which is divided into nine sections: (1) quasi-experimental research design, (2) study method in which a mixed-methods research approach was used, (3) research site, (4) sampling and participants, (5) research instruments (including pre- and post-test, questionnaire, and semi-structured interview), (6) data collection, (7) analysis procedures, (8) validity and reliability, and (9) ethical issues The following chapter presents, analyzes, and discusses the results obtained from the aforementioned instruments.

FINDINGS AND DISCUSSIONS

Results

4.1.1 Results from pre-test and post-test

At the beginning of the treatment with the use of Quizlet to improve Grade 10 students’ vocabulary learning, a pre-test was employed with all students (86 students) from both experimental group (43 students) and control group (43 students) to measure students’ vocabulary knowledge The summary of results of pre-test for control group and experimental group is presented in Table 4.1 (See Appendix E for details)

Table 4.1 Results of pre-test

It is shown in Table 4.1 that the highest score of students of the control group is 8.0 while that of the experimental is 8.5 Meanwhile the lowest score of the control and experimental groups is 5.5 and 6 respectively Furthermore, means of score of both control and experimental groups are calculated at 7.016 (M = 7.016; SD = 0.745) and 7.129 (M = 7.129; SD = 0.608) respectively These findings imply that before implementing Quizlet in vocabulary learning and teaching students’ vocabulary mastery of both groups are similar, at a relatively fair level Furthermore, students of the experimental and control groups are homogenous in vocabulary competence

There are two post-tests administered by the researcher after four weeks of implementing Quizlet and at the end of treatment to measure the effects of Quizlet on students’ improvement in vocabulary competence Table 4.2 reveals the major results of post-test 1 (See appendix E for details)

Table 4.2 Results of post-test 1

Std 0.629239 Std 0.538333 Table 4.2 shows Grade 10 students’ scores of vocabulary post-test 1 after four weeks of the implementation of Quizlet in learning English vocabulary Students’ maximum and minimum scores of the control group are recorded at 8.5 and 6 while those of the experimental group are 8.5 and 7 In order to examine the improvements of students’ vocabulary competence under the effects of using Quizlet, mean scores of post-test 1 are also measured While mean score of the control group is calculated at 7.177 (M = 7.177; SD = 0.629), that of the experimental group is 7.629 (M = 7.629;

SD = 0.538) Values of mean score indicate that results of post-test 1 of experimental students are higher than those of control students, implying the usefulness of Quizlet in students’ vocabulary learning

At the end of the treatment with the use of Quizlet in learning vocabulary, post-test 2 was conducted Table 4.3 shows the summary of results of post-test 2 (See appendix E for details)

Table 4.3 Results of post-test 2

It is revealed in Table 4.3 that students’ mean score of the control group is calculated at 7.293 (M = 7.293; SD = 0.430), implying a slight improvement in control students’ vocabulary mastery (from 7.016 to 7.177 and 7.293) In contrast, students of the experimental group presented a great improvement in vocabulary competence with the means score increasing from 7.129 to 7.629 and 8.290 after two cycles of treatments (M=8.290; SD = 0.416) Particularly, the minimum and maximum scores of experimental students are 7.5 and 9 much higher than those of control students (6.5 and 8.0) The differences in mean scores of students of two groups indicate that experimental students’ vocabulary mastery is significantly enhanced by the use of Quizlet How students’ vocabulary competence of Grade 10 students is improved by using Quizlet in learning is analyzed in the next section with the comparison of results of pre-test and post-tests

Figure 4.1 shows how experimental students’ vocabulary competence is improved by the use of Quizlet

Figure 4.1 Results of pre-test and post-tests

It is indicated in Figure 4.1 that students’ vocabulary competence of the control group only showed a slight increase in their scores of vocabulary tests without the use of Quizlet in vocabulary learning In contrast, experimental students experienced a sharp increase in their score, particularly in the second post-test with the mean of 8.290, owing to the use of Quizlet The differences in test scores of students of two groups are also examined by paired samples t-test

Table 4.4 shows the results of paired samples t-test of pre-test and post-test 1 and post-test 1 and post-test 2 of control students

Results of pre-test and post-tests

Pre-test Post-test 1 Post-test 2

Table 4.4 Paired samples t-test of pre-test and post-test 1 and post-test 1 and post-test 2 of the control group

95% confidence interval of difference t df Sig (2- tailed) Lower Upper

Post-test 2 -1.135 1.033 179 -2.347 -1.128 -.736 30 803 Means of pre-test and post-test 1 of control students are 7.016 (M = 7.016 ;

SD = 0.745 and 7.177 (M = 7.177; SD = 0.629), showing a slight difference in the test score of students Furthermore, the sig value is 079 more than 05 which means that there is no statistically significant difference between the mean of pre-test and post-test 1 of control students Accordingly, it is revealed that that there is no statistically significant difference between the mean of post-test 1 (M = 7.177; SD 0.629) and post -test 2 (M = 7.293; SD = 0.430) of control students with the sig value of 803

Moreover, paired samples t-test is also conducted with the results of tests of experimental students to measure the effects of Quizlet on students’ vocabulary competence Table 4.5 show the results of paired sample t-test between pre-test and post-test 1 and post-test 1 and post-test 2 of experimental students

Table 4.5 Paired samples t-test of pre-test and post-test 1 and post-test 1 and post-test 2 of the experimental group

95% confidence interval of difference t df Sig (2- tailed) Lower Upper

It is shown in Table 4.5 that here was a significant difference in the scores for pre-test (M = 7.129; SD = 0.608) and post-test 1 (M = 7.129; SD = 0.608) of experimental students The sig value (.000) is less than 0.05, indicating that there is a statistically significant difference between the mean of pre-test and post-test 1 In other words, the implementation of Quizlet could improve Grade 10 students’ vocabulary competence Furthermore, there is a significant difference in the scores for post-test 1 (M = 7.629; SD = 0.538) and post-test 2 (M=8.290; SD = 0.416) which is supported by the sig (2-Tailed) value of 000 less than 0.05 Therefore, there is a statistically significant difference between the mean of post-test 1 and post-test 2 of experimental students, indicating the great positive effects of using Quizlet in vocabulary learning Details of students’ test scores and results of t-tests are presented in Appendix E and F

To sum up, the results collected from pre-test and post-tests with 86 Grade 10 students of two groups, control group and experimental group, show that the implementation of Quizlet in teaching and learning process can promote students’ vocabulary competence

To understand the students’ perceptions towards the use of Quizlet in vocabulary learning and the impacts of Quizlet on vocabulary competence, the researcher performed a 30-items questionnaire Results of students’ perceptions towards the use of Quizlet in learning vocabulary are presented in Table 4.6 and Figure 4.1

Table 4.6 Students’ perceptions towards the use of Quizlet in vocabulary learning

1 I used multiple choice and writing questions in Learn mode of Quizlet to learn words and word meanings

2 I used digital flashcards in Flashcard mode of

Quizlet to learn words and word meanings

3 I used terms and pictures in Write mode of

Quizlet to learn words and word meanings

4 I used audio prompts in Spell mode of Quizlet to learn word spelling and pronunciation

5 I used exams in Test mode of Quizlet to measure my vocabulary knowledge and progress

6 I used matching tasks in Match mode of

Quizlet to learn words and word meanings

7 I used games in Gravity mode of Quizlet to learn words and word meanings

8 I used different modes of Quizlet to increase my knowledge of vocabulary

9 I used different modes of Quizlet for my self- learning of vocabulary

10 I used different modes of Quizlet to review words and word meanings learnt at the classrooms

Figure 4.1 Students’ perceptions towards the use of Quizlet in vocabulary learning

As shown in Table 4.6, the students expressed their agreement to all ten statements concerning how they used Quizlet in their English vocabulary learning with the mean values ranging from 3.95 to 4.49 Among ten statements, the students showed their highest level of agreement to their use of matching tasks in Match mode of Quizlet to learn words and word meanings (M = 4.49; SD = 43) High mean values were also reported with two items concerning how students utilized different modes of Quizlet including Learn, Match, Flashcard, Write, Spell, and Gravity to increase their own vocabulary knowledge (M = 4.41; SD = 55) and how digital flashcards in Flashcard mode of Quizlet were used by students to learn words and word meanings (M = 4.41; SD = 54) With the purpose of improving students’ English vocabulary competence, students affirmed that they utilized different modes of Quizlet to review words and word meanings learnt at the classrooms (M = 4.37; SD = 53) and the use different modes of Quizlet facilitated their self-learning of vocabulary (M = 4.33; SD

When responding to the questionnaire, the students also revealed their use of other modes in Quizlet for their development of vocabulary knowledge, including the use of multiple choice and writing questions in Learn mode of Quizlet to learn words and word meanings (M = 4.32; SD = 63), the use of audio prompts in Spell mode of Quizlet to promote students’ spelling and pronunciation (M = 4.19; SD = 48), the use of questions in Test mode of Quizlet to check their progress in vocabulary knowledge (M = 4.05; SD =.54), the use of terms and pictures in Write mode of Quizlet to learn word definition and context meaning (M = 4.03; SD = 64), and the use of games in Gravity mode of Quizlet for vocabulary learning (M = 3.95; SD 68) To sum up, it was affirmed by Grade 10 students that students utilized different modes of Quizlet to develop their vocabulary learning through both self-learning and reviewing vocabulary learnt at the classroom

Discussions

The current study attempted to explore the impacts of using Quizlet on students’ vocabulary knowledge and students’ perceptions towards the use of Quizlet Firstly, data collected from pre-test and post-test revealed that students’ vocabulary knowledge was significantly improved by using Quizlet through the increase in test scores T-test results also implied the significant differences between the experimental students’ scores in pre-test and post-test The findings of current study are supported by previous studies by Chien (2015), Dizon (2016), Lander (2016) Andarab (2017), and Sanosi (2018) which stated that with the same background (age range, culture, similar English competence, and so on) vocabulary competence of students using Quizlet in the learning process is much higher than that of those without Therefore, English teachers and students can employ Quizlet as an supportive tool for their vocabulary learning and teaching In his research, Lander

(2016) conducted to study to examine the impacts of using Quizlet on students’ vocabulary scores The results showed that Quizlet changed the vocabulary scores significantly compared to traditional methods Before using Quizlet in learning English vocabulary, students’ scores were mostly below average After eight weeks of using Quizlet students experienced great increase in their scores

Lexical knowledge involves productive understanding of its numerous components, including the form, meaning, and application of the terms, and Nguyen et al (2020) found that L2 vocabulary learning appears to be one of the largest obstacles for many language major students For this reason, it is crucial to develop strategies and tools for language instruction that facilitate the effective and rapid acquisition of this facet of the L2 Quizlet was created as part of the evolution of educational technology with the goal of facilitating students' acquisition of L2 vocabulary when the instructor is not present The purpose of this research is to determine if the website Quizlet is effective in helping students learn English vocabulary They also want to find out what problems students might have when trying to use the app on their own for educational purposes The effectiveness of Quizlet in helping pupils increase their vocabulary was evaluated with a series of pre- and post-tests Results from standardized examinations demonstrated that using Quizlet significantly improved pupils' vocabulary knowledge

In addition, in the current study the students also expressed their positive perceptions towards the use of Quizlet in learning vocabulary and the impacts of Quizlet on students’ vocabulary learning with reference to learning autonomy, learning environment, learning motivation, and benefits of Quizlet on students’ vocabulary learning These findings are supported by findings in previous studies

Findings from the current study are in line with those from Christanti (2018), who proposed using the Quizlet App to boost students' motivation to learn A user of that program is far more likely to have a high aggregate score or percentage of computed items than a non-user This indicates that Quizlet users are more self- motivated than their non-user counterparts These findings corroborate those of Lees and Mcnee (2015), who discovered that digital flashcards were preferred by students over paper ones when it came to retaining new language Due to a number of variables, this experiment was a success We know this because, first, kids have cellphones and have always been encouraged to bring them to class for educational purposes, long before this study was ever conceived A second contributing aspect was the availability of the internet In one case, the researchers set up Mini-Wi-Fi for students who exceeded their allotted online time Lastly, Quizlet was a really user- friendly app We were able to use the program without any issues at any point in time

Most students also reported being more engaged and less likely to become bored when using this program Anjaniputra and Salsabila's (2018) study confirms this anecdotal evidence by reporting that students reported feeling more engaged and less bored when using Quizlet Playing this game became a means of friendly rivalry between them They hurriedly looked up the definitions of the words and tried to pair them with the words Most of them had already participated in the activity multiple times! They did so because they were eager to complete the game and see if they might improve their scores by doing so Leis et al (2015) found that students who were encouraged to use smartphones were more likely to study English in their free time Several of the students in this study also played the matching game on their smartphones from the comfort of their own homes, which is similar to what was found in this study

Most students would rather complete their Quizlet projects alone, without resorting to cheating Korlu and Mede (2018) discovered that using the Quizlet app improved students' performance and encouraged them to take initiative in their vocabulary studies, lending credence to this claim However, this finding runs counter to the findings of a prior study, which found that having students use the Quizlet app did not lead to increased independent vocabulary learning (Kalecky, 2016) Participants in this study showed a great deal of enthusiasm for using the Quizlet app to increase their vocabulary From what we could tell, they were getting their study materials ready Without prompting from the teacher, students handed over their smartphones and opened the Quizlet app This finding agrees with previous studies that revealed that students wanted to utilize the vocabulary-learning app Quizlet (Hikmah, 2019)

The participants spoke highly of Quizlet's good effects on their vocabulary retention and expansion Similar findings have been seen in other research Nakata

(2012) found that students had the option of using either the provided vocabulary list or making their own list based on the one provided This means that users of Quizlet were given the option to adjust the quantity of words included in a given vocabulary list to better suit their needs This demonstrated Quizlet's adaptability and ease of use for specific purposes The data could be modified to the students' liking The results of the interviews also showed that utilizing Quizlet had "everywhereness benefits This is connected to the idea of "at any time, any place" (Metcalf , 2006) Metcalf said that mobile-assisted language learning is convenient since it may be accessed from a user's portable device This education can take place whenever and wherever is convenient for the student The students also highlighted the advantages of Quizlet in each function, including Learn, which helped them recall the vocabulary in the list by repeating the vocabulary in the list until they could remember the words and their definitions Both Bryson (2012) and Nakata (2012) showed that repetition in the context of an application helped students remember the terms after only a short period of time, and kept them in their memories Nguyen et al (2020) surveyed one hundred incoming and current college sophomores and juniors in the English major at a university in Ho Chi Minh City, Vietnam The findings show that Quizlet is helpful for independent study of the English language Remarkably, it appears that providing a fun learning environment via an application boosts motivation to learn The research also found that students' vocabulary size, pronunciation, memorization, and proficiency all improved after using Quizlet As Quizlet has been shown to help pupils learn new words and phrases, English teachers should start using it in the classroom.

Summary

To sum up, data collected from pre-test, post-test, questionnaire and interview revealed that Quizlet had positive impacts on students’ vocabulary learning through an increase in students’ vocabulary test scores, improved learning environment, learning autonomy, learning motivation, increase in vocabulary number, pronunciation, the ability to remember words, and overall vocabulary competence Owing to the positive benefits, the students also had positive perceptions of Quizlet as a tool for vocabulary learning In the next chapter, the researcher will draw conclusion and implications for the effectiveness of vocabulary learning.

CONCLUSION

Summary of key findings

L2 vocabulary learning appears to be one of the most difficult challenges for many language major students, as lexical knowledge requires productive understanding of its many components, including term form, meaning, and application As a result, appropriate language education tactics and tools for the successful and efficient acquisition of this aspect of the L2 are required Quizlet was created as an advancement in educational technology in the hope that learners could effectively acquire L2 vocabulary In order to investigate the impacts of Quizlet on EFL students’ vocabulary competence, the current study adopted a quasi-experiment research with 62 students with the use of Quizlet as the treatment in vocabulary lessons 86 Grade 10 students were assigned into two groups with 43 students for each group, including experimental and control group While 43 experimental students were taught with Quizlet in their vocabulary lessons during the study, the other control students learnt vocabulary with the traditional method Both quantitative and qualitative data was employed to collect data in response to research questions While quantitative data was collected from pre- and post-tests and questionnaire, qualitative data was gathered through semi-structured interview Data analysis revealed the following findings:

1) Results collected from pre-test and post-tests with 86 Grade 10 students of two groups, control group and experimental group, indicated that although both control and experimental students experienced an increase in vocabulary test scores, the differences in test scores of experimental students were more significant T-test results also showed the significant differences in test scores of experimental students across three tests The significant gains the students were able to make on their vocabulary test scores demonstrated that Quizlet was found to be a useful approach to studying L2 vocabulary

2) Equally important, students in the study saw the program as a useful and simple way to study vocabulary, and they expressed a desire to continue using it in the future They expressed their positive perceptions towards the use of Quizlet to improve students’ vocabulary competence because of the use of Quizlet functions and effects of Quizlet on learning environment, learning autonomy, motivation, and vocabulary knowledge Date collected from the interview supported data from the questionnaire

Overall, the analysis of data collected from three research instruments, including pre- and post-tests, questionnaire and interview revealed the positive impacts of Quizlet on students’ vocabulary competence and students’ perceptions towards the use of Quizlet.

Concluding remarks

Since vocabulary learning is considered to be the main part of language learning, this study aimed to find out: 1) the impacts of using Quizlet on students’ vocabulary competence and 2) students’ perceptions towards the use of Quizlet The participants reported that they were satisfied with using Quizlet since it was easy to use through their own devices; they could carry it everywhere and use it every time as they preferred Additionally, the results indicated that Match was the most frequent employed feature, one that they used since it gave them an experience of gamification which gave them a motivation to learn the vocabulary On the other hand, Write was used the least satisfied since the feature itself required the participants to fill in too much information For the benefits and challenges of Quizlet, the participants pointed out that Quizlet provided them an “anywhere and anytime” consciousness The participants could use the program wherever and also could use it as many times as they preferred Moreover, an experience of gamification was enjoyed by the participants since the Match feature provided them a chance to beat their friends Additionally, the participants could evaluate themselves through the Test feature However, there were some challenges pointed out by the participants Adding pictures or video was stated by the participants as an enhancement The application developers should have added in pictures or video on the Flashcard feature, with a free version to help the users understand the vocabulary more

Based on the responses of the study's participants, it's clear that Quizlet can be an effective tool for stimulating students' intrinsic motivation to learn Quizlet's interactive approach to vocabulary learning worked wonderfully It was shown that pupils were more interested in learning new vocabulary words when they could put those words to use In light of the outcomes of the interview, it is clear that Quizlet has introduced a novel and engaging approach to vocabulary acquisition for kids Students were able to get a taste of a novel approach to education while having a good time with these features It served its purposes well in terms of reinforcing prior learning, inspiring pupils, and adding variety to class Many students also found that using Quizlet inspired them and made studying more interesting

Quizlet's active learning features are an added bonus, along with its ability to inspire learning When students are engaged in brief, course-related tasks on their own or in small groups, they are more likely to retain information and be more attentive during teacher-led instruction Therefore, perhaps one needs more than just a desire to improve oneself when learning a new word Studies show that more students are eager to engage in self-directed education These studies demonstrated that students were able to study whenever and wherever they pleased thanks to the portability afforded by the Quizlet application; students benefited from the tool's

"spell section" in order to improve their word spelling; and students could concentrate their efforts and identify areas in which their vocabulary was lacking Moreover, it is reported that the students' performance improved and they became more self- governing in learning vocabulary thanks to Quizlet, as the design of Quizlet was suitable for self-governing learners Similar results were found in the present investigation When given the opportunity to self-study vocabulary via the Quizlet program, pupils presumably felt more enthused, experienced less boredom, and demonstrated a high level of interest

Additionally, students can effectively use Quizlet to raise their academic performance Playing games on Quizlet, one of several study options, has been shown to improve vocabulary retention and recall for new words, particularly in the English language Students who used the game-based learning platform Quizlet to improve their vocabulary and test scores reported much higher levels of optimism and confidence in their abilities as a result of the study Students that used Quizlet were also found to have higher levels of motivation compared to those who did not In general, experimental students who used the app had higher scores than those who didn't (control students)

The results of this study show that students find using Quizlet to learn new words exciting and helpful Quizlet was similarly perceived to improve language skills among participants in the current study

It is possible that using Quizlet can significantly enhance vocabulary learning in the classroom Students were more likely to put in extra time studying independently thanks to Quizlet since they enjoyed learning and found it helpful It's been found that children might potentially learn new vocabulary on their own by utilizing the Quizlet app on a smartphone The majority of students preferred to work independently and with confidence on the Quizlet assignments supplied, as evidenced by the results of both of the studies' tests.

Implications

Quizlet's success as an e-learning tool for enhancing vocabulary acquisition may be traced back to the ubiquitous nature of information technology The newest generations of students have grown up on internet-connected smartphones and tablets for all their computing needs In addition, Quizlet is a model educational setting since it facilitates active learning in and out of the classroom Students in the live learning mode conduct an effective collaborative experiment in the classroom, as they are compelled to share information and exchange answers to vocabulary questions with a competitive attitude, transforming education into an energetic cooperative process Quizlet's study sets are tailored to the needs of independent learners A variety of learning activities, vocabulary-learning assessments, and gamification options are available to students Based on its characteristics and the results of this and previous studies, Quizlet deserves consideration as a tool for teaching and learning vocabulary

The results of the study are used to form conclusions A substantial difference in vocabulary competence was observed between students taught with and without the use of the quizlet application, according to the study's findings It is also suggested by this research that the quizlet app be used as an additional tool for teaching vocabulary In light of what has been said so far, it is clear that the development of a student's vocabulary score after using either the quizlet app or the traditional technique can support a rise in the student's vocabulary competency In order to get their students more interested in learning vocabulary, it is hoped that English teachers will not only utilize traditional techniques, but also encourage students to use the quizlet application in learning vocabulary Thus, this suggests that using the quizlet application might keep students interested and aid in their understanding and memorization of language in a positive classroom environment that encourages close interaction between teachers and students Hence, as an alternative to more traditional means of learning vocabulary, using the quizlet app is essential The teacher may also alternate between the two strategies while teaching new words So, the quizlet application can be used as an efficient and alternative technique to aid students in building their vocabularies and fostering an enthusiastic learning process, both of which are necessary for meeting the process's competency standards

There are a few suggestions for more efficient use of Quizlet that are worth noting As recommended by the students, Quizlet should add a function of dictionary itself When learning vocabulary with Quizlet students sometimes encounter difficult or unknown words that prevent them from choosing the correct answers, an embraced dictionary in Quizlet may help in this case This function not only helps students to save time to search words from other sources but motivate their engagement to Quizlet as well Furthermore, in the study it was revealed that students were interested in creating their own materials with Quizlet; therefore, what English teachers should do is to encourage students to create their own vocabulary sets on Quizlet This way not only improves students’ vocabulary memorization, creativity and learning motivation.

Limitations and suggestions for further studies

There are a number of caveats to this study that will be addressed To begin, this study relies on a demographically representative sample of students in their tenth year of school who have all had between six and eight years of English as a required subject Because of this, the results should be applicable to other populations with a similar make-up To generalize these findings to other populations with confidence, however, a bigger and more diverse sample is necessary Second, there were enough participants (n) to draw rather strong conclusions regarding the entire sample Sadly, the number of students who participated in the study was rather low when the subjects were split into sub-samples, experimental and control students As a result, the assumptions made about these populations' educational priorities aren't well- founded, and more data are needed to verify the tendencies discussed here Last but not least, there are restrictions imposed by Quizlet itself due to the nature of its data; for example, the platform does not reveal the device used to access a particular self- study exercise As a result, studies that aim to link people's preferred electronic device with how they use a particular set of words in their daily lives need to rely on a second set of surveys administered to the same people at the same time, which would only produce aggregate data and introduce a great deal of uncertainty into the findings It is suggested that in further studies more diversified sample should be employed by the researchers while the choice of electronic devices should be addressed to improve the research’s reliability and generalization

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You need to write all answers on your answer paper Do not write on this question paper

A Write the letter (A-K) of the word that is most similar in meaning to a word on the left (1-5) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K) The answer to question 0 is given on your answer paper as an example (L)

B Finish each sentence (6-10) using a word from the list (A-K) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

C Finish each sentence (11-15) using a word from the list (A-K) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

D Finish each sentence (16-20) using a word from the list (A-K) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

E Write the letter of the word on the right (A-K) that is most often used with a word on the left (21-25) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

You need to write all answers on your answer paper Do not write on this question paper

A Write the letter (A-K) of the word that is most similar in meaning to a word on the left (1-5) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K) The answer to question 0 is given on your answer paper as an example (L)

B Finish each sentence (6-10) using a word from the list (A-K) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

C Write the letter (A-K) of the word that is most similar in meaning to a word on the left (11-15) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

D Write the letter of the word on the right (A-K) that is most often used with a word on the left (16-20) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

E Finish each sentence (21-25) using a word from the list (A-K) Use each word once only Write your answers (A-K) on your answer paper You will not need five of the words (A-K)

21 I don’t buy food because it’s expensive and

I think it’s a waste of money.

22 He was an excitable man and was very about being unhappy.

23 It was one of the ugliest things I’ve ever seen It was absolutely.

24 They’d spent a huge amount of money on the wedding It was very _.

25 When the player found out he’d lost the point, he was absolutely _

QUESTIONNAIRE – ENGLISH VERSION PART A DEMOGRAPHICS

1 What is your gender? a Male b Female

2 How much time do you spend on learning vocabulary per day? a Less than one hour b 1- 2 hours c More than two hours

Please select your answers based on the following scale:

1 I used multiple choice and writing questions in Learn mode of Quizlet to learn words and word meanings

2 I used digital flashcards in Flashcard mode of

Quizlet to learn words and word meanings

3 I used terms and pictures in Write mode of

Quizlet to learn words and word meanings

4 I used audio prompts in Spell mode of Quizlet to learn word spelling and pronunciation

5 I used exams in Test mode of Quizlet to measure my vocabulary knowledge and progress

6 I used matching tasks in Match mode of

Quizlet to learn words and word meanings

7 I used games in Gravity mode of Quizlet to learn words and word meanings

8 I used different modes of Quizlet to increase my knowledge of vocabulary

9 I used different modes of Quizlet for my self- learning of vocabulary

10 I used different modes of Quizlet to review words and word meanings learnt at the classrooms

PART 2 STUDENTS’ PERCEPTIONS OF IMPACTS OF QUIZLET

Please select your answers based on the following scale:

11 Using Quizlet promoted the flexibility of vocabulary learning environment

12 Vocabulary learning environment becomes funnier and more encouraging with different tasks and games in different modes of Quizlet

13 I plan on how many new words which I am going to learn with Quizlet every day

14 I track my progress in vocabulary learning by percentage of vocabulary completion in

15 I can set up my own flashcards to learn vocabulary with Quizlet

16 I can select the appropriate time for learning vocabulary with Quizlet

17 My interest in learning vocabulary is promoted by learning with Quizlet

18 Quizlet motivates me to spend more time learning vocabulary

19 I am more engaged to vocabulary learning activities when learning with Quizlet

20 Learning vocabulary with Quizlet makes me remember words better

21 The number of vocabulary I gain is increased by learning with Quizlet

22 My pronunciation is improved through learning with Quizlet

23 My understanding of context meanings of words is promoted by learning with Quizlet

24 My overall vocabulary competence is significantly improved by learning with

25 Vocabulary tasks provided in Quizlet is interesting

26 Degree of difficulty of vocabulary tasks provided in Quizlet is appropriate to my language competence

27 Quizlet provides a wide range of vocabulary tasks facilitating my vocabulary learning

28 Different modes of Quizlet allow me to learn different aspects of vocabulary from spelling, pronunciation to word meaning

29 It is easy to access all modes of Quizlet to learn vocabulary

30 I intend to use Quizlet for vocabulary learning in the future

QUESTIONNAIRE – VIETNAMESE VERSION PHẦN A THÔNG TIN CƠ BẢN

2 Mỗi ngày em dung bao nhiêu thời gian để học từ vựng? a Ít hơn 1 giờ d 1- 2 giờ e Nhiều hơn 2 giờ

PHẦN B SỬ DỤNG QUIZLET TRONG DẠY VÀ HỌC TỪ VỰNG

Hãy lựa chọn đáp án dựa trên thang sau:

1 Em đã sử dụng câu hỏi trắc nghiệm và viết trong Learn của Quizlet để học từ vựng và nghĩa của từ

2 Em đã sử dụng flashcard kỹ thuật số trong chức năng Flashcard của Quizlet để học từ vựng và nghĩa của từ

3 Em đã sử dụng các thuật ngữ và hình ảnh trong mục Write của Quizlet để học từ và nghĩa của từ

4 Em đã sử dụng file âm thanh trong mục Spell của Quizlet để học cách đánh vần và phát âm từ

5 Em đã sử dụng các bài kiểm tra trong mục

Test của Quizlet để đánh giá kiến thức từ vựng và sự tiến bộ của mình

6 Em đã sử dụng các bài tập nối thông tin trong mục Match của Quizlet để học từ và nghĩa của từ

7 Em đã sử dụng các trò chơi ở mục Gravity của

Quizlet để học từ và nghĩa của từ

8 Em đã sử dụng các chức năng khác nhau của

Quizlet để nâng cao kiến thức về từ vựng của mình

9 Em đã sử dụng các chức năng khác nhau của

Quizlet để tự học từ vựng

10 Em đã sử dụng các chức năng khác nhau của

Quizlet để học từ vựng trên lớp

PHẦN 2 QUAN ĐIỂM CỦA HỌC SINH VỀ SỬ DỤNG QUIZLET ĐỂ HỌC TỪ VỰNG TIẾNG ANH

Hãy lựa chọn đáp án dựa trên thang sau:

TT QUAN ĐIỂM VỀ SỬ DỤNG QUIZLET 1 2 3 4 5

TÁC ĐỘNG ĐẾN MÔI TRƯỜNG HỌC TẬP

11 Sử dụng Quizlet đã phát huy tính linh hoạt của môi trường học từ vựng

12 Môi trường học từ vựng trở nên vui nhộn và khuyến khích hơn với các bài tập, hoạt động và trò chơi khác nhau trong các chức năng khác nhau của Quizlet

TÁC ĐỘNG ĐẾN SỰ TỰ CHỦ TRONG HỌC TẬP

13 Em có thể tự lên kế hoạch sẽ học bao nhiêu từ mới với Quizlet mỗi ngày

14 Em theo dõi tiến độ học từ vựng của mình theo phần trăm hoàn thành các hoạt động từ vựng trong Quizlet

15 Em có thể thiết lập flashcards của riêng mình để học từ vựng với Quizlet

16 Em có thể chọn thời gian học từ vựng phù hợp với Quizlet

TÁC ĐỘNG ĐẾN ĐỘNG CƠ HỌC TẬP

17 Sở thích học từ vựng của em được thúc đẩy nhờ học với Quizlet

18 Quizlet thúc đẩy em dành nhiều thời gian hơn để học từ vựng

19 Em hứng thú hơn với các hoạt động học từ vựng khi học với Quizlet

TÁC ĐỘNG ĐẾN KIẾN THỨC TỪ VỰNG

20 Học từ vựng với Quizlet giúp em nhớ từ tốt hơn

21 Số lượng từ vựng em có được tăng lên khi học với Quizlet

22 Khả năng phát âm của em được cải thiện nhờ học với Quizlet

23 Sự hiểu biết của em về ngữ cảnh của các từ được nâng cao nhờ học với Quizlet

24 Năng lực từ vựng tổng thể của em được cải thiện đáng kể nhờ học với Quizlet

25 Các bài tập về từ vựng được cung cấp trong

26 Mức độ khó của các bài tập từ vựng được cung cấp trong Quizlet phù hợp với năng lực ngôn ngữ của em

27 Quizlet cung cấp các bài tập từ vựng đa dạng giúp em học từ vựng

28 Các chức năng khác nhau của Quizlet cho phép em học các khía cạnh khác nhau của từ vựng từ cách đánh vần, cách phát âm đến nghĩa của từ

29 Dễ dàng truy cập tất cả các chức năng của

Quizlet để học từ vựng Ý ĐỊNH SỬ DỤNG QUIZLET

30 Em dự định sẽ sử dụng Quizlet để học từ vựng trong tương lai

1 What do you use Quizlet for?

For example, how do you use Learn mode of Quizlet to learn vocabulary? How do you use Match mode of Quizlet to learn vocabulary? and so on

2 In your opinion, what are the impacts of Quizlet on your vocabulary learning?

For example, how does it impact your learning environment, autonomy, motivation, vocabulary improvement, and so on

3 What is your perception towards the use of Quizlet in learning vocabulary? Positive or negative and why?

Do you prefer learning vocabulary with Quizlet in the future?

Appendix E Results of pre-test and post-tests

Control group Experimental group Student ID Pre-test Student ID Pre-test

Std 0.74578 Std 0.608644 Results of post-test 1

Control group Experimental group Student ID Post-test 1 Student ID Post-test 1

Std 0.629239 Std 0.538333 Results of post-test 2

Control group Experimental group Student ID Post-test 2 Student ID Post-test 2