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Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN MY DUNG Trang 2 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN MY DUNG Trang 3 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NG
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN MY DUNG IMPROVING STUDENTS’ VOCABULARY RETENTION THROUGH USING QUIZLET: AN ACTION RESEARCH AT A HIGH SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2022 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN MY DUNG IMPROVING STUDENTS’ VOCABULARY RETENTION THROUGH USING QUIZLET: AN ACTION RESEARCH AT A HIGH SCHOOL M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thi Minh Loan, Ph.D THAI NGUYEN – 2022 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ TRẦN MỸ DUNG CẢI THIỆN SỰ GHI NHỚ TỪ VỰNG CỦA HỌC SINH THÔNG QUA SỬ DỤNG QUIZLET: MỘT NGHIÊN CỨU HÀNH ĐỘNG TẠI MỘT TRƯỜNG THPT LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Thị Minh Loan THÁI NGUYÊN – 2022 ABSTRACT The action research aimed to investigate the effects of using Quizlet for improving students’ vocabulary retention and explore the students’ attitude towards this approach Thirty students of grade 11A1 at Thai Nguyen high school in Thai Nguyen province were chosen The data was collected by a vocabulary tests and questionnaire to answer the two research questions The findings showed that Quizlet application had a positive effect on the students’ vocabulary retention Data from the vocabulary tests scores demonstrated that Quizlet application helped the 11th-grade students improve their vocabulary retention Besides, through the questionnaire, it could be seen that most of the students expressed a positive attitude towards applying Quizlet application and an interest in applying technology for learning English, which demonstrated that they believed in its positive effects Based on the results, the researcher made some suggestions for teachers and students to apply and use Quizlet application effectively in teaching and learning English lessons i DECLARATION I declare that this research report entitled “Improving students’ vocabulary retention through using Quizlet: An action research at High school” has been composed by myself and described my own work unless otherwise acknowledged in the text I confirm that this work is submitted in partial fulfillment of the requirements for the degree of master at School of Foreign Languages, Thai Nguyen University This work has not been and will not be submitted for any other degree at any other higher education institution Approved by supervisor Thai Nguyen, 2022 Student Dr Nguyen Thi Minh Loan Tran My Dung ii ACKNOWLEDGEMENTS I would like to express my thanks to those who have helped and encouraged me to carry out this research First, I would like to express my wholehearted thanks to my supervisor, Mrs Nguyen Thi Minh Loan, for her invaluable guidance, suggestions, extraordinarily insightful and constructive comments, tireless support, encouragement, and patience I cannot find enough words to express my thanks I also would like to thank students of class 11A1, Thai Nguyen high school, to provide me with a lot of useful information Lastly, but certainly not least, I would like to thank my family for their warm encouragement and support Thai Nguyen, 2022 Student Tran My Dung iii TABLE OF CONTENTS ABSTRACT i DECLARATION ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1 INTRODUCTION 1 1.1 Rationale of the study 1 1.2 Aims of the study 2 1.3 Scope of the study 3 1.4 Significance of the study 3 1.5 Organization of the study 3 CHAPTER 2 LITERATURE REVIEW 5 2.1 An overview of vocabulary 5 2.1.1 Definition of vocabulary 5 2.1.2 Memory types 6 2.1.3 Word retention 7 2.1.4 Roles of vocabulary instruction in language learning and teaching 8 2.1.5 Vocabulary learning through MALL 9 2.2 Quizlet application 11 2.2.1 Definition of Quizlet application 11 2.2.2 Quizlet application in teaching vocabulary 11 2.2.3 The Substitution Augmentation Modification Redefinition Model (SAMR) 14 2.4 Attitude in language learning 16 2.4.1 Definition of attitude 16 2.4.2 Importance of attitude in language learning 17 iv 2.5 Review of previous studies 18 2.5 Summary 20 CHAPTER 3 METHODOLOGY 20 3.1 Research questions 21 3.2 Action research design 21 3.2.1 Rationale 21 3.2.2 Action Research Model 21 3.3 Subjects of the study 23 3.4 Data collection instrument 23 3.4.1 Vocabulary tests 23 3.4.2 Questionnaire 26 3.5 Teaching materials 27 3.6 Data collection procedure 31 3.6.1 Planning 31 3.6.2 Acting 32 3.6.3 Observing 36 3.6.4 Reflecting 36 3.7 Data analysis procedure 36 3.8 Summary 37 CHAPTER 4 RESULTS AND DISCUSSION 38 4.1 Results 38 4.1.1 Results of the vocabulary tests 38 4.1.2 Data from the student questionnaire 47 4.2 Discussion 49 4.2.2 Research question 1: How does Quizlet Application improve the students’ vocabulary retention? 49 4.2.2 Research question 2: What are students’ attitudes towards the use of Quizlet application for vocabulary learning? 51 v 4.3 Summary 53 CHAPTER 5 CONCLUSION AND RECOMMENDATION 54 5.1 Conclusion 54 5.2 Implications 55 5.2.1 Suggestions for teachers 55 5.2.3 Suggestions for students 56 5.4 Limitations of the study 57 5.5 Recommendations for further research 58 REFERENCES 59 APPENDIX 1: SAMPLE VOCABULARY TESTS EACH LESSON FOR STUDENTS 63 APPENDIX 2: SAMPLE VOCABULARY TESTS EACH UNIT 66 APPENDIX 3: SAMPLE VOCABULARY TESTS ONE WEEK AFTER THE INTERVENTION FOR STUDENTS 74 APPENDIX 4: SAMPLE VOCABULARY TESTS FOUR WEEK FOR STUDENTS 80 APPENDIX 5: QUESTIONAIRE FOR STUDENTS 86 APPENDIX 6: LESSON PLAN 89 vi LIST OF TABLES Table 2.1 The description of learning modes of Quizlet 12 Table 2.2 The SAMR model for technology impact assessment 15 Table 2.3 The integration of Quizlet 16 Table 3.1 The schedule for applying Quizlet application 27 Table 3.2 The integration of Quizlet in vocabulary lessons 34 Table 4.1 Scores of 24 vocabulary tests 38 Table 4.2 Frequency of the vocabulary test scores 39 Table 4.3 Students’ score of the eight vocabulary tests after the units 40 Table 4.4 Frequency of the vocabulary tests after each unit 42 Table 4.5 Students’ attitude toward using Quizlet in English class 47 vii