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
INTRODUCTION
Rationale of the study
English has been taught by almost all of levels of education terms, starts from primary school until university There are four skills in mastering of a language: receptive skill, listening (understanding the spoken language), reading (understanding the written language), and productive skills-speaking and writing Students need to develop their ability at these four skills for increasing the knowledge and skill of English language in life
From these four skills, vocabulary is one important component in language Vocabulary is important for the students to support their four language skills It means if students master vocabulary, it will make them easier in learn English Besides, vocabulary plays an important role for students to be able to master the English language It is impossible for learners to master the English language without mastering vocabulary first (Krashen & Terrel, 1983)
Vocabulary should be taught directly in the classroom activity It is as important as other skills such as listening, speaking, reading, and writing Alqahtani (2015, p
22) said that “vocabulary knowledge is often viewed as a critical tool for a second language learner because limited vocabulary in a second language learner impedes successful communication” By mastering vocabulary, they can deliver messages to others without any miscommunication Furthermore, students’ proficiency in the English language is also measured by how many words they have memorized Thus, a direct study of vocabulary should be conducted in the process of language learning (Nation, 2001)
Furthermore, vocabulary is the basis for communication and important for language proficiency processes (Krashen, 1981) When students have vocabulary limitations, they find difficulties improving their English skills Students can easily improve their English language skills such as listening, speaking, reading and writing providing students understand the vocabulary
Teachers who design lesson plans should know the benefits of using ICT and integrate it into English teaching and learning activity (Raman & Mohammed, 2013)
On the other hand, the smartphone is considered as one of the ICT tools that could increase students’ motivation in learning English vocabulary The smartphone is considered convenient and interesting to be used for studying vocabulary (Lu, 2008) Moreover, there are mobile applications that can be implemented as the need for vocabulary learning, one of which is Quizlet Application
According to Vargas (2011), teachers can increase the use of technology in vocabulary learning by using Quizlet application This means Quizlet application is totally good to be applied in the class Quizlet application is a fun activity to help students learn a concept or study vocabulary Quizlet can be used on smartphones and also on computers The researcher can give students such a drilling exercise in every Quizlet application
In the teaching context at Thai Nguyen high school, there existed some problems of learning vocabulary that the researcher came across The first problem was that learning vocabulary intensively was not provided in English curriculum for high school Thus, if the students did not learn or practice new words at home, they would easily forget the meaning of new words which they had learnt in class The second reason was that the teachers did not have enough time for providing extended word family of new words such as synonyms or antonyms to help the students have more new words Therefore, the students found it difficult to remember the meaning of new words and their related words
Based on the currently existing issues, the researcher would like to assist the students in gaining a large number of words and then assist them to retain the words longer Therefore, the researcher decided to conduct the study “Improving students’ vocabulary retention through using Quizlet application: An action research at Thai Nguyen high school”.
Aims of the study
Related to the research problems above, the aim of the study was to investigate the improvement of the students’ vocabulary retention after using Quizlet application in English lesson Besides, the researcher would like to investigate the students’ attitude toward using Quizlet application to improve their vocabulary retention
With the aims mentioned above, the current study would answer the following research questions:
- How does Quizlet application improve the students’ word retention?
-What are the students’ attitudes towards the use of Quizlet application for vocabulary learning?
Scope of the study
This research was quite broad, and the researcher found it difficult to handle all the problems Therefore, considering limited time and knowledge, the researcher limited the scope of the study Based on the background and the identification of the problem, this study's focus was on investigating effects on the students' vocabulary retention through using Quizlet application in the real teaching context at Thai Nguyen high school in the second semester of the academic year 2020-2021 The study's findings were only meaningful in the particular teaching and learning context at Thai Nguyen high school.
Significance of the study
The result of this research was expected to give some theoretical and practical advantages In terms of academic advantage, this research could provide beneficial and referential contributions in providing general knowledge of improving the students’ learning vocabulary Concerning practical advantages, the researcher hoped to bring some benefits: a) to the researcher The research could give practice in developing her knowledge and skill in problem-solving processes b) to the teachers of English in Thai Nguyen high school The research could be used as a source of information about ways to improve the students’ vocabulary learning c) to 11th-grade students at Thai Nguyen high school The research would make them more interested and motivated to learn English.
Organization of the study
This thesis consists of five main chapters A summary of the content of each chapter is described as follows
In this part, the rationale, aims, significance, and scope of the thesis are presented
In this section, the researcher explains some theoretical issues Besides, the related ideas in previous studies are reviewed in this chapter
In this chapter, an overview of related research methodology is reviewed, and then the selected method is discussed in detail
In this part, the results of data analysis and the findings of the research are presented
In this part, the researcher summarizes the findings of the thesis After that, the limitation of the research and the suggestions for further research are also included
LITERATURE REVIEW
An overview of vocabulary
According to Fauziati (2010: 61), vocabulary is central to language and of critical importance to a typical language learner It means that learning vocabulary is important to understand new things Moreover, Hornby (1974:
959) proposed that vocabulary is a list of words used in a book with definition or translations
Furthermore, Scrivener (1994: 73) states that vocabulary means a powerful carrier of meaning Beginners often manage to communicate in English by using the accumulative effect of the individual word Then, a good knowledge of grammar is not powerful enough to have good English
According to Urance (1995:60) states that vocabulary is the words we teach in the foreign language It means vocabulary is written or spoken unit of language as symbol of idea in foreign language for the learners Moreover, Hatch and Brown (1995:1) state that vocabulary is the list or set of words for a particular language use
It means that vocabulary as the words of certain language speakers in using language Crowther (1995:1331) defines vocabulary as:
1 The total number of words in a language
2 All the words known to person or used in particular book, subject, etc
3 A list of words with their meaning
Based on the above definitions, it comes to the conclusion that vocabulary is part of the language used to communicate that consists of many collection items Vocabulary is knowledge about how words are used to improve language proficiency Therefore, it is necessary to master the vocabulary in language learning
Zhang (2004) states that depending on the amount of time the memory lasts, memory is divided into three types: sensory memory, short-term memory, and long-term memory
Sensory memory is “the shortest-lived memory that lasts for milliseconds to a few seconds” (Zhang, 2004, p 1) However, when the information lasts from several seconds to a few minutes, the memory is then called short-term memory (Zhang,
2004) Preston (2007) refers to short-term memory as primary/active/working memory
Short-term memory keeps the information which is already being processed, such as a new word encountered for the first time (Baddeley, 2002) Short term memory is fast, but has a very limited capacity to hold information in an active and readily available state for a very short time (Amiryousefi & Ketabi, 2011)
In contrast, long-term memory is the memory which lasts anywhere from an hour to a lifetime (Zhang, 2004) Sweller and Chandler (1994) indicate that long-term memory has an unlimited storage capacity and can hold an indefinite amount of information provided that some changes happen in the long-term memory
The learning of any material, such as vocabulary, is the result of a change in a learner’s long-term memory Thus, appropriate alterations to long-term memory should be the primary aim of instruction in vocabulary learning environments (Pass
& Sweller, 2014; Sweller, 2005); however, long-term memory processing is relatively slow
According to Ramezanali (2017), word retention is defined as the ability to provide the meaning of a new word after a given period of time There are two types of word retention: short-term retention and long-term retention This study took the students’ immediate performance in 24 vocabulary tests after the vocabulary instruction as the short-term word retention; and their immediate performance after finishing each unit (8 tests); one week (1 test) and four weeks (1 test) after the intervention as the long-term word retention
There is a close relationship between human memory and its ability to retain and recall information (Ellis, 1997; Stevick, 1996) The information, stored in the sensory memory, can be transferred from the short-term memory to the long-term memory if adequate attention is given, enough time is spent, and the information is rehearsed through a consolidation process (Mayer, 2014) In addition, relating new information to old ones signifies that a link is created between the two so that the new information can be incorporated into memory (Goodbridge, 2010)
Furthermore, memory has a crucial impact on eventual vocabulary learning and achievement (Amiryousefi & Ketabi, 2011) Learning a new word means establishing a relationship between form and meaning This relationship may take the form of first language (L1) equivalents; L2 synonyms or in-text definitions; sounds, visual images such as static pictures or dynamic videos/animations; feelings and emotions; a certain situation or context; or a combination of these (Ahangari & Abdollahpour, 2010; Amiryousefi & Ketabi, 2011; Chen, 2016; Chun & Plass, 1996; Ko,2005, 2012; Miyasako, 2002; Yoshii, 2006, 2014; Xu, 2010; Yeh & Wang, 2003) Therefore, in order to transfer information accurately from working- memory to long-term memory, FL/L2 learners need to treat the information actively rather than passively, and interact with the information in meaningful ways (Schmitt, 2000) FL/L2 learners also need to look for both relationships and differences between the new information and other information that is already in
8 long-term memory, and link them together (Amiryousefi & Ketabi, 2011; Mayer,
In other words, teachers should use some strategies to help student learn and remember words from short-term to long-term For example, teachers teach explicitly students how to use organization aids such as timelines, outlines, and flowcharts Besides, teachers give students practice in highlighting, outlining and summarizing important words Moreover, teachers give practice in paraphrasing, rehearse the word, and think of examples for students to remember The more details teachers add to the concept or topic which is related to the word, the better students’ chances of memorizing and learning new words
2.1.4 Roles of vocabulary instruction in language learning and teaching
Vocabulary is the essence of language, without a sufficient vocabulary the students cannot communicate effectively or express their idea in both oral and written (Fauziati, 2010: 61) Furthermore, she states that having a limited vocabulary is also a barrier to mastering a foreign language
According to Scrivener (1994: 75) in the classroom there are five roles of vocabulary instruction in the classroom below:
1 Vocabulary is very important and needs to be dealt with systematically in its own right
2 The learner will be difficult to finish the work if they have first met some new vocabulary
3 English dictionaries provide learners with a vital tool for self-study
4 Teachers need to distinguish between vocabulary for productive use and for receptive recognition
5 Teachers need to deal not only with single-word lexical items but also with longer, multi-word items
Teaching vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching and at times do not know
9 where to begin to form an instructional emphasis on word learning (Berne
&Blachowicz, 2008) Teaching words is a crucial aspect in learning a language as languages are based on words (Thornbury, 2002) It is almost impossible to learn a language without words; even communication between human beings is based on words Both teachers and students agree that acquisition of the vocabulary is a central factor in teaching a language (Walters, 2004)
Teaching vocabulary is one of the most discussed parts of teaching English as a foreign language When the teaching and learning process takes place, problems would appear to the teachers They have problems of how to teach students in order to gain satisfying results The teacher should prepare and find out the appropriate techniques, which will be implemented to the students A good teacher should prepare himself or herself with various and up-to-date techniques Teachers need to be able to master the material in order to be understood by students, and make them interested and happy in the teaching and learning process in the classroom The teachers should be concerned that teaching vocabulary is something new and different from student’s native language They also have to take into account that teaching English for young learners is different from adults The teachers have to know the characteristics of his\her learners They need to prepare a good techniques and suitable material in order to gain the target of language teaching
From the explanations above, the teachers become the first role and figure in class to make their students understand what they are taught in the class The teacher should have creativity in order to make their students feel comfortable and easy to accept new words
Quizlet application
Quizlet is one of the language learning tools that can be accessed from the internet It is designed as a place where everyone can share knowledge in any level, at any subject and gain confidence as a learner (Quizlet, 2019) On the other hand, Blackwell and Kane (2014) state that Quizlet as a free application or website to help students learn a concept or study vocabulary
Quizlet application is known as the digital flashcard which can be used through both computers and smartphones (Wright, 2016) Moreover, Nation (2001) states that through flashcards, learners can easily get the connections between form and meaning of the words Quizlet application is considered as the digital flashcard that provides the picture cards used through electronic devices such as smartphone, online or offline, to help learners memorize the form and meaning of the words together
2.2.2 Quizlet application in teaching vocabulary
Quizlet Application is considered as the digital flashcard that provides the picture cards used through electronic devices such as smartphone, online or offline, to help learners memorize the form and meaning of the words together
Table 2.1 The description of learning modes of Quizlet
Words and their meanings can be learned through multiple choice and writing questions Questions are sorted from easy to difficult
Digital flashcards demonstrate terms in which the students can flip them by using mouse clicks or touching the screens to show definitions or pictures that explain the term
Students are asked to write the definitions for the terms or the pictures exposed They can retake this module if they make an error
Students are asked to type what they hear from the audio prompt If they misspell the word, they will hear it dictated letter by letter while the correct answer is being typed in the screen
A test consists of four types of questions: written multiple choices, matching, and True or False The questions are based on the study set
The scores gained and the correct answers for the mistaken ones can be checked
A game in which learners are asked to match terms to their definitions
(or the corresponding pictures) as quickly as possible After finishing it, the app shows them their scores and ranks among other learners
In this game, students are asked to type the term which is corresponded with its definition before the asteroid falls and crashes onto the planet
There are 4 or more students required to play this module in which they are connected to http://Quizlet.com/live and they are asked to enter the unique session code After that, multiple-choice questions based on the study sets should be answered by the students in each group through their computers They have to collaborate to get the correct answers because the answers are
14 randomly scattered among the devices The winner is the first group that finishes the game
In this application, as shown in Table 1.1, users design their learning modules or study sets They can select any words for certain reasons and put them into the modules (Chien, 2013) Moreover, learning modes, such as flashcards, games (matching game and gravity game), quizzes, and collaborative activities are provided in each module created In the flashcard mode, the users can see the words, along with their meaning and their picture, which is one of the techniques in teaching vocabulary Furthermore, it is possible for them to hear the pronunciation of words in that learning mode Therefore, it is believed that through the Quizlet application, students will be helped to memorize and master any new vocabulary items
2.2.3 The Substitution Augmentation Modification Redefinition Model (SAMR)
The models of using Quizlet application are large in number; however, the researcher chose The Substitution Augmentation Modification Redefinition (SAMR) Model in teaching vocabulary with Quizlet application
The Substitution Augmentation Modification Redefinition (SAMR) Model, developed by Puentedura (2006), is a useful way of assessing the integration of technology and its impact on teaching and learning This model classifies four stages that can progressively impact on the learning activities in the classroom Substitution is when technology is used to replace old-fashioned ways of learning, yet the function is still the same Meanwhile, Augmentation deals with replacing tasks with some improved functions Besides, Modification allows for redesigning tasks in a significant way The last is Redefinition in which new tasks previously inconceivable
15 are created by technology The four stages are also depicted in Table 2, comprising the definitions and examples of Quizlet application by Ashcroft and Imrie (2014, p
In detail, Ashcroft & Imrie, (2014) further exemplify the activities representing each stage of the model Substitution has to do with making digital flashcards as a study set Besides, Augmentation entails combining the flashcards with pictures or sounds, and studying in modes available, mobile Quizlet, and printing In addition, Modification encompasses importing data for creating the study set, using the Test mode, and sharing a set through the website Lastly, Redefinition comprises studying together or sharing resources, which puts emphasis on student collaboration such as using the Live mode
Table 2.2 The SAMR model for technology impact assessment
Technology is used to perform the same kind of task that was done before computers or cellphone e.g., making basic digital flashcards
Although still acting as a substitute, technology offers some functional improvement e.g., making digital flashcards with images and audio
Modification Technology facilitates significant task redesign e.g., generating a test from a set of digital flashcards
Technology allows for the creation of tasks that were previously inconceivable e.g., inter-class/inter school/international digital flashcard learner collaboration
In general, to follow the SAMR model, in this study the use of Quizlet in the classroom realized the three stages: Substitution, Augmentation, and Modification The Substitution was realized through making flashcards in Quizlet; Augmentation was manifested in a variety of modes where the digital flashcards were combined with the spelling-sound; Modification was demonstrated when students were
16 provided with test generated randomly from the given set in the “Test” mode The whole depiction of Quizlet integration in the classroom is shown in Table 2.3
Table 2.3 The integration of Quizlet
Substitution Making flashcards of a study set
Augmentation Studying in Flashcards mode
Studying in the Game mode
Modification Modifying flashcards imported from other sources
The researcher used this model in this research because this model had the same features as activities in teaching process Besides, this model was suitable with the description of learning modes in Quizlet Apps.
Attitude in language learning
In common, attitude is constructed by some different aspects Wenden (1991) divides attitude into three components, namely cognitive, affective, and behavioural The first one, the mental element, consists of the beliefs and thoughts about an object, people, behaviour, event, and knowledge This component seems to affect the learning very much since it relates to one’s mind, in this case, perception The second one, the affective component, covers the person’s emotions and feeling towards an object This affects one’s preferences, such as to stand for or against, or to like or
17 dislike The last one, the behavioural aspect, deals with an individual’s actions or disposition to practice special behaviour(s) when one is in certain situations
According to Ajzen and Fishbein (1980), “attitudes are a function of beliefs” (p.7) Based on this theory, believing that performing a task will mainly result in positive outcomes results in a favorable attitude towards the task On the other hand, mistrust of the success of performing a task will lead to taking an unfavorable attitude Therefore, if participants believe that, for example, Quizlet application will have a significant effect on students’ word retention, then this method will be to their benefit Attitudes, once formed, can shape the way students think, understand, feel, and behave Generally, about language acquisition, attitude can be divided into three types: attitude towards the language, attitude towards the native speaker of the language, and attitude towards language learning Attitude towards language learning was the focus of this study Besides, the researcher chose Ajzen and Fishbein’s (1980) definition of attitude to explore the students’ attitudes towards using Quizlet application
2.4.2 Importance of attitude in language learning
In addition to other aspects, language attitudes may have significant impacts on second language acquisition The evaluation of attitudes in learning language is essential and necessary in language teaching and learning Smith (1971) also indicates that “attitude exists through the learning process because it is learned, it can be unlearned Since it is learned, it can be taught Liking a foreign language can be learned No student is born liking or disliking it” (p.81) According to Ellis
(1994), both negative and positive attitudes towards the second language are learned As a result, the teacher needs to focus on the students' attitudes Attitudes can be positive or negative They can also be changed They can either facilitate or hinder the learning process effectively
Indeed, students’ negative attitudes can also be changed positively to facilitate their learning results Having a positive attitude in language learning is believed to be a good start in their learning process
In conclusion, students’ attitude plays a vital role in maximizing learning and teaching output, and it is one of the key factors influencing the success of second language learning It would be meaningful when the researcher could help her students develop and maintain their positive attitudes in the language classroom through using Quizlet application.
Review of previous studies
After a careful review of literature, it was clear that there were numerous researchers who had conducted studies about Quizlet application and their application in English teaching and learning Most of the findings of these investigations demonstrated the advantages of using Quizlet application in vocabulary retention of students These authors’ research results could be mentioned as follows
Sanosi (2012) investigated the effect of Quizlet, a rapidly growing application with an online and mobile phone version, on vocabulary acquisition at Prince Sattam Bin Abdulaziz University in Saudi Arabia After using Quizlet for vocabulary learning for a month, the experimental group participants show a significant improvement in vocabulary post-test Accordingly, the study acknowledges and recommends using the application at university level
Secondly, the implementation of Quizlet application was carried out by Kose, Cimen, and Mede (2016) They were concerned with the perception towards Quizlet of Turkish EFL learners enrolled in a preparatory program at a private university in Istanbul, Turkey They observed and interviewed 43 students who used Quizlet as a vocabulary learning tool for four weeks The result showed that most of the students considered Quizlet effective especially in learning synonyms, definitions, and pronunciation
Thirdly, Lander (2016) explored opinions about Quizlet application after using it a period of 9 months of 830 low-level students in an introductory Test of English for International Communication (TOEIC) course at a university in Japan The location in this research was the inside and outside classrooms The result indicated that the students showed a resounding approval of using Quizlet Application for learning vocabulary
Fourthly, Dizon (2016) examined the efficacy of Quizlet application in developing L2 English vocabulary by 9 university students After examining the assigned vocabulary list for 10 weeks by using Quizlet application, the post-test result showed considerable gains by the subjects compared to the result of the pre-test The researcher acknowledged that Quizlet Application could significantly to improve academic vocabulary acquisition
Fifthly, Ozer &Kocoglu (2017) examined the effect of two vocabulary learning approaches at second semester of 2013/2014 school years at private vocational high school in Turkey The main goal of this research was to investigate the effect of two vocabulary learning approaches: 1) Computer-assisted Language Learning (CALL) with a computer-based flashcards program, Quizlet, 2) Keeping vocabulary notebooks on high school EFL learners’ vocabulary learning Vocabulary learning and recall was measured by pre, post and delayed post-tests According to the results of the study considered that using Quizlet application with flashcard software, their vocabulary and students’ vocabulary retention improved The vocabulary learning tools (Quizlet and vocabulary notebook) had an effect on vocabulary learning and retention
Another research that Ismailova, Gleason, Provotorova, and Matukhin (2017) studied the using of Quizlet application in teaching speaking skills for students of Engineering and Medical Departments in Accelerated Russian as a Foreign Language (RFL) Teaching and Learning They concluded that the teaching speaking with using Quizlet application was successful This study proved that there was a positive correlation between using Quizlet application with the students’ speaking ability
In the last study by Al-Malki, M A (2020), the foundation students were exposed to a series of Quizlet study sets containing certain topics taken from their prescribed curriculum Within these, they learnt a number of words individually and collaboratively Pre-and post-tests were implemented to gauge foundation students’ performances and acquisition in vocabulary The findings revealed that the foundation students’ performances in vocabulary acquisition significantly increased
This study is significant as it can contribute to the English Language Teaching (ELT) literature pertaining to the innovative and technological tools that can enhance students’ language skills in the 21st century It is also important to English teachers and their students in finding various ways of teaching and learning vocabulary in and outside classrooms
The previous studies differed in some ways concerning methodology and tools, but they generally showed some similar findings and results The previous studies also provided a background of theories and understanding of using Quizlet or applying of Quizlet application in vocabulary learning The researcher also acquired various benefits in developing the research instruments and enriching the theoretical knowledge to apply to the current study However, although the present research went in line with the studies mentioned above in some aspects like the scientific design and the used tools, it dealt with a different sample and used other materials and strategies Hence, this study was conducted to evaluate the effect of using Quizlet application for vocabulary retention of 11th-grade students at Thai Nguyen high school.
Summary
Chapter 2 has summarized the literature related to the study The first part reviewed an overview of vocabulary The second one gave an overview of Quizlet application, including definition, using Quizlet application in teaching vocabulary and applying it in learning Vocabulary for students The third section discussed using Quizlet application as well as the researches about this teaching and learning vocabulary approach The last one presented previous studies on using Quizlet application in learning, teaching vocabulary, attitude in language learning and their findings The next chapter presents the methodology employed for this study.
METHODOLOGY
Research questions
As stated in chapter I, the study aimed to investigate the effects of using Quizlet application on the 11 th grade students’ vocabulary retention at Thai Nguyen High School Besides, the researcher would like to investigate the students' attitudes toward using Quizlet application to improve their learning vocabulary Therefore, the specific research questions addressed in this study were as follows:
- How does Quizlet application improve the students’ vocabulary retention?
- What are students’ attitudes towards the use of Quizlet for vocabulary learning?
Action research design
The researcher adopted the action research approach to examine the effect of using Quizlet application for teaching and learning vocabulary at Thai Nguyen high school in the second semester of the school year 2019-2020
The action research was conducted in this study because of some reasons First, it helps to identify problems, solve the issues, and improve classroom activities in learning and teaching vocabulary Teachers also know what aspects of the classroom they need to focus on to develop their teaching vocabulary in class and modify it to organize the course more effectively Moreover, the purpose of this action research was to improve students’ word retention through using Quizlet application The researcher wanted to know Quizlet could improve the students vocabulary
Action research has some models but Burns’ (2010: 8) action research model proposes a model of classical action research The model was illustrated in Figure 3.1 There are four stages of an action research cycle are (1) Planning - identify a problem and create a plan of action, (2) Action - intervention in the teaching context over a certain amount of time, (3) Observation – observing the results of the plan,
(4) Reflection - reflect on and evaluate the effects of the action (Burns, 2010)
Figure 3.1 An action research cycle (Burns, 2010)
Each of these four action research components played an essential role in this study The researcher identified a specific problem from her professional practice: The first problem was that learning vocabulary intensively was not provided in English curriculum for high school Thus, if the students did not learn or practice new words at home, they would easily forget the meaning of new words which they had learnt in class The second reason was that the teachers did not have enough time for providing extended word family of new words such as synonyms or antonyms to help the students have more new words Therefore, the students found it difficult to remember the meaning of new words and their related words
Next, a plan of action was established to investigate the effects of using Quizlet application in students’ word retention for 11 th grade students at Thai
Nguyen High School The researchers’ collection of quantitative and qualitative data comprised the third stage of the action research process Next, the researcher analyzed the students’ test results Finally, the reflection element enabled the researcher to evaluate what worked and areas needed to be modified during the next cycle.
Subjects of the study
There were 5 classes of grade 11 at Thai Nguyen high school, and the researcher was in charge of teaching English to 2 classes (11A1, 11A2) Because of the limitation of time to conduct the research, she only selected class 11A1 as the study participants This study's participants were thirty 11th grade students, including 6 males, 24 females, and their age was 16 They had been studying English as a compulsory school subject for at least seven years The students were between the elementary and pre-intermediate levels By the time of the study, they had had four years of learning English at secondary school They were at the beginning of the second term The researcher chose class 11A1 as the subjects of the study because the students in this class had more experience in learning, and all of the students had mobile phones connected with Wi-Fi or 4G, so they could use Quizlet application in the classroom.
Data collection instrument
The study used a combination of two data collection instruments:
The vocabulary tests (see Appendix 1, 2, 3 and 4) This study took the students’ immediate performance in 24 vocabulary tests after the vocabulary instruction as the short-term word retention; and their immediate performance after finishing each unit
(8 tests); one week (1 test) and four weeks (1 test) after the intervention as the long-
24 term word retention In this study, the researcher used the Test mode of Quizlet to create different tests to check the students’ short term memory and word retention Test making can be a time-consuming activity for teachers but the Test mode in Quizlet had the facility to randomly generate an achievement test using a previously made flashcard set The test could be configured to include different question types, including True/False questions, Matching questions, Multiple choice questions and Written questions After generating and taking a test, the students immediately received their scores as percentages In addition, the items incorrectly answered were highlighted in red and the correct responses were displayed The test duration was from 5 to 10 minutes These tests were described as follows a Vocabulary tests to measure the students’ short term memory
The vocabulary tests were administered right after the students finished learning the vocabulary of each lesson to check the students’ short term memory There were twenty-four vocabulary tests in total
The researcher taught five lessons in each unit in the English textbook but only used 3 lessons (reading, speaking and writing) to teach vocabulary and made a test by using Quizlet The researcher used and applied the Quizlet test format Each of the tests lasted five minutes and had four parts (True/False questions, Matching questions, Multiple choice questions and Written questions) Each of the tests had 10 questions
Additionally, the students were asked to use Quizlet in its mobile version and learn the assigned units outside the school through other learning activities of Quizlet (Write, Test, Match, and Spelling) b Vocabulary tests to measure the students’ word retention
A vocabulary test was administered after each unit had been finished There were eight units, so the students took the eight vocabulary tests These tests had the same format (matching, matching, gap-filling, and choosing the correct picture with the correct word) as the tests after the lessons The students had 10 minutes to complete these tests Each of the tests had 20 questions
Besides, in order to check the students’ word retention in longer term, the researcher used two vocabulary tests after the intervention The contents and the format of these had the same level as the tests which students took in each lesson and each unit Each test had 20 questions of such types as matching, matching, gap-filling, and choosing the correct picture with the correct word The test duration was 10 minutes
One week after the intervention, the researchers used the Test mode of Quizlet application to generate one vocabulary test to check the students’ ability in retaining all the words that they had studied in the eight units
Four weeks later, the researcher used the Test mode to generate another vocabulary test to check the students’ ability in retaining all the words that they had studies in the eight units in order to examine the students’ long term word retention through their mobile phones
Figure 3.2 is shown to make clear the organization and timeline of the different tests
Unit 8, 9, 10, 11, 12, 13, 14, 15 were taught Quizlet was used to teach vocabulary of the three 3 lessons (reading, speaking and writing) of each unit
The vocabulary test of each lesson (24 tests) was administered through the test mode in Quizlet right after the students finished learning the vocabulary of each lesson
Quizlet was utilized to review vocabulary of each lesson and each unit at home
The vocabulary test of each unit (8 tests) was administered through the test mode in Quizlet t h r o u g h t h e t e s
Quizlet was utilized to review vocabulary from Unit 8 to Unit 15 at home
The vocabulary test after one week of the intervention was administered through the test mode in Quizlet
The vocabulary test after four weeks of the intervention was administered through the test mode in Quizlet
Figure 3.2 Organization and timeline of the different tasks 3.4.1.2 Justification for the vocabulary test
The reason for using the vocabulary test as the measure of the students' word retention was a series of questions of familiar topics for the students, and the format of the test was close to the students Besides, the test was not too complicated for the subjects to understand
The tests after each lesson aimed to examine the students’ short-term word retention The tests every week during the intervention and the tests after the intervention one week and four weeks aimed to examine the students’ long-term word retention
The questionnaire (see Appendix 5), which was used in this research, was adapted from an action research project by Bauer-Ramazani (2014) The questionnaire gathered the participants’ feedback about using Quizlet to learn vocabulary
The questionnaire had 14 statements which focused on three components of attitude, namely Cognitive, Affective and Behavioral
The first seven items of the questionnaire revealed the Cognitive component, which was given to identify the students’ cognitive awareness of the Quizlet application in learning vocabulary The next items included 5 statements about the Affective component, and the last 2 items belonged to the Behavioral components The items were based on a 5-point Likert scale ranging from strongly agree (1) to disagree (5) The questionnaire would be given at the end of the intervention
Questionnaires are said to be one of the most important popular instruments among educational researchers in general It is probably used with many participants, and the collected data are not too challenging to be analyzed (Brown, 1995) Moreover, Gillham (2000) also states the advantages of questionnaires: low cost in time and money, analysis of answers to closed questions is straight forward, less pressure for an immediate response, and respondents’ anonymity
The researcher took Christine Bauer-Ramazani’s questionnaire in this research because the present study shared the same aim as Ramazani’s research, and it was easy for the students at Thai Nguyen high school to understand and respond.
Teaching materials
The researcher used the book “Tieng Anh 11” by Ministry of Education and Training as the teaching material during the action research In the syllabus, there was three periods of English per week Each period lasted 45 minutes The researcher selected eight English units from of the English textbook, from unit 8 to unit 15 and in each unit the researcher taught vocabulary through three lessons (Reading, Writing and Listening) The reason was that learning new vocabulary should help students have more opportunities to be exposed, practice, experience new words in different communicative contexts
The schedule for applying Quizlet application for vocabulary learning was presented in Table 3.1
Table 3.1 The schedule for applying Quizlet application
Lesson 1: Reading about some things which appeared in celebration Learn new words: fireworks, kumquat tree, plum, get together, blossom
Test of unit 8 Lesson 2: Listening about how to celebrate the New Year
Learn new words: kimono, shrine, represent
Lesson 3: Describing a celebration Learn new words: symbolizes, festivals, parade, nation
Lesson 1: Reading about information about Thanh Ba post office Learn new words: parcel service, express, transfer, distribution
Lesson 2: Listening about the development of telephone system in VN Learn new words: commune, rural network, capacity
Lesson 3: Writing a letter to express satisfaction Learn new words: security, attitude, polite, helpful
Lesson1: Reading about some facts of endangered species
Learn new words: human race, pollutants, rare animals, extinct
Lesson 2: Listening about some National parks Learn new words: scenic feature, devastating, vehicle, completely, maintenance
Lesson 3: Describing a Cat Ba national park Learn new words: located on, forests, coastal, abundant, inhabit
Lesson1: Reading about sources of energy Learn new words: wind energy, solar energy, water energy, fossil fuels
Lesson 2: Listening about some of the things you use energy for in your house
Learn new words: ecologist, renewable, resources, unlimited
Lesson 3: Describing the trends in energy consumption in 2005 in Highland Learn new words: consumption, nuclear, hydroelectricity
Lesson1: Reading about some informations of the ASIAN Games Learn new words:
Swedish, Game, Take (took), Bring,Cook
Lesson 2: Listening about some information of the ASIAN Games Learn new words: coming live, freestyle, gymnasium
Lesson 3: Describing the preparations for the Games
Learn new words: abroad, flight, spell, way, condition
Lesson 1: Reading: Learn new words: accompany, accomplished, admire, avid, bump
Lesson 2: Listening: Learn new words: bygone, classify, gigantic, guitarist, indulge, modest, name-tag
Lesson 3: Writing: Learn new words: occupied, once in a while, pedestrian, profitably, rub, teapot, tune
Lesson 1: Reading: Learn new words: undertaken, spectator, cricket, viewing time
Lesson 2: Listening: Learn new words: waterfall, national park, campgrounds
Lesson 3: Writing: Learn new words: dirt bike, entry qualification, memento
Lesson 1: Reading: Learn new words: fly into space, set foot on the moon, conquest, lift off into space, orbit
Lesson 2: Listening: Learn new words: at a speed of, last, cosmonaut, in weightlessness, historic
Lesson 3: Writing: Learn new words: uncertainly, precisely, react, deal with, psychological tension, technical failure, telegram, venture, gravity
Data collection procedure
The present study adopted Burn’s action research procedure According to Burn (2010: 8), action research procedure includes four stages: (1) Planning - identify a problem and create a plan of action, (2) Acting- intervention in the teaching context over a certain amount of time, (3) Observing - observing the results of the plan, (4) Reflecting - reflecting and planning for further action, reflect on and evaluate the effects of the action Because of the limitation of the time, the researcher just applied this model which had one cycle
The author wanted to identify a focus for the study An action plan was developed based on the data about the students’ vocabulary retention which were collected and analyzed from results of vocabulary tests and students’ attitude when they used Quizlet application at class
The researcher planned and prepared how materials could be used, how to use Quizlet application to teach vocabulary lessons and enhance students’ word retention, and how long this intervention would take Besides, the researcher designed the lesson plan applying Quizlet application at class Then the researcher explained the envisaged process to the headmaster during the research to gain his understanding and cooperation Then, she guided the students to do the Test in Test mode of Quizlet or Learning modes on Quizlet application to learn and remember the vocabulary Finally, the researcher designed lesson plans using the Quizlet application
The intervention lasted 8 weeks from June 15th to August 15th in 2021 From unit
8 to unit 15, the students learnt and reviewed vocabulary through Quizlet application in the classroom at Thai Nguyen high school Each lesson lasted 10 minutes, and then the students could practice more at home by using Quizlet application to review the new word which they had learnt at class They used Learning mode to learn and review all of the new words in each lesson
Following the SAMR model, the use of Quizlet in the classroom realized the three stages: Substitution, Augmentation, and Modification The Substitution was realized through making flashcards in Quizlet; Augmentation was manifested in a variety of modes where the digital flashcards were combined with the spelling-sound such as
Modification was demonstrated when the students were provided with a test generated randomly from the given set in the “Test” mode The whole depiction of
Quizlet integration in the classroom is shown in Table 3.2 The details of what occurred and of the students’ activities in the classrooms were also portrayed in each lesson in the following table
Table 3.2 The integration of Quizlet in vocabulary lessons
Making flashcards of a study set
Studying in Write mode Studying in
Modifying flashcards imported from other sources
In the first phrase, Substitution, the teacher made flashcards of each unit for the students to learn new words before applying the next step because in this phase, the teacher needed to teach new words by using flashcards to make students’ mind of these words Therefore, the first phrase was used in all of the lessons
For the Augmentation phase, the researcher applied some activities in some lessons for teaching because the students learnt new words in the first phrase in each lesson In this stage, the students studied the new words in more details with some activities like studying in spell, in write, or in learn flashcards more Through types of learning modes or some of learning activities on Quizlet application, the students learnt new words
In the last phrase, Modification, the researcher applied two activities in all of the lessons The researcher applied the first activity as modifying flashcards imported from other sources to check the students’ vocabulary; the students could see other flashcards to remember again the meaning of new word Besides, using Test mode was applied in all of the lessons because after the students learned and practiced through some activities at first, the researcher wanted to use the test mode to check the students’ vocabulary retention for each lesson
In this study, the researcher used the vocabulary tests and questionnaire as the data collection instruments After that, the researchers observe the vocabulary tests’ results for each lesson, each unit and one week and four weeks after the intervention to find the score and the effect of using Quizlet on the students’ word retention
In this stage, based on the data analysis, the researcher made reflections about the action implementation The reflection of the actions indicated the success or the failure of the action research Therefore, the researcher would have recommendations for teachers.
Data analysis procedure
For the statistical analyses of the results of the tests, the Statistical Package for Social Sciences (SPSS) was used The response of the students to the questions was rated in percentage and then synthesized and presented in the form of charts and tables
Besides, the results of the questionnaire were gathered by counting and calculating data After that, the researcher analyzed the received data and described them in tables and figures for better exemplification.
Summary
Chapter 3 has presented information on the methodology for conducting the action research project It has restated the research questions of the thesis, described the subjects who participated in the study and the teaching materials, and rationale for action research and research procedure Furthermore, the data instruments used for the study have been presented in detail The procedure for data analysis has been described The next chapter is to analyze and interpret the data collected concerning the research questions
RESULTS AND DISCUSSION
Results
4.1.1 Results of the vocabulary tests
4.1.1.1 Results of the vocabulary test after each vocabulary lesson (twenty four tests for twenty four lessons)
As mentioned above, the vocabulary test after each vocabulary lesson was used to examine the students’ short term memory The data from the tests were computed, analyzed, and reported as follows
Table 4.1 Scores of 24 vocabulary tests
Table 4.1 displays the band scores in the 24 vocabulary test, which were classified into six categories: Excellent (9.0 -10 point), Very Good (8.0 - 8.9 point), Good (6.5 - 7.9 point), Average (5.0 - 6.4 point), Below Average (3.5 - 4.9 point), Low (1.0 - 3.4 point)
Table 4.2 Frequency of the vocabulary test scores
Figure 4.1 Results of the 24 vocabulary tests after each lesson
It can be seen from the figure that the number of the participants who had 8.0 - 8.9 scores took the most significant proportion with 60% of the total Additionally, 40% had 6.5 - 7.9 marks, and no one had scores belonging to other kinds of band scores In general, the vocabulary test after each lesson results' data reported that the students’ vocabulary retention was the Good and Very Good scores
4.1.1.2 Results of the vocabulary test after each unit
The results of the vocabulary test after each unit were presented and displayed in the tables and figure below, eight tests for eight units of eight weeks Table 4.3 shows the scores of the vocabulary tests
Table 4.3 Students’ score of the eight vocabulary tests after the units
Table 4.4 displays the band scores in the eight vocabulary tests, which were classified into six categories: Excellent (9.0 -10 point), Very Good (8.0 - 8.9 point), Good (6.5 - 7.9 point), Average (5.0 - 6.4 point), Below Average (3.5 - 4.9 point), and Low (1.0 - 3.4 point)
Table 4.4 Frequency of the vocabulary tests after each unit
Figure 4.2 illustrates the students’ vocabulary test scores at the end of each unit
Figure 4.2 Results of the vocabulary test scores
In general, the students whose vocabulary retention marks ranging from 9.0 to
10 (Excellent scores) accounted for 16,7 % of the students, whereas the number of students who got scores fell to 0 % in Average, Below Average and Low scores The vocabulary test’s result shows that the students outperformed themselves with higher mean scores It reveals that the students’ vocabulary retention improvement would be clearly reflected through the scores they got In other words, the use of Quizlet
43 application seemed to be useful because it helped the students learn and remember vocabulary better
4.1.1.3 Results of the vocabulary test one week after the intervention
One week after the intervention, the researcher applied the vocabulary test to evaluate the students’ long term vocabulary retention
Figure 4.3 illustrates the students’ vocabulary retention marks one week after the intervention
Figure 4.3 Results of the vocabulary test scores
As you can see in the chart above, the students whose vocabulary retention marks ranging from 9.0 to 10.0 (Excellent scores) accounted for 20% of the students, whereas the number of students who got Good scores reached to 70 % Moreover, the number of the students who got Average, Below Average and Low scores fell to 0%
4.1.1.4 Results of the vocabulary test four weeks after the intervention
In order to evaluate the students’ vocabulary retention in longer term, the researcher applied the vocabulary test to evaluate the students’ vocabulary retention once again The researcher still used the same content and format as the vocabulary test used one week after the intervention to check the students’ vocabulary retention The vocabulary test shows that the students outperformed themselves with higher mean scores (25% in Excellent scores and 70% in very good scores); in contrast, the
44 students who got good scores was 5 % It reveals that the use of Quizlet application seemed to be useful because it helped the students learn and remember vocabulary better Especially, the students’ word retention would be improved and they remembered new word longer and longer
Figure 4.4 illustrates the students’ marks after using Quizlet in vocabulary learning four weeks later
Figure 4.4 Results of the vocabulary test scores (after four weeks)
4.1.1.5 Comparison of the results of the three tests in each unit and the tests after the units
As can be seen from the table below, these vocabulary test show that the students’ scores of the tests after each unit with higher mean scores (16,7% in Excellent scores and 63,3% in very good scores); the students got excellent scores from 9.0 to 10.0 In contrast, for three tests in each unit, the students who got an excellent scores was 0% (no one got an excellent score), and 60% in very good scores, students got a good scores from 8.0 to 8.9 Besides, the students’ results of three tests in each unit was with 20% in Good scores, but the students’ results of the tests after each unit was with 40% in Good scores It reveals that the use of Quizlet application seemed to be useful because it helped the students learn and remember vocabulary better Especially, the students’ word retention would be improved and they remembered new words longer and longer
The students’ word retention had been improved This considerable improvement could be attributed to the effectiveness of Quizlet application for improving the students’ vocabulary retention applied in the study
Figure 4.5 compares the scores which the students got in the three tests in each unit and the tests after the units
Figure 4.5 Comparison of the results of the vocabulary tests scores
4.1.1.6 Comparison of the results of the vocabulary test one week and four weeks after the intervention
Figure 4.6 shows of the results of the vocabulary test one week (the first test) and four weeks after the intervention (the second test) The researcher compared the results of the vocabulary test one week and four weeks to evaluate students’ word retention in long-term
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Comparison of the results of the three tests in each unit and the tests after each unit
Three tests in each unit The tests after each unit
Figure 4.6 Comparison of the results of the vocabulary tests scores
As can be seen from the chart above, when applying Quizlet application to evaluate the students’ word retention, the students’ vocabulary retention was not at below average and low levels Most of them got Good and Very good scores, with 70%; however, the students which had an Excellent score in the second vocabulary test at 25% in contrast at 20% in the first vocabulary test Moreover, the collected data showed that the number of the students at Excellent score increased in the vocabulary test after four week Specially, the number of students who got Average, Low average and Low scores was 0% at these vocabulary tests which mentioned above in total of students
Compared with the first vocabulary test, there was a rather significant difference in the students’ word retention at Good score in the second vocabulary test 10% of the students got Good scores in the first vocabulary test and 5% of students in the second vocabulary test
EXCELLENT VERY GOOD GOOD AVERAGE LOW
The results of the vocabulary test one week and four weeks
Vocabulary test one week Vocabulary test four week
This proved that there was a significant difference between the mean scores of these vocabulary tests The students’ word retention had been improved considerably This considerable improvement could be attributed to the effectiveness of using Quizlet application for vocabulary learning and word retention applied in the study
4.1.2 Data from the student questionnaire
A quantitative analysis was carried out on the students’ responses to the questionnaire to address the second research question The questionnaire papers were distributed to 30 students of class 11A1 at Thai Nguyen High school, and all of them completed and returned
Thirty participants of 11th-grade students at Thai Nguyen high school completed the questionnaire to investigate their attitudes for using Quizlet in English class to enhance vocabulary’s retention To facilitate the analysis, the 5-level statement of perception in the questionnaire - Strongly disagree, Disagree, Not sure, Agree, Strongly agree - were regrouped into three main categories: Disagree, Not sure, and Agree
Table 4.5 shows the questionnaire's result regarding the students’ attitudes toward using Quizlet in English class to enhance vocabulary’s retention
Table 4.5 Students’ attitude toward using Quizlet in English class
Statements Agree Not sure Disagree
Quizlet application was easy to use at class or at home 90 % 5 % 5 %
Using Quizlet improve my English vocabulary 74 % 10.5 % 15.5 %
Using Quizlet made it easier to learn
Learning modes in Quizlet application was suitable and easy to learn
I was able to learn English vocabulary more quickly with Quizlet
When I learn vocabulary through Quizlet I have a wide range of English words
My vocabulary is better organized when I use Quizlet 85.5 % 9,5 % 5 %
I think Quizlet was useful in English class 81.5 % 13.5 % 5 %
I think I am skillful at studying English vocabulary with Quizlet 87.5 % 2.5 % 10 % Learning how to study English vocabulary with Quizlet was effective for me
I was satisfied when use the learning modes when learning word through Quizlet
I enjoy the learning modes in
I intend to study English vocabulary with Quizlet in the future 85.5 % 9,5 % 5 %
I prefer using Quizlet for vocabulary retention 80% 10% 10%
Discussion
This study's findings reveal that using Quizlet improved students’ word retention and that learners had positive attitudes towards this effectiveness of Quizlet application in a 11th-grade class at Thai Nguyen high school Based on the results of the vocabulary tests and questionnaire reported in the previous section, this section focused on the discussion of the significant findings related to the two research questions
4.2.2 Research question 1: How does Quizlet Application improve the students’ vocabulary retention?
With regard to the first research question, through analyzing the data collected from the tests, it can be seen that using Quizlet application had positive effects on
50 the students’ vocabulary retention It was clearly shown in the collected data from the tests that there was a meaningful difference in the distribution of points in the tests This proved that there was a great improvement in the Quizlet application after they had learned English vocabulary and had remembered new words by applying Quizlet application
There were some reasons for the positive effects of using Quizlet application on the students’ vocabulary retention Firstly, the use of the Quizlet application was effective to increase the students’ motivation The students had smart phones, and they were allowed to bring them to the school for the purpose of learning even before this study was conducted They could learn and remembered new words at the end of each lesson more and more easily They absorbed the lessons faster and more efficiently Learning new words and memorizing new words was also more convenient than the traditional way of learninpg new words Most of the English lessons which applied Quizlet motivated the students to learn a lot because of the diversity of the application Secondly, most students felt more enthusiastic and did not get bored easily with learning vocabulary when using this application The researcher found that the students using Quizlet application seemed excited and that the application even reduced their boredom in learning vocabulary Through this game, they competed with each other to achieve the best results They tried to match the word with their meanings as fast as possible
According to the results of the study findings of Sanosi (2012) and Ozer
&Kocoglu (2017) who considered that using Quizlet application with flashcard software, the students’ vocabulary retention improved The vocabulary learning tools (Quizlet and vocabulary notebook) had an effect on vocabulary learning and retention Therefore, the finding of the present study had the same results as findings by Sanoni
Besides, according to Kose, Cimen, and Mede (2016) who concerned with the students’ perception towards Quizlet, the result showed that most of the students considered Quizlet effective especially in learning synonyms, definitions, and
51 pronunciation Therefore, the findings of the present study gave similar results that Quizlet application could improve the students’ word retention
Moreover, in comparison with the results of the study by Al-Malki, M A
(2020), this study aimed to investigate the impact of Quizlet on English for Foreign Language (EFL) foundation students’ vocabulary acquisition Research results also show the effectiveness and interest of the students with Quizlet through Pre - test, Post - test and Observation Therefore, the finding of the present study was more meaningful and clearable than the finding by Malki because the researcher focused on the results of vocabulary tests and questionnaire to evaluate the effect of using Quizlet application on improving students’ vocabulary retention
In summary, by using Quizlet application in vocabulary learning and vocabulary’s retention, the students were able to demonstrate higher scores, which were related to their statistically significant gain in applying Quizlet application This claimed that Quizlet application approach could improve the students’ vocabulary retention
4.2.2 Research question 2: What are students’ attitudes towards the use of Quizlet application for vocabulary learning?
With regard to the second research question, through the questionnaire, it can be stated that the participants had positive attitude towards using Quizlet application in learning English vocabulary Concerning the opinion of the students towards using Quizlet application in learning English, most of the students participating in the study agreed that using Quizlet Application in learning English vocabulary in particular and in learning English, in general, could help the students improve work attitude as well as class participation, enhance skills for learning new words, strengthen working individually and have an easier learning experience in creative materials
Moreover, the findings from the questionnaire supported the answer to the second research question Most students in class 11A1 presented their positive opinions towards the application of Quizlet and their interest in learning activities with this application, which proved that they believed in its positive effects
Despite this fact, the finding by Lander (2016) explored opinions about Quizlet application after using it The result indicated that the students showed a resounding approval of using Quizlet application for learning vocabulary In the present study, the students seemed highly interested to learn vocabulary by using the Quizlet application It was observed from their action to prepare their learning tools The students immediately provided their smartphone and began opening the Quizlet application without being instructed by the teacher This statement is that the students were interested to use Quizlet application in learning vocabulary However, in the present study, some students preferred more traditional methods of learning vocabulary
In summary, the findings of this study revealed the positive effect of using Quizlet application in learning vocabulary and positive attitudes towards the use of Quizlet application as a new instructional method in learning and remembering new words in the classrooms at Thai Nguyen high school A closer look at the data of the current study indicated that Quizlet application was highly recommended over the traditional method in teaching vocabulary at Thai Nguyen high school This study was significant as it could contribute to the English Language Teaching (ELT) literature pertaining to the innovative and technological tools that can enhance students’ language skills in the 21st century It was also important to English teachers and their students in finding various ways of teaching and learning vocabulary in and outside classrooms Specially, the study signified the possibility of utility of the Quizlet application at Thai Nguyen high school; thus, the students could improve their vocabulary in English
Summary
In chapter 4, the researcher presents and discusses the data analysis of data collected from the questionnaire and vocabulary tests, which answered the two research questions
Firstly, vocabulary tests results proved that using Quizlet application helped enhance the students’ vocabulary retention It showed that Quizlet application affected the students’ vocabulary retention positively
Second, the results from the questionnaire answered the second research question The result of the questionnaire presented that the students had positive opinions towards applying Quizlet application It can be said that the results of the study led to several significant findings However, limitations of the research were unavoidable Some recommendations and suggestions for further studies will be reported in the next chapter to make up for those limitations
CONCLUSION AND RECOMMENDATION
Conclusion
The study “Improving Students’ Vocabulary Retention Through Using Quizlet:
An Action Research At High School” focused on applying and using Quizlet application into learning English for the purpose of improving the students’ word retention and investigate the students’ attitudes towards Quizlet application
Forty students of grade 11 at Thai Nguyen high school in Thai Nguyen province were chosen The data was collected by vocabulary tests and a questionnaire, to answer the two research questions as follows
- How does Quizlet application improve the students’ word retention?
-What are the students’ attitudes towards the use of Quizlet application for vocabulary learning?
The findings show that there were changes as a result of the actions The changes were related to the following:
Firstly, it was undeniable that using Quizlet application had a positive effect on the students’ word retention Data from the score of the vocabulary tests of the participants demonstrated that Quizlet application was beneficial to improve the 11 th grade students’ word retention effectively
Secondly, through the questionnaire, it could be seen that most of the students expressed a positive attitudes towards applying Quizlet application and an interested in this application, which demonstrated that they believed in its positive effects Most students felt more enthusiastic and did not get bored easily with learning vocabulary when using this application
Based on the results, the researcher made some suggestions for teachers to apply the Quizlet application effectively in teaching English lessons
Implications
Based on the results of the research, the implications could be proposed for teachers and students as follows
It is suggested that teachers should use Quizlet application in teaching vocabulary when teaching English vocabulary because this methods have proven to make benefits for students’ word retention in learning vocabulary For example, Quizlet application could significantly to improve academic vocabulary acquisition and the efficacy of Quizlet application in developing L2 English vocabulary (Dizon,
2016) However, compared with the traditional teaching vocabulary approach, Quizlet application with flashcard software, their vocabulary and students’ vocabulary retention improved The vocabulary learning tools (Quizlet and vocabulary notebook) had an effect on vocabulary learning and retention (Ozer
The researcher would like to contribute some suggestions for the teachers Quizlet application would be helpful to improve students’ word retention, so the teacher needs to maintain using Quizlet in the next new academic year in teaching vocabulary when students were accepted to bring mobile phone at school to learn English or students had a media room to learn English
During teaching vocabulary through Quizlet application the teacher have to make sure that after students predict some new vocabulary at the beginning, they must write on the notebook When they learned new words through Quizlet they had meaningful tasks on this application, and then they could learn all of new words by using Learning modes with many kind of activities
The teachers of English need to give more opportunities for the students to remember their vocabulary better The teacher can use the learning modes which appeared in this application such as learning with flashcards, writing, spelling, matching, gravity, and testing When using Quizlet application in class; the teacher should pay attention to the class interaction and connection with internet at class, in
56 applying Quizlet application, the students tend to connect with internet into the class to have a connection with learning modes
Besides, teachers could make a large vocabulary resources learning on Quizlet about vocabulary glossary for students at high school And other could use it as references in the future
In order to help students to understand how to use Quizlet application, teachers may need to first model how to use these learning modes in this app and offer some tips For example, in a group of three students, with the teacher guiding them through the process, one student could use first while the other students focus and look them how to use in classroom
Teachers are also advised to lends itself to revision Students can engage with your ‘Study Sets’ in three main ways known as Cards, Learn and Match ‘Cards’ creates a digital version of the traditional flashcards Their question is on one side and the answer is on the other ‘Learn’ takes on more of a quiz format The question is asked and the child has to answer it by typing in the full answer Finally ‘Match’ creates a memory match game where the child has to match the answer with the question or vice versa An individual can create their own study set and use it for revision in three engaging ways
Therefore, teacher should use and apply Quizlet in teaching English at class in order to help students have an interesting English lesson Students will feel comfortable and will find the best way to learn and review new words at home or everywhere if they had an internet connection, Wi-Fi or 4G
For students, Quizlet application is the digital flashcards for learning English vocabulary , especially in learning vocabulary Students will be able to have better achievement when they apply the Quizlet application effectively in the process of learning vocabulary, especially students’ retention
Moreover, the students should apply the Quizlet application not only in the classrooms, but also outdoor of the classrooms They can use at home for revising the new word which they learnt in class
The participants not only improved their vocabulary, but also promoted to other skills in English as listening, writing speaking and reading Besides the tasks of the teachers in using Quizlet application, students can use the Quizlet application for learning new words for enjoyment and to practise oral proficiency generally in their leisure time by learning through flashcards which had a pronunciation Students should apply the Quizlet application in outside the classrooms for getting better and better in learning vocabulary and in the language acquisition as well
By using the Quizlet application via a smartphone or computer, students may learn the vocabulary independently According to Rezaei (2014), mobile applications are appropriate media to make students enjoy learning the words It is indicated that students are motivated to learn vocabulary when applying it Quizlet has been regarded as a useful tool so that students want to study vocabulary through that application (Dizon, 2016) Moreover, Quizlet application is considered enjoyable by students in learning vocabulary Therefore, it is suggested to provide devices such as a modem, Wi-Fi portable, etc in which students can freely access the Internet to use that application.
Limitations of the study
Although the study provided a comparatively detailed description of the Quizlet application in improving the 11th grade students' word retention, there were still some limitations of the study
Firstly, the study was carried out in a limited time period of 8 weeks The study would be more reliable if the research were taken in a longer time The longer time was a key factor in applying more success for the students’ word retention
Secondly, the results were particular from one class (11A1) at Thai Nguyen High School If the action research was implemented in more classes, the study results would be generalized to a larger population
Recommendations for further research
Based on the limitation of the study, as discussed above, the recommendations were raised for further research as follows First and foremost, further studies should be carried out in a longer duration, long enough to conduct two cycles of action research in order to produce more reliable results Second, the subjects of the study need to be broadened, for example, with students in grade 11, grade 10 or grade 12 Third, besides questionnaires and vocabulary tests, other instruments such as interviews should be used in further research Finally, some further research, if possible, should be taken on studying the tips or techniques in order to apply Quizlet application to improve students’ word retention
1 Al-Malki, M A (2020) Quizlet: An Online Application to Enhance EFL
Foundation Students’ Vocabulary Acquisition at Rustaq College of Education, Oman
Arab World English Journal (AWEJ) Special Issue on CALL (6) 332- 343
DOI: https://dx.doi.org/10.24093/awej/call6.22
2 Alqahtani, M The importance of vocabulary in language learning and how to be taught International Journal of Teaching and Education, 3(3), 21-24, 2015
3 Anjaniputra, A G., & Salsabila, V A (2018) The Mrits of Quizlet for
Vocabulary Learning at Tertiary Level Indonesian EFL Journal, 4(2), 1-11
4 Alizadeth, I (2016) Vocabulary teaching techniques: A review of common practices International Journal of Research in English Education, 1(1), 22-30
5 Alqahtani, M (2015) The importance of vocabulary in language learning and how to be taught International Journal of Teaching and Education, 3(3), 21-24
6 Anjaniputra, A., G., & Salsabila, V A (2018) The merits of Quizlet for vocabulary learning at tertiary level Indonesian EFL Journal, 4(2), 1-11
7 Ashcroft, R J., & Imrie, A C (2014) Learning vocabulary with digital flashcards [Paper presentation] The JALT 2013 Conference Proceedings, Tokyo,
8 Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy (2 ed.) Pearson Education
9 Chien, C (2013) Perception and practice of Taiwanese EFL learners’ making vocabulary flashcard on Quizlet [Paper presentation] The IADIS
International Conference e-Learning, Prague, Czech Republic
10 Christanti, E J (2018) The use of Quizlet Application as learning medium to improve English vocabulary mastery for eleventh grade in SMAN 4 Yogyakarta
(Barchelor's thesis), Sanata Dharma University, Yogyakarta
11 Cinar, I., & Ari, A (2019) The effects of Quizlet on secondary school students’vocabulary learning and attitudes towards English Asian Journal of
12 Clouston, M L (2013) Teaching vocabulary TESOL International
Association Department of National Education (2004) Kurikulum 2004: Kerangka dasar [Curriculum 2004: Basic framework] Department of National Education
13 Dizon, G (2016) Quizlet in the EFL classroom: enhancing academic vocabulary acquisition of Japanese university students Teaching English with
14 Elyas, T., & Alfaki, I (2014) Teaching vocabulary: The relationship between techniques of teaching and strategies of learning new vocabulary items
15 Golonka, E M., Bowles, A R., Frank, V M., Richardson, D L., & Freynik,
S (2014) Technologies for foreign language learning: A review of technology types and their effectiveness Computer Assisted Language Learning, 27(1), 71-105
16 Grogan, M., Lucas, M., & Takeuchi, O (2018) Encouraging and motivating vocabulary development In M DelliCaprini (Ed.), The TESOL encyclopedia of English language teaching (pp 1-7) Wiley-Blackwell
17 Hikmah, D (2019) Quizlet: A digital media for learning informatics terms International journal of English Education and Linguistics, 1(1), 1-9
18 Krashen, S D (1981) Second Language Acquisition and Second Language Learning Pergamon Press Inc Oxford
19 Kalecky, R (2016) Quizlet vs vocabulary notebook: The impact of different methods of storing and revising vocabulary on students’ progress, retention and autonomy (Master's thesis), Masaryk University, Brno
20 Korlu, H., & Mede, A (2018) Autonomy in vocabulary learning of Turkish
EFL learners The EUROCALL Review, 26(2), 58-70
21 Kusrini, E (2012) Teaching vocabulary for junior high school students using snake and ladders game Jurnal Aktif, 19(4), 1-9
22 ệzer, Y E & Koỗoğlu, Z (2017) The Use of Quizlet Flashcard Software and Its Effects on Vocabulary Learning TệMER, 168(1), 061-082
23 Puentedura, R R (2006) Transformation, technology, and education in the state of Maine, Nov 28, [Web log post] Retrieved from http://www.hippasus.com/rrpweblog/archives/2006_11.html
24 Platzer, H (2020) The Role of Quizlet in Vocabulary Acquisition,
Electronic Journal of Foreign Language Teaching, Vol 17, No 2, pp 421–438, Centre for Language Studies, National University of Singapore
25 Lander, B (2016) Quizlet: What the students think – a qualitative data analysis EURO CALL, 12(3), 254-259
26 Lees, D., & Mcnee, G (2015) Effects and impressions of digital vocabulary-learning vs paper-based Humanities Review, 20, 143-164
27 Legault, L (2016) Intrinsic and extrinsic motivation In V Zeigler-Hill & T.Shackelford (Eds.), Encyclopedia of personality and individual differences (pp 1-
28 Leis, A., A, T., & S., C (2015) Smartphone assisted language learning and autonomy International Journal of Computer-Assisted Language Learning and
29 Lu, M (2008) Effectiveness of vocabulary learning via mobile phone
Journal of Computer Assisted Learning, 24, 515-525
30 Mclean, A (2003) The motivated school Paul Chapman Publishing
31 Mclean, A (2009) Motivating every learner Sage Publication Ltd
32 McTaggart, K S & Retallick, J (2004) The action research planner (2nd ed rev.) Karachi: Aga Khan University, Institute for Educational Development
33 Mulyasa, H E (2018) Implementasi Kurikulum 2013 revisi: Dalam era revolusi industri 4.0 [The implementation of the 2013 revised curriculum: In the era of the industrial revolution 4.0] Bumi Aksara
34 Myers, D G (2010) Psychology (9 ed.) Worth Publishers
35 Nation, I S P (2001) Learning vocabulary in another language
36 Raman, A., & Mohammed, A H (2013) Issues of ICT usage among Malaysian secondary school English teachers English Language Teaching, 6(9), 74-
37 Rezaei, A., Mai, N., & A., P (2014) The effect of mobile applications on
English vocabulary acquisition Jurnal Teknologi (Sciences & Engineering), 68(2),
38 Ramezanali, N (2017) Short and long-term vocabulary learning and retention through multimedia glossing: A mixed methods research Electronic Thesis and Dissertation Repository https://ir.lib.uwo.ca/etd/4588
39 Sanosi, A B (2018) The effect of Quizlet on vocabulary acquisition Asian Journal of Education and eLearning, 6(4), 2321 – 2454
40 Sidek, H M., & Rahim, H A (2015) The role of vocabulary knowledge in readingcomprehension: a cross-linguistic study Procedia - Social and Behavioral
41 Setiawan, M R., & Wiedarti, P (2020) The effectiveness of Quizlet application towards students’ motivation in learning vocabulary Studies in English
Language and Education, 7(1), 83-95 Received December 23, 2020; Revised February 19, 2020; Accepted February 26, 2020
42 Sanosi, A B (2012) “The effect of Quizlet on vocabulary acquisition”,
Asian Journal of Education and eLearning, 6(4), 2321 2454
43 Sanosi, A B (2018) The effect of Quizlet on vocabulary acquisition Asian Journal of Education and e-Learning, 6(4), 71-77
44 Sardiman, A M (2010) Interaksi dan motivasi belajar mengajar [Interaction and motivation for teaching and learning] Rajawali Press
45 Schunk, H D, Pintrich, P R., & Meece, J L (2014) Motivation in education: Theory, research, and application (3 ed.) Sage Publication Ltd
46 Vargas, J M (2011) Modern learning: Quizlet in the social studies classroom Wichita State University
47 Wentzel, K, R., & Brophy, J, E (2009) Motivating students to learn
48 Wright, B, A (2016) Transforming vocabulary learning with Quizlet
[Paper presentation] The JALT 2019 Conference of Transformation in Language Education, Tokyo, Japan
SAMPLE VOCABULARY TESTS EACH LESSON FOR
SAMPLE VOCABULARY TESTS EACH UNIT
APPENDIX 3: SAMPLE VOCABULARY TESTS AFTER ONE WEEK
APPENDIX 4: SAMPLE VOCABULARY TESTS AFTER FOUR
Dear students, we are conducting a research on “Improving students’ vocabulary retention through using Quizlet application: An action research at Thai Nguyen high school” This questionnaire is designed to investigate students’ attitude using Quizlet application The researcher really appreciates your cooperation and participation
INSTRUCTION: To respond to this questionnaire, please put a check mark (√) in the appropriate box to indicate your level of agreement or disagreement with the statements:
Strongly agree, Agree, Not sure, Strongly, Disagree
Statements Strongly agree Agree Not sure
Quizlet application was easy to use at class or at home
Using Quizlet improve my English vocabulary
Using Quizlet made it easier to learn English
Quizlet application was suitable and easy to learn
Quizlet I have a wide range of
My vocabulary is better organized when I use Quizlet
I think Quizlet was useful in English class
I think I am skillful at studying English vocabulary with
Learning how to study English vocabulary with
Quizlet was effective for me
I was satisfied when use the learning modes when learning word through
I enjoy the learning modes in Quizlet application
English vocabulary with Quizlet in the future
Thank you again for your collaboration!
Date of planning: March 25 th , 2021
Date of teaching: April 5 th , 2021
I Aims: By the end of the lesson Ss will be able to
Ss can understand about the activities in the New Year’s day in Japan and use to know about the festival in other country
Text book and pictures and lesson plan and other
Text book and pictures and lesson plan and cassette player
Asks the students these questions :
What is special about the New Year holiday in Japan?
Can you guess what Japanese do on these days?
Lead in: we are going to listen to the talking about how the New Year celebrated in Japan
Work in pairs and each pair works in role
- Lets students work in pairs to guess which of the activities the Japanese often do on their New year’s Day
-Calls some students to give their answers and write them on the boards
-Introduces some new words from the listening passage
- T asked Ss to take a mobile phone and opened the Class in Quizlet to learn new words
- T made flashcards of each new word in
- T introduced new words through flashcard mode in Quizlet
- T guided them learn and review new words through learning mode in Quizlet
- T asked Ss to do the test at the end by using Test mode in Quizlet
Task 1: Tick the thing you hear
Look at the picture in the book and guess before listening
- Followed the instructions of teacher
- Saw and wrote in their notebook meaning of new word
- Learnt new words through learning modes in Quizlet such as “spelling, learn, write and match”
- Did the test through Test mode in Quizlet
Instruction: You are going to listen to two people talking about how the New
Year is celebrated in Japan
- Listen and tick (√ ) the things you hear
- Before Ss listen and do the task, T asks them to read through the statements to understand them and underline key words - For example, the key words in the first statement are: put on, special, clothes
- T plays the tape once for Ss to do the task
- T plays the tape the second time for Ss to check their answers
- T asks Ss to work in groups of 4 to compare their answers
- T checks Ss’ answers by calling on some Ss T gives the correct answers:
- Before Ss listen to the tape again to do the task, T may ask them to try to answer the questions with the things they remember from the previous times of listening
- Asks students to listen again and answer the questions
- Lets students read the questions first and quickly- work in pairs
- Read through the statements to understand them and underline key words
- Listen to the tape and pay attention to the key words
- Tick the things they hear in the appropriate boxes
+ They put on special clothes
+ Housewives prepare special foods + They go to a shrine
-Listen to the dialogues and then work in groups and give their answers
1, Because they want to get rid of the old year and welcome the new year
2, From TV or the radio
4, No, New year is mostly celebrates among family only
QUESTIONAIRE FOR STUDENTS
Dear students, we are conducting a research on “Improving students’ vocabulary retention through using Quizlet application: An action research at Thai Nguyen high school” This questionnaire is designed to investigate students’ attitude using Quizlet application The researcher really appreciates your cooperation and participation
INSTRUCTION: To respond to this questionnaire, please put a check mark (√) in the appropriate box to indicate your level of agreement or disagreement with the statements:
Strongly agree, Agree, Not sure, Strongly, Disagree
Statements Strongly agree Agree Not sure
Quizlet application was easy to use at class or at home
Using Quizlet improve my English vocabulary
Using Quizlet made it easier to learn English
Quizlet application was suitable and easy to learn
Quizlet I have a wide range of
My vocabulary is better organized when I use Quizlet
I think Quizlet was useful in English class
I think I am skillful at studying English vocabulary with
Learning how to study English vocabulary with
Quizlet was effective for me
I was satisfied when use the learning modes when learning word through
I enjoy the learning modes in Quizlet application
English vocabulary with Quizlet in the future
Thank you again for your collaboration!
LESSON PLAN
Date of planning: March 25 th , 2021
Date of teaching: April 5 th , 2021
I Aims: By the end of the lesson Ss will be able to
Ss can understand about the activities in the New Year’s day in Japan and use to know about the festival in other country
Text book and pictures and lesson plan and other
Text book and pictures and lesson plan and cassette player
Asks the students these questions :
What is special about the New Year holiday in Japan?
Can you guess what Japanese do on these days?
Lead in: we are going to listen to the talking about how the New Year celebrated in Japan
Work in pairs and each pair works in role
- Lets students work in pairs to guess which of the activities the Japanese often do on their New year’s Day
-Calls some students to give their answers and write them on the boards
-Introduces some new words from the listening passage
- T asked Ss to take a mobile phone and opened the Class in Quizlet to learn new words
- T made flashcards of each new word in
- T introduced new words through flashcard mode in Quizlet
- T guided them learn and review new words through learning mode in Quizlet
- T asked Ss to do the test at the end by using Test mode in Quizlet
Task 1: Tick the thing you hear
Look at the picture in the book and guess before listening
- Followed the instructions of teacher
- Saw and wrote in their notebook meaning of new word
- Learnt new words through learning modes in Quizlet such as “spelling, learn, write and match”
- Did the test through Test mode in Quizlet
Instruction: You are going to listen to two people talking about how the New
Year is celebrated in Japan
- Listen and tick (√ ) the things you hear
- Before Ss listen and do the task, T asks them to read through the statements to understand them and underline key words - For example, the key words in the first statement are: put on, special, clothes
- T plays the tape once for Ss to do the task
- T plays the tape the second time for Ss to check their answers
- T asks Ss to work in groups of 4 to compare their answers
- T checks Ss’ answers by calling on some Ss T gives the correct answers:
- Before Ss listen to the tape again to do the task, T may ask them to try to answer the questions with the things they remember from the previous times of listening
- Asks students to listen again and answer the questions
- Lets students read the questions first and quickly- work in pairs
- Read through the statements to understand them and underline key words
- Listen to the tape and pay attention to the key words
- Tick the things they hear in the appropriate boxes
+ They put on special clothes
+ Housewives prepare special foods + They go to a shrine
-Listen to the dialogues and then work in groups and give their answers
1, Because they want to get rid of the old year and welcome the new year
2, From TV or the radio
4, No, New year is mostly celebrates among family only