The effects of quizlet on pupils vocabulary learning in grade 2 of phuoc nghia primary school

Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN YEN KHUE THE EFFECTS OF QUIZLET ON PUPILS'''' VOCABULARY LEARNING IN GRADE 2 OF PHUOC NGHIA PRIMARY SCHOOL Field: Theory

INTRODUCTION

Rationale

For an English learner, mastering the four skills of Speaking - Listening - Reading - Writing are essential However, learners must have a rich vocabulary and grammar, especially vocabulary to perfect these four skills The importance of vocabulary to learners in developing four English skills has been demonstrated by

In the age when science and technology are growing as quickly as it is today, educators know how to leverage science and information technology into the teaching process (Lim & Yunus, 2021), including games, online programs and resources are available on the internet Due to the recent pandemic, these online programs have been widely used by educators and more often instead of paper exercises or direct classroom activities learn Zhao (2019) has demonstrated that vocabulary learning method can affect pupils' ability to vocabulary acquisition Therefore, learners need to study constantly and review regularly, both in class and at home In this regard, web-based learning platforms and online programs have been a great help, including Quizlet Some researchers have recognized an increase in Quizlet use and their ability to support learning (Chien, 2015; Davie & Hilber, 2015; Barr, 2016; Anjaniputra & Salsabila, 2018; Mehdi, 2019) Therefore, many research proposals related to Quizlet have been made in some recent years

At Phuoc Nghia Elementary School, most pupils have difficulty learning vocabulary According to preliminary observations at practical classes, some pupils appeared uninterested when the teacher presents the lessons in a traditional way They continuously lacked concentration and neglected teacher‟s instruction The researcher recognizes that efforts are needed to address these challenges Teachers must not only supervise the whole class but also attract pupils in creative and interesting ways to increase their ability to succeed and encourage the children take the lessons Therefore, Quizlet is proposed to include in the curriculum as an auxiliary learning method and this research will be conducted in parallel with this process, with the purpose of examining the extent of Quizlet's influence on pupils' vocabulary acquisition and their attitude towards using Quizlet in teaching.

Research aims and objectives

The overall aim of this study is to investigate the effect of Quizlet on pupils' vocabulary learning in Phuoc Nghia Primary School in Tuy Phuoc, Binh Dinh

In order to achieve this aim, the researcher will try to fulfil the following objectives:

1 To examine the effects of using Quizlet in helping Phuoc Nghia Primary pupils learn vocabulary;

2 To gain insights into Phuoc Nghia primary pupils‟ perspectives and attitudes of using Quizlet in teaching and learning.

Research questions

1 To what extent does Quizlet influence the pupils‟ vocabulary learning at Phuoc Nghia Primary School?

2 What are Phuoc Nghia pupils‟ attitudes and perspectives of using Quizlet in teaching and learning?

Scope of the study

This research focuses on identifying the effect of Quizlet on pupils‟ vocabulary achievement and their attitude about using Quizlet for learning vocabulary Thus, vocabulary tests, questionnaires and semi-structured interviews were used to collect data from 80 pupils in Grade 2 at Phuoc Nghia Primary School.

Significance of the study

The findings of the study may provide a profound understanding of the benefits and challenges regarding using Quizlet in teaching and learning vocabulary in very young learners of Phuoc Nghia primary school as well as other primary schools in general This can help teachers and pupils have more choices in the design of their teaching curriculum, teaching and learning

Besides, the research also hopes to contribute to design a creative, interesting and engaging classroom, thus helping pupils to be more motivated and interested in their learning This will also help motivate teachers in self-development, improving their professional skills and professional knowledge

Additionally, these research findings are expected to be positive and valuable information for those who are concerned with teaching and learning English as a foreign language, as well as useful information for researchers in teaching methods or language theory.

Organization of the study

This research paper is divided into five chapters:

Chapter 1: Introduction This chapter consists of the background of the research, aims and objectives of the research, research questions, and the structure of the thesis

Chapter 2: Literature review In this chapter, the writer discusses the basic theoretical framework and some previous studies

Chapter 3: Research Methodology It explains research design, research method, population and sample, instruments, data collection and analysis, and the procedure of this study

Chapter 4: Findings In this chapter, the writer reveals the results of the research

Chapter 5: Discussion and Conclusions The last chapter contains the discussions, the conclusion of the research and some suggestions for further studies.

LITERATURE REVIEW

Vocabulary

To use any languages fluently, each person needs a certain amount of vocabulary Vocabulary is the most important ingredient for communication and conveying information It is used every day and is extremely familiar, but not everyone can give a thorough definition of what vocabulary is Below, we will provide the necessary information about vocabulary

Vocabulary is referred to by many different words with similar meanings, such as vocabulary, and lexicon It is understood as a set of words and units equivalent to words in the language Vocabulary can be defined as the words “we must know to communicate effectively; spoken words (expressive vocabulary) and listening words (receptive vocabulary)” (Neuman & Dwyer, 2009, p 385) Hornby (1995) defines vocabulary as total number of words of a language; a list of words with their meanings However, a new vocabulary item can be more than just a single word For example, “post office” and “mother-in-law” are made up of two or three words but express a single idea A useful convention is to cover all such instances by referring to them as lexical “items” rather than “words” Additionally, Burns (1972) defines vocabulary as the stock of words used by a person, class, or profession Zimmerman cited in Coady and Huckin (1998), states that vocabulary is central to language and has importance for typical language learning Furthermore, Diamond and Gutlohn (2006) state on “Vocabulary Handbook” that vocabulary is the knowledge of words and their meanings Based on the above definitions, it can be concluded that vocabulary is the total number of words needed to convey ideas and express the speaker's meaning That is why learning vocabulary is very important There are two main types of vocabulary: active and passive Active vocabulary includes words that we understand and use in everyday speaking and writing

Passive vocabulary is made up of words that we can recognize but do not usually use in normal communication.

Vocabulary learning

Vocabulary learning is an essential part of learning a foreign language because the meaning of new words is often emphasized, whether in books or in the classroom It is also central to language teaching and is of utmost importance to language learners

Vocabulary learning is the process of acquiring building blocks in second language acquisition (Restrepo, 2015) The impact of vocabulary on proficiency in second language performance “has become […] an object of considerable interest among researchers, teachers, and materials developers” (Huckin & Coady, 1999, p

182) From being a neglected aspect of language learning (Meara, 1980, as cited in

Xu & Hsu, 2017), vocabulary has been recognized and gradually regained its position in language learning Therefore, vocabulary teaching and learning became one of the two major types of teaching programs in language class

There are two major types of vocabulary learning: direct and indirect (Xu & Hsu, 2017) Pupils can learn vocabulary through indirect and direct approaches in many different contexts Pupils can learn vocabulary indirectly when they participate in conversations with others, through reading aloud and reading independently Direct vocabulary learning is when teachers target individual words to guide and promote word learning strategies

However, no matter what form of vocabulary learning they follow, learners should combine it with vocabulary learning methods and strategies to achieve good results

In this study, I mainly referred to the first type- direct - the main learning method that Quizlet is applying to its users.

The importance of learning vocabulary for language pupils

Vocabulary is the most important key for a person to be able to communicate with others Having a rich vocabulary helps people express their opinions effectively Additionally, vocabulary holds great significance in reading and comprehending texts This is an essential skill that individuals need to acquire, as information is often communicated through written documents Vocabulary also plays a crucial role in developing logical thinking and the ability to solve problems sensitively and effectively

To possess a diverse and extensive vocabulary, individuals need to go through the process of learning, researching, training, and gaining experience Therefore, one's vocabulary can indicate their level of knowledge and experience in a particular industry or field

The renowned linguist Wilkins once said, “without grammar, very little information can be conveyed; without vocabulary, no information can be conveyed at all” (cited in Hoang Tat Truong, 1985, p 1) Thus, when learning a foreign language, vocabulary can be regarded as fundamental building blocks that enable learners to use the language effectively

Moreover, according to German psychology researcher Ebbinghaus, the human brain initiates a forgetting process after receiving information This process begins from the 10 th minute onward after learning After 20 minutes, the brain only retains 58% of the recently learned information After 1 hour, it retains 44%, after 9 hours, 36%, after 1 day, 33%, after 2 days, 28%, and finally, after 1 month, only around 20% is retained Therefore, persistently learning and reviewing vocabulary on a daily basis, following a specific cycle, is paramount when studying vocabulary and subjects that require memorizing factual information.

Factors affecting pupils' vocabulary learning

“Learning style can be defined as a set of psychological and cognitive characteristics that remain relatively stable in the process of perceiving, interacting, and responding to the school environment” (Keefe, 1979, p 371) Learning style is always associated with the learning context, where influencing and psychological factors often interact and blend together It depends on socio-cultural foundations, living conditions, learning approaches, and human personality

According to Ausubel (1980), learners can have up to 18 different learning styles, while other researchers suggest that this number can be even higher, possibly ranging into several dozen However, researchers also identify two main types of learning styles: independent and dependent (dependent meaning having a strong relationship with surrounding factors) The independent style is commonly observed in pupils who possess high analytical ability, prefer working independently, assign tasks to themselves, and are self-motivated to complete their work well with minimal external influence On the other hand, the dependent style is often displayed by individuals who enjoy highly socialized group activities, and their work efficiency is linked to overall collaborative effectiveness Objectively speaking, each learning style has its own advantages and disadvantages

Researchers highlight that these two styles can also vary across different age groups and genders Children tend to exhibit a more dependent style, while adults tend to demonstrate a more independent style Men typically display a distinct and stronger preference for an independent style compared to women (Brown, 1997; Krashen, 1990) Some individuals strive to adapt or combine both of these learning styles to better suit their needs

Specifically in the context of foreign languages, including English, the independent style proves convenient for individual exercises (such as speaking and writing), which require meticulousness, thoroughness, and attention to detail Conversely, the dependent style is effective in conversational activities conducted in groups or pairs, as well as activities that encourage the active participation of the entire class

According to psychologists, motivation is defined as a need or desire that directs behaviour toward a goal (Myers, 2010) In the context of education, teachers are interested in fostering a specific type of motivation in their pupils known as

“learning motivation” Brophy (1983, p 18) describes pupil motivation as “the inclination of pupils to actively seek out meaningful and worthwhile learning activities and strive to achieve the intended learning outcomes from them”

Within education, there are two primary types of motivation: intrinsic motivation and extrinsic motivation Intrinsic motivation refers to the internal drive to engage in an activity based on personal desires and interests (Schunk et al.,

2014) Individuals with intrinsic motivation find the task enjoyable or satisfying in itself On the other hand, extrinsic motivation is the drive to participate in learning activities as a means to attain a specific outcome or reward (Schunk et al., 2014) Extrinsically motivated pupils believe that they will obtain desired results such as high grades, rewards, or praise from teachers.

Learners‟ autonomy

The capacity for autonomy and self-study is a crucial aspect of the learning process It involves an individual's ability to independently shape and regulate their own learning journey Specifically:

 Autonomy refers to an individual's capability to self-manage, self- administer, and shape their learning process This includes setting goals, planning, organizing time, and managing study materials

 Self-learning ability entails an individual's capacity to independently study, review, and absorb knowledge It involves skills such as accessing information, analyzing and evaluating knowledge, and utilizing effective learning methods

The role of autonomy and self-study capacity in the learning process can be summarized as follows:

 Autonomy ensures independence and builds confidence during the learning process When we have self-control, we can establish our own learning goals, effectively plan our time, and organize our studies accordingly

 The ability to self-study promotes lifelong learning With this capacity, we can seek out necessary knowledge, enhance our skills, and actively engage in continuous learning throughout our lives

Signs of pupils possessing independent learning abilities include:

 Establishing learning goals and creating plans: They set specific objectives related to the knowledge they aim to acquire, assess their current level, and determine the steps required to achieve their goals

 Seeking and utilizing learning resources: They effectively utilize appropriate sources of information, such as books, lectures, videos, online documents, and other relevant materials

 Applying effective learning methods: They employ techniques like note-taking, organizing information, summarizing, reviewing, and solving exercises to enhance understanding, retention, and application of knowledge

In conclusion, the capacity for autonomy and self-study plays a vital role in the learning process By developing these capabilities, individuals can shape and adjust their learning process effectively, leading to the achievement of their learning goals.

Quizlet as a web - based technology in EFL classroom

Quizlet is a multi - national American company founded for the purpose of researching effective learning applications and methods (Matthew, 2018) Quizlet's primary products include digital flash cards, matching games, practice electronic assessments, and live quizzes Here, I will only mentioning to the digital flashcards that are integrated on the website or the App With Quizlet, users can design sets of terms and definitions according to any of their own needs, or use pre-existing glossaries created by others before (Aspen Institute & PBC Newshour, 2021)

Quizlet caters for users six powerful learning tools for the creation of different learning activities With its different options to review the learned vocabulary items, Quizlet helps pupils track their vocabulary learning Exceeding 150 million study sets to choose from, Quizlet is estimated to be the world‟s largest pupil and teacher online learning community, and it is, undoubtedly, one of the most popular language learning technology tools on the internet In order to create our own Quizlet, one needs to prepare a two-column list of words or phrases This set of vocabulary can be a word, a term, a sentence, a synonym, an antonym, or even a short paragraph After entering the vocabulary or terms, definitions to learn into the website, Quizlet will automatically create the following learning modes:

• Flashcards – This mode allows learners to learn vocabulary in flashcard format Learners can see the spelling, hear the pronunciation of words or phrases

• Learn – This mode helps you review and evaluate your vocabulary learning level This mode will have multiple choice and essay sections In the essay section, you will have to do two small parts, Writing and Spelling For the Writing section, you will have to write words that you see the meaning or images given by the website As for the Spelling section, you must write what you have heard After filling in the results, you must press Enter If your answer is correct, you will be taken to the next question If your answer is wrong, Quizlet will give you the correct answer and ask you redo it over and over until you get it right

• Test – This mode helps to create quick tests based on the vocabulary you have entered You can choose different types of testing based on your level or learning goals

• Match – This mode is like a mini game to help you review the words you just learned You have to race against time and match the words with their meanings or images as quickly as possible You can use it to compete with your classmates or try to break your own record

• Gravity – In this mode, you have to enter your answer as the asteroids fall

As your level is higher, the falling speed of planets will also become faster

• Live – This mode requires pupils to work together to find definitions that match the term Each pupil has only one part of the answer, so they have to work together and talk to each other to complete this section

Below is Quizlet's current interface Some functions are hidden, requiring a few more operations to be seen; and some other functions require payment to display

Figure 2.1 Quizlet main interface on the phone

To facilitate searching and management, the modules will be arranged into folders with related topics, or placed in the same classroom for subjects with the same learning purpose as shown in the image:

Figure 2.2 The arrangement of units in Quizlet on the phone

Due to limited practical conditions, along with consideration of the actual situation of the research subjects, this study only focuses on Quizlet's free learning modes: Flashcards, Learn, Spell, Test and Match

Matthew (2017) demonstrates the basic steps to deploy Quizlet as a web-based application in an EFL class When you start to launch Learn part, Quizlet will ask if you have a test date Then, in the process of learning words, Quizlet will constantly change the types of exercises (Flashcard, True/False, Multiple Choice, Written, etc.) to avoid making you boring The difficulty level and frequency of words will be adjusted by Quizlet based on your learning progress and performance Quizlet's goal is to help you master your entire document, so the vocabulary items will appear over and over again until your progress reaches 100%, i.e your answers for all questions posed by Quizlet are correct To ensure your learning efficiency and quality, Quizlet will send you a notification from time to time to remind you to return to Quizlet

Quizlet not only makes learners more interested in learning, but also helps learners have a clear, effective and gentle learning path with its useful tools

2 2.3 Quizlet in the EFL classroom

With over 100 million user-created study sets and 40 million users every month (Dizon, 2016), Quizlet is one of the most used flashcard systems today Users can not only use Quizlet online, but can also download it to their phone and use it as an offline App Some of the ways to learn vocabulary provided by Quizlet can be seen in the Table 2.1 below

Table 2.1 Features of Quizlet website and mobile app (Dizon, 2016, p 44)

Feature Website Mobile app Free

It should be noted that some features can only be used on the web and not on the mobile App, for example the spelling, the test and the gravity game Furthermore, this mobile app is also more limited in their ability to provide information about users' performance and learning progress than the web

However, Quizlet allows users to create flashcards, quizzes, and vocabulary games quickly and easily Moreover, users can access and use Quizlet from a variety of media, such as computers, phones, Ipads, even TVs; from home, from school, from wherever they want With advanced technology that integrates images, audio and video, Quizlet helps learners increase interest and concentration in the learning process The interaction between learners and the software is quite high, which can help learners remember vocabulary systematically and longer Overall, Quizlet has a lot of advantages in helping pupils learn vocabulary

In a study comparing Quizlet and Rote Rapid usage, Menke (2012) found that pupils preferred Quizlet due to its ease of use, accessibility, and user-friendly interface Some pupils in the class regularly post vocabulary lists on Quizlet to facilitate focused study on important vocabulary The collaborative nature of Quizlet allows all users to be notified about updated lists, while its automatic creation of follow-up lists for missed words enables pupils to concentrate on areas that require improvement, saving valuable time Additionally, Quizlet offers more flexibility in accessing subsets of lists and provides adaptive testing features, fostering a more collaborative and competitive learning environment

To evaluate web-based flashcard learning programs like Quizlet, Nakata

(2011) proposed a set of criteria including flashcard creation, multilingual support, word variety in units, types of information, presentation and retrieval modes, effort required, general usability, adaptive sequencing, block size, and extended rehearsal Participating in online learning with Quizlet can yield several positive effects:

 Learning in a smarter way: More than 95% of pupils using Quizlet reported improvements in their scores The platform's user-friendly tools cater to a wide range of subjects, from introductory algebra to Vietnamese history to college-level econometrics, facilitating effective learning in various domains

 Sharing knowledge: Quizlet motivates and engages pupils by allowing teachers to create sets for their classes, collaborate with other educators, conduct interactive activities like Quizlet Live, and deliver materials to pupils in an engaging and effective manner

Previous studies

In a recent study, Jackson III (2015) found Quizlet to be very popular among Arab pupils for the following reasons: (1) received a score after each lesson, (2) the availability of L1 translations and (3) the games Most of them learnt vocabulary with Quizlet for about 10-15 minutes a day and they made significant more details about the progress

Chien (2015) also found that some foreign language pupils in a Taiwan University also had very many positive comments about Quizlet In his study to compare pupil preferences for three online learning applications: Quizlet, Study Stack and Flashcard Exchange, many pupils expressed interest in Quizlet much more than the other two applications The reasons they gave for this preference was because of the convenience of Quizlet (it can be downloaded quickly and easily for free) along with the fun and engaging activities on Quizlet (namely Spell, Test and Gravity)

Anjaniputra and Salsabila (2018) conducted a study on the link between Quizlet use and pupil vocabulary dynamics through action research in their class After observing, examining and interviewing 30 4th-year pupils of the Complex Vocabulary Theme class, they reported that Quizlet could increase learners' vocabulary dynamics and made them more persistent

Mehdi (2019) conducted another Quizlet study on improving vocabulary learning performance through learning by arranging vocabulary Seventy EFL pupils from a Turkish University underwent a fairly long research process during the first semester of the school year Most of them thought that Quizlet has helped them significantly in learning vocabulary through arranging words in an orderly system, clear and specific

Another study by Davie and Hilber (2015) on the attitude of a group of technical pupils on using Quizlet to learn vocabulary also showed that Quizlet is a great means of learning Through questionnaires and a number of interviews, two researchers came to the conclusion that although the vocabulary test score was not much different between test subjects, pupils continued to emphasize efficiency, convenient and interesting that Quizlet brought them Quizlet had a positive effect on these learning pupils' vocabulary learning

In another study, Sanosi (2018) found that Quizlet had a positive impact on pupils' vocabulary learning Forty-two people with low English proficiency participated in the study with Quizlet for a month The researcher then examined the results by the pre- and post-test The results showed that the test subjects had made tremendous progress after using Quizlet

Sharing the same opinion with the above researchers, Dizon (2016) had explored Quizlet's advantages over the acquisition of Japanese pupils' vocabulary The author used a mixed method with the support of vocabulary tests and interviews The statistics indicated that there was a significant change in pupil vocabulary achievement over time Pupils said they felt less stressed and more excited about learning vocabulary In addition, they recommend that Quizlet should be used in subsequent lessons to help them improve confidence and comfort in EFL classes

Finally, Barr (2016) conducted a performance comparison study among pupils using Quizlet and not using Quizlet in the same classroom The study subjects were

32 low-level first-year EFL pupils by taking the test The conclusion was that learners who use Quizlet during the review process had better results than those who do not

In short, as emphasized previously, vocabulary learning plays an important role in EFL classes for a number of reasons such as helping convey the message better and supporting the development of other language skills In addition, the studies given above have also proven Quizlet to be an effective learning tool and greatly supports learners However, in the context of Vietnam, there have been very few studies on the relationship between the use of Quizlet and the results of English vocabulary learning; and the majority of those studies done mainly focus on older users Therefore, this study aims to determine whether Quizlet can promote the acquisition of L2 vocabulary in very young pupils and measure their opinions about using it.

METHODOLOGY

Research design

The study mainly followed a quasi-experimental research with the pre-test and post-test The study involved two groups of participants labelled the Experimental and Control Group In this study, both quantitative approach and qualitative approach were employed to answer the research questions The quantitative data was collected to measure the effects of using Quizlet in developing pupils‟ vocabulary acquisition while the qualitative approach with the questionnaires and the semi-structured interview was used to investigate pupils‟ perspectives and attitudes toward using Quizlet in learning vocabulary The intervention of the study lasted 8 weeks, with lessons from Unit 11 to Unit 16 of English textbook of Grade 2 (Macmilan, 2021) The Control Group was taught the lessons in traditional ways without Quizlet support Meanwhile, Experimental Group was implemented Quizlet and pupils‟ vocabulary acquisition was measured Pupils' vocabulary learning by Quizlet was monitored during the study To collect quantitative data for the study, the pre-test, post-test and the questionnaires were formatted according to the format of a Written test applicated In order to collect the qualitative data for the study, the questionnaires and the semi-structured interviews were conducted to document in- depth information about using Quizlet in learning vocabulary and perceptions of participants in the Experimental Group towards the effect of using Quizlet on their vocabulary acquisition.

Participants

This study completed in Phuoc Nghia Primary School - a small primary school in Hung Nghia village, Phuoc Nghia commune, Tuy Phuoc district Currently, the school has a total of 16 classes with 413 pupils from Grade 1 to Grade 5

The school has quite complete facilities for teaching and learning, including an

English room, a news room, a TV and separate speakers for each room However, the school is located quite far from the city center, so the pupils' economic conditions are only average, and many pupils lack the conditions to participate in the experiment (lack of phones, computers, and no Internet)

The researcher was in charge of instructing lessons to both Experimental Group and Control Group During the research process, researchers needed to comply with the principles of ensuring fairness, privacy and confidentiality for experimental subjects The collected data had to be specific, clear and consistent Comments and assessments must also be made as objectively and reasonably as possible based on the data that has been compiled

The subjects in this study were Grade 2 pupils The study involved 80 participants from two intact classes The two classes were randomly assigned to the Experimental Group and the Control Group The Control Group l consisted of 40 pupils, 18 girls and 22 boys The Experimental Group included 40 pupils, 21 girls and 19 boys Pupils‟ age ranges from 8 to 9

The participants of the study were taught English, using the new course book for the 2 nd grade pupils - Macmilan (2021) The table below presents the background information of the two groups

Table 3.1: Components participating in the experiment

Current status of English vocabulary learning of pupil in Grade 2 of Phuoc Nghia Primary School

Mentioning the advantages, firstly, thanks to the development of the Internet, learning vocabulary has become easier for pupils, they can look up the meaning of vocabulary, as well as pronunciation more easily Use vocabulary learning apps, games, movies and songs in the learning process This helps pupils save money and increase interest in learning Besides, most children of this age are always interested in new things, absorb quickly, have good reflexes, creating favourable conditions for learning and teaching vocabulary

As for the disadvantages, due to geographical and economic conditions, there are still some children who do not have much exposure to information technology The children participated in the study when were quite young, so they still need parents and teachers to support them when studying They learn quickly but forget quickly, so they need to study over and over again and apply continuously to be able to remember words.

Data collection and data analysis

Vocabulary tests, questionnaires and interviews were employed to gather data in this research

3.3.1.1 Pre-test and post-test

A pre-test and a post-test were conducted First, two groups completed a same pre-test before applying Quizlet to the Experimental Group This test covered knowledge in Units 11, 12, 13 in Macmilan's English 2 textbook

After completing pre-test, learners in the first group (Experimental Group) were given a list of vocabulary items with pictures from the textbook English 2 (Macmilan, 2021) on Quizlet Pupils in the other group (Control Group) were given a same vocabulary list but without Quizlet support The words selected by the researcher were the vocabulary listed at the end of the English 2 textbook, Unit 14,

15, 16 (Macmilan, 2021) and some other vocabularies having an important role in pupils' reading comprehension process Each week, 4-10 words were selected by the researcher and exercises were created with them on Quizlet Pupils were required by teachers to complete these exercises within 2 days at home Participants had to take the Learn and Test mode of Quizlet When the deadline was over, the instructor checked the online assignment to ensure that pupils had completed their assignment Words were selected based on consideration of the pupil's proficiency level The majority of words were verbs (e.g., colour, paint) and nouns (e.g., rainbow, sand) or verb-noun (e.g., doing a quiz, fly a kite)

After ensuring that the children completed their learning and vocabulary review, after 4 weeks, a post-experiment test was given to both groups The post- test was more difficult than the pre-test, in order to check the difference in vocabulary learning ability of the Experimental Group and the Control Group before and after using Quizlet The difficulty of the words included in the tests were assessed based on English Vocabulary Profile - a website that offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF)

The researcher created 2 paper questionnaires to explore Quizlet's effects on pupils' vocabulary learning and the pupils' views on Quizlet

The first questionnaire included pre-survey questionnaire (Questionnaire 1A) and post-survey questionnaire (Questionnaire 1B) Both of them had 4 parts Sections 1 and 2 explored pupils‟ personal learning awareness Section 3 included questions probing how often pupils perform learning activities in class and out of class To facilitate assessment, the frequency levels were scored from 1 to 5, corresponding to “never”, “rarely”, “sometimes”, “usually”, “always” Section 4 refered to the areas of difficulty that pupils encounter before and after using Quizlet on learning vocabulary These questionnaires were administered both before and after pupils use Quizlet, to understand the changes in pupils‟ vocabulary after using Quizlet

The second questionnaire (Questionnaire 2) had 5 parts The first section was to disclose users' learning habits outside the classroom The next four sections were designed based on the technology acceptance model (TAM) (Davis, 1989), to measure users‟ behaviour intent Section 2 was set out to find out the impact of Quizlet on children's English vocabulary learning Section 3 asked questions about how pupils feel about the tools installed on Quizlet after using them Section 4 probed pupils' attitudes toward Quizlet and other vocabulary learning apps/websites Finally, in Section 5, the researcher asked questions about the mode that pupils like most in Quizlet

The question items were designed based on a scale of Likert 5 from disagreeable (1) to very agreeable (5) The reliability of the questionnaire was calculated based on comparing the percentages from the pupils' answers

After pre-test, the Experimental Group was also assigned the task of completing a questionnaire about the children's learning habits in class and outside of class (Questionnaire 1A) After post-test, they had to complete two questionnaires One questionnaire asked about the effects of Quizlet on pupils' vocabulary learning habits after using Quizlet (Questionnaire 1B), and one questionnaire asked about pupils' perspectives and attitudes toward using Quizlet in learning English vocabulary (Questionnaire 2)

The questionnaire was conducted via paper after pupils‟ completion of the test Pupils and their parents were informed by the researcher that their participation is voluntary and the results of the questionnaire were not affect their exam results or assessments Reviewers could evaluate anonymously, meaning that no name and address were recorded

Interview results depend greatly on the interviewer's communication skills and the interviewee's answers (Clough & Nutbrown, 2007) Therefore, to have a successful interview, the interviewer needs to build a comfortable interview environment, with a strict and clear question system (Cohen et al., 2007)

One week after the test, the researcher conducted interviews with the top two, the middle two and the bottom two among experimental participants, they were numbered from Pupil 1 to Pupil 6 The interviews provided deeper insight pupils‟ perceptions towards the use of Quizlet The interviews took place in mother tongue to avoid ambiguity and misunderstanding The interview included a set of 7 questions closely related to the research topic as follows

1) Do you often learn vocabulary using Quizlet? How many times a week do you usually study? (If the answer is "no", ask why)

2) How do you learn English vocabulary with Quizlet? (only use word learning modes such as Flashcard, Learning, spell, or participate in games such as Live, Match)

3) Is learning vocabulary with Quizlet effective for you? Can you remember more words? Is it easier to do vocabulary exercises?

4) Is learning English vocabulary with Quizlet difficult/easy? How difficult/easy is it? (Are the instructions easy to understand? Is the tool easy to use?)

5) Do you like learning English vocabulary with Quizlet? Why?

6) Do you plan to use Quizlet for long-term vocabulary learning? Why?

7) Compared to other word learning apps like Duolingo, 4English, Kahoot, do you like Quizlet better? Why or why not?

The surveys were completed outside of class and the result was not interfere with instruction whatsoever and pupil achievement assessments The qualitative data was interpreted through six steps, including transcribing, separating, categorizing, coding, describing and linking to similar themes to illustrate the results

The results of the tests and questionnaires were compiled in Microsoft Excel, presented in a clear and specific system of tables Then the comparison and contrast method was used to analyze and evaluate the effects of Quizlet on pupils' vocabulary learning, as well as pupils' attitudes toward using Quizlet in learning vocabulary This was the quantitative data for this study

Meanwhile, the data obtained from the semi-structured interviews were analyzed through qualitative data analysis The following steps were used to analyze the data using content analysis: (1) the researcher read the transcripts several times to familiarize themselves with the content and categorize them into different groups; (2) the information collected was coded and grouped into broader groups; and (3) the researcher reviewed the categories and themes to identify any relationships and connections

The above missions lasted for two months The data was then synthesized, analyzed and evaluated to produce the final results.

Summary

This chapter described the methodology of the study- a quasi-experimental research with the pre-test and post-test Specifically, it presented research design, participants and instruments of data collection and data analysis The procedures for administrating the questionnaires and the interviews were also described Finally, the process of data analysis was also briefly illustrated.

FINDINGS

Effectiveness of using Quizlet

Table 4.1 Pre-experimental test results

Group Control Group Experimental Group

Through the English entrance test for both the Experimental Group and the Control Group, the researcher drew the following observations:

In the Control Group, the proportion of pupils achieving low scores and weak classification accounted nearly for a quarter of the control subjects, specifically 7/40 pupils, accounting for 17.5% Meanwhile, the proportion of pupils achieving high scores and being classified as excellent is quite high, specifically 15/40 pupils, accounting for 37.5%

Regarding the Experimental Group, the proportion of pupils achieving high scores and being classified as excellent is quite low with 13/40 pupils, accounting for 32.5% The proportion of pupils scoring low in the Experimental Group was higher than in the Control Group (2.5%), specifically 8 pupils, accounting for 20%

These observations indicate minor differences between the Control Group and the Experimental Group in terms of their performance on the English entrance test The Control Group had a higher percentage of pupils achieving high scores, while the Experimental Group had a larger proportion of pupils with low scores

Table 4.2 Post-experimental test results

Group Control Group Experimental Group

It is obvious from Table 4.2 showing the test results that after two months of experiment, the percentage of pupils scoring Weak in the Control Group did not change much compared to the initial time because they still applied the old learning method Traditionally, some pupils did not have a learning plan, so their results decline In addition, the percentage of pupils scoring Weak in the Experimental Group was only10% out of a total of 40 pupils thanks to the process of learning and accumulating vocabulary using new, more modern methods and having a better study plan Furthermore, the number of pupils in the Control Group scoring Average increased significantly compared to previous formative assessments (5%), while the number of pupils scoring above 5 decreased by 7.5% (2.5% at 3-5 and 5% at 9-10) compared to before the experiment because the amount of vocabulary is increasing with the pupils' learning progress Most pupils did not actively synthesize and review vocabulary words after studying at school, leading to the fact that pupils forgot quite a lot vocabulary later, and even when they encountered some words they had learnt but they did not realize they have learned them

Looking at the Experimental Group, the pupils in the Experimental Group performed quite seriously and fully according to the learning plan for each week and each topic that the researcher had developed and synthesized through the Quizlet tool (with the help of parents) Parents could help their children be proactive and took advantage of their free time to learn via phone from the tool's app/web, which was compact and not as cumbersome as sets of flashcards or wordbooks in the traditional way of learning Therefore, the number of pupils scoring above 5 compared to the first assessment test increased significantly (increased 12.5%; 5% at 6-8 and 7.5% at 9-10), and the number of pupils under 5 also decreased quite a lot, specifically decreased 12.5% (decreased by 10% at 0-2 and 2.5% at 3-5) Most of the pupils in the Experimental Group could remember the meanings and letters of vocabulary according to the topics that the researcher compiled according to the Global Success textbook's curriculum

4.1.1.3 Divergence between the pre-test and post-test results

Table 4.3 below present the divergence between the pre-test and post-test results of pupils in both groups and the average score gain of each

Table 4.3 Average results between the pre-test and post-test results

Total mark: 10 Average score gains Pre-test Post-test

It is evident from the data presented in Table 4.3 that pupils' scores improved in the second test The average scores of both the Control Group and Experimental Group were similar in the first test, with the Control Group averaging 5.78 and the Experimental Group averaging 5.75 However, in the second test, both groups showed improvement, with the Control Group averaging 6.20 and the Experimental Group achieving an average score of 7.03 Notably, the Experimental Group exhibited a larger increase in scores compared to the Control Group While the Control Group's score increased by 0.42 point, the Experimental Group's score increased by 1.28 points

Examining individual test scores (Appendix 6), it is clear that even pupils with low initial scores (below 5) or weak performance (below 2) demonstrated significant improvement in both the experimental and Control Groups For instance, some pupils who initially scored 2 or 3 were able to increase their scores to 4, while others who scored 4 or 5 were able to achieve scores of 6 or 7 Moreover, the number of pupils scoring above 5 on the second test was considerably higher compared to the first test Overall, most pupils achieved better results on the second test

However, there is a quite small difference in the Experimental Group and the Control Group, that the Control Group has a large difference in the highest and lowest scores, up to 10 points (highest 10 points, lowest 0 points), while the Experimental Group only differed by 8 points (highest 10 points, lowest 2 points) This proves that the imbalance in the Experimental Group has been corrected quite a lot after the experiment (Appendix 6)

Overall, through statistical comparison, it can be concluded that pupils' scores improved in a positive direction, particularly among those using Quizlet as a learning support tool This indicates that Quizlet had a positive impact on pupils' vocabulary learning and motivated them to exert more effort in their studies

4.1.2.1 Difficulties that pupils meet in learning vocabulary before and after Quizlet treatment

From the interviews, the researcher also obtained information about the difficulties pupils encountered when learning vocabulary, both before and after using Quizlet The data are summarized in Table 4.4

Table 4.4 Difficulties facing pupils in learning vocabulary

Questionnaire Before using Quizlet After using Quizlet

No of response % No of response %

Based on the results in Table 4.4, it is evident that pupils at this age commonly face challenges in learning vocabulary The most prominent difficulty reported by pupils is remembering the context within a sentence Before using Quizlet, 29 pupils acknowledged this challenge, and after using Quizlet, the number decreased by only 6 to reach 23 pupils

The second difficulty identified by pupils is pronunciation and memorization of phrases Prior to using Quizlet, 28 pupils found pronunciation challenging, while

27 pupils struggled with memorizing phrases However, after incorporating Quizlet into their learning, there was a significant improvement Only 21 pupils faced pronunciation difficulties, and an equal number of pupils (16) had difficulties in memorizing phrases

The ability to remember spelling also showed significant improvement with the use of Quizlet The number of pupils struggling with spelling reduced from 25 to just 16 Interestingly, among all the difficulties encountered by pupils, memorizing word meanings appeared to be the easiest challenge Prior to using Quizlet, only 19 pupils found it difficult, and this number further decreased to 15 after utilizing the tool

These findings suggest that Quizlet has been effective in addressing various challenges associated with vocabulary learning It has notably helped pupils improve their ability to remember context in sentences, pronunciation, phrase memorization, spelling, and word meanings

4.1.2.2 Pupils' autonomy in learning vocabulary

In addition to the effectiveness, pupils' autonomy also changed in a positive manner The tables and charts below clarified the difference in pupils' autonomy before and after the use of Quizlet

The following table compares the changes of pupils' care for learning before and after the use of Quizlet

Table 4.5 Pupils’ attention to learning vocabulary

Pupils’ attention to learning vocabulary

Questionnaire Before using Quizlet After using Quizlet

No of response % No of response %

Take no care of his/her own learning 13 32.5 8 20

Take little care of his/her own learning 7 17.5 7 17.5

Take moderate care of his/her own learning 11 27.5 13 32.5

Take much care of his/her own learning 9 22.5 12 30

The data in Table 4.5 shows that after using Quizlet, pupils are more interested in their studies Specifically, the number of pupils who do not care about studying has decreased from 32.5 to 20%; The number of pupils “who take little care or moderate care of his/her own lesson” increased slightly, from 45% to 50% Particularly, the number of pupils “who take little care” has no change, still 17.5%, and the pupils “who take moderate care” has changed significantly, increasing from

17 to 30% This proves that Quizlet has had a positive impact on pupils' learning attitudes, making them more diligent and interested in learning vocabulary

With regard to self- studying habits, the numeric data before and after the treatment period are presented in Table 4.6

Table 4.6 Pupils' change of self- studying frequency

Frequency of self-studying in general

No of response % No of response %

The pupils‟ attitudes and perspectives about using Quizlet on English

To know pupils' views on using Quizlet to learn vocabulary, we must first consider their feelings about their learning effectiveness with the support of Quizlet This is shown through the table below:

Table 4.9 Results of pupils’ feedback about Quizlet’s effective after the experiment

Strongly disagree Disagree Not sure Agree Strongly agree

I was able to learn English vocabulary more quickly with

Using Quizlet made it easier to learn English vocabulary 2.5% 15% 10% 27.5% 45%

I think Quizlet was useful in my class 7.5% 10% 17.5% 30% 35%

Based on the data in Table 4.9, it is clear that a majority of pupils in the Experimental Group agree or completely agree with the survey questions regarding the usefulness of the Quizlet tool for learning and improving vocabulary This indicates that the Quizlet tool is highly regarded by pupils as an effective resource

Only a small percentage (10%-20%) of pupils in the Experimental Group gave a neutral rating Additionally, a small portion (2.5%-7.5%) of pupils disagreed with items 2, 3 and 4 of the survey questions However, it is important to note that these percentages are relatively low compared to the overall agreement with the tool Up to 45% of pupils strongly agreed that “Using Quizlet makes it easier to learn English vocabulary”, 42% acknowledged “Using Quizlet improves my English vocabulary” and 37.5% agreed that “learn English vocabulary more quickly with Quizlet” The lowest is item 4 - "Quizlet was useful in my class", also approved by at least 35% of pupils In addition, the "agree" rate is not low, fluctuating on average from 27.5 to 32.5% Specifically, item 1 and item 4 are 27.5%, item 2 32.5% and item 4 30%

These findings suggest that the Quizlet tool is perceived as a smart tool that aids pupils in learning vocabulary and gaining a deeper understanding of topics without becoming tedious or excessively time-consuming The tool allows pupils to review and memorize vocabulary effectively within a short amount of time (approximately 15-30 minutes, as stated in Appendix 5)

Overall, the survey responses reflect a positive sentiment towards the Quizlet tool among pupils, highlighting its effectiveness and efficiency in supporting vocabulary learning

But besides learning effectiveness, setting up and guiding learning modes also greatly affects how pupils feel during use We can see that very clearly from Table 4.10 below

Table 4.10 Evaluation of pupils about the Quizlet tools after the experiment

Strongly disagree Disagree Not sure Agree Strongly agree

The tools on Quizlet are quite easy to use 5% 15% 17.5% 25% 37.5%

You can get used to learning words using Quizlet quite quickly

The Quizlet website/ mobile app is clear and understandable 2.5% 7.5% 15% 32.5% 42.5%

Table 4.10 reveals that pupils generally have a positive perception of Quizlet The majority of pupils find Quizlet easy to understand and use (62.5%) Many pupils agreed or strongly agreed (25% and 37.5.5%, respectively) that Quizlet helps them learn words faster and more easily A significant proportion of pupils (75%) also agreed that the interface and tools of Quizlet are presented clearly, concisely, and are easily understood Furthermore, a sizable portion of pupils (62.5%) quickly adapted to using Quizlet (35% strongly agree and 27.5% agree), and only a small percentage (7.5%) encountered difficulties These findings demonstrate that Quizlet is user-friendly and most pupils are satisfied with the results it brings

Perhaps because of the great benefits that Quizlet brings, pupils also have quite positive attitudes toward using Quizlet in their vocabulary learning This can be seen in Table 4.11

Table 4.11 Pupils’ attitudes toward Quizlet and other vocabulary learning software

Strongly disagree Disagree Not sure Agree Strongly agree

I intend to study English vocabulary with Quizlet in the future

If I had to choose between vocabulary learning websites

(Duolingo, 4 English, Kahoot, etc.), I would definitely choose

Table 4.11 shows that up to 65% of pupils agreed and strongly agreed to use Quizlet to learn English vocabulary in their future Only 12.5% refused Quizlet (5% strongly disagree and 7.5% disagree), and 17.5% had a neutral attitude Furthermore, 57.5% of pupils prioritized choosing Quizlet over other English learning apps such as Duolingo, Kahoot, and 4English However, there are also many people who underestimated Quizlet compared to other learning software, specifically accounting for 27.5% (12.5% strongly disagree and 15% disagree) of the total number of pupils participating in the survey

Overall, the data from Tables 4.10 and 4.11 suggest that pupils viewed Quizlet positively They found this effective and user-friendly tool for learning words easy to use The majority expressed their intention to continue using Quizlet for vocabulary learning in the future, and a significant percentage choose Quizlet over other English vocabulary learning applications

Pupils’ preferences of Quizlet task types

Although pupils have shown their friendly attitude towards Quizlet, not all Quizlet modes were favoured by them Below are some learning modes on Quizlet, along with information about activities that pupils like, presented specifically in the following table:

Table 4.12 Pupils' preferences of Quizlet task types

Table 4.12 shows pupils' preferences for learning modes on Quizlet Feedback shows that most learners really like Match mode (87.5%) and Learn mode (82.5%) Test mode is a little less popular but still at a high level (75%), followed by Flashcard mode (72.5%) Spell is the least popular mode (60%), and is also the most difficult mode that takes a lot of time to complete

The four questions to answer the second research question includes:

4) Is learning English vocabulary with Quizlet difficult/easy? How difficult/easy is it? (Are the instructions easy to understand? Is the tool easy to use?)

5) Do you like learning English vocabulary with Quizlet? Why?

6) Do you plan to use Quizlet for long-term vocabulary learning? Why?

7) Compared to other word learning apps like Duolingo, 4English, Kahoot, do you like Quizlet better? Why or why not?

Interview results from 6 pupils reveal similar results with the survey The two pupils with the highest scores had great love for Quizlet In addition to the teacher's basic requirements, pupils also practiced with Quizlet for about 40-60 minutes a week Pupils said “learning with Quizlet is like playing a game”, “quite simple” and

“fun” They could "play forever without getting bored", especially with Match mode “which has leader boards so they can compete with friends” Pupils rated Quizlet as not only making it easier for them to learn vocabulary, but also finding it more interesting and fun than before

Two pupils with average scores also gave similar answers, commenting

“Quizlet is quite easy to use”, “Once you get used to it, it's very easy to use” They also said that “Learning with Quizlet is very fun” Their main difficulties were mainly due to lack of time learning vocabulary, “having to spend time on other subjects”, or due to learning ability – “I study many times and still don't memorize them” However, they still emphasized that they “will prioritize using Quizlet to learn words in the future”

The two pupils with the lowest scores were not very enthusiastic about this word learning app One child said that “Quizlet is difficult to use”, “I keep confusing the modes with each other", and another said that “I usually use Duolingo more”, “Duolingo is easier to learn words” However, when digging deeper, the researcher received additional answers from the pupils that due to limited economic conditions, lack of phones or no internet, they could not interact with Quizlet much This can also be seen as a reason affecting pupils' attitudes towards Quizlet.

Summary of the chapter

Through data collected from tests, questionnaires, and interviews, it is shown that Quizlet has had a positive impact on children's vocabulary learning In addition to improving learning efficiency and productivity, helping pupils learn words more easily, remember words longer and apply them better, Quizlet also improves pupils' study habits, helping them have healthier and more effective study habits than before For example, pupils have done homework more often, completed vocabulary exercises more frequently, implored other learning resources, and asked for support from teachers when encountering difficult problems

The majority of pupils also had quite positive views and attitudes about Quizlet Quizlet is very effective in making word learning easier and more interesting Quizlet's interface is also clear, easy to understand and easy to use, bringing a sympathetic look to users Therefore, many pupils affirm that they will continue to maintain and support Quizlet in the future

However, there are also some pupils who have not really found benefits of using Quizlet to learn vocabulary Pupils have difficulty accessing Quizlet, as well as using tools on Quizlet for their learning This results in pupils not making much progress in their test results There are also a couple of pupils who love other learning software such as Duolingo, Kahoot, and 4English In today's era of strong technological competition, such choices are understandable.

DISCUSSIONS AND COΝCLUSIOΝS

Discussions of major findings

On reviewing the literature on learning and teaching vocabulary, the researcher initially emphasized the significance of effective vocabulary learning After closer review of numerous research articles, publications, and magazines, the researcher selected Quizlet as the subject of investigation

During the traditional teaching process, the author noticed that although the pupils displayed interest in learning vocabulary, their ability to absorb and retain the words was not satisfactory, resulting in a relatively small vocabulary bank This could be attributed to both the teaching and learning methods employed by the teacher and the young age of the children

Following the implementation of Quizlet, pupils engaged in more active learning activities They exhibited increased interest in learning vocabulary and demonstrated enthusiasm for vocabulary-related activities and games in the classroom Pupils devoted more time to vocabulary learning, particularly on Quizlet This indicates that the pupils had a receptive and supportive attitude toward using Quizlet for vocabulary acquisition As a result, the academic achievements of the pupils improved compared to before

Based on the data analysis, several observations can be made Firstly, it can be concluded that Quizlet enhances pupils' ability to remember vocabulary, thereby improving overall learning efficiency Pupils engaged in more vocabulary exercises and learn a greater number of words compared to before Children dedicated significant time to learning through Quizlet at home They also found it easier to remember word meanings, pronunciations, and contexts compared to their previous experiences Notably, Quizlet also contributed to pupils' proficiency in applying vocabulary to tests and classroom communication

By conducting a pilot study involving 80 pupils at Phuoc Nghia Primary School over two consecutive months, the research aimed to address questions concerning the impact of Quizlet on learners' vocabulary acquisition and their attitudes towards the application Data was collected through pre- and post-tests utilizing Quizlet, along with questionnaires and interviews The collected information was then statistically analysed and processed in Excel tables for research purposes

It can be concluded from the data that Quizlet exhibits positive effects on users It facilitated faster, easier vocabulary absorption and enhanced long-term retention Learners had comprehensive exposure to various aspects of vocabulary, including definitions, spellings, pronunciations, and contexts Quizlet provided a convenient and engaging learning environment that not only motivated learners to put in effort but also fostered autonomy in learning Therefore, it is recommended to encourage children to use Quizlet not only at their current age but also as they are older or younger This applies not only to learning vocabulary or English but also to other English's sides such as grammar, writing, reading, etc., which require substantial information memorization

In today's era of technological advancement and widespread use of information technology, children are accustomed to utilizing computers, phones, and other smart devices for both learning and entertainment This creates favourable conditions for the development of Quizlet Pupils can utilize Quizlet not only for studying at home but also in class, engaging in study exchanges with friends and teachers through features like Live, Match, or Gravity (paid by teachers) Pupils could collaborate on homework or form groups to play games on Quizlet

It is indicated that most children voluntarily engaged in vocabulary learning on Quizlet and dedicated significant time to it Learners could access various modes of study, self-assess their progress, enhanced their learning abilities, and even created their own Quizlet sets (or have their parents create them) Overall, Quizlet is a useful application that greatly supports the teaching and learning of vocabulary for both teachers and pupils, both presently and in the future

The research results indicate that Quizlet had positive effects on users, improving pupils' learning attitudes and facilitating independent learning The effectiveness of Quizlet is supported by various previous studies conducted by Andarab (2017), Dizon (2016), Kaleck (2016), and Sanosi (2018) Test scores showed improvement after using Quizlet, indicating enhanced learning efficiency and productivity This improvement can be attributed to the creation of an ideal learning environment by Quizlet, enabling pupils to actively study outside the classroom (Sanosi, 2018)

Several factors contributed to the success of the experiment First, in today's technology-driven era, children have increased access to phones and computers for learning purposes Second, this generation is accustomed to using smart devices connected to the internet in their daily lives, resulting in a high level of technology literacy (Sanosi, 2018) Their familiarity with technology facilitates their use of Quizlet, and they quickly grasp its features Third, Quizlet is popular and user- friendly, with a simple interface and clear instructions Its learning modes align closely with learners' psychology, providing them with the best learning experience Both teachers and pupils find Quizlet easy to use, and it doesn't require much time for exploration and fluent usage With diverse learning modes, Quizlet sparks interest in learning while exposing pupils to multiple aspects of word acquisition, such as definitions, pronunciation, and spelling Quizlet improves pupils' ability to remember words and apply them in tests It offers a more systematic, engaging, and effective learning experience compared to traditional methods like copying words or completing monotonous vocabulary exercises These advantages motivate pupils to dedicate more time to vocabulary learning (Dizon, 2016), leading to improved success

Regarding learner autonomy, the study findings demonstrate that using Quizlet significantly enhanced pupils' study habits Since utilizing Quizlet, pupils demonstrated increased responsibility for their learning They studied vocabulary- related lessons more regularly and attentively This aligns with the findings of Anjaiputra and Salsabila (2018), Korrlu and Mede (2018), and Sanosi (2018) who reported that Quizlet fosters learner autonomy in vocabulary acquisition When using Quizlet, pupils find studying more interesting and can easily track their progress through test results and rankings This allows for quick identification of mistakes and motivates pupils to improve Additionally, pupils actively complete additional vocabulary exercises assigned by the teacher and begin searching for other external learning resources Although setting self-learning goals may not be highly effective due to the young age of the children, it still reflects their initiative (Benson, 2001; Holec, 1981) Goal-setting encourages pupils to reflect on what they need to do to achieve their objectives and focus more on their studies (Anjaiputra & Salsabila, 2018) According to Sanosi, Quizlet enhances learners' independent learning ability through its lesson system and learning modes, allowing learners to proactively adjust modes, self-assess their abilities, and correct mistakes as instructed by the application This promotes proactive and convenient vocabulary learning, resulting in improved outcomes Furthermore, pupils can easily monitor their scores and rankings on Quizlet, enabling better observation and control of their learning progress (Kaleck, 2016)

Although the study demonstrates the positive impact of Quizlet on pupils' vocabulary learning, certain aspects should be examined more closely Before children start using Quizlet for vocabulary learning, teachers need to provide careful guidance on its methods and purposes, especially to parents When using the application, pupils should have a supervisor nearby to prevent distractions or using the device for entertainment or other vocabulary learning applications instead of Quizlet Considering the young age of the children, teachers should select an appropriate volume and difficulty level of vocabulary to avoid overwhelming them, which could lead to fatigue and loss of interest Additionally, to facilitate management, teachers should create classes and ask parents to set up separate learning accounts for their children Regular monitoring of children's progress through the application and communication with parents is essential for timely assessment and appropriate adjustments.

Limitations of the study

Although the researcher aims to conduct the study under optimal conditions, several limitations exist in reality for various reasons Firstly, the study only included a small sample size of 80 children, with only 40 participating in using Quizlet for vocabulary learning This limited number may hinder the comprehensiveness of the results Secondly, the participants were quite young, and their cognitive abilities were still developing, making guidance challenging Teachers needed to provide careful and clear instructions, preferably with videos or illustrations, to assist the pupils Additionally, children tend to get bored quickly, lose concentration easily, and can easily become distracted by other forms of entertainment Thus, they require adult supervision and guidance Thirdly, despite rapid technological advancements, some areas, such as Phuoc Nghia, are still physically remote and lack the necessary infrastructure Consequently, certain children may have limited access to electronic devices or insufficient exposure to technology, which could impact their achievements

Furthermore, the study's duration was relatively short, spanning only two months, with one month without Quizlet and one month using Quizlet Due to this limited timeframe, it is difficult to ascertain if Quizlet's positive impact on pupils' learning will endure in the long term The emotional state of the participants during data collection can significantly influence the results

Lastly, due to restricted research conditions, the collected data may have been influenced by external factors that the researcher did not fully comprehend, such as family dynamics, environmental factors, or varying learning conditions Controlling for the influence of these factors on the research subjects would enhance the reliability of the study It is important to recognize that this research may still be subjective and incomplete, as the researcher faced limitations in both technological expertise and teaching experience.

Implications

To ensure a smooth implementation of Quizlet for pupils, users should consider the following factors Firstly, teachers should introduce and familiarize pupils with Quizlet in the classroom before expanding its use outside This approach allows for better control and management by teachers while enabling pupils to become comfortable with using Quizlet conveniently This strategy also helps reduce the effort required from both teachers and parents By receiving instructions in class, pupils will be better equipped to address any difficulties they may encounter during usage

Prior to implementing Quizlet, teachers should provide concise, specific, and clear instructions, preferably supplemented with illustrations and videos If necessary, seeking assistance from parents or homeroom teachers can also be beneficial Additionally, teachers should consider the number of words and difficulty level to match the pupils' age and proficiency level The exercises are too easy or too difficult, which can lead to pupil boredom and tired Starting lessons with topics that are relatable to pupils, particularly those related to classroom lessons or exams, fosters deeper engagement and higher learning motivation

The findings of this study align with previous research, demonstrating the positive effects of Quizlet on children's vocabulary learning It also enhances learning autonomy, transforming the process of word acquisition into a voluntary and exciting experience Thus, these research results serve as valuable information for English teachers in elementary grades who are considering incorporating Quizlet for pupils' word learning Parents and pupils can also rely on this research to develop for themselves or their children a reasonable and effective learning method and program Other educators interested in utilizing this application for teaching can also refer to the suggestions provided by the researcher The research results will also support educational policy and curriculum makers, helping them have more reference sources to improve the quality of education Textbook developers can also consider including Quizlet in extracurricular learning programs if necessary Furthermore, other language skill developers can also base on this research results to improve their language learning methods Researchers exploring similar or related topics can use this research article as a reference, enabling them to navigate their studies more efficiently and effectively.

Suggestions for further research

The researcher acknowledges several limitations of the current study and suggests potential avenues for future research One suggestion is to examine Quizlet in various learning environments, not only with English experts but also with non- experts This would provide a broader understanding of Quizlet's effectiveness across different learner populations

Furthermore, future studies could investigate the timeframe of Quizlet's influence and explore other aspects of its impact on vocabulary acquisition For instance, researchers could examine how long the positive effects of using Quizlet last and whether there are any diminishing returns over time Or the researcher may also study the impact of Quizlet on other aspects of learning English such as grammar, pronunciation, etc

To enhance the generalizability of the findings, it is recommended to increase the number of test participants or expand the participant pool With a larger sample size, the data collected would be more representative and reliable

Moreover, future research should strive to control external factors that may influence the results By minimizing the impact of extraneous variables, such as the use of other learning tools or distractions during the study, the accuracy of the test results can be improved

By addressing these limitations and further exploring the potential of Quizlet in different contexts, researchers can gain a more comprehensive understanding of its effectiveness and provide valuable insights for educators and learners alike

A New Milestone for Quizlet: 50 Million Monthly Learners (n.d.) Matthew, G

Retrieved 2018, from https://quizlet.com/blog/introducing-the-new-quizlet- learn

Anjaniputra, A G., & Salsabila, V A (2018, August 4) The merits of Quizlet for vocabulary learning at tertiary level Indonesian EFL Journal, 4(2), 1 https://doi.org/10.25134/ieflj.v4i2.1370

Aspen Institute & PBC Newshour (n.d.) Intel Retrieved 2021, from http://theinnovationeconomy.org/

Barr, B (2016) Checking the effectiveness of Quizlet as a tool for vocabulary learning The Center for English as a Lingua Franca Journal, 2(1), 36-48

Benson, P (2007) Autonomy in Language Teaching and Learning Language

Brophy, J (1983, September) Conceptualizing student motivation Educational Psychologist, 18(3), 200–215 https://doi.org/10.1080/00461528309529274

Brown, H D (1997) English language teaching in the “post-method” era: Toward better diagnosis, treatment, and assessment PASAA (Bangkok), 27, 1-10

Burns, A (1972) The Cambridge Guide to Pedagogy and Practice in Language Teaching Cambridge: A University Press

Cambridge Dictionary (n.d.) Retrieved 2022, from https://dictionary.cambridge.org/dictionary/english/vocabulary

Chien, C W (2015, April 23) Analysis the Effectiveness of Three Online Vocabulary Flashcard Websites on L2 Learners‟ Level of Lexical Knowledge

English Language Teaching, 8(5) https://doi.org/10.5539/elt.v8n5p111

Clough, P., & Nutbrown, C (2007) A student‟s guide to methodology London: Sage Publications

Coady, J., & Huckin, T (1997) Second language vocabulary acquisition: A rationale for pedagogy Cambridge University Press

Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education (6th ed.) London: Routledge

Cook, H., & Ausubel, D P (1970, June) Educational Psychology: A Cognitive View The American Journal of Psychology, 83(2), 303 https://doi.org/10.2307/1421346

Davie, N., & Hilber, T (2015) Mobile-assisted language learning: Pupil attitudes to using smart phones to learn English vocabulary International Association for Development of the Information Society (IADIS,) International Conference on Mobile Learning, 70-78 Portugal: Madeira

Davis, F D (1989, September) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology MIS Quarterly, 13(3), 319 https://doi.org/10.2307/249008

Diamond, L., & Gutlohn, L (2006) Vocabulary handbook Baltimore, MD: Brookes

Dizon, G (2016) Quizlet in the EFL Classroom: Enhancing academic vocabulary acquisition of Japanese university pupils Teaching English with Technology,

Do, T.H., & Vo, T D A (2021) The application of digital games on vocabulary learning of non-English major pupils and their learning attitudes Industry and trade magazine, 13(2), 54–72

Ebbinghaus, H (1885, October 1) Memory: A Contribution to Experimental

Psychology Annals of Neurosciences, 20(4) https://doi.org/10.5214/ans.0972.7531.200408

Fischer, R (2012) Diversity in learner usage patterns, In G Stockwell (ed.)

Computer-Assisted Language Learning: Diversity in Research and Practice,

14-32 New York, NY: Cambridge University Press

Gregory, E M., (2012) Easy to use More accessible More user-friendly Time effective More flexible More collaborative More competitive

Gu, P (2003) Vocabulary learning in a second language: Person, Task, Context and Strategies The Electronic Journal for English as a Second Language,

7(2) http://www.tesl ej.org/wordpress/issues/volume7/ej26/ej26a4/?wscr

Holec, H (1981) Autonomy and Foreign Language Learning Oxford, New York: Pergamon Press

Hornby, A S (1995) Oxford Advanced Learner‟s Dictionary Oxford: Oxford University Press

Huckin, T., & Coady, J (1999) Incidental vocabulary acquisition in a second language Studies in Second Language Acquisition, 21(2), 181-193

Huitt, W (2001) Motivation to learn: An overview Educational Psychology Interactive Valdosta, GA: Valdosta State University

Hulstijn, J H (2001) Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity (Robinson,

P., Ed.), Cognition and Second Language Instruction, 258-286 Cambridge:

Jackson III, D B (2015) A targeted role for L1 in L2 vocabulary acquisition with mobile learning technology Perspectives, 23(1), 6-11 http://issuu.com/tesolarabia-perspectives/docs/feb2015-perspectives

Kaleck, R (2016) Quizlet vs vocabulary notebook: The impact of different methods of storing and revising vocabulary on pupils‟ progress, retention, and autonomy Masaryk University

Keefe, J W (1979) Learning style: An overview (Keefe, J W., Ed.) Pupil learning styles: Diagnosing and prescribing programs, (1-17) Reston, VA

National Association of Secondary School Principles

Korlu H & Mede E (2018) Autonomy in Vocabulary Learning of Turkish EFL Learners The EuroCALL Review, 26(2)

Krashen, S D (1985) The input hypothesis: Issues and mimplications Addition- Wesley Longman Ltd

Lim, T M., & Yunus, M.M (2021) Teacher‟s perception towards the use of Quizizz in the teaching and learning of English: A systematic review

Mehdi, S A (2019) Learning Vocabulary through Collocating on Quizlet

Universal Journal of Educational Research, 7(4): 980-985, 2019

Myers, N (2010) Social Psychology World Color Press

Nakata, T (2011) Computer – assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software

Nation, P (2006a) Vocabulary: Second language (Brown, K., Ed.) Encyclopaedia of Language and Linguistics, 6(2), 448-454 Oxford: Elsevier

Neuman, S B., & Dwyer, J (2009) Missing in Action: Vocabulary Instruction in Pre-k The Reading Teacher, 62, 384-392

Petropxki, V (1982), Psychology of age and pedagogical psychology, Episode 1 London: Education Publishing House

Restrepo Ramos, F D (2015) Incidental vocabulary learning in second language acquisition: A literature review PROFILE: Issues In Teachers' Professional Development, 17(1), 157-166

Sanosi, A B (2018) The effect of Quizlet on vocabulary acquisition Asian Journal of Education and eLearning, 6(4), 2321 – 2454

Schunk, D H., (2014) Coming to terms with motivation constructs Contemporary

Solhi Andarab, M (2019, April) Learning Vocabulary through Collocating on Quizlet Universal Journal of Educational Research, 7(4), 980–985 https://doi.org/10.13189/ujer.2019.070409

Thornbury, S (2002) How to teach vocabulary Edinburgh Gate: Pearson Education Limited

Wilkins, D A (1972) Linguistics and Language Teaching London: Edward Arnold

Xu, X., & Hsu, W-Ch (2017) A new inventory of vocabulary learning strategy for Chinese tertiary EFL learners TESOL International Journal, 12(1), 7-31

Zhao, F (2019, January 15) Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom International Journal of Higher Education, 8(1),

Zimmerman, C B (1997) Historical trends in second language vocabulary instruction Second language vocabulary acquisition, 5 – 19

1 He‟s sliding 2 Let‟s look at the cake!

II Look and write: (4 points)

III Write the words: (2 points)

1 This is my sister! 2 Is there a teapot?

II Look and write: (4 points)

III Complete the sentences: (2 points)

1 How old is your sister?

Questionnaire on daily learning habits of pupils and some difficult problems they meet in the learning process of English vocabulary before using Quizlet

This survey is designed to collect the opinions of grade 2 pupils at Phuoc Nghia Primary School about using Quizlet software in supporting English vocabulary learning In order to study this successfully, please help her answer all the following questions in the most honest way She guarantees all of their personal information will be confidential

Thank you very much for your cooperation!

1 How do you take care of vocabulary learning?

2 Do you learn all the vocabulary lessons that your teacher gives?

3 How often do you do the following vocabulary learning activities? (tick the boxes that are true to you)

Learn vocabulary from other sources (game, song, film, etc)

Ask for your teachers‟ help when you meet some difficult exercises

Try to use new words in class or in communication

Set your own goals in learning vocabulary

4 Do you have any difficulties in learning English vocabulary?

BẢNG CÂU HỎI VỀ QUIZLET 1 (A)

Bảng câu hỏi về thói quen học tập hàng ngày của học sinh và một số vấn đề khó khăn mà họ gặp trong quá trình học từ vựng tiếng Anh trước khi sử dụng Quizlet

(Bản tiếng Việt) Các em thân mến!

Phiếu khảo sát này được thiết kế nhằm lấy ý kiến của các em học sinh khối lớp 2 tại trường tiểu học Phước Nghĩa về việc sử dụng phần mềm Quizlet trong việc hỗ trợ học từ vựng Tiếng Anh Để nghiên cứu này thành công, các em vui lòng giúp cô trả lời tất cả các câu hỏi dưới đây một cách chân thật nhất Cô đảm bảo toàn bộ thông tin cá nhân của các em đều sẽ được bảo mật

Cảm ơn các em rất nhiều vì sự hợp tác của các em!

1 Em quan tâm đến việc học từ vựng thế nào?

2 Em có học tất cả các từ vựng mà cô giao không?

 Em học hết tất cả các bài học

 Em học gần hết các bài học

 Em chỉ học vài bài

 Em không học gì cả

3 Em có thường xuyên thực hiện các hoạt động học tập sau khi sử dụng

Quizlet không? (đánh dấu tick vào ô em cho là phù hợp)

Tần suất Không bao giờ

Làm bài tập từ vựng về nhà

Học từ vựng từ các nguồn khác (trò chơi, bài hát, phim, v.v.)

Yêu cầu giáo viên của em giúp đỡ khi bạn gặp một số bài tập khó

Cố gắng sử dụng các từ mới trong lớp hoặc trong giao tiếp Đặt mục tiêu của riêng em trong việc học từ vựng

4 Các vấn đề khiến em vẫn cảm thấy khó khăn sau khi sử dụng Quizlet để học từ vƣng?

Questionnaire on daily learning habits of pupils and some difficult problems they meet in the learning process of English vocabulary after using Quizlet

This survey is designed to collect the opinions of grade 2 pupils at Phuoc Nghia Primary School about using Quizlet software in supporting English vocabulary learning In order to study this successfully, please help her answer all the following questions in the most honest way She guarantees all of their personal information will be confidential

Thank you very much for your cooperation!

1 How do you take care of vocabulary learning after using Quizlet?

2 Do you learn all the vocabulary lessons that your teacher gives after using

3 How often do you do the following vocabulary learning activities after using Quizlet? (tick the boxes that are true to you)

Learn vocabulary from other sources

Ask for your teachers‟ help when you meet some difficult exercises

Try to use new words in class or in communication

Set your own goals in learning vocabulary

4 Do you still have any difficulties in learning English vocabulary after using Quizlet?

BẢNG CÂU HỎI VỀ QUIZLET 1 (B)

Bảng câu hỏi về thói quen học tập hàng ngày của học sinh và một số vấn đề khó khăn mà họ gặp trong quá trình học từ vựng tiếng Anh sau khi sử dụng Quizlet

(Bản tiếng Việt) Các em thân mến!

Phiếu khảo sát này được thiết kế nhằm lấy ý kiến của các em học sinh khối lớp 2 tại trường tiểu học Phước Nghĩa về việc sử dụng phần mềm Quizlet trong việc hỗ trợ học từ vựng Tiếng Anh Để nghiên cứu này thành công, các em vui lòng giúp cô trả lời tất cả các câu hỏi dưới đây một cách chân thật nhất Cô đảm bảo toàn bộ thông tin cá nhân của các em đều sẽ được bảo mật

Cảm ơn các em rất nhiều vì sự hợp tác của các em!

1 Em quan tâm đến việc học từ vựng thế nào sau khi sử dụng Quizlet?

2 Em có học tất cả các từ vựng mà cô giao sau khi sử dụng Quizlet không?

 Em học hết tất cả các bài học

 Em học gần hết các bài học

 Em chỉ học vài bài

 Em không học gì cả

3 Em có thường xuyên thực hiện các hoạt động học tập sau khi sử dụng

Quizlet không? (đánh dấu tick vào ô em cho là phù hợp)

Tần suất Không bao giờ

Làm bài tập từ vựng về nhà

Học từ vựng từ các nguồn khác (trò chơi, bài hát, phim, v.v.)

Yêu cầu giáo viên của em giúp đỡ khi bạn gặp một số bài tập khó

Cố gắng sử dụng các từ mới trong lớp hoặc trong giao tiếp Đặt mục tiêu của riêng em trong việc học từ vựng

4 Các vấn đề khiến em vẫn cảm thấy khó khăn sau khi sử dụng Quizlet để học từ vƣng?

Pupils' habits, perpectives and attitudes on using Quizlet in learning English vocabulary

This survey is designed to collect the opinions of grade 2 pupils at Phuoc Nghia Primary School about using Quizlet software in supporting English vocabulary learning In order to study this successfully, please help her answer all the following questions in the most honest way She guarantees all of their personal information will be confidential

Thank you very much for your cooperation!

1 How much time did you spend studying English vocabulary with Quizlet outside of class?

 Less than 20 minutes each week

 More than 60 minutes each week

2 Please read each statement and choose the answer that most closely matches your opinion

Strongly disagree Disagree Not sure Agree Strongly agree

I was able to learn English vocabulary more quickly with

Using Quizlet made it easier to learn English vocabulary

I think Quizlet was useful in my class

3 Please read each statement and choose the answer that most closely matches your opinion

Strongly disagree Disagree Not sure Agree Strongly agree The tools on Quizlet are quite easy to use

You can get used to learning words using Quizlet quite quickly

The Quizlet website/ mobile app is clear and understandable

4 Please read each statement and choose the answer that most closely matches your opinion

Strongly disagree Disagree Not sure Agree Strongly agree

I intend to study English vocabulary with Quizlet in the future

If I had to choose between vocabulary learning websites, I would definitely choose

5 Which feature of Quizlet do you like most?

BẢNG CÂU HỎI VỀ QUIZLET 2

Thói quen, quan điểm và thái độ của học sinh về việc sử dụng Quizlet trong việc học từ vựng tiếng Anh

Phiếu khảo sát này được thiết kế nhằm lấy ý kiến của các em học sinh khối lớp 2 tại trường tiểu học Phước Nghĩa về việc sử dụng phần mềm Quizlet trong việc hỗ trợ học từ vựng Tiếng Anh Để nghiên cứu này thành công, các em vui lòng giúp cô trả lời tất cả các câu hỏi dưới đây một cách chân thật nhất Cô đảm bảo toàn bộ thông tin cá nhân của các em đều sẽ được bảo mật

Cảm ơn các em rất nhiều!

1 Em đã dành bao nhiêu thời gian để học từ vựng tiếng Anh với Quizlet ngoài lớp học?

 Ít hơn 20 phút mỗi tuần

2 Vui lòng đọc từng câu và chọn câu trả lời phù hợp nhất với ý kiến của em

Không chắc chắn Đồng ý Rất đồng ý

Em đã có thể học từ vựng tiếng

Anh nhanh hơn với Quizlet

Sử dụng Quizlet đã cải thiện vốn từ vựng tiếng Anh của em

Sử dụng Quizlet giúp việc học từ vựng tiếng Anh trở nên dễ dàng hơn

Em nghĩ Quizlet hữu ích trong lớp học của em

4 Vui lòng đọc từng câu và chọn câu trả lời phù hợp nhất với ý kiến của em

Không chắc chắn Đồng ý Rất đồng ý

Các công cụ trên Quizlet khá dễ dùng

Em có thể làm quen với cách học từ bằng Quizlet khá nhanh

Trang web Quizlet/ ứng dụng

Quizlet trên di động rõ ràng và dễ hiểu

5 Vui lòng đọc từng câu và chọn câu trả lời phù hợp nhất với ý kiến của em

Không chắc chắn Đồng ý Rất đồng ý

Em dự định sẽ dùng Quizlet để học từ vựng tiếng Anh trong tương lai

Nếu phải chọn giữa các web học từ vựng, em chắc chắn sẽ chọn Quizlet

6 Em thích chế độ nào của Quizlet nhất?

RESULTS OF PRE-TEST AND POST-TEST

Name Control Group Experimental Group

Pre - test Post - test Pre - test Post - test

1) Em có thường xuyên học từ vựng bằng Quizlet không? Em thường học bao nhiêu lần/thời gian một tuần? (Nếu câu trả lời là "không", hãy hỏi tại sao)